The humidity made a ride seem ill-advised this morning, and by 3 p.m., the storms had returned, so we contented ourselves with exercise videos and the promise of yard work tomorrow morning.
Today begins Week 6 in my quest to read War and Peace in seventeen weeks, but the book is so compelling that I have already finished the reading for Weeks 6 and 7. I have not made as much progress in the “Shakespeare in a Year” project, however: I’ve read through Sonnet 106 but must still (re)read As You Like It. Speaking of the sonnets, I love this from Sonnet 104:
To me, fair friend, you can never be old;
For as you were when first your eye I eyed,
Such seems your beauty still….
It has been a week, but “The Drowned Girl” from Joyce Carol Oates’ new collection, Dis Mem Ber continues to haunt me, and not simply because of its true-crime inspiration. Rather, I remain deeply unsettled by the insightful depiction of students marginalized by “alternate route” admission programs for transfer and / or non-traditional students.
Dream Hoarders (Richard V. Reeves) has also unsettled me (and sent me off to the shelves for Keith Payne’s The Broken Ladder). Reeves’ discussion of internships and other unpaid opportunities for students was particularly uncomfortable: My older daughter works twenty-plus hours per week as an summer intern. Yes, it’s an unpaid internship, but it’s also a priceless opportunity in a competitive (if wildly underpaid) field, where entry-level positions require both education and experience. She and my younger daughter, both undergraduate research assistants, were also asked to continue their projects over the summer, and although one daughter was, quite unexpectedly, offered funding, the other was not. (She did, however, earn a scholarship for achievement in non-major coursework, which had the effect of making the unpaid research seem less… indulgent? privileged? dream-hoarder-like?) Earning an undergraduate research position, especially at a such a large university, where so many capable students vie for so few spots, well, that’s quite an achievement, one that yields the experience, the letters of recommendation, the opportunities to contribute to publications and to present at conferences that make a student a more desirable graduate school applicant and / or jobseeker. So why would any parent say, “No”? And that’s the problem, maintains Reeves. It’s unfair that some students can accept unpaid opportunities while other students cannot. It’s particularly unfair, he continues, that some students have, through their parents’ professional and social networks, access to opportunities, paid and unpaid.
Talk about a challenging read! Here are my commonplace book entries:
There is one good reason why many Americans feel as if the upper middle class is leaving everyone else behind: They are.
Americans in the top fifth of the income distribution – broadly, households with incomes above the $112,000 mark – are separating from the rest. This separation is economic, visible in bank balances and salaries. But it can also be seen in education, family structure, health and longevity, even in civic and community life. The economic gap is just the most vivid sign of a deepening class divide.
The big question is whether we are willing to make some modest sacrifices in order to expand opportunities for others or whether, deep down, we would rather pull up the ladder.
The debate over college debt is lively and largely misplaced. It is lively because almost everyone involved in public discourse – scholars, journalists, politicians – went to college and has children who have done or will do so. (Almost every member of Congress has a college degree.) It is misplaced because the real problem in American higher education is not about debt, but distribution and quality. The debt problem is for people from poorer backgrounds who borrow to attend bad colleges.
Discrimination on the basis of social class — what we call snobbery in the old country — is largely unacknowledged. Even Americans highly sensitive to the risks of sexism or racism often engage in classism, unaware that they are doing so.
In other bookish news… my younger daughter and I are (re)reading The Odyssey and listening to Elizabeth Vandiver’s wonderful lectures; I am enjoying a flurry of graphic works (more later); and the “twist” in Final Girls (Riley Sager) is no twist. At. All.
That quote from the Bard is begging to be transcribed into a birthday card.
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