Deck 48: Claiming an Education

Question 1

Rich's comments are addressed to women in particular. How does her message apply to students more generally? What pressures of convention, tradition, and so on do you think that students should beware of while pursuing a college education?

Answer 1

Demonstrate understanding of Rich's message and the ability to extend her ideas.
Thoughtfully discuss some of the things that can stand in the way of claiming an education, recognizing factors that are and aren't under students' control.

Question 2

Much of the burden of the unwritten contract falls on students: they are obliged to take responsibility for themselves and claim recognition from others. One might worry that individual students can't bear this burden alone-someone with severe anxiety, for example, may have a particularly hard time-and so require institutional support. Are there ways for colleges to help such students keep their end of the unwritten contract? Why or why not?

Answer 2

Demonstrate appreciation for the factors that might make it difficult for particular students to live up to their side of the unwritten contract.
Develop a thoughtful stance on how institutions might be able to support students in this respect, showing sensitivity to the challenges that any proposal might face.

Question 3

Rich has a powerful vision of the value and purpose of higher education. But someone might not be in college to claim an education. She might just say, "I'm here to get the credentials that I need to better myself-not to do all the extra work that Rich is pushing on me." How might Rich respond to someone who takes this line? What do you think about someone who thinks this way?

Answer 3

Demonstrate understanding of Rich's reasoning and the ability to extend her ideas.
Develop a thoughtful stance on the relationships between our goals and the traits that are valued by institutions of higher education, correctly identifying and defending controversial claims using sound reasoning, well-chosen examples, insightful analogies, etc.

Question 4

Rich compares taking on the task of a college education to a(n) ________:

A) Contract
B) Loan
C) Will
D) Debt
E) Investment

Question 5

Which of the following groups does Rich focus her attention on in her speech?

A) Women
B) African Americans
C) The disabled
D) Latin Americans
E) The LGBTQ community

Question 6

According to Rich, college students should not think of themselves as ________ an education.

A) Buying
B) Receiving
C) Claiming
D) Enjoying
E) Deserving

Question 7

According to Rich, college students ought to think of themselves as ________ an education.

A) Buying
B) Receiving
C) Claiming
D) Enjoying
E) Deserving

Question 8

The agreement Rich describes places responsibilities on whom?

A) Students
B) Instructors
C) Family members
D) Society
E) Students and instructors

Question 9

The refusal to sell your talents and aspirations short, simply to avoid conflict and confrontation, is an example of what?

A) Failing to understand your university's mission
B) Taking responsibility toward yourself
C) Trusting that you're receiving an education
D) Taking lessons from women's studies seriously
E) Expecting your faculty to respect you

Question 10

Rich thinks that the development of women's studies programs can best address the problems women face in higher education.

Question 11

It is an important part of having others' respect, Rich claims, that they are sometimes critical of us.

Question 12

Rich denies that women's perspectives are adequately represented in the content of higher learning.

Question 13

The self-responsibility involved in enjoying a college education, says Rich, obliges one to ________ oneself.

A) Think for
B) Protect
C) Love
D) Fend for
E) Know