Before the break I overheard two friends discussing some facebook drama surrounding a status about teaching that a student posted. “Wait what happened?” I asked. My friend turned to me, “I didn’t tell you because I know how passionate you can get.” She said, “Just tell me, I wanna know!” She eventually paraphrased the status to me; the gist of the remark was a student said she needed to take martial arts classes before she began teaching at a school in an urban setting. This is not the first time I have heard an ideology like this and I can guarantee it wont be the last.

I believe that if this student enters a urban public school classroom with this attitude she is likely to reap what she sows. I don’t say this to be threatening or cruel, but realistic. I think there are no better detectors of authenticity and intention then children, and they deserve to be led by someone who has only the greatest expectations of them-not someone who expects disobedience, and worse, violence simply because of the location of their school, or the implied the race and class positions of such students.

Since the beginning of my sophomore year, I have worked extensively in Haverford’s Office of Admissions. My experience in these various roles and, in particular, my understanding of Haverford’s desire to attract and create a diverse student body—has led me to think much more critically about the types of supports we provide to students who actually enroll at Haverford. It is one thing to attract a diverse student body; it is another to support and cultivate that diversity.  

In particular, one thing that really concerns me is Haverford’s lack of explicit support for first-generation college students and students coming from low socioeconomic backgrounds. Haverford has clear support systems in place for students of color, regardless of class background, including special weekends for prospective students, affinity clubs, etc. But I worry that a comparable system of support is lacking for low-income white students.

This issue first really came to the forefront for me when I learned that one of my friends was a first-generation college student. He and I had been casually playing tennis over the summer, talking about our families, when I first learned about his background and his journey to Haverford. I’m embarrassed to say that because of the way he dressed and acted, I had always just assumed he came from a comparable class background to my own.

ECON 136:  Week 3 Tasks

With the snow, I'm just shifting back our tasks by one class meeting (except for the short paper due Monday night).   Wednesday and Friday we meet in Dalton 25 at 10:10.

Monday:  Snow Day II

Monday night:

Profiling Your Community Assignment due in your Dropbox folder before you retire (or by 3am Tuesday)

Wednesday:  Environmental Services

Preparing for class:

Read Tietenberg – Valuing the Environment (Tietenberg, T. and L. Lewis (2009).  Environmental & Natural Resource Economics.  8th ed.  Boston:  Pearson, 14-16) and

EE – Ecosystem Services (Daly, H.E. an J. Farley (2011)  Ecological Economics.  2nd ed. Washington  Island Press, 103-110 & 461)

Things to think about:

An environmental economist places the economy inside the environment; an ecologist sees the economy as part of an interrelated whole.   What do we gain or lose by focusing on one approach or the other?

I'm never used to seeing too much extra money in my bank account, especially at the beginning of the semester with tuition payments, books, and supplies needing to be purchased. Because of this, I was very surprised to check my balance one day and see that I had over $5,000 dollars in it. I looked to see where it came from and it said "Bryn Mawr Direct Deposit" It wasn't payday, and even though I do work a lot on campus, there was still no way that it was a paycheck. My next guess was that it was somehow related to financial aid. I went to their office the next business day and learned that some people just don't have too much empathy or sensitivity.

I missed class on wednesday, so I took at look at the course notes and thought about some of the things I would have written/ would have said.

On Eli’s portrait:

*Kneeling but not quite… one foot poised as though ready to stand back up- reminiscent of movement, which characterizes Eli’s life and relationship to home/body/place/the environment ---> Movement also works w/ metaphor of taking the earth inside the self and letting it grow out; depicted by the tree which grows through Eli

/exchange/node/6267

Useful resources:

/sci_cult/culturedisability.html

What interests me most, in this opinionate blog, is the final line: "My mother had not been able to figure out how to keep up a correspondence with a man imprisoned for life. Thirty years later, neither could I." See
Saïd Sayrafiezadeh, Meetings with a Murderer. January 29, 2014.

While typing up the poetry (what an experience!) I felt compelled to write my own short piece. I'm sure you'll notice my influence: 

While they are locked up I

            Look up

            Type up

            Check up

            Eat up

It is so FUCKED UP

The yellow papers scream

I try to answer back

Flying fingers on white keyboard

The only language I speak. 

NOTE: I fixed some clear typos but mostly left as-is. I was also unsure about one or two of the names.