Tag Archives: Presidential Classroom

In·ter·sec·tion·al·i·ty

24 Monday Apr 2017

Posted by in 1, Academia, Carnegie Mellon University, culture, Eclectic, New York City, Pittsburgh, Politics, Pop Culture, race, University of Pittsburgh, Youth

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Kimberlè Crenshaw quote, from “Whose Story Is It Anyway?: Feminist and Anti-Racist Appropriations of Anita Hill,” in Toni Morrison’s Race-ing Justice, En-gendering Power, 1992, p. 403. (http://azquotes.com).

In truth, I’ve considered the issue of intersectionality as a historian and writer since 1993, when I wrote my quantitative methods requirement-fulfilling paper, “The Dying of Black Women’s Children.” Except that, for me and for most of my colleagues, the term was barely in use. Matter of fact, in five and half years of graduate school and in my first three years after finishing the doctorate, I may have heard the term used only once or twice. It’s not like I didn’t think about the unique issues facing women of color — especially Black women — in the context of US history and African American history. Sometimes as a historian, how leading Black men and White women marginalized African American women in education movements, in the suffrage movement, and in the Civil Rights Movement was all I could think about. In the context of understanding American education and the role of Black women as teachers and education, it made me reconsider the notion of education as a form of social control versus it as a form of social liberation as an and-both, and not an either-or proposition.

But, as with all other issues, I’m not perfect. I remember getting into an argument with an African American women at a joint Carnegie Mellon-University of Pittsburgh conference on diversity in 1992. She was a second-year master’s student in the public policy program at CMU’s Heinz School (now Heinz College) to my second year as a grad student and first as a PhD student. I had talked about my initial research on multiculturalism and Black education, and what that research could mean in terms of diversity in higher education. Over lunch, I barely got three sentences out about the implications before this student pounced on me for not taking a more Afrocentric approach to my research, all but calling me an Uncle Tom. She also pointed out that while I had accounted for race and gender in my work, I hadn’t accounted for them together. I was already used to middle class Black folk who only radicalized at the ripe young age of twenty-two telling me that my research was too conservative and too White. But on the second part, not accounting enough for Black women in my research, I did take to heart.

In 1999, at my “Black Brahmins” presentation on W. E. B. Du Bois, Carter G. Woodson, and Alain Locke and their ideas around multiculturalism and connections to Harvard at the Organization of American Historians conference in Toronto, I got a cold shoulder from the panel’s moderator, Stephanie Shaw. She barely said a word to me the entire time, and barely commented on my paper. I figured that Shaw thought I should’ve found a way to make the paper more inclusive of Black women graduates of Harvard and multiculturalism, even though Harvard didn’t allow any women to attend. I could’ve included Black women who attended Radcliffe College around the turn of the twentieth century, but even then, those women did not earn graduate degrees or become proponents of pluralism or what we’d call multiculturalism today. I followed up at OAH in Los Angeles in 2001 with my “Multicultural Sisters” paper, but by then, I no longer had an interest in multiculturalism as a historian.

Times Square intersection time-lapse, August 2014. (http://shutterstock.com).

On this day and date in 2000, though, was the argument I had with a colleague at Presidential Classroom, one that would keep me conscious about intersectionality and womanism from that point on. Sev had been brought on by my racist boss Jay Wickliff to help out with the international recruitment for the weekly civic education programs we had for high school juniors and seniors. Sev was Canadian, had been an intern with the program the summer before, and had recently finished up a master’s in history. She had stopped by my office to ask about some revisions I’d been making to parts of our upcoming summer programs, especially the one on media and democracy, which was a new program for Presidential Classroom. Somehow the conversation swung toward women’s rights and issues that Sev thought were important to women. I kept correcting her, saying that some of these issues were “only important to White women.” She took offense, telling me that I shouldn’t be correcting her, that her master’s made her as much an expert on the topic as me. I remember actually chuckling at that assertion, which miffed Sev even more. The common refrain, “Just because you have a PhD…,” was how she responded.

But I did take a few minutes to break down the differences between second-wave and third-wave feminism (or womanism). I went on about the history of exclusion that Black women in particular had faced from Black men in civil rights movements and White women around suffrage and reproductive rights. I said, “maybe it’s because you’re Canadian, but here in the US, these issues you’re bringing up mostly concern middle class White women.” She didn’t like that at all. Before Sev responded, Wickliff, having overheard our argument, came by and said, “Slavery was a hoax” as a joke. That was the moment I knew my days working for this group of Whiteness folks were numbered.

A few months later, in my new job at AED with New Voices, I picked up and read Kimberlè Crenshaw’s essay “Demarginalizing the Intersection of Race and Sex” (1989) for the first time. I knew that I already understood intersectionality for Black women, how misogyny, sexism, and racism constantly confer a double marginalization, discrimination, and violation on Black women. Now, between Crenshaw and my own experiences, I also realized that I could experience intersectionality as a Black man, between White men and White women. Especially middle class ones, where their well-meaning color-blind racism had served to put me in a box as well. It was an and-both box, where I was a historian who didn’t write about intersectionality enough and a professional who had also experienced race and gender-based marginalization, albeit differently from women or color. What I did learn, finally, was that the intersection of race, class, and gender made Times Square look like Walden Pond by comparison.

What Do We Tell Them Now?

23 Thursday Feb 2017

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One version of Presidential Classroom logo, January 27, 2014. (http://congressionalaward.org).

One version of Presidential Classroom logo, January 27, 2014. (http://congressionalaward.org).

In all of my professional work experiences, I’ve had two stints outside of academia and more traditional nonprofit settings in which I worked with high school students. One was during my two summers as a consultant with the Junior Statesmen Foundation, where I co-taught and co-prepared an accelerated version of AP US History for students attending the JSA summer program that Princeton University hosted, in 2008 and 2009. I loved those summers with those students, even though it meant not seeing my family for a few weeks at a time.

The other one was during my time as Director of Curriculum for Presidential Classroom. Presidential Classroom, by the way, was never affiliated with the White House. Nor was it an actual classroom. From 1968 to 2011, it was a civic education program that made money by getting schools and parents to cough off dollars to send their high school kids to Washington, DC for a week. Presidential Classroom’s purpose was for students to learn about how the center of American power works from an up-close-and-personal perspective, to serve as a possible way to inspire teenagers to take up public service as adults. It was so influenced by the exaggerated sense Baby Boomers had of themselves and of their activism that was “the ’60s.”

Except that by the time I came on board as a staff person, those lofty purposes were no longer Presidential Classroom’s raison d’être. Like any small nonprofit, it was trying to make more money and compete successfully in a crowded market. Close Up had caught up with and surpassed the organization ten years before I accepted the position. As my one-time boss reminded our staff of twelve continuously, Close Up cleared 20,000 students through their programs in DC every year, while Presidential Classroom struggled to attract 4,000 students in its programs. The board of directors had decided a few years before my time at Presidential Classroom that the organization’s programming had to be more entertaining, and not just about being on Capitol Hill or asking undersecretaries of state and education cogent policy questions.

Outlook 2001, my second and last time on the Presidential Classroom annual resource guide, December 1, 2000. (Donald Earl Collins).

Outlook 2001, my second and last time on the Presidential Classroom annual resource guide, December 1, 2000. (Donald Earl Collins).

Across two summer cycles and one winter/spring cycle between June 1999 and December 2000, I worked with high school juniors and seniors as part of what I called “edutainment.” I held up the education end. One of my main jobs before groups of 300-400 students arrived for their week of civic education was to revise the organization’s resource book Outlook. It was my job to cover the various ideological and policy topics of the day using primary and secondary sources in the resource book. Even though the organization only expected me to cover two sides to any policy-based issue or political perspective, I knew that this was too simplistic. I often had three points of view for each topic in the resource book.

It was all to make sure that when the high school students got together to debate each other on immigration reform, reproductive rights, affirmative action, or climate change, they didn’t sound like they just quoted Jack Van Impe or Jimmy Swaggart. It was supposed to help them ask well-thought out questions when meeting with representatives and senators, or during a Q-and-A session with a cabinet member, senior Pentagon official, or an editor from The Washington Post or USA Today.

Unfortunately, what little bit of learning students gained during their week in DC translated into a confirmation of their existing ideas about American politics and civic engagement. Plus, it didn’t help that I was working for Presidential Classroom at the end of President Bill Clinton’s impeachment debacle and throughout the 2000 Presidential Election cycle. Arguments about the articles of impeachment turned into whether Monica Lewinsky seduced Clinton or whether the president used his power to obtain sexual favors from a then-twenty-three year-old intern. Six-year-old Elián González became either a proverbial poster child for “illegals” or a symbol of America’s broken promise as a melting pot. Every White student had a story about their dad or brother being screwed out of a job because of affirmative action, of course without actual evidence.

As for the three branches of government, checks and balances, and the bicameral chamber, or more importantly, the process of how a bill became law, who really cared? The students and some staff were more interested in comedy troupes in Georgetown or attracting more “Orientals” to program than in the distance between how government in DC was supposed to work and the Hill’s sorry-ass reality.

What remains of Presidential Classroom, a broken link on the Miller Center website, February 22, 2017. (Donald Earl Collins).

What remains of Presidential Classroom, a broken link on the Miller Center website, February 22, 2017. (Donald Earl Collins).

As hard and difficult as that job was at the turn of the twenty-first century, it would be impossible now. There’s absolutely no way I could do that Presidential Classroom job in the era of 45. I couldn’t keep a straight face while discussing meritocracy, the distinctions between the Democratic and Republican parties, or in believing that we were really exposing high school juniors and seniors to how Washington actually works. In order to do a proper debate, each group of high school students we had back then would need the full week to just focus on learning how to debate, forget about meeting folks on the Hill or engaging appointees in Q-and-A sessions. We’d have to take away their smartphones and cut off their access to wi-fi and TV to get them to concentrate. Most of all, how could I, how could any of us, have explained the ascendancy of 45 to the presidency without hundreds of center-right parents calling us for weeks afterward complaining about how often we brought American racism to John and Becky’s attention?

If Presidential Classroom existed in 2017, and I found myself unlucky enough to be its executive director, I would forever refocus it away from Capitol Hill. I would have students meet up with policy analysts and lobbyists from K Street, Northwest and the Massachusetts Avenue corridor between D Street, Northeast (the National Republican Committee and the Heritage Foundation) and 18th Street, Northwest (where the American Enterprise Institute, Carnegie Endowment for International Peace, and Johns Hopkins SAIS are located). I would bring in journalists from across the center-right ideological spectrum. But only after I got the so-called liberal ones to admit that their first duty is to sell a story, not objectivity and certainly not truth, and with that, exposing their center-right perspective.

Most of all, I’d show them the rest of DC. The parts of the area that have gentrified in the past twenty years. The parts of Wards 7 and 8 that have concentrated poverty and the ills that result from it. I would introduce them to the nonprofit and social justice organizations that truly give a shit about neighborhood displacement and homelessness, mass incarceration, and political corruption. In all of this, I would want the students to see not only how DC really works, but what good people who care about civic participation and public service must do to put a dent into this out-of-control, money-drenched machine.

Aside

Sure I’ve Raised Money, But…

27 Monday Jul 2015

Posted by in 1, Boy @ The Window, culture, Eclectic, Mount Vernon New York, Pittsburgh, Politics, Pop Culture, University of Pittsburgh, Work, Youth

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Man on a hamster wheel gif, like constantly looking for money, July 26, 2015. (http://twitter.com).

Man on a hamster wheel gif, like constantly looking for money, July 26, 2015. (http://twitter.com).

Keep in mind that these are just observations, not me axe-grinding or feeling sorry for myself. My biggest observation is that raising money for others without reaping enough benefit for myself shows that even governmental and nonprofit organizations are just as prone to capitalistic exploitation as Walmart and Apple. And that I am not immune, nor have I ever been immune, to the pride and naiveté of production and exploitation.

Many times during my years in the nonprofit world as a manager or consultant, employers have asked me about my ability to raise money. I’ve done a pretty good job of that over the years. Fifteen minutes of work as an educational “closer” at Presidential Classroom led to a $25,000 grant from State Farm’s civic engagement work (a.k.a. service-learning) in 2000. I worked on a $1 million renewal grant from Lumina Foundation for Education for the college access and success initiative for which I served as deputy director during my last four years at the Academy for Educational Development (AED). I also raised $200,000 from Lumina for data collection for the initiative in 2005.

"I come here looking for money (Got to have it)," lyrics from Pet Shop Boys "What Have I Done To Deserve This" (1988), July 27, 2015. (http://nonprofitquarterly.org/).

“I come here looking for money (Got to have it),” lyrics from Pet Shop Boys “What Have I Done To Deserve This” (1988), July 27, 2015. (http://nonprofitquarterly.org/).

I’ve indirectly raised funds from which I didn’t derive a benefit, either because the amount were too small for AED’s vast overhead and other direct costs (read as paying higher-ups salaries for the privilege of raising money on behalf of the now-defunct organization). Or because others used my curriculum vitae and my work for AED to garner grants that I never worked on. My last year at AED we turned down what would’ve been a $100,000 grant from Carnegie Corporation because it would’ve been too small, especially since we needed to collaborate with a sister organization on K-16 access and success work. We turned down potential smaller grants from other private foundations for similar reasons.

And after nine months of work off-and-on, the wife of a Pulitzer Prize winning-columnist for a Washington newspaper received a $250,000 grant from a corporate foundation in New York, based on my work. Because the AED higher-up in charge of the process worked with her as a personal favor — and didn’t put our proposal and implementation work into a contract — her socialite friend and head of a college fund organization received a grant with no strings attached, for AED or for me. I did get paid for my work, as I did it under the AED banner. But the fruits born from that work went outside the organization, to a person almost as duplicitous as the organization for which I once worked.

But in terms of fundraising, or at least, making money for an organization, absolutely nothing in my work history compares to what I did at nineteen. Yes, nineteen! The summer of ’89, I worked for Westchester County Department of Community Mental Health, out of the Mount Vernon, New York clinic, across the bridge from the Mount Vernon East Metro-North stop. After the previous long summer of unemployment followed by five days of homelessness and two more months of living on financial fumes, I was happy, really happy, to have gained steady employment all through ’89.

So happy that I didn’t notice how productive I was being in the office. I had the rather official title of Summer Intern, and had been told by the Director of Community Mental Health Programs in Bob Beane that he was “counting on me.” I came to the Mount Vernon clinic with Beane’s charge to “get their back-billing in order.” Since 1984, the clinic had regularly had its Medicaid and Medicare billing for psychiatric and psychological services rejected by the state-level health folks in Albany, mostly due to coding errors.

Graphic on DSM editions since 1952 (DSM-V is in its "beta-testing" phase), American Psychiatric Association, 2012. (http://life-surfing.com/).

Graphic on DSM editions since 1952 (DSM-V is in its “beta-testing” phase), American Psychiatric Association, 2012. (http://life-surfing.com/).

Specifically, the clinic staff were putting incorrect codes from the Diagnostic and Statistical Manual for Mental Disorders — in this case, DSM-III and DSM-III-R (with the III-R standing for version number three, revised edition) — on the state billing forms. There were other errors to be sure. Doctor’s names and patients names were often misspelled. Control numbers were incorrect. The proper signature wasn’t obtained. But well over ninety percent of the errors were DSM-III or DSM-III-R codes that staff had entered into a billing form incorrectly.

This was the summer of ’89, so the form itself was printed on a line printer, and the checking of such forms had to be done manually. It would take two or three weeks to hear from Albany about an incorrect code, a month to receive payment. After five years of coding errors, red tape, and the clinic’s administrative staff badly managed by one Valerie Johnstone, my job was to rectify as many of the old billing errors as I could before the summer came to a close.

In eight weeks’ time, despite all the other menial tasks Johnstone would sometimes have me do, as well as having to share the same billing computer with Beverly (who dealt with current billing, and was probably responsible for the majority of my back-billing work), I got through three cabinets’ worth of billing issues. I left at the end of August, I left for the friendly environs of Pittsburgh and Pitt, vaguely aware of how much money I’d made for the Mount Vernon clinic and for the county.

Screen shot of 100 East 1st Street and South 1st Avenue, where I toiled for Westchester County the summer of 1989 (and 1992), April 2012. (http://maps.google.com).

Screen shot of 100 East 1st Street and South 1st Avenue, where I toiled for Westchester County the summer of 1989 (and 1992), April 2012. (http://maps.google.com).

I found out in September that my work had made them $371,000! I was impressed, but then I quickly became depressed. My salary for Westchester County that summer was $5.90 per hour. Over eight weeks, my net income was $1,610. As an intern, I had no fringe benefits, not even a commuter allowance. In terms of ratios, for every dollar I made between June 26th and August 18th, Westchester County and the Mount Vernon clinic made $230.43!

No wonder the staff at the Mount Vernon clinic looked at me with a combination of bemusement and derision! I had shown them up, unknowingly, and allowed myself to be an exploitable resource. And though I had a guaranteed job for the next three years after that summer with Beane and Westchester County, there was no way I could ever make enough income to make up for that kind of profit-generation. So much for the idea of not-for-profit and government enterprises!

Merit-hypocrisy in the Air

18 Saturday Apr 2015

Posted by in 1, Academia, Boy @ The Window, Carnegie Mellon University, Christianity, culture, Eclectic, Mount Vernon New York, Movies, Pittsburgh, Politics, Pop Culture, race, Religion, University of Pittsburgh, Work, Youth

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Meritocracy cartoon, October 29, 2010 (Josh C. Lyman via http://www.clibsy.com/).

Meritocracy cartoon, October 29, 2010 (Josh C. Lyman via http://www.clibsy.com/).

One of the hardest ideals for me to give up on in all of my life has been the idea of meritocracy. Even when I couldn’t spell the word, much less define it or use it in a sentence, I believed in this ideal. It was the driving force behind my educational progression from the middle of fourth grade in January ’79 until I finished my doctorate in May ’97. The meritocratic ideal even guided me in my career, in both academia and in the nonprofit world. Only to realize by the end of ’09 what I suspected, but ignored, for many years. My ideal of a meritocracy is shared by only a precious few, and the rest give lip service to it before wiping it off their mouths, concealing their split lips and forked tongue with nepotism instead.

Being the historian I am — whom people like Jelani Cobb joked about on Twitter as a curse — I am programmed to look back at situations in my own life to look for root causes, to understand what I can do to not repeat my own mistakes, my not-so-well-planned decisions. I’ve thought about my advisor Joe Trotter and my dissertation committee of Trotter, Dan Resnick (husband of education researcher Lauren Resnick) and Bruce Anthony Jones. The biggest mistake I made was in putting this hodgepodge committee of a HNIC advisor, racial determinist and closeted wanderer together to help guide me through my dissertation and then into my first postdoctoral job.

Aaron Eckhart as main character in movie I, Frankenstein (2014), August 12, 2013. (http://sciencefiction.com/).

Aaron Eckhart as main character in movie I, Frankenstein (2014), August 12, 2013. (http://sciencefiction.com/).

Of course, I didn’t know enough about these men to describe them this way, certainly not until I’d graduated and couldn’t find full-time work for more than two years. The signs, though, were there. Trotter’s unwillingness to recommend me for any job before my completed first draft of my dissertation was really complete (it took me two weeks to revise my dissertation from first to final draft). Resnick calling my dissertation writing “journalistic” and saying that my nearly 2,000 endnotes and thirty pages of sources was “insufficient.” Bruce pulling back on his schedule with me even before taking the job at University of Missouri at Columbia in July ’96.

None of this had anything to with my work. It was about me, whether I as a twenty-six year-old had suffered enough, had gone through enough humiliation, to earn a simple letter of recommendation for a job. When Trotter finally decided it was time to write me a letter of recommendation, it was December ’96, and the job was University of Nebraska-Omaha, “subject to budget considerations,” meaning that it could (and it did) easily fall through. Resnick flat-out refused to share anything he wanted to write about me, with all his “confidentiality” concerns, while I wrote all my letters for myself for Bruce. It was a disaster, and none of it had anything to do with the quality of my work as a historian, educator, or academic writer.

The work I ended up getting after Carnegie Mellon was the result of my dissertation, my teaching experiences, and my networking. The idea that I’d earned my spot, though, was still lacking in the places in which I worked. Particularly at Presidential Classroom, where I was the token highly-educated Negro on staff, and working at Academy for Educational Development with the New Voices Fellowship Program. In both cases, I had bosses whose racial biases only became clear once I began working with them. The then executive director Jay Wickliff never cared about the quality of my work or my degrees. Wickliff’s only concern was that I should keep my mouth shut when he acted or spoke in a racist manner.

My immediate supervisor Ken, on the other hand, wanted all the credit for work I did under him, except in cases when he deemed my methods “not diplomatic enough.” Even before his bipolar disorder led him to a psychological breakdown, Ken regularly accused me of gunning for his position, sometimes turning red whenever he heard about my latest publication, teaching assignment or conference presentation. I had to fight to keep my job and to move on within AED in those final months of ’03 and early ’04, a fight that had zero to do with merit.

Dixie Biggs, Lip Service teapot, April 19, 2015. (http://pinterest.com).

Dixie Biggs, Lip Service teapot, April 19, 2015. (http://pinterest.com).

I say all this because the one thing that every one of these folks had in common is their lip service to the belief that hard work and results are the keys to success and career advancement. Yet for every one of them, the merit that I had earned didn’t matter. My relative youth, my age, my race, my heterosexual orientation, even my achievements, either scared them or gave them reason to have contempt for me.

I say all of this because in the past eleven years, I have been very careful about the company I keep, about the mentors I seek, about the friends I make, personally and professionally. I went from not trusting anyone as a preteen and teenager to trusting a few too many folks in my twenties and early thirties. All because I believed that my hard working nature and talent mattered more than anything else. What has always mattered more is who you know, especially in high places like academia and with large nonprofits and foundations. So, please, please, please be careful about the supposedly great people you meet. Many of them aren’t so great at all.

That’s why the idea that academia is a place full of progressive leftists is ridiculous. Yes, people like Dick Oestreicher, Wendy Goldman, Joe Trotter and so many others wrote and talked about progressive movements and ideals while I was their student. But fundamentally, they couldn’t have cared less about the actual human beings they worked with and advised, particularly my Black ass. Their ideals stopped the moment they ended their talk at a conference or wrote the last sentence of a particular book. They only cared about people that they could shape and mold into their own image. And that’s not meritocracy. That’s the ultimate form of nepotism.

Students and the Joys and Travails of College Teaching

16 Wednesday Jul 2014

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Argentina's Pablo Zabaleta lies on the pitch as Lionel Messi stands beside him after losing to Germany in the final, Rio de Janeiro, Brazil, July 13, 2014. (Francois Xavier Marit/AP via http://usatoday.com).

Argentina’s Pablo Zabaleta lies on the pitch as Lionel Messi stands beside him after losing to Germany in the final, Rio de Janeiro, Brazil, July 13, 2014. (Francois Xavier Marit/AP via http://usatoday.com).

Maybe not to that extreme, but there are circumstances where teaching a college course can be a joy or torture or even sometimes both at the same time. Some of this has to do with the actual nature of the course, some of it with my disposition, some of this with the types of students that walk through the door. But, in teaching somewhere around sixty courses since ’91, working with a civic education nonprofit and consulting with another one, I’ve found two large categories of students who have made teaching more enjoyable over the years, though not always an actual joy. One group has been graduate students, the other high school students aspiring for college.

There are a number of reasons why, of course. Some are pretty easy to understand. High school students aspiring to go to college or taking college-level courses are often ambitious and motivated, students who are amenable to learning. Graduate students often aspire to be better at their specific profession of study, which in my experience, has this group of students essentially aspiring to be some version of me. Even the brown-nosers in both groups tend to have the motivation necessary to be better students, or at least, to look like they’re better students.

It also has helped over the years that the several hundred high school and graduate students who’ve been in my classrooms have actually wanted to be there. Doing a week in Washington to learn how Capitol Hill really works, or a summer course at Princeton on AP US History or taking one of my undergraduate course over the years at the University of Pittsburgh, UDC and UMUC, those students (and their parents) made the choice to take those steps. Those students wanted to get into a college of their choice, to be well prepared, to make themselves better students, and perhaps even, better people.

History graduate students have choices, for the most part, in terms of which graduate seminars they take and in their specific cultural, geographic area and time period focus. In my experience teaching school of education courses, though, at Duquesne and George Washington University (courses like History of American Education, Multicultural Education or History of American Education Reform), the students I’ve taught in those courses chose to be there. They chose to read as many as eight books in eight weeks, to write term papers and research papers and do original research. Those students wanted to become better as teachers, as researchers, and in a few cases, to become college professors themselves.

Ready and waiting: 500,000 Germany supporters await the arrival of the country's World Cup stars, Brandenburg Gate in Berlin, July 15, 2014. (AFP/Getty via http://www.dailymail.co.uk/sport/worldcup2014/).

Ready and waiting: 500,000 Germany supporters await the arrival of the country’s World Cup stars, Brandenburg Gate in Berlin, July 15, 2014. (AFP/Getty via http://www.dailymail.co.uk/).

So what’s different teaching undergraduate courses with undergraduate students? Well, they’ve tended to complain the most about general education requirements, ones that require them to take a course in US or World History (my African American History students are generally happier about taking the course). But that’s not all. A fair number have treated me as their enemy, not as their professor or a teacher invested in their learning. Of course these students were in school to complete a degree. But college was no longer an aspiration. It was now a reality, with all of the responsibilities and complications that come with the five-year march toward a four-year degree. For traditional college-aged students, there have always been competing interests, the need to organize a life that involves working 15-20 hours per week and some semblance of a social life, and attempting to figure out a major (often not history).

With my adult learners, those pressures come from at least three directions. The personal pressure to perform academically, the workplace, familial and parental pressures, and the pressure of learning how to be a college student on the fly. Add to this mix the general lack of academic preparation for college for those over twenty-five. All of this has frequently led to a combination of insufficient motivation to learn — even when I’ve explained the “what’s-in-it-for-them” piece — and a quiet hostility toward the process of college matriculation. For this group as a whole — traditional college students and adult learners — aspirations can frequently turn into Being and Nothingness, or rather, a state of being and meaninglessness.

This mindset has been the most difficult aspect of my job as a teaching professor over the years. It’s somewhere between extremely hard and absolutely impossible to teach students whose minds have been closed to learning or self-improvement, whose idea of an education is a piece of paper and a rubber stamp. That most of those students who’ve made my work most difficult are undergraduates isn’t surprising, though. That’s part of the job.

Still, there are times where I miss those days when I taught or worked with high school students fully motivated to get into college, who already had a sense of where they wanted their lives to go. There are times when I miss a grad student angling for a higher grade or with a real interest in my writing and research. For better and sometimes for worse, at least they’re interested in the learning enterprise.

When Work Really Is Too Much

27 Monday Jan 2014

Posted by in 1, Carnegie Mellon University, culture, High Rise Buildings, Jimme, My Father, New York City, Pittsburgh, Politics, Pop Culture, race, University of Pittsburgh, Work, Youth

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From "How to Do More Work in Less Time" article, Forbes Magazine, February 28, 2012. (Deborah L. Jacobs/http://forbes.com).

From “How to Do More Work in Less Time” article, Forbes Magazine, February 28, 2012. (Deborah L. Jacobs/http://forbes.com).

I’ve been working for a paycheck in some capacity since September ’84, when me and my brother Darren began working with our father Jimme down in Upper West/East Side and Midtown Manhattan. Back then, we cleaned the floors of corporate offices, the carpets of condos and co-ops, and endured Jimme’s alcoholic ups and downs. There was one lesson, though, that stuck with me in the year or so that we worked for our father, one that extended the lesson we observed from our Mom before we fell into welfare in April ’83. That we wouldn’t get far without hard work or without having work, and that if we wanted to avoid the work of a low-paying, back-breaking job like buffing and waxing floors, we also needed to work smart, to use our brains and our muscles

Since then, the longest I’ve been without a job has been ten months, between August ’86 and June ’87. I worked all the way through undergrad at Pitt and was a grad assistant and teaching assistant throughout grad school (with the exception of my time as a Spencer Foundation Dissertation Fellow in ’95-’96, and even then, I worked on two of Joe Trotter’s research projects). I’ve faced periods of unemployment and longer periods where I’ve cobbled together part-time and full-time work, as well as held stable full-time work in the nonprofit and higher education worlds.

Working long hours, January 23, 2014. (Mark Holder/http://www.findersandsellers.com).

Working long hours, January 23, 2014. (Mark Holder/http://www.findersandsellers.com).

In all that time, I’ve only held two jobs where I’d been overwhelmed with work. Not the actual act of performing the duties of these jobs, mind you. The number of hours in which I had to show up for work was what eventually made these jobs overwhelming. My first time experiencing full-time work outside of a summer job was in the middle of my Winter/Spring ’89 semester. I worked for Pitt’s Computer and Information Systems’ (CIS) computer labs back then. I had requested more hours, and had gone from twelve to twenty to thirty-six between the beginning of January and the second-half of February, covering for folks who had moved on to real full-time work after graduating.

This was a seven-week period in which I averaged 36 hours per week while taking sixteen credits — five classes — and all while facing sexual harassment from my co-worker Pam, harassment tacitly sanctioned by our boss and her friend Cindy. Despite it all and my $4.15/hour salary, I focused on the work, the need for extra cash, and my friends, and came out the other side, and hoped to avoid a situation like that again.

I stumbled my way into a worse situation in my first full-time work after earning my doctorate, with the now out-of-business Presidential Classroom. My official title was Director of Curriculum, but that was my main job for only nine months out of the year. Because Presidential Classroom had dedicated itself to edu-tainment with a full-time staff of only a dozen, this meant that all full-time staff were also part of what we called Program. Fifteen weeks during the winter, early spring and summer, one group of 300-400 high school juniors and seniors from across the country (and Puerto Rico and outside the US/commonwealth) after another would spend a week in DC learning about “how government and politics work on Capitol Hill.” Or, as our brochures would say, “Not your typical week in Washington.”

One version of Presidential Classroom logo, January 27, 2014. (http://congressionalaward.org).

One version of Presidential Classroom logo, January 27, 2014. (http://congressionalaward.org).

I worked on-site at the Georgetown University Conference Center (where Marriott had a hotel, primarily for families visiting their hospitalized loved ones at Georgetown University Hospital) for seven of those weeks. I supervised interns, so-called faculty (some of whom were government employees who seemed more interested in chasing skirts than in sharing their experiences) and worked with other staff while watching over these groups of students roaming all over DC and Northern Virginia week after week.

One week in February ’00, I counted up, and found that I’d worked 120 hours in all. This included a 21-hour-day, in which I’d caught a boy in a girls’ hotel room, and then proceeded to contact his parents and expel him from the program. Between that and the bigoted staff I worked with — including my boss, the ED, who once told the joke that “slavery was a hoax” — I knew that putting in 100+ hours per week and sleeping in lumpy beds for $35,000 a year wasn’t worth it. By the last week of June ’00, I was severely sleep-deprived and ready to run my co-workers through with a long spear.

The lesson here was that we all need work, and we all need to work hard in order to guarantee success. But working hard also requires hard thinking and decision-making. It required me to say “No” to things that I had said “Yes” to when I was younger and more desperate for any job. What’s the damnable misery of it, though, is knowing that there are millions of people stuck in jobs that require so much more of them than they should be willing to give.

No job should require the kind of hours I put in combined with harassment and bigotry unless the salary is in the six-figure range, and even then, it’s not worth it. It won’t be worth the loss of self-esteem, the sleep deprivation, the sudden weight gain, the irritability and the temptation to turn to forms of self-medication. It wasn’t worth it for me in ’89 or in ’00, as I’m sure it isn’t for those of you in jobs like this now.