The popular “school and society” course in the School of Education at the University of Colorado has a section that is limited to minority students or first-generation college students. (Tip thanks to Linda Seebach)
The course
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From the [Daily Camera](http://www.dailycamera.com/bdc/buffzone_news/article/0,1713,BDC_2448_3072612,00.html) comes
From the Daily Camera comes is strange little story of race based discrimination going on my alma matter, the University of Colorado. First a little exposition: The popular “school and society” course in the School of Education is taken by …
It seems quite disingenous that the stated rationale for the separate section doesn’t possibly apply to first-generation college students. Would the following quote make any sense?
“Often a first-generation student would find they were the only first-generation student in a given section and … very often their class would turn to them whenever an issue of higher education was discussed,” Shepard said. “They’d be asked if they agreed with a certain perspective or to defend a position. They’d be put on the spot in ways that made it feel like a hostile environment.”
If the section is intended for racial minorities then just say that and deal with the legal consequences.
You need the course to graduate, but you can’t take the course because you’re white.
We make every effort to accomodate our students.
Would the course be acceptable if it were only for first-generation college students, and race-neutral?
Andrew, that would be a lot better. I’d like to think that a student who really had to have that course, could take it at no other time, and couldn’t get into another section, could slide in somehow. Surely that wouldn’t happen too often though.
Andrew, I’m not sure I follow. Assuming I have found the correct page, the course description reads:
“Introduces the real world of schools, teaching, and learning. Integrates content on diverse learners with oral communication skills, and the history, philosophy, sociology, and anthropology of education. Links theory to practice with experiences in community settings.”
What would possibly necessitate a separate section for first-generation students? And how would such a fix at all address the problems which led to the current situation?
Having followed the link to the catalog (thanks Nels), I think the answer is that you are right (in this case). I say that because the course appears to be aimed at sophomores and juniors.
My experience—and here I’m speaking from experience—is that many (most?) freshmen coming from first-in-college families need much more help in transition. Time management, raised expectations (such students are often although not always from uncompetitive high schools), how to conduct research. Like all teenagers I tried to ignore the advice my parents gave me when I went away to college, but I was not entirely successful, and my dad’s experience (he has a J.D.) was very helpful to me at some difficult points.
By junior year this need would be diminished, although not entirely gone. (How likely is it that such students will get the same amount of good advice on preparation for a career, the importance of seeking out and engaging faculty members, doing independent work in the major?) A separate section seems, in fact, not useful for this course, but I would take the opposite position if it were targeted at underclassmen.
I was a first-in-the-family to attend college back in 1971. It was a complete shock and I was completely unprepared, with no discipline, poor study habits, and a huge chip on my shoulder. So I dropped out before the first semester was over and joined the military. Perhaps I missed a great opportunity, but I do not regret that choice. I learned about telecommunications and ended up in the information technology field when I got out. I am now a systems architect for a major financial services firm.
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