Category Archives: Education

Disappearing—The Joy of Reading?

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I was sad to hear a book group friend say her 11-year old-granddaughter didn’t consider it a treat to go to a bookstore to choose a book—she doesn’t read books. I was slow to realize the books I’d been gifting my 10-year-old niece weren’t a hit. Not because I’d chosen boring stories but because she doesn’t enjoy reading. It saddens me they won’t have the pleasure of being immersed in the imaginary worlds I have so enjoyed.

Although it sounds counterintuitive, fiction presents truths through the lives of made-up people.

I’ve learned about worlds I wouldn’t have access to any other way. Through novels, I’ve entered the lives of a Black Texas Ranger, an 15th century Chinese physician, an escaped enslaved woman, a modern-day reporter in India, Korean deep-sea divers, and more. I’ve gained insight and empathy by seeing cultures beyond my own and feeling the dilemmas of people unlike me. Memoirs also offer me inspiration and perspective for my own life.

Recently, the disinterest in reading novels and the related inability to read whole books has been receiving attention. Several theories may explain the change.

Instead of reading whole novels, many middle school students read excerpts and are tested on their ability to write critical analyses of the excerpts. To be sure, critical analysis is an important skill, but it appears to have the unintended consequence of editing out the joy of completing a good, satisfying story. 

Reading whole novels requires skills many high school students aren’t taught. They grow bored, can’t follow the plot, and don’t connect to the characters or themes.

That puzzles me, because TV and movies still engage us. With “Game of Thrones,” “Succession,” or “Slow Horses,” viewers enter into invented worlds and can track the plot and characters, so why not in novels and memoirs, whether paper or Kindle books? Perhaps nonreaders have lost the ability to imagine. With TV and movies, the visuals are supplied.  

Shorter attention spans are also part of the problem, and students aren’t alone in this. Myriad distractions clamor for our attention and our culture serves up lots of information in short bits—texts, Instagram posts, 35- to 50-word news summaries. In 20 minutes, I might read a dozen short clips instead of one 3,000-word article. Constant interruptions have diminished my powers of concentration. I can still enjoy a 400-page novel, but these days, I get restless and impatient with longer novels.

I learned to love reading whole stories as a girl when there were far fewer distractions. At 8 years old, I draped myself across an upholstered chair and devoured Nancy Drew mysteries. By 14, it was Daphne du Maurier. Often, I wonder about the characters in novels I’m reading and am eager to find out what happens next. 

I wish my niece, my friend’s granddaughter, and their peers could experience the gift of being immersed in good books. The joy of being transported to another time or culture. The hours of pleasure, escape, and knowledge.

Graduation 2024

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The School for Adults teachers coaxed me to attend the Honors Program and General Education Diploma (GED) Graduation because I’m a volunteer tutor. I was somewhat reluctant since graduation usually means long speeches, uncomfortable seating, and potential boredom, but I’m glad I showed up. The pride of the students being honored touched me. 

I followed the crowds of American-born and Spanish-speaking students and their families as they streamed in. All were dressed up—women in dresses and heels, men in fashionable clothes. In other families, the women wore special hijabs—dark colors embroidered with gold threads or embellished with gold sparkles along the cuffs. Everyone’s children wore their finery. 

The place looked and sounded like a party—music played, a long table was laden with cupcakes and other sweets, and round tables were covered with pastel tablecloths ready for families to gather after the ceremony. I found a place at the back of the hall next to another tutor, a retired engineer from India who helps students with math.

My role is working one-on-one or with small groups to help adult learners improve their writing and reading comprehension. Some of the students are native English speakers who got off track and didn’t finish their high school degrees. Others are immigrants learning sufficient English so they can attend college or keep up with their children’s schoolwork. Some students have university degrees from their home countries but have to start over here with a GED. When I tutor students, I ask their goals, but I don’t ask why they dropped out of school or what their immigration status is. 

I was pleased one of the GED graduates I know was a featured speaker. She’s in her early 20s and a native speaker, so her language skills are good. She didn’t need much from me–math was her nemesis. For four years she showed up, sitting quietly in the back when class met in person. During COVID, when classes and my tutoring went online, she was in and out of class, but she persisted.

Her speech was plainspoken but so heartfelt. Her pride in earning the GED, a milestone many of us take for granted, showed. Now, with the equivalent of a high school diploma, she plans to work full time to save money for college. 

Another GED graduate I know is a woman from Sudan. Her written and spoken English are very good, she and was so skilled in math that she could have taught the class. I met with her once when she wanted an explanation of a writing assignment. She required a GED so she can pursue her dream of going to medical school. 

A student speaker in his 30s spoke in heavily accented English about leaving Venezuela. He has a family and was established in his career, but political turbulence forced him and his family to leave. He spoke with passion about his gratitude for the opportunity America gave him. Now that he had his GED, he hopes to become an electrician and have his own business one day. 

The majority of the students made level gains, meaning they advanced from basic to intermediate or from intermediate to advanced classes. Level gains merited a ribbon which students wore proudly. Their accomplishments are so hard won. 

I am in awe of these students’ persistence. Their progress is slow. Many start and stop because they’ve changed jobs or don’t have daycare. Most don’t have time to do schoolwork at home. But week after week, year after year, they show up. I wonder how many of us who finished high school by 18, would work as hard to get a GED. The facts of their stories may sound ordinary, but for them, the diploma is life-changing. 

So often I feel discouraged about the state of the world, but seeing the students’ pride and sheer joy in their accomplishments renewed my faith in humanity. 

On the Day after International Women’s Day—Recent Immigrants’ Thoughts about Gender Inequality

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Yesterday, the adult immigrants I tutor were discussing an article about pay inequality and education disparities in some countries. The article stated, “In the US, women can expect to earn about 80% of their male counterparts’ salaries.” After a quick online search, I found the specifics in a Government Accountability Office report. In 2021, women working full-time had an estimated median pay that ranged from $0.69 to $0.85 for every dollar earned by men. The pay range depended on what sector women worked in.

Other countries have different cultural dynamics and economic opportunities, so the students offered a variety of views. I silently noted the range of perspectives could also be found among people born in the U.S. Here’s a cross-section of what the students said:

“In my home country, women get paid less than men, but I didn’t think that happened in the U.S. Are you sure?”

“Men need to make more money since they’re supporting a family, and the women take care of the children and the house.”

“School isn’t free in my home country. My parents had a big family and couldn’t pay school fees for all of them. So they paid for the boys’ schooling, since they’ll have to support a family.”

“I know pay differences between men and women happened in the past. You’re telling me it’s still going on?”

“In my culture, mothers and daughters are supposed to cook, clean, and take care of children. Fathers and sons don’t. They earn the money.”

“My mother wasn’t educated because her family didn’t have the money. My grandfather thought she didn’t need an education since she’d marry and have a husband taking care of her. But my father became disabled, and it was hard for my mother to support eight kids.”

“International Women’s Day? What—we only get one day?”

The Kids aren’t Here

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Our family includes many teachers, most in public school. Our kids have attended public schools, parochial schools, private schools, been homeschooled. Homework and talking about school happens at the kitchen table, in the car, while raking leaves.

It was a surprise that a school system where I have volunteered is struggling with absenteeism of 32 to 50 percent . And that reflects the national pattern of over 8 million U.S. students missing nearly a month of school each year. At this rural school there is poverty, students are widely disbursed, transportation options are limited. There are stories about kids needed at home to help care for siblings or other family members. Anxiety or bullying issues make attendance difficult.

In general, some parents feel schools don’t meet their kids’ needs. Some parents find the public education system to be monolithic in protecting traditional, seats in the chairs methods when other models exist. A teacher I respect told me that the process of pushing bright, unorthodox kids to adjust to rules that are necessary for control in classrooms of 28 students is sad, but ultimately prepares everyone for living in the real world.

School representatives cite anecdotal reasons for kids’ absenteeism. There may not be a ride available if a bus is missed. A doctor’s appointment can be an hour drive from school. Parents don’t feel their kids miss much if they stay home. The family needs to be away to care for relatives. A child is needed to care for younger or older relatives. The parents plan an extended vacation. Some claim to intermittently homeschool. A child is being bullied and administration is not responsive. A child suffers from mental health issues with no help during the school day. Travel for extracurricular activities eats up hours. When bad grades start, kids know they’re bound for summer school and give up.

Across the larger education sector, how does a child miss 30 days of school without prompting a remedial plan? How does a school system support learning in one-third to one-half of their enrolled students who are not present? What do students need to learn today and how is that delivered? So much money and so much policy maintain traditional archetypes when other societal archetypes are adapting or falling aside.

Schools are not unlike trains running on tracks installed a hundred years ago. There are reasons old rail beds have become hiking and biking trails. Like other social systems, the pathways to completing an education relevant now, and in the future, have changed.  School buildings, curriculum, teacher preparation systems, and teaching methods need dramatic review and overhaul. Fewer test scores, more involvement in the big world.

The question is not where are the kids, but how can we be sure there are good reasons for them to be here?

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