Ten Common Problems Students Face in College Updated on December 2, more While time spent at college is a fond memory and a happy experience for most, the student life is not without its rough patches. Everyone's situation is unique, but there are a few problems that almost all college students deal with at least once during their time at school. If you are on your way to college, get a jump on how to deal with the challenges that may come your way.
Grigorenko, samizdat letter to history journal, c.
High school students hate history. When they list their favorite subjects, history always comes in last. They consider it "the most irrelevant" of 21 school subjects, not applicable to life today. When they can, they avoid it, even though most students get higher grades in history than in math, science, or English.
Even when they are forced to take history, they repress it, so every year or two another study decries what our year-olds don't know.
African American, Native American, and Latino students view history with a special dislike. They also learn it especially poorly.
Students of color do only slightly worse than white students in mathematics. Pardoning my grammar, they do more worse in English and most worse in history. Something intriguing is going on here: I will argue later that high school history so alienates people of color that doing badly may be a sign of mental health!
Students don't know they're alienated, only that they "don't like social studies" or "aren't any good at history. Many history teachers perceive the low morale in their classrooms. If they have lots of time, light family responsibilities, some resources, and a flexible principal, some teachers respond by abandoning the overstuffed textbooks and reinventing their American history courses.
All too many teachers grow disheartened and settle for less.
At least dimly aware that their students are not requiting their own love of history, they withdraw some of their energy from their courses. Gradually they settle for just staying ahead of their students in the books, teaching what will be on the test, and going through the motions.
College teachers in most disciplines are happy when their students have had more rather than less exposure to the subject before they reach college. History professors in college routinely put down high school history courses.
A colleague of mine calls his survey of American history "Iconoclasm I and II," because he sees his job as disabusing his charges of what they learned in high school. In no other field does this happen.
Mathematics professors, for instance, know that non-Euclidean geometry is rarely taught in high school, but they don't assume that Euclidean geometry was mistaught. English literature courses don't presume that "Romeo and Juliet" was misunderstood in high school.
Indeed, a later chapter will show that history is the only field in which the more courses students take, the stupider they become.
Perhaps I do not need to convince you that American history is important. More than any other topic, it is about us. Whether one deems our present society wondrous or awful or both, history reveals how we got to this point.
Understanding our past is central to our ability to understand ourselves and the world around us. We need to know our history, and according to C.
Wright Mills, we know we do. Outside of school, Americans do show great interest in history. The Civil War series attracted new audiences to public television. Our situation is this: American history is full of fantastic and important stories.
These stories have the power to spellbind audiences, even audiences of difficult seventh graders. These same stories show what America has been about and have direct relevance to our present society.
American audiences, even young ones, need and want to know about their national past. Yet they sleep through the classes that present it.
What has gone wrong? We begin to get a handle on that question by noting that textbooks dominate history teaching more than any other field. The stories they tell are predictable because every problem is getting solved, if it has not been already. Textbooks exclude conflict or real suspense.
They leave out anything that might reflect badly upon our national character. When they try for drama, they achieve only melodrama, because readers know that everything will turn out wonderful in the end.Peer Groups” by Berhane explored how Black African and Black American enginnering students developed raltionships with each other and how the community college support structures put in place to support the Black students on campus.
his issue of the Journal of American Indian Education (JAIE) is the second of two thematic issues evolving from a national colloquium to address the educational needs of Native American students. Introduction Chronology View the sequence of events and documents of the “out-of-doors” debates in newspapers in pamphlets during the ratification of the.
Journal of Latin/Latin American Studies , 5(2), Social Identity and College Student Experiences in the United States: Introduction to the Issue.
The Coddling of the American Mind. In the name of emotional well-being, college students are increasingly demanding protection from words and ideas they don’t like. What students experience a much higher incidence of harassment than other students in general?
Homosexual According to a survey conducted by the American Association of University of Women____ of 8th through 11th graders reported some type of sexual harassment in their schools.