Category Archives: education and the production of class

comments about the educational activities that might lead to the production of what will later be identified by sociologists as “social class.”

on college education, snake oil, and Silicon Valley

My readers and students know my skepticism about the financial, or human capital, “value” of college education (December 12th, 2012; April 18th, 2013).  And they know I quote a lot of “anecdotal evidence,” including from my immediate family.

My point of departure often was a column by Thomas Friedman of the New York Times who echoed academic arguments, often from economists, about this very value.  This of course has been powerfully amplified by national politicians, cheered by universities dependent on student loan guarantees.

So it may interesting to wonder about the possibility that the conversation about college is entering a new phase.

For Friedman is now being educated by Google and he is wondering about what Google is doing might lead:

LAST June, in an interview with Adam Bryant of The Times, Laszlo Bock, the senior vice president of people operations for Google — i.e., the guy in charge of hiring for one of the world’s most successful companies — noted that Google had determined that “G.P.A.’s are worthless as a criteria for hiring, and test scores are worthless. … We found that they don’t predict anything.” He also noted that the “proportion of people without any college education at Google has increased over time” — now as high as 14 percent on some teams. At a time when many people are asking, “How’s my kid gonna get a job?” I thought it would be useful to visit Google and hear how Bock would answer. (How to Get a Job at Google, Part 2: April 19 2014)

Continue reading on college education, snake oil, and Silicon Valley

an education into Ritalin for college success

I am an altogether avid reader of Discover, a magazine about “Science, Technology, and The Future.” I find something interesting in almost every issue. Sometimes it is a bit of new knowledge interesting for its own sake. Often it is because it provides a brief glimpse of the actual doing of science, and thus help think further about the anthropology of science, and also anthropology as a science. Quite regularly, in recent years, it gives me a sense of a journalistic discourse about matters at the edge of science and politics–particularly, on the one hand in the common articles about ecology, global warming, etc., and, on the other hand, on human evolution and sociobiology,

In the April 2009 issue I found in passing a little of Americana directly related to my arguments about the uncontrolled education of the officially ignorant. In an article on “Building a better brain” (the title is not ironic, and gives a sense of the editorial attitude towards the story) that discusses about the great things “mind-altering drugs” might do for humanity, they write:

In a study published last year in Pharmacotherapy, researchers at the University of Maryland found that of 1,208 college students, 18 percent took ADHD medications like Ritalin and Adderall even though the drugs had not been prescribed. You might think the college students were taking stimulants mostly to party, but that is not what the researchers found. The students were taking the stimulants mainly to help with studying. (Baker, 2009)

The story is written in the “brave new world” discourse of enhanced possibilities (“Think of millions of workers in India or China cognitively enhanced with neuropharmaceuticals. Will the United States be able to compete?”). The original study took the opposite tack. The paper ended with warnings to physicians and parents about “overuse and/or diversion of stimulant drug” (Arria, Caldeira, O’Grady, Johnson, & Wish, 2008, p. 266).

Neither wondered about is my perennial question (Varenne 2008, 2009): where do the students find out about these drugs? What sort of conversations do they have about them? To whom do they talk about it? That is, how do they educate themselves about these drugs? What is the place of the race for school of success in these discussions?

The last matter is particularly intriguing. For those who have done the work to inform themselves about off-label use of these drugs, how to take them, when, etc., including the possibility that it will improve their test scores, then the total event is another aspect of the battle of the mediocre middle-class against the probability that others are likely to do better on pure merit. As with steroids in sports, it is a matter of getting the edge. In other words, it is possible that taking these drugs is part of a larger conversation about succeeding in school that older adolescents and young adults must be having among themselves and with their parents (and about which we altogether have little detailed research).

Given this ongoing education about school success, then it is probable that the call from the authors of the article for “more parent education” that consists purely of listing the “risks” of taking these drugs is altogether pathetic. The risks of NOT taking them, for some students, may be higher, and they will not trust the People of the School, and all the less that they must also know that, for all intent and purposes, taking these drugs is cheating at School.