The Shock of Education: How College Corrupts by Alfredo Lubrano, A Response

With absolute certainty, I am a straddler! My family is Irish American, a high-school diploma and your union card is proper protocol. My father, his father, and his father before him were soldier's then tradesmen. There is a long storied history of being “working class heroes”. On the surface, it would appear Alfred Lubrano and I, share a commonality in backgrounds ethnic families, blue collar role models, and a rich sense of tradition. However, the similarities are only superficial; our lives were quite different. There were high expectations placed upon me; one could conclude that my future was predetermined. My stance on education runs contrary; I believe education does not result in family separation but, rather it binds. The purpose of this retort is to elicit a response, to share an opposing viewpoint, and ultimately to sway the reader.
As a child growing up in the projects of suburban Los Angeles, learning was encouraged. I cannot remember a family that did not have a set of The Encyclopedia Britannica. Much of this interest in learning can be attributed to our parents having come of age during the turbulent nineteen sixties. A new importance was placed on social issues, the nation was divided. The status quo in doubt, our country was in the midst of an identity crisis. The seventies proved to be an era of rebirth. A renewed emphasis was placed on education, I.Q. testing was prevalent, advanced placement courses were offered. It was no different for me; I was tested and placed in California’s GATE (gifted and talented education) program. Evenings in our home were filled with lively discussions.
When I was accepted into college their pride was evident, my family would find ways to work the subject into conversation. I would be the first of my clan to attain higher education; it was the cause for celebration. My parents seized the opportunity to live vicariously thorough me. When we sat down at the dinner table; I was questioned, we covered topics ranging from Nietzsche to economics, anything and everything. The whole family was being elevated, not just myself. My quest for self-fulfillment was bringing out the yearning for knowledge in those around me.
Mi nombre es Rico, translated means my name is Rich. Spanish was a primary language in our neighborhood, it was taught on the playground. My instructors were my friends, Steven Almaraz and Ignacio Acuna. Richard Rodriguez’s statement; “there’s a brutality to education, a rough and terrible disconnect”, (Rodriguez, 1983) rings true. Contempt of education was present in many of my friend’s homes. However, it is my contention that this occurred long before the decision to attend college was made. A study by the University of Tennessee (King, 2006) substantiates my position. It clearly states that Hispanic students in jeopardy need to be identified by the 8th grade or even earlier. It alludes to the fact that the Americanization of the youth, social, economic, and immigration challenges are equally responsible for the conflicts prevalent in Hispanic households. This in my opinion; devaluates the position that college was primarily responsible for the feelings of loss Mr. Rodriguez experienced. It is likely these feelings had taken root much earlier in the subconscious. Conceptually, education would be the logical target since it brings a new language and perspective into the home. Combine that with subjects that appear to have no pertinence to daily life and you create a hostile environment.
It is true that during my metamorphosis, childhood friendships were affected. Over the years, I lost touch with many of my acquaintances but, almost as rapidly as the separation occurred they were replenished with new ones. Often though, these losses were not by choice, circumstance was to blame. Friends took jobs in new locales, were subjected to military transfers, children were born, and there was a myriad of other reasons. Conversely, many of these relationships flourish to this day. Friendship transcends education and social standing; people whom we hold close share a bond, and empower each other to succeed.
I feel empathy for Loretta Stec; a college professor, who studied at Boston University. Loretta was plagued with the adoration of a former lover. Her relationship unfortunately, ended not only badly but, rather publicly in front of her home, in a tranquil collegiate setting. Her roommates were unaccustomed to such brash behavior and were startled. To, which I reply who wouldn’t be? Stalking is not exclusive to the working class; I cite former naval officer and astronaut Lisa Nowak. Captain Nowak was educated, having studied at the US Naval Academy. She excelled in her profession, and to all outward appearances seemed perfectly normal. Who would have suspected she harbored the dark thoughts that prompted her to drive across the country, in an attempt to kidnap a perceived rival.
In the words of Richard Hoggart, I am a “scholarship boy” (Hoggart, 1957). This article spoke to me as very few have before; it was personal. I lived this life, my father was in the building trades, and my mother took whatever job she could find. Alfred Lubrano wrote eloquently about the challenges he and many of his contemporaries faced while striving to better themselves. On the surface, as academic’s we are inclined to agree with this exceptionally well written piece. However, once one delves into the body, the vignettes reflect personal experiences. These instances cited affected only the participants not the larger audience. In contrast to the broad based anthem for working class youths transcending their station, which was the author’s intent. The reoccurring theme throughout this piece was that blue collar workers placed little value in the lessons taught in institutions of higher learning. This is an errant assumption, most vocations require competency in Math, English, and Psychology in order to advance. The crucial difference is that individuals without a college degree attain these skills without the aid of an instructor. In summation, there are numerous variables to consider when examining the ascent of traditionally undereducated youth into new elevated stations. We cannot use a broad paintbrush when painting their portrait. We have to take into consideration regional influences, the mean age of the students, the educational level of the parents, and most importantly; the family unit itself must be examined.

Works Cited
Hoggart, R. (1957). The Uses of Literacy. London: Chatto and Windus.
King, S. (2006). Hispanic Culture and Implications for Education. University of Tennessee.
Rodriguez, R. (1983). Hunger of Memory: The education of Richard Rodriguez. New York: Bantam Books.