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Rodriguez vs. Anyon
Society portrays social classes and social separation in school as having a great effect upon the outcome of the students in their specific social classes. Working-class schools are at a major disadvantage when it comes to the job outcome of these students. Jean Anyon, chairperson of the Department of Education at Rutgers University and author of "From Social Class and the Hidden Curriculum of Work," strongly believes that students are being prepared to occupy jobs that are predetermined according to their social class. For example, Anyon suggests that working-class students are being taught in a manner that only allows them to acquire jobs among the working-class. Richard Rodriguez, author of "Achievement of Desire," was a student of the working-class that went beyond Anyon's proposed fate and obtained a higher-level job. Rodriguez is an exception to Anyon's belief, which poses that Anyon's studies are too general and not completely correct. Anyon's research will not be one hundred percent valid until she takes into account all the factors of the development of a child.
Rodriguez was indeed an example of the working-class student described in Anyon's research. Anyon understands that working-class children must adhere to their teacher's teachings to succeed in the classroom. The teachers that Anyon observed served as a vital influence upon the children because they gave the information to the students. Students are to "follow the steps of a procedure…[they] are told to copy the steps as notes [and] these notes are to be studied. Work is often evaluated not according to whether it is right or wrong but according to whether the children followed the right steps"(Anyon 177). Most of the work done at this level is based upon what the teacher tells the children to do and how well the student listens and reproduces these steps. Rodriguez was like the children in these working-class levels because his success came from following his teacher's every move. The basis of his learning was dependent upon what the teacher told him. "I came to idolize my grammar school teachers. I began by imitating their accents, using their diction, trusting their every direction"(Rodriguez 1). Rodriguez's immediate trust with his teachers and his learning skills that developed from following his teachers' instructions proves that he was an example of the working-class student portrayed in Anyon's research. Anyon has legitimate facts of how students in particular classrooms are taught; of course any person can observe and report factual statements. In the case of Rodriguez, Anyon's suggestion that working-class students are being taught to obtain jobs in the blue-collar workforce is incorrect.
In her research, Anyon suggests that working-class occupations are of a low-skill level. In her essay Anyon states, "The following occupations are typical [of the working-class] platform storeroom, and stockroom workers; foundry men, pipe welders, and boilermakers; semiskilled and unskilled assembly line operatives; gas station attendants, auto mechanics, maintenance workers, and security guards"(176). With these words, Anyon advocates that all working-class citizens hold jobs with little or no skill. She analyzes overall in her essay that working-class children grow up and receive jobs within the working-class system. Unlike Anyon's assumption, Richard Rodriguez is an exception. Rodriguez, author of "Achievement of Desire," presents his struggle of succeeding from the working-class world. Although Rodriguez's parents were among the blue-collar workers, he overcame the stereotype that all children obtain jobs similar to their parents and now has an immense record of job skill. The introduction to his excerpt describes his skills as "An associate editor…an essayist…a contributing editor…[and was] nominated for the Pulitzer Prize in nonfiction"(15). With these job qualifications, it is clear that Richard Rodriguez did not grow up to have a job with little skill. He is a prime example that not all working-class children turn out like their parents. He does not fall into the category that Anyon simplifies; therefore there is an exception to Anyon's generalizations that all working-class children turn out to have jobs similar to those of their parents.
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Although Rodriguez is an exception to Anyon's generalization of the working-class and social class separation, he is just one exception. Anyon has many valid points in her essay, and with more studies and research Anyon's point may prove to be a fully acceptable reality. As her research stands, Anyon cannot prove that her simplifications are always applicable. Anyon's examples came from a very small group of studies. While she did record classroom behaviors from the students in fifth grade classrooms, she neglected to observe other important aspects. Anyon tells us that, "The examples were gathered as a part of an ethnographical study of curricular, pedagogical, and pupil evaluation practices in elementary schools"(175). She gives the reader information of how the teacher responds to students and vice versa. She does give in detail the emphasis on each subject given in the fifth grade and explains how each teacher of each school preps their students with knowledge. What she does not portray, which is an important issue, is how students react to the teachings of their parents in the home. In most cases, parental guidance is necessary for children to move from average students to excellent students. How students react to home situations is greatly important in determining how they develop in school and ultimately into the job world. Richard Rodriguez is an example of a student that worked harder than normal to succeed in school. He gives credit to his family and to others. Rodriguez states, "Without extraordinary determination and the great assistance of others -at home and at school-there is little chance for success. Typically most working-class children are barely changed by the classroom"(18). Even though Rodriguez's family is part of the working-class, it does not mean that they do not give him support. He credits them as well as his schoolteachers for his great success in life. He admits in this statement that his determination and influence gave him the confidence he needed to succeed. He also suggests in his statement that it is rare for students in the working class without his type of determination and influence to succeed in school. While Anyon compiles her evidence of social separation, she has forgotten to include outside sources of influence. It cannot be ignored that Rodriguez had influence in his life other than the teachings he received in school. In order for Anyon's research to be convincing, she must take into serious consideration that there are outside influences in children's lives that affect their outcomes other than just what they learn in school.
While Anyon's studies appear to prove that working-class students will only obtain jobs in the working-class fields because of their schooling, there are exceptions to her observations. Richard Rodriguez, a boy from the working-class, went through school successfully and became a well-known author and English Scholar. Separation among social classes does exist, but Anyon's suggestion advocates more than just separation. She judges that schools are responsible for preparing students in a manner that will benefit them for the jobs they are predetermined to obtain. Anyon's assumptions are faulty because schools cannot be the sole blame for this predetermination of jobs; all variables must be taken into account. Class, race, sex, parents, teachers, and schools must all be viewed as sources for a child's development. No one group or person can be blamed or credited. As in the case of Rodriguez, it is possible that students from working-class families can succeed in life and obtain jobs skills required for higher levels of classes. In order for society to determine why children turn out the way they do and why they obtain the jobs they do, much more research will have to be done and analyzed.
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