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Paul Tough - Americans Are Losing Faith in the Value of College. Whose Fault is That?

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Paul Tough - Americans Are Losing Faith in the Value of College. Whose Fault is That?

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Outlier: A person or thing that is the differing from all the other members in the group or set of objects

Ideology: A system of ideas and ideals, especially one which forms the basis of economic or political theory and policy.

Stratified: formed or arranged into strata or layers.

College Wage Premium: The difference in average earnings between people with a four-year college degree and those with a high school diploma

College Wealth Premium: The difference in wealth between a family with a college-educated person and a family without

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Tuition fees have risen significantly, making higher education increasingly unaffordable. He points out that when it comes to tuition costs, "America is an outlier" compared to other countries where education remains relatively inexpensive, while U.S. tuition continues to climb (Tough 3). As a result, college is now seen more as a financial burden than the opportunity it once was, as graduates face immense pressure to repay their student debt.

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Tough explores how a student’s intended major shapes their perspective on the value of higher education. He argues that fields with clear career pathways, such as engineering, medicine, and computer science, often lead to better job prospects and higher salaries. In contrast, majors in the humanities and social sciences tend to offer fewer job opportunities and lower wages. As a result, Tough suggests that this disparity can create skepticism about the worth of a college degree. Those interested in pursuing careers in the arts, for example, may be less motivated to attend college if they believe their career prospects would be similar without a degree.

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Tough examines Generation Z’s shifting perspective on higher education, noting a growing belief that a high school diploma may be sufficient for financial stability. He observes that many young Americans no longer see college as the best path to job security, instead viewing a diploma as adequate on its own (Tough 2). He highlights statistics showing a decline in college enrollment after high school, reinforcing the idea that more students are opting to enter the workforce directly rather than pursue higher education.

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Tough compares college to a casino, where students take financial risks with the hope of a successful outcome. He argues that pursuing a degree requires a significant financial investment, often leading to student debt, making higher education a gamble on future earnings. Just as gamblers place high-stakes bets with uncertain returns, students face no guaranteed success after college. Recently, Tough has recognized that this "casino system" forces students to carefully weigh the pros and cons of their decision, fearing that their investment may not pay off, leaving them unable to repay their debts and loans.

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Tough argues that college programs are failing to equip students with the practical skills necessary for success in the workforce. He critiques the emphasis on theoretical learning over hands-on experience, leaving students unprepared for real-world job demands. While students may grasp academic concepts in class, they often lack opportunities to apply their knowledge in meaningful ways. This disconnect between college education and employer expectations, Tough suggests, is a key reason why many graduates are questioning the value of a degree and opting out of higher education altogether.

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Tough suggests that politics within college curriculums may contribute to students' declining enthusiasm for higher education in America. He notes that some institutions, particularly liberal arts colleges, emphasize social justice and activism, which some critics argue shifts the focus away from academics. As a result, some students may feel that their education is more about political discourse than acquiring knowledge and skills. Ultimately, Tough argues that the presence of political discussions in higher education can discourage students from seeing college as a worthwhile investment, leading them to opt out altogether.

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While working on the argument mapping exercise, I was surprised by how much depth there was to Tough’s argument. Initially, I thought his discussion on higher education was straightforward, but I realized how interconnected his points were as I broke it down visually. It was interesting to see how his statistics and examples built on one another to form a larger argument about the shifting value of college.

One of the most rewarding aspects was seeing the argument come together in a clear and structured way. Creating a visual representation helped me better understand how Tough supported his claims and made me more aware of the importance of logical flow in an argument. However, a major challenge I faced was ensuring that I accurately represented his points without unintentionally inserting my own opinions. At first, I struggled with this, but through class discussions and my professor’s feedback, I was able to refine my approach.

The Robinson mapping exercise was also helpful because it gave me a model for breaking down arguments step by step. Moving forward, this skill will be useful when analyzing future readings. Mapping an argument forces me to pay closer attention to structure, which will help me critically engage with complex texts. Additionally, it strengthened my ability to differentiate between summarizing an author’s points and evaluating them. This assignment reinforced the importance of careful reading, organization, and objective analysis when evaluating an author’s perspective, skills that will be valuable throughout the course and beyond.