This blog is where you can post your writing to be shared by you and your classmates. Blogs create a great place for writing because it can easily be seen by your peers, and you can write feedback on how you connected to your classmates' work. The blog format is meant to be less formal, more creative and freeing than the academic essays you write in this class. This is where you can explore your voice as writers, and take some risks with your style and ideas. Happy blogging!
Wednesday, January 22, 2014
Stage 5: Metacognitive Reflection
You have now explored the sociology of higher education through multiple forms of analysis: individual reading, collaborative reading/ reflection and analysis, multimodal writing, discussion, and visual analysis. Please write a brief reflection on how going through these various stages of analysis impacted your reading/writing process and understanding of the material.
Stage 4: Blog Post
Blog Reflection
Please write a short blog response discussing your insights about the topic of higher education and how one's neighborhood, or the culture of the college, can influence an individuals' experience with post-secondary education. Please include one of the following to enhance your blog: a photo, a link to another relevant article or video clip, or a quote from an outside source.
After posting your blog, please find one other person's blog to comment on and post a response.
Stage 3: Visual Imagery for Higher Education
Higher Education Imagery
1. While looking at the visual images, jot down initial interpretations.
2. After completing things you initially notice, pair up with someone sitting next to you and discuss the following:
- What first strikes you about the image?
- Who or what is the main subject of the image?
- What colors and textures dominate?
- What is in the background? In the foreground?
- What do you assume happened in the picture?
- What is your emotional response to the picture?
- What questions does the image raise for you?
- What connections do you make to the readings?
Reading 2: The Neighborhood Effect (Chronicle of Higher Education)
Please read the following article by yourself first. After reading the article, pair up with one other person to walk through your reading process: what did you notice while you were reading? What grabbed your attention? How did you navigate the reading? What do you notice in your reading process that differs about this reading versus the last reading? How did you change gears while navigating this reading?
The Neighborhood Effect
25 years after William Julius Wilson changed urban sociology, scholars still debate his ideas. Is anyone else listening?
By Marc Parry
Kelvin Ma for The Chronicle Review
Jacqueline lived in one of the most toxic environments in urban America. If you've seen The Wire, HBO's series about crime and punishment in Baltimore, you can picture daily life in her neighborhood on that city's West Side. Drug dealers. Junkies. Shootings. Her high-rise housing project felt like a concrete cell. Jacqueline, a single mother with a sick child, was desperate to escape.
Then she got a ticket out. In the mid-1990s, Jacqueline volunteered to participate in a far-reaching social experiment that would shed new light on urban poverty. The federal government gave her and many others housing vouchers to move out of ghettos—with a condition. Jacqueline (a pseudonym used by researchers to protect her privacy) had to use the voucher in an area where at least 90 percent of the residents lived above the federal poverty line.
It's unlikely that Jacqueline had heard of William Julius Wilson, but the experiment that would change her life traces its intellectual roots in part to the Harvard sociologist's 1987 book, The Truly Disadvantaged. Wilson upended urban research with his ideas about how cities had transformed in the post-civil-rights period. Writing to explain the rise of concentrated poverty in black inner-city neighborhoods after 1970, he focused on the loss of manufacturing jobs and the flight of black working- and middle-class families, which left ghettos with a greater proportion of poor people. And he examined the effects of extreme poverty and "social isolation" on their lives. The program that transplanted Jacqueline, Moving to Opportunity, was framed as a test of his arguments about "whether neighborhoods matter" in poor people's lives.
Reading 1: The Invisible Tapestry: Culture in American Colleges
Please read the following article by yourself first. After reading the article, pair up with one other person to walk through your reading process: what did you notice while you were reading? What grabbed your attention? What roadblocks did you hit? How did you work through them? How did you navigate the reading?
The Invisible Tapestry
Culture in American Colleges and Universities
George D. Kuh and Elizabeth D. Whitt
ERIC Higher Ed. Reports, 1998
The Invisible Tapestry
Culture in American Colleges and Universities
George D. Kuh and Elizabeth D. Whitt
ERIC Higher Ed. Reports, 1998
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