The Struggles Of Growing Up

In the story “I Just Wanna Be Average” the author Mike Rose argues that society very often neglects and doesn’t see the full value and potential of students.

When Rodriguez is in London, he reads Richard Hoggart’s The Uses of Literacy, and is able to see himself in the essay. We see that he gains a “sociological imagination” and that he realizes that he fits the definition of the “scholarship boy” when he says that he “realized that there were other students” (517) like him. Hoggart says that this type of student must be “more and more alone” (517) in order to succeed, and that this student must “cut himself off mentally, so as to do his homework, as well as he can” (517). Rodriguez shows us that he not only grasps what the “scholarship boy” is, but he also understands what the “scholarship boy” goes through because of personal experience. Although he agrees with Hoggart’s definition, Rodriguez also adds to the meaning of the “scholarship boy” by giving his readers the insight of exactly what they go through, how they think, and why they do what they do. For example, he shows readers that he is forced to be “more and more alone” (517) by writing about how his relationship with his parents is weakened, and how the books he reads makes him feel lonelier. This insight not only asserts Hoggart’s definition of the “scholarship boy,” but also lengthens and specifies it.

In his work entitled “The Shock of Education: How College Corrupts”, journalist and author Alfred Lubrano poses the question of how receiving education can lead to a harsh reality. Lubrano explains that as a child works toward a higher education, there are certain aspects of life they are forced to leave behind as they enter into a new existence. According to Lubrano’s statement, “At night, at home, the differences in the Columbia experiences my father and I were having was becoming more evident” (532). Additionally, Lubrano states, “We talked about general stuff, and I learned to self-censor. I’d seen how ideas could be upsetting, especially when wielded by a smarmy freshman who barely knew what he was talking about” (533). In answering this question, Lubrano must explore the types of conversations that occurred with other family members, the disconnection from his peers, and how segregating himself from his family

In the narrative called ‘Scholarship Boy’, by Richard Rodriguez. One can say that the biggest turning point is when Mr. Rodriguez himself realizes, at the age of thirty. The biggest attribute to his success and determination is schooling as a young boy. This is when Mr. Rodriguez had to live two separate lives. One as a young boy eager and willing to learn and develop, and another as a son and sibling to his family. At the age of thirty he finally is able to come to terms with this fact and be able to talk about in public and not have to keep it bottled up any longer. During this time in his life he is writing his dissertation and finds a written piece by Richard Hoggarts called, ‘The Scholarship Boy’. At this point in his life he sees that he is not alone with his life struggles. This was figuratively like lifting weights off of Mr. Rodriguez’s shoulders, you can see how while telling this part of the story stress is taken off of him. It is interesting to see that during the entire narrative Mr. Rodriguez seems unappreciative and ungrateful for the life his parents had given him. He is obviously resentful to the idea that his parents didn’t appreciate or value the idea of education, or at the very least learning the primary language of a country they moved to. Nothing in the story states that they were ignorant parents and didn’t know how to do simple math, the struggle that kept his parents from being able to give Mr. Rodriguez the attention and affection but most of all

Development is a key tool that assists Graff to successfully persuade his intended audience of high school and college educators. “Everyone knows some young person who is impressively ‘street smart’ but does poorly in school…high schools and colleges might be at fault…We associate the educated life…too narrowly and exclusively…I offer my own adolescent experience…” (237). Graff develops the text effectively by using a flowing structure of paragraphs and ideas, he develops the text by introducing the topic of street smarts, as well as street smart kids generally for a few paragraphs, then he introduces his own personal anecdote, and reflection. Graff’s use of development makes it effortless for the audience to read, as there is no cutting back and forth

Hughes feels like his race places a large part in his education at the prestigious school he attends, stating “I am the only colored student in my class / The steps from [my school] lead down into Harlem,” (799). This is an obviously intentional phrase. Hughes knows his race and where he’s from is important to the white members of his school, whether negative or positive. In turn, Graff speaks about this in the beginning of his essay and says “... my preference for sports over schoolwork was not anti-intellectualism so much as intellectualism by other means,” (299). Here, Graff is essentially saying that teaching in his school was biased against non-standard means of education, and therefore could not cater to the needs of the “working-class ‘hoods’” (299). In this respect, educational bias of race or intellectual preference is prominent on both of the author’s essays, even though the direct quotations may not reveal it outright.

Leading a meaningful life meant breaking away from the fear of criticism or rejection; conforming to society limits Illgunas’ definition of life. Illgunas’ suburban upbringing makes the danger of social conformity clear to him. Surrendering to society would consequently cause him to completely lose himself. After graduating from high school, Illgunas and his classmates follow the conventional path towards a higher education. Illgunas explains, “My high school class and I moved like a school of fish: we graduates were capable of going off on our own, in whatever direction we chose, but something demanded we all swim as one…” (6-7). Parallel to the claim Illgunas makes, graduates that do not attend college are stigmatized. Society has created a paradigm: after graduating high school, students should attend a traditional four year university, and then enter the “career world.” In Illgunas’ perspective, people in

In Richard Rodriguez’s “The Achievement of Desire,” he compares himself to author Richard Hoggart’s “scholarship boy,” the type of student anyone can become. The “scholarship boy” is “anxious and eager to learn,” but is overbearing in his ways of learning and conveying knowledge (Rodriguez 534). Born as a son of two Mexican immigrants, Rodriguez quickly detached his life at school from his life at home. Hoggart helped Rodriguez to see near the end of his education exactly how harmful this type of lifestyle would become for Rodriguez’s learning. In my own experience, and specifically in my four years of high school, I tried my best to avoid being a “scholarship boy,” because that would prove detrimental to myself in relationships, my education, and my health and wholeness.

Most of the time, becoming an adult is planned. There are religious ceremonies, the gaining of a driver’s license, and other forms of new responsibility to signify the coming of age. Sometimes though maturity comes at you like a freight train. It comes at you in the blink of an eye and there is no stopping it once it hits you. You are forced to grow up and take on new responsibilities that you thought you wouldn’t have to take on until many years later. It's up to you though to decide what to do from there. You can either try and run away from the problems you have come to face or you can take the train head on and conquer what has been presented to you. I decided to face the train.

In this chapter, bell hooks describes her experience with class privilege in college. Her race and socioeconomic status made her stick out from her classmates, which made her a target for their stares and torments. Her financial situation also made it hard for her to get into a college that she felt comfortable at. Hooks’ struggles ultimately made college hard for her, and left her feeling bitter and troubled about her achievements.

Our education system is perhaps one of the most complex institutions in the United States. Students are taught to be their most authentic selves but yet are told to think a certain way. In reality, students really don’t have the freedom to be their genuine identity. Our society tells us that a typical student speaks the language, excels in all areas of study, and loves to read. Children who do not fit this mold are often at a disadvantage and do not attain the same acceptance. In the essay, “Achievement of Desire” Richard Rodriguez was a first generation immigrant from Mexico. His parents spoke little English, and had no education. Automatically, his family is an outcast. Throughout Rodriguez’s schooling career he learned to fit the perfect mold of the “typical” American student. He finds himself to be in an internal struggle between social versus family isolation, authenticity and finding his place in the American society.

Growing up, people realize that around the time of reaching a mature state, education has affected their personal family life in one way or the other. With that being said, in his essay, “The Achievement of Desire”, Richard Rodriguez headed towards a path where he was unconsciously distancing himself from his family and becoming much more independent than he had expected. Rodriguez gives the reader a sentimental idea of the two contrary lives he had growing up, the life he had as a child, and the life he has as an educated man. He continued believing in his aspiration of how benefits of education can remarkably outweigh the past struggles of both his family and himself. Like Rodriguez, I also, in the past, found some form of solitude

They have their ups and downs, struggling to define who they are, in an often cruel society (Davis, 2009). The two main themes found within the documentary focus on strife in their current lives, and the potential for a better future, both of which relate to our class

Man is a product of the culture in which he is born and brought up. For the same reason, no one can negate the influence of the society in forming one’s personality. I am well aware of the fact that my views, thoughts, and attitude have been shaped by the society I live in; hence, any attempt to sketch my personal experiences would be incomplete without referring to the part played by my surroundings. Throughout my life, I have paid utmost importance to initiating and maintaining interpersonal relationships with others. I had to face varied situations out there, both joyous and depressing. However, each instance was a great lesson for me to learn several things about my practical life – I wouldn’t be exaggerating when I say that I have learned more outside the four walls of my classroom than within them. My autobiography is closely associated with my social connections including my experiences with my family, educational institution, and the larger society I reside within.

Growing up in the 21st century, it can be very eye-opening and intimidating. A majority of people will start their day by sitting down and watching the news including stories about how seven just died from a stabbing or another bomb was dropped in the Middle East. As I continue to grow up, I start to notice the things that are not being talked about, and more specifically, the topics on news. They will very rarely will pick a positive story over any negative one. The people that make the world a better place are constantly lost in the shadows of the inconsiderate acts of inhumanity everyday. There is a small amount of people who are praised or even recognized for their generous actions, however, there are numerous people that should get this recognition. For children in this century, having a role model is very important because that inspires them to become better people, to make a stand for what they believe in, or believe they have a voice.