This Paper Presents Agreement With Author Jay Macleod’S

1579 WordsFeb 5, 20177 Pages
This paper presents agreement with author Jay MacLeod’s (2008) term, “pushed into jumping” (p. 257). Accordingly, it supports this position by relating several topics discussed during weeks three and four of the Inequality and Diversity in Education course to MacLeod’s presumption. First, this paper explains the conception of being “pushed into jumping”. Second, it posits that young adults experience a myriad of push-pull factors which influence their decisions for their future, ultimately pushing and pulling them in a direction where they may be forced into positions or situations which are not ideal. Lastly, it suggests alternatives for educators and the institution of education to assist students when their performance begins to…show more content…
Although influences beyond one’s control as well as limited options command one’s decisions, it is the individual’s choice to “jump”. The act of being “pushed” is beyond Super’s control, whereas the act of “jumping” is a willful decision. Thus, explains MacLeod (2008), “in the end, perhaps the fairest account is that Super was pushed into jumping” (p. 257). While the argument can be made that the act of jumping is an individual’s choice due to individual agency, MacLeod contends that consideration must be given to the comprehensive push and pull components which inform a person’s judgment. This perspective is comparative to the rationale that some people inevitably are victims of their own circumstance. Making Connections: Examples of “Pushed into Jumping” Ordinarily, people are in control their actions. However, all actions and decisions are based on knowledge and experience, or, a person’s social location. Considering the article by Janice Bloom (2005), Hollowing the Promise of Higher Education: Inside the Political Economy of Access to College, many students in low socioeconomic status are not knowledgeable about their financial options with regards to accessing higher education. This lack of knowledge generates a perception of limited options which leads to uninformed decision-making. For example, Bloom explains that several students in her

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