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https://docs.google.com/spreadsheets/d/1a4iG5QRwrHkkxugm40PBx5GFyh7EZTNDFdB0YhQiv90/edit#gid=0

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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Use the rubric and everything we've learned in class to offer feedback in peer revision. Be sure to address at least 3 criteria areas.

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Poster 1:
First Read:
I think this poster is very informative and is able to pack the information in there pretty effectively. It has nicely contrasting colors which I think help it stand out among other posters which is why I could see myself stopping and reading through this one before I read through others. This poster communicates using the linguistic mode from the text and visual mode from the diagrams and images provided. These modes of communication are indeed effective.

Second Read:
The first thing this poster communicates is the problem, its significance and right below it comes the solution. I think the poster does a good job of summarizing it all in those small sections and having more detailed explanations later on for those who have time to read through it all. The poster makes it clear that the author is trying to stop AI systems from having these biases which can be hurtful when making models. I think the poster successfully uses visual queues such as highlighted/colored text, and diagrams/images. The information is indeed concise and easy to follow.

Poster 2:
First Read:
First thing I noticed was the use of different bright colors which really draws attention to the poster without being too visually overwhelming. The text is nicely spaced out so it also doesn't overwhelm the reader in that sense. I would stop and read this poster as it stands out a lot. The poster communicates using the linguistic mode through the text, and it also employs the visual mode by using imagery. These modes of communication are indeed effective.

Second Read:
The problem section is kind of hard to see as it is not standing out in comparison to the other parts of the poster. It also is hard to see where the solution and significance sections are. The poster states that there is a problem but does not really explain the significance, due to this is is hard to discern why the author thinks this is bad. The poster does have images but they do not really convey a message, they are more or so there because they fit the theme of the poster. The information is concise and does not really follow a certain order (not numbered or doesn't have arrows) but readers can still extract the information that is being conveyed.

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Poster #1: AI class

Poster 1 is a little hard on the eyes. There are a lot of words which makes it hard for us to take in all the information relating to each topic. Modes of communication include visual and linguistics. The linguistics model is more effective than the visual model because the pictures are confusing.

Does not clearly communicate the problem, lists instead and provides confusing imagery

Has a solution to the problem, ethical position shines through but does not directly state ethical position

Does have visual and written cues

Information is present but not that easy to follow.

Poster #2: Farmer Festival

Poster 2 looks fun, has a lot of strong colors, gets to the point, and is color-coordinated. We would stop to read this poster. Visual, linguistic, and spatial modes are present. Very effective as the poster is pleasing to the eyes.

Yes, the problem is labeled and shows the significance of the solution

The ethical position is shown, but is not directly stated.

Visual cues are present and successful for the intended audiences.

Well organized and helpful information

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First Read Questions:

- What is your overall first impression?  First one looks professionally done. Second looks very simple and quickly put together.

Would you stop and read this poster? Yes to the first. No to the second.

- Which modes of communication does the poster employ? Visual, linguistic, and spatial for the second on

Are they effective? AI: Yes, Farmer: No except for linguistic

Second Read Questions (these are the Guidelines for Project 3):

(╯°□°）╯︵ ┻━┻  <3

Does the poster communicate clearly and effectively your problem, its significance and your solution? The problems are effectively communicated in both but the first one does a better job of visualizing it and exemplifying its significance.

Does the poster communicate your ethical position on the problem and solution? Not really for both on the ethical standpoint. There is some implied ethical position in trying to justify its significance in both.

Does the poster adopt successful written and visual “cues” for intended audiences? The first one gives very good visual cues and uses bolding to highlight important information but the second is very scattered.

Does the poster provide information to viewers in a way that is concise, easy to follow, and well-organized? The first has a fairly well organized flow with the split between the problem-solution summary, the process methods, and then the concluding elements. The second has the same 3-part split but is not at all organized in its methods.

The AI poster provides well-organized information with steps that are easy to follow. The farmer poster does a horrible job of organizing the information and the steps are hard to read or follow. It does not provide concise information.

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Poster 1:

First Read:

At first glance, this poster is organized and it is easy to scope out important pieces of information. This poster is very informative and perhaps a little bit overwhelming at first, so if I had time to stop and read it I would.

The modes of communication that this poster employs are linguistic mode which uses alphabet text to describe the students' problems and solutions with headlines. There is also use of spatial mode to organize all of the images and text bubbles.

Second Read:

The poster makes it easy to find the section discussing the problem, but lacks a clear and specific statement regarding the problem. There is a discussion of unfairness, but it leaves the reader to infer what the problem specifically is. The poster does accurately outline the significance of this issue by highlighting the different groups affected. The poster clearly outlines the solution to the problem and details a process along with testing and monitoring that would follow.

I believe that this poster accurately conveys our ethical position on the problem and solution because it conveys how unfairness is essentially everywhere and affects various different groups of people.

There is good organizational use that makes looking at the poster directive and clear. There are big headlines that are indicative of important pieces of information.

The poster is good in a directive sense, however, we believe the content should be a little more clear.

Poster 2:

First Read:

At first glance, this poster is very pleasant to look at with the colors and spaciousness. It is not overwhelming at all and looks like an easy read

It employs linguistic mode, spatial mode, and visual mode. These are employed through the use of words, colors, and spatial organization.

Second Read:

Yes, this poster accurately describes the problem and its significance of the problem. However, as a reader, we wish that the problem was more visible and not part of the introduction. By making the problem its own section, the audience can easily identify the problem. The poster conveys the solution they wish to make happen by outlining the “project goals” and “methods.”

this poster briefly touches on the ethical solutions, meaning it does not go into vivid detail and is very concise. However, it does state methods and goals that show their ethical standpoint.

The vivid colors are very nice and directive to look at. This serves to organize the poster as well as make it fun to look at.

Yes, this poster provides information to its audience in an easy-to-follow and concise manner. It is very simple and makes the reader want to learn about this issue because there are minimal words.

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Evaluate and offer feedback for both posters in the sample poster drive using the following questions. Please remember to discuss each question as a group.

First Read Questions:
- What is your overall first impression? Would you stop and read this poster?
- Which modes of communication does the poster employ? Are they effective?

Second Read Questions (these are the Guidelines for Project 3):

Does the poster communicate clearly and effectively your problem, its significance and your solution?

Does the poster communicate your ethical position on the problem and solution?

Does the poster adopt successful written and visual “cues” for intended audiences?

Does the poster provide information to viewers in a way that is concise, easy to follow, and well-organized?

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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1. Find 2-5 sources you can use for Project 3.

The Hidden Curriculum of College Athletic Recruitment

“You Have to Have Money to Be Good”: How Capital Accumulation Shapes Latinas’ Pathways to College Sports

2. Answer the following questions for each:

- How does this source relate to your topic?

First Article

Talks about how there is a curriculum for  athletic recruiting that favors students from privileged backgrounds. My topic for my project #3 will be sports recruitment, specifically students from low income communities.

Second Article

Talks about how people from low income background have to have certain factors to go into the pathway to college sports.

- How do you know it's a reliable source?

Both articles were peer reviewed.

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Todd I Herrenkohl, Eugene Maguin, Karl G Hill, J.David Hawkins, Robert D Abbott, Richard F Catalano, Developmental risk factors for youth violence, Journal of Adolescent Health, Volume 26, Issue 3, 2000, Pages 176-186,

https://doi.org/10.1016/S1054-139X(99)00065-8.

(https://www.sciencedirect.com/science/article/pii/S1054139X99000658)

This source relates to my topic because I am discussing how the lack of Well rounded teachings regarding life skills can impact a students ability to be successful in life. A big problem that emerges is an increase in violence Amongst the youth community.

I know it is a reliable source because it was found through a credible search engine and was peer reviewed.

Jasmín D. Llamas, Susana A. López & Matthew Quirk (2014) Listening to Students: Examining Underlying Mechanisms That Contribute to the AVID Program's Effectiveness, Journal of Education for Students Placed at Risk (JESPAR), 19:3-4, 196-214, DOI: 10.1080/10824669.2014.967067

-this article relates to my topic as I was informed that the avid program was a previously similarly developed program to set students up for success, particularly to go to college. I wanted to explore and analyze this program and the effect it has on students.

-I know this is a credible article because again I found it through a search engine That is scholarly and trustworthy.

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1.
Everyone deserves quiche: French school lunch programmes and national culture in a globalized world.
https://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=138393056&site=ehost-live
My topic is school lunch in the USA. This relates to one of two major issues with US school lunches: value - quality/nutrition for the price, which is also necessary to achieve lower total program cost. This source provides a reference point for what a good school lunch program looks like in terms of nutrition and value.
This source was published in a high-ranking major journal, the BJS.

2.
Does receiving a school free lunch lead to a stigma effect? Evidence from a longitudinal analysis in South Korea.
https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=136098846&site=ehost-live
This source relates to school lunch policy from a social perspective. It provides an example that can be used to justify my position of free lunch for all as a possible means to end this classism. This source is likely reliable because it is published in a journal with a sizable editorial board representing a diverse group from many universities.

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source 1: UC accountability report
https://accountability.universityofcalifornia.edu/2021/
- This source shows the data behind student retention rates and compares these numbers between all the UC's.
-I know it's reliable because it is data released by the UC system that is mandatory and monitored.

Source 2:

Many college students struggle to have their basic needs met

https://www.apa.org/pi/ses/resources/indicator/2019/12/college-students-needs
- Lack of public funding disproportionately effects underprivileged students from getting off campus housing.
- Source is presented by psychologist PhD Harmony Reppond with lots of background/ education in the area.

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The 2021 UC Accountability Report provides the fourteenth annual comprehensive assessment of the University's progress in meeting key teaching, research and public service goals across its 10 campuses. The data will inform the University's strategic planning, budgeting and performance management, as well as help the governing Board of Regents identify the most important policy issues facing UC. Here is the President's letter introducing the report.

This version includes over 100 individual indicators across 13 chapters, assessing progress in areas like undergraduate success, financial aid, diversity, research and finance.

Please refer to the errata for errors discovered after the report went to print.

We welcome your feedback on the report. Contact: irap@ucop.edu

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The 2021 UC Accountability Report provides the fourteenth annual comprehensive assessment of the University's progress in meeting key teaching, research and public service goals across its 10 campuses. The data will inform the University's strategic planning, budgeting and performance management, as well as help the governing Board of Regents identify the most important policy issues facing UC.

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Danielewicz, J., & Elbow, P. (2009). A unilateral grading contract to improve learning and teaching. College Composition and Communication, 61(2), 244-268. Retrieved from https://www.proquest.com/scholarly-journals/unilateral-grading-contract-improve-learning/docview/220695714/se-2?accountid=14524

It talks about a situation about how grade B is evaluated. Instead of the writing quality, the article proposes the idea of evaluating on completion. The article wants these students to focus on their writings instead of grades.

This article is reliable because it is a journal article and it is peer-reviewed.

Keeton, S. (2016). Effective and meaningful grading in applied collegiate voice: Assessing effort and progress, a grading toolbox, and a recommendation. Journal of Singing - the Official Journal of the National Association of Teachers of Singing, 72(5), 563-572. Retrieved from https://www.proquest.com/scholarly-journals/effective-meaningful-grading-applied-collegiate/docview/1841016778/se-2?accountid=14524

This article emphasizes the importance of the effort and progress in learning and grading. I also think effort and progress is more significant than just the normal grades. Grading should be based on the improvements.

This article is reliable because it is a journal article and it is peer-reviewed.

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Source 1: https://www.proquest.com/scholarly-journals/social-studies-standardized-testing-helpful/docview/274612458/se-2?accountid=14524

How does this source relate to your topic?

This source talks about whether standardized testing is harmful or beneficial when it comes to testing social studies knowledge. Several drawbacks are examined in this piece.

How do you know it’s a reliable source?

This source has been peer reviewed which gives it more credibility than a source that has not been peer reviewed. The type of resource is a cover story so, while it might not be a scientific article with complex and triple checked calculations, it will give me a good starting point to learn more about standardized testing.

Source 2: https://www.proquest.com/scholarly-journals/emphasis-use-misuse-standardized-testing/docview/64044975/se-2?accountid=14524

How does this source relate to your topic?

This source looks at the validity of standardized test scores in relation to New York English teacher’s beliefs that these test scores need to be more carefully looked at as they provide valuable information.

How do you know it’s a reliable source?

This resource is a peer reviewed resource so it has more validity than something that has not been peer reviewed. The type of this resource is also a scholarly journal which makes it a bit more credible as these scholarly journal publishers are more strict and careful with what they publish.

Source 3: https://www.proquest.com/scholarly-journals/instrument-assess-beliefs-about-standardized/docview/1361849358/se-2?accountid=14524

How does this source relate to your topic?

From my understanding, this resource talks about general belief about standardized testing based on individual’s world views and experiences and attempts to dive deeper into the efficacy of standardized testing.

How do you know it’s a reliable source?

Once again this resource is a peer-reviewed scholarly journal which makes it more reliable than other types of sources. It has also been referenced 16 times in other publications which shows a pretty good degree of reliability.

Source 4: https://www.proquest.com/scholarly-journals/different-tests-same-flaws-examining-sat-i-ii-act/docview/61920200/se-2?accountid=14524

How does this source relate to your topic?

This source talks more directly about the SAT I, SAT II, ACT and these tests’ flaws. It claims that while the SAT II and ACT are newer and considered to be better, they still have the same flaws present in the SAT I.

How do you know it’s a reliable source?

This is once again another peer-reviewed scholarly journal and it has been referenced 19 times in other publications which again shows that it is a quite reliable source.

Citation APA 6th: Perez, C. (2002). Different tests, same flaws: Examining the SAT I, SAT II, and ACT. Journal of College Admission, (177), 20-25. Retrieved from https://www.proquest.com/scholarly-journals/different-tests-same-flaws-examining-sat-i-ii-act/docview/61920200/se-2?accountid=14524

Another good source:
https://www.proquest.com/docview/614368416/FCB1A895B8E64ACAPQ/3?accountid=14524

Anotha one:
https://www.proquest.com/docview/614242992/8E8EFF2BC2854F35PQ/14?accountid=14524

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https://www.proquest.com/docview/91496043/5F93D45718854BE8PQ/3?accountid=14524

1. This source talks about having more teachers in the classroom to help out students but does it by not requiring as much training. That’s not necessarily my point but I could use some of their research on how simply having more ways to teach students is more helpful.

2. This source was posted by the New York Times so I’d say it’s pretty reliable

https://www.proquest.com/docview/329937855/320F22E8BED846C2PQ/5?accountid=14524

1. This source explains the financial instability of our public school system

2. Posted by the National post

https://www.proquest.com/docview/268703687/4ADC477FEC8B417FPQ/10?accountid=14524

1. This source is about the how teachers of Boston Massachusetts came up with an eight step plan on how less students per teacher ratio is more beneficial to the overall learning environment

2. The source is a little old but still pretty relevant to todays public education society

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https://docs.google.com/document/d/1eVhh_m1AYDwrYE1zjeK1gJEEMLT6X2oQ68ekLnlLmMw/edit?usp=sharing

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Title :Experiences of Successful First-Generation College Students with College Access

Authors: Ricks, Jonathan R, Warren, Jeffrey M

https://www.proquest.com/scholarly-journals/transitioning-college-experiences-successful/docview/2560395996/se-2?accountid=14524

This source relates to my topic because it mentions how first generation college students are at a clear disadvantage when starting college. This is an article published by the Journal of School Counseling in Montana State University. It also was published very recently in 2021.

Title: "I Want to Be a First": Student, Family, and School Factors Influencing First-Generation Student College Readiness

Authors: Brookover, Dana L; Hanley, Erin M; Boulden, Rawn; Johnson, Kaprea F.

https://www.proquest.com/scholarly-journals/i-want-be-first-student-family-school-factors/docview/2580804925/se-2?accountid=14524

This article is about college readiness for first generation students. Many students do not have any support or help in order to get them ready for college and that is a part of my problem. This article was published by the Academic Development Institute also in 2021 so it is very recent as well.

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1. https://journals.sagepub.com/doi/pdf/10.1177/0013124509339265
This relates to my topic because it is talking about equitable teaching. I know it is reliable because it is sponsored by the education and urban society, has multiple experts in the field of education, and doesn't have dated information.
2.
https://www.jstor.org/stable/40704383?seq=1
This relates to my topic because it has information on the influence that a schools funding has on recruiting quality teachers. This is a reliable source because the information isn't dated and has a ton of citations. It was also published by UIP.

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source #1: Fast food and financial impatience: A socioecological approach
- this source showcases how households saved more due to buying more fast food.
- has been peer reviewed & published on the Journal of Personality and Social Psychology

source #2: Disparities in food access around homes and schools for New York City children

- how income disparities lead to poor food access

- has been peer reviewed

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Source 1: Educational Leadership and Comprehensive Reform for Improving Equity and Access for All (https://www.proquest.com/docview/2123892750/DEE76121813B4EF0PQ/4?accountid=14524)

- This source relates to my topic because it discusses challenges experienced by underrepresented students, such as first-generation college students. This source supports the existence of the issue I will discuss. This source also mentions the solution I will be proposing, so it helps me further learn about my solution.
- I know this is a reliable source because it was posted in a scholarly journal which means it was well written and required approval to be published.

Source 2: Stress Overload in First-Generation College Students: Implications for Intervention (https://www.proquest.com/docview/2650282625/6B27BA2921834626PQ/3?accountid=14524)

- This source relates to my topic because it heavily emphasizes the struggles endured by first-generation college students as they enter higher education. This source helps me further explore my topic and show my audience this is a problem that needs attention and a solution.
- I know it is a reliable source because it was written by the Psychology dept at CSULB. These professionals in the psychology field explored the impact lack of support has on the well-being of first-gen students.

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https://www.newyorkfed.org/medialibrary/media/research/staff_reports/sr700.pdf?la=en

- This source relates to my topic because it shows evidence on why and how college students are unable to afford housing on campus thus creating hardships in their college life.
- I know that it is a reliable source because it is more recent and has been changed over the course of a few years. Data from this source has been taken from the early 2000's all the way to recent years close to 2017.

https://scholars.org/sites/scholars/files/ssn_key_findings_broton_and_goldrick-rab_on_housing_insecurity_and_college_students_1_0.pdf

- This source relates to my topic because it shows the hardships that comes with college housing for students that lack reliable housing.
- I feel that this source can definitely help my Project 3 because it poses solutions and a variety of factual information to back up my claims.

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1. Find 2-5 sources you can use for Project 3.
2. Answer the following questions for each:
- How does this source relate to your topic?
- How do you know it's a reliable source?
3. Post to Padlet when complete.

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The ideology of meritocracy values one's ability to do certain tasks and chooses to reward them based on their merit. Labor-based grading contracts focus on labor as it equates to learning. Inoue gives examples of how labor contributes to learning such as dancing. Students who already excel in the subject will not have to work as hard compared to students who are just learning the material. No, it does not solve the issue surrounding meritocracy due to the disadvantages some students have.

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The ideology of meritocracy values credentials, capability, and talent. It nominally considers concrete skills rather than the potential to grow. It primarily deals with the idea that working hard will be compensated with equivalent success.The role of labor is to just show how much effort a student is putting into the class instead of their quality. In the regular grading system, students are graded on their performance in class or assignments, but labor-based grade contracts only care if they have done these assignments. This plays in with meritocracy in that the assumption is made that effort put in is inherently deserving of success.  Labor-based contract grading doesn’t solve much. It creates the problem that people can manipulate the grading system and get the grade they want with minimal effort. Quality isn’t emphasized as much as labor. In some degree, it solves the problem of meritocracy because it creates a relative fair educational environment for all the students.

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Incorporating a labor-based contract into the grading system is a step forward, but we believe there is no perfect grading system. This method will not meet the needs of all students but will accommodate more than traditional methods of grading. The ideology of Meritocracy values hard work and deservingness. It takes the stance that all the success one acquires is completely deserved. Meritocracy does not believe that different people do not have access to success if they want it. Inoue describes labor as applying yourself to your learning and putting in the effort to learn. He believes that labor entails you being an active participant in your education and making the effort to evolve and learn. Students do not all begin at the same starting point, therefore would require varying amounts of labor for the same class. Even though two students may be contracted for the same grade, one might have to put in more work due to their past academic experiences. Therefore, a purely labor-based contract is not fully inclusive of each student's needs, but a step forward.

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Student A: A-

Student A met all of the requirements for the A contract but they didn’t show much growth. They attended class and participated in class as well. For this grading contract, it appears that the requirements are being graded. There was effort put into the class but I’m not sure if that’ll influence anything.

Student B: D+

Though this student did their work and did most of it well, they both cannot develop reflection abilities and turn their work in well past the 72 hr extension given on the C contract. Their immense effort is not reflected in their final grade.

Student C: A

Technically, they meet all requirements. They submit their work on time and it meets/exceeds baseline requirements. Effort/growth is not being strongly measured in the WCWP rubric and Student C’s contract is likely met no matter what it is.

We like that we know exactly what we need to do to get the grade we signed up for. It’s not left up in the air like in other classes. It personally encourages us because we are not so hyper-focused on just getting the grade. We think though that, sometimes, a rubric would be nice on essays to help us concretely know where to improve, though that doesn’t necessarily mean it should actually weigh into the grade.

We think it encourages us to take more risks and write more interesting essays.

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Student A would receive a letter A- grade because they met all the deadlines and requirements, but they lacked mastery of the writing skills expected of them. Nonetheless, they were hardworking. Student B would receive a letter C grade because although they put in a lot of effort they continuously miss extremely important deadlines and components of the writing prompts and reflection section which hinder them from submitting quality work. Student C would receive a letter A grade because they are meeting all the deadlines and requirements. They present a mastery of the writing skills expected of them.

What is being graded is that students meet the writing requirements by the given deadlines.

We like this grading contract because we know what is expected of us and the final grade we will receive if we do in fact meet all the requirements. We can assign points to each equipment pertaining to each grading contract so each student would receive a tally, similar to normal grading but following the collaborative grading contract. This would make assigning students a grading contract less black and white, as well as making the categories more flexible.

This grading contract encourages students to want to master the writing skills in order to be successful in the assigned writing prompts.

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What grade would each of the students earned?

Student A: A

Student B: D+

Student C: A

What exactly is being graded?

Based on labor and deadlines during the quarter

What do you like about our current contract grading system and what would you do to improve it?

Like that we know are grade

Knowing exactly what we need to get the grade we want

Very optional

Based on due dates (explain) → students working harder than others turning things in at the same time

Does it encourage or discourage you from learning the writing skills you need?

Sometimes yes sometimes no

Encourage → Because you want to do your best for the grade you chose to contract

Discourage → Because the credit is given to you based on labor

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https://docs.google.com/document/d/1pQ8Z2lY9rFSqy4HmMec7hczd-FcrPspsNSuuDi_9q6A/edit?usp=sharing

Please have this worksheet completed by Wednesday's class for our in-class proposals.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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7.1.2 Labor-Based Contract Grading Critique

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7.1.2 Labor-Based Contract Grading Critique

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As a group, discuss and respond to each question. Then, put it in paragraph(s) form. (hint: structure of claim, context, evidence, reasoning)

Recall meritocracy. In 1-2 sentences, what exactly does the ideology of meritocracy value?

Describe the role of labor in labor-based grade contract. Provide a 1-3 sentence summary of Inoue’s Ch 3.

Critique the role of meritocracy in labor-based contract grades. In 2-5 sentences, how does meritocracy inform labor-based contract grades?

Argue a side. In 2-5 sentences, does labor-based contract grading solve issues surrounding meritocracy or does it perpetuate those issues?

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https://docs.google.com/document/d/1kzdh_jGNHLUL26f1m1NV_YmzoIRtXkqIcJc1dI0I6nE/edit?usp=sharing

Let's review the following students together. Then, as a group, respond to the following questions.

What grade would each of the students earned?

What exactly is being graded?

What do you like about our current contract grading system and what would you do to improve it?

Does it encourage or discourage you from learning the writing skills you need?

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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https://docs.google.com/document/d/1C4mR5UEo0Kgi6iTR1_-ZLekFnjRH75U5R9m5qem82a4/edit?usp=sharing

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Who do the solutions impact? Are they feasible?

Are the solutions effective in fighting inequity? How so/to what extent?

Are the solutions effective in challenging meritocracy? How so/to what extent?

Is it leading to long-term change? How so?

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https://docs.google.com/document/d/1-IodI_ER-FN3m1vfeW9y0I_DWCMf4X1pj8apZ-sJTf4/edit

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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https://docs.google.com/document/d/1MYJ39yYg0z53uW_cdndyxLEeUTMWfHKMWi3JEbJhW0s/edit?usp=sharing

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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https://docs.google.com/document/d/1FO-HHF-E7QxwXExHzHQUDxT-cAXezYQVlkmDVtFzRck/edit?usp=sharing

Please make a copy for your group. When finished, post a viewable link.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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https://docs.google.com/document/d/1au7JWxWwcw55_fZzs2uV3-ztk0DgUNWNaARN3kAnaoM/edit?usp=sharing

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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https://docs.google.com/spreadsheets/d/1uG8GfRXYDymIdblC8FFjD2mTsrh7_WGeFz9MwtuECZg/edit#gid=0

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1.For my main claim, they listed some specific examples for me to argue about it. Basically, I think individual work cannot be the only factor leading to success, but Hans gave the example of Steve Jobs arguing that there was someone succeeded totally based on his own effort. He had been kicked out from his company but still created apple in the end.
2.Patrick thought my concession could be telling stories like maybe my parents' stories that shows their success based on their hard work. I think I will find one story to support my idea.

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That he came from nowhere and was still able to succeed. He had to give his life to the military and it wasn’t that bad. Got to retire early and had medical and education paid for.

Yes hard work is important but we are 2 different people. Even though i didn’t live in the middle of nowhere i went to a school with 2000 students whereas you had about 400. Teachers were more occupied trying to get through the lesson then caring if the students understood the lesson or not. I don’t want to go into the military.

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1. There was one argument that came up that I had expected but hadn’t thought all the way through. It was that the seating system in musical groups can actually help the students. I had figured that it would come down to arguments about statistics but in reality it is more about human nature.
2. I will have to spend some time with this argument in order to make a stronger piece. Also I feel that I will have to concede that it has been used for a long time and that it is a long standing tradition.

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No, my partner pretty much mentioned every counterclaim I had in mind.

Something I would like to add would be other students' experience during the same situations I went through.

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1. My partner came up with counterclaims I have not expected. They are that we should not award people who do not work. We should not punish those in a naturally advantaged position.
2. I will add the counter-claims above and my rebuttals to project 2. I am in the process of finding evidence to support my claim.

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My partner came up with the counterclaim that if you have an education you can do anything with that because you have knowledge.  Some concessions and rebuttals that I will probably add to my project is how my audience has a job that usually requires certification but she got that job without certification so that proves my claim that there are things that you can achieve without a degree/certifications.

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My partner didn’t have any counter claims that I didn’t expect. Our dads think in a very similar way. A lot of the stuff that we discussed was anticipated.

I can’t really think of anything that I can add because our dads think in a similar way.

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Some counterclaims my parter had was that I could have just been more prepared and bring my book. I also could have talked to somebody higher than the teacher and tell them about everything she was doing wrong.

Some rebuttals would be that I forgot it one day and brought it every day after that. It isn’t fair to put it in as an assignment the one day I forget it. Also she was the only AP calc teacher so they couldn’t really do anything to her

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1. Yes, my partner came up with some counterclaims I had not anticipated. One of my claims was that college institutions need to do a better job at training and educating faculty to better support struggling undocumented students. My partner's counterclaim was that training and educating faculty would require additional funds and questioned where those would come from.
2. Some of the rebuttals I would like to add to my Project 2 is that there are existing programs for undocumented college students they can utilize and that training faculty would require more funds. As of now, I do not have evidence for these rebuttals, but I will skim the texts we have read thus far and find evidence.

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1. I developed two main counter claims, and both covered what essay needed to have an effective rebuttal.
2. My rebuttal now states that even though funds are needed to cover extra aspects of the school, it does not provide access to every child, and only those whos parents fund the activities.

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1. My partner brought up an unanticipated point that promising success for merit makes students work harder.
2. I think that an important rebuttal to this would be to include that false promises exist and sometimes they make us work harder but it should be taught that success takes more than hard work in most cases.

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1. Yes, they asked why I didn't ask my audience before the incident occurred.
2. A concession that I can add to my project 2 is that I could've address the issue earlier so that it wouldn't have happened in the first place. A rebuttal that I could've added would be that it is very hard for teachers to communicate with their students in large class scenarios especially without TA's.

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1. There were counterclaims in terms of the insistence of something I felt I had already covered, in terms of the core idea of hard work and persistence as a virtue.
2. I would definitely concede that it's important to still work hard no matter the society, that I am not absolutely declaring  that hard work is useless.

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1) My dad thinks in basically the same way as Mercedes' dad so I kind of anticipated the points that Mercedes brought up.

2) I can't really think of any rebuttals that would be effective at creating more common ground.

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Ho’s text

1. Wall street people try to invade school in every aspect, they have people walking around in school,  talking to students, holding seminars to recruit students. They form a culture and belief that centered around the elite picture wall street. They create the idea that if you are an elite, you have to go to wall street. “Had a perfect life.” “The lifestyle that they live reflects their elitism.”
2. Ho used evidence from interviews with insiders such as Lin who have a perspective favoring her arguments. Lina interview is used to argue that the supposed upper class are favoring the image of the lifestyle and that much of what was being advertised to the students was fake, or at least deceptive in nature. In the end the businesses had used the mirage of a high class society to get more “actors” to help with the lie.

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Claims: Ho claims that if you attend an elite university you are guaranteed entrance into the wall street world. Ho also claims that student life is dominated by the overwhelming presence of Wall Street recruiters leading students to pursue a spot in the industry.

Rebuttals: A student’s affiliation with an ivy league school, regardless of their major or career of interest, gets them an automatic entrance into Wall Street. Recruiters claim to hire the best of the best, but testimonials from previous Wall Street employees, like Kate Miller, shed light on the true nature of the work environment. The environment was not welcoming to minorities and hostile. Wall Street claims to have the most intelligent individuals working in the industry, however, it is an environment which favors “impressiveness” over “smartness.” Individuals who are able to present themselves well and fit in impress Wall Street recruiters, regardless of their intelligence and capabilities, and earn a spot.

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Claims
Purity coming from certain institutions
Wanting the cream of the crop human
Common sense claim saying that the people who could go to Harvard went to a black college instead. Saying they don’t have common sense because they didn’t choose Harvard
Wall Street recruits the best an brightest, so they must know what they are doing
The hiring process is competitive, so they must be the best
Coming from elite schools,  they must be smart
Long hours and hard work reinforce their deservedness to be there

Rebuttal
Someone who went to a certain college were labeled as not smart when someone in a high position within the company went to that school
Undergraduate news paper from Harvard know that this life of luxury that they promise is a lie
They become brain washed to wanting to become an investment banker so they give up their dreams for the chase of the money
They attend the undergraduate ceremony and these schools like Harvard, Princeton and a smaller school from Chicago presented and the Chicago school was less favored compared to the other schools
Recruiters reproduce the identity traits they have instead of the diversity of really getting the best
The application process to elite schools not perfect- smart students go to other schools too

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1. Did your partner come up with any counterclaims you hadn't anticipated? If so, what were they?
2. After reflecting, what are some concessions or rebuttals you'd like to add to your Project 2? Do you have any ideas of evidence to support them?

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1. What are some of the claims that the investment bankers made to defend their recruiting practices?
2.What are some of Ho’s rebuttals? What evidence does she use to support it?

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I think I am most confident about critical thinking and I know what I want to write about I just have trouble getting it onto the page with structure

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I am uncertain about my thesis and claim. My thesis is always weak. I feel comfortable to find reasoning and evidence. Concession is a little new to me, I will try.

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Of the skills we're practicing in Project 2, I feel that I am most comfortable with structure, and concessions/rebuttals for counterpoints. I am most uncertain about critical thinking about meritocracy and education, making claims, and supporting claims with reasoning and evidence.

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I'm comfortable with critical thinking about meritocracy/education as well as making claims. Where I am uncomfortable is with structuring when it comes to making a cohesive thesis statements and I have not done concessions before.

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I am not comfortable with the structure of a letter because I haven't written too many. I am very comfortable with critical thinking about meritocracy and education. Thesis statements usually just show up. I am very good with evidence. I think I'm okay with concessions/rebuttals for counterpoints.

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Im okay with structure, but my thesis statement is a little difficult to pinpoint.

Have a good idea of my claim but not a lot of the other side. However, if i got better at rebuttal and counterclaims that the other claims would come more naturally

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I am most comfortable with structuring my essay, developing a thesis, as well as making claims.

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I feel the most comfortable with supporting claims and reasoning and evidence. I have a bit of personal evidence that I could use in my letter. I am uncertain about theses statement because I am still trying to think of a good one for my letter.

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I feel the most comfortable with supporting claims and reasoning and evidence. I have a bit of personal evidence that I could use in my letter. I am uncertain about theses statement because I am still trying to think of a good one for my letter.

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I feel relatively comfortable with thinking critically, however, I think I need to work on a thesis that will really help me when I write my letter. I am also going to create an outline to really help with the structure of my letter so that it is easier to both write AND read.

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I’m most certain about supporting claims with evidence and reasoning. I’m least certain about my thesis.

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Non standard thesis structures, and the informality of a letter structure

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Im most comfortable with critical thinking and supporting claims with reasoning and evidence. I am the most uncertain with the concessions and rebuttals for the counterpoints.

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I am comfortable with critical thinking about meritocracy/education, thesis statements, making claims, and supporting claims with reasoning and evidence. I am uncertain about structure and concessions/rebuttals for counterpoints.

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https://docs.google.com/document/d/1-8KYduxugXUaYiRozcnZr26KMaO2-UZzhyjF_D5XoOo/edit?usp=sharing

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https://docs.google.com/document/d/1ZM7Z_UgFUDRpygIOTL6trb38b4eIexbWq38n8xWum6w/edit

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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https://docs.google.com/document/d/1Bo40RcKPsy37-wN2mcqiQVfgCUqe_J1ks8x7qIaxBH4/edit?usp=sharing

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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https://docs.google.com/document/d/1ukxGxD6ElbBCDHOaE0Cgyr8HrE3k1QR3_gsLmD51__4/edit

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Of the skills we’re practicing in Project 2, which are you most comfortable with and which are you most uncertain about? Post on padlet.

Skills include:

Structure

Critical thinking about meritocracy and education

Thesis statements

Making claims

Supporting claims with reasoning and evidence

Concessions/rebuttals for counterpoints

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https://docs.google.com/document/d/10nFKBuDc5WhHK_BQdZO1_Y8jffyrxb9nUCmppYbqyWE/edit

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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1. Create a doc that identifies the purpose of each paragraph. Some options are: intro, thesis, context, claim, evidence, reasoning, counterpoint, concession, rebuttal, conclusion.

2. Discuss what you notice about the structure of the letter.

3. What counterclaims does Lake address? Does he offer concessions or rebuttals? Are they effective and why?

4. Post when complete.

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1) We believe the thesis is has a good balance between specificity and argumentativeness.

2) It is indeed arguable, the writer has primary sources of evidence which are used to support the claims.

3) Yes the evidence does indeed support it.

4) It is indeed adding onto the existing literature or to the conversation.

5) It adds onto the conversation, however, it does not propose a solution.

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Thus, although many college-goers subscribe to narratives of meritocracy and positioned themselves to compete at selective colleges, graduate programs, and high-skilled jobs, their trajectories toward upward mobility had ceilings.

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This is what we thought the Thesis is, it is on page 152. "Thus, although many college-goers subscribed to nar-ratives of meritocracy and positioned themselves to compete at selectivecolleges, graduate programs, and high-skilled jobs, their trajectoriestoward upward mobility had ceilings."

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1. Thus, although many college-goers subscribed to narratives of meritocracy and positioned themselves to compete at selective colleges, graduate programs, and high-skilled jobs, their trajectories
toward upward mobility had ceilings.

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Adaptive decisions are circumscribed by larger contexts of exclusion that severely undercut efforts to belong. Thus, although many college-goers subscribed to narratives of meritocracy and positioned themselves to compete at selective colleges, graduate programs, and high-skilled jobs, their trajectories toward upward mobility had ceilings.

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Identify Gonzales' thesis statement:

1. Individually identify what the thesis statement is

2. Share what you think with your pod

3. As a pod, decide what y’all believe the thesis statement to be

4. Post what y'all identified the thesis statement to be.

Then, examine the thesis statement. Sound writing gives us some criteria for a strong argument. How much is reflected in Gonzales’s thesis:

1. Is it too broad or too specific?

2. Is it arguable based on the available evidence?

3. Does the evidence support it?

4. Does it offer something new to the existing literature?

5. Does it respond to the prompt/assignment (since we don’t know, instead: does it respond to the puzzle/conflict that sets up the reading?)

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https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html

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Anthony Jack talks about two different groups, the “privileged poor” and the “doubly disadvantaged”, and reflects upon the advantages and disadvantages that each group shares in terms of being a student in a prestigious university. However, he leaves out an important point neglecting the students ability at school and only relies on social, cultural, and economic factors to determine one's success. The “privileged poor” possess social capital that allows them to thrive in prestigious universities that they are admitted to due to social connections, whereas “doubly disadvantaged” students have cultural capital that does not work in their favor because of their lack of resources. In the interview with Michael Sandel explaining the Dark Side of Meritocracy, Sandel explains how there is a flaw with the admission system for prestigious universities. He states that there is an “Unfairness of higher education being dominated by those from affluent families.” This is connected to Jack’s statements of how universities will approach a more wealthy school versus a less privileged school. Unfortunately, there are students in lower privileged societies who work hard and put in the effort but are unable to apply to higher level universities due to their lack of resources.

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Despite being an oversimplification of the situation of privilege in the education space, Anthony Jack’s piece explains the glooming issues that deal with the reality of the meritocracy. Jack analyses the situation of the lower class students and separates them into two groups. The privileged poor is the first group that he mentions. They are people who grew up in poverty, but had the opportunity to go to institutions above their social status. The next group is labeled as the doubly disadvantaged. These students grew up in poverty and were never able to experience such an education. For example, the priviledged poor will have the opportunity to have connections with professors in office hours(Jack, 22). This labeling of the groups creates an image where the only factor that matters in one’s success is whether or not they got into a higher quality school. This is obviously not the case, and is mentioned within the piece. However it is far better than the alternative where every factor is ignored in favor of only believing in the effect of hard work. For example pieces like that of Chua’s create a world where one’s social status does not matter and where one’s hard work can bring a person to the highest level of success.

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All students deserve to have a positive and inclusive college experience. There needs to be systematic changes that correct the unequal distribution of success and privilege to those of a certain group over other minority/underprivileged groups. Equal access to resources and preparation is vital in order to ensure all students have equal opportunities to succeed. The privileged poor, even if they grew up poor, have insight or experience into what an elite university is like. He does this by juxtapositioning the “privileged poor” and “doubly disadvantaged” in order to highlight the advantages experienced by poor students who received a more demanding and rigorous education leading up to college. The privileged poor had social capital given the connections made with individuals they attended school with along with cultural capital as they had absorbed the dominant culture at prep school. In his text Jack aims to compare the ways in which being privileged impacts one's educational life and successes. The privileged poor went to prep schools which gave them an advantage over those who did not attend a prep school due to the experience they had with rigorous academic expectations. As it relates to meritocracy, Jack wants to emphasize that the privileged poor succeeding after prep school does not minimize the efforts put in by the doubly disadvantaged who unfortunately did not have the same resources. If both groups would have had access to the same resources and preparation programs, they would have equally succeeded. The double disadvantaged were impacted by meritocracy because entering college there wasn’t an equal playing field for them to succeed compared to the privileged poor. Although the doubly disadvantaged were able to gain spots at top universities, due to not getting a prep school education before college they were at a disadvantage compared to their peers. Therefore they were not given the same chances as those who did go to prep schools to succeed. In the podcast, “The New Yorker Radio Hour: Is the Gift of Tuition Enough” Jack’s commentary on meritocracy is similar to Manny’s experience at Trinity college in the sense that Many felt like an outlier in his educational setting. He did not feel supported as his circumstances may be different than his peers with more economic capital. Despite Jack’s claims, he may be distorting the reality that there is not one universal experience for all college students. So while one student of a minority/underprivileged group has a terrible experience, another student from that same group might have a positive one. The terms “privileged poor” and “doubly disadvantaged” highlight the difference between the two groups, even though they are both low-income. The terms highlight that even though the privileged poor are poor students they are privileged given their experience with higher levels of education.

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Those who have an economic/social capital advantage have the privilege of “buying time” because they do not have to worry about if they will have a next meal, if they will make it home safe, they don’t have to worry about part or full-time jobs to sustain themselves. The privileged poor group had an economic advantage over the doubly poor because they were given access to this rich culture earlier on. There is also a noticeable distinction between the students who paid out of pocket versus the students that were given grants and loans to be able to attend. The students who went to schools where classes were small and close together could often more easily talk to teachers and therefore were more likely to get letters of recommendation or just advice in general, which is social capital. In the asian mother text, the asian mom is blinded to a lot of the struggles while Jack is taking into account the different benefits that the different kinds of capital can bring. The asian mom is able to afford piano lessons for her kid or could afford tutoring for her children if they fall behind in classes.

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2.2.1 Jack Synthesis (Analysis and Evaluation) 

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2.2.1 Jack Synthesis (Analysis and Evaluation) 

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1. Interpret Jack's claims. Jack juxtoposes two main groups - the privileged poor and and doubly disadvantaged. What types of capital does each group possess?

2. Examine Jack's claims. What does Jack's analysis say about how the ideology of meritocracy impacts each group?

3. Compare Jack's commentary on meritocracy with a different text from the course so far. Your group can choose which you think would be most relevant.

4. Critique the claims. Is there anything Jack may be hiding or distorting about success? What do you make of the labels “Privileged Poor” and “Doubly Disadvantaged”? What is the benefit of creating such labels? Is there a downside?

5. Make an original claim that reflects your discussion. Original means it should be yours, not a reiteration of the author's claim. Recall a claim should be arguable, meaning it should not be a statement of fact or sentiment.

6. Put your discussion in paragraph form and post.

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The development in English skills is a determining factor to one's development as a child, however there are other aspects of a child's upbringing that are important such as math, problem solving, and physical ability which are put aside in this article. Heath's article focuses on the tactics and methods of how the English language is taught while only focusing on the language aspect. However, there needs to be a complete analysis on the different teaching techniques and various ways of how the child grew up and was exposed to other methods. Would a child from Maintown excel in math or would they struggle compared to a child from Trackton?

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Heath’s text comments on the ideology of meritocracy by showing that Roadville and Trackton are both unsuccessful in education. Despite both being working class, we see how people in Roadville are better equipped to stimulate learning in children by decorating with literacy stimuli.  Whereas we can conclude that people in Trackton aren’t equipped with enough education nor money to stimulate learning within their families.

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Parents are starting to raise their kids to be the same as they were. There’s an economic affect on how they can educate them. As they are seen as educated, the more eloquent you are speaking the more educated you are seen and therefore the more valued you are considered. He’s distorting linguistic capital by underestimating other countries economic value and economic history. While speaking eloquently is seen as educated and valued it doesn’t actually represent their social mobility.

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Everybody excels in different areas, and there are many pros and cons to being brought up under a predominant capital. However it is important to recognize that the educational system favors those that are structured thinkers and able to stick to a formatted way of learning promoted by active parenting styles. Heath claims that bedtime stories better prepare children for critical thinking because they spend more time practicing the skills and applying them to real life situations. This text emphasizes the idea of meritocracy as being a big influence on children throughout different towns and their education. He looked at towns that range in wealth and found that the towns that have parents that were able to read bedtime stories to children, due to their ability to devote time because of their financial assets, produced more successful kids. The social structures of American society make it so multiple means of capital lead to a societal advantage. For example, we see that Heath comments on social capitals when we see that certain parents were able to devote the time to read to their children therefore allowing them to succeed in schools. While other parents who weren’t able to read to their children didn’t have that same advantage. Additionally, he claims that children who are able to format their words and critical thinking will be more adapted to succeed in the education system and their future. Even though some students were able to format their thoughts in a certain way, they could express understanding differently. For example, a student may not be considered academically successful due to their inability to express themselves in a way desired by teachers and educational standards. This is not to say students are incapable of succeeding, it exemplifies that students express themselves differently using creativity.

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2.1.2 Heath Synthesis (Analysis & Evaluation) 

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2.1.2 Heath Synthesis (Analysis & Evaluation) 

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1. Examine Heath's claims. How does the Heath text comment on the ideology of meritocracy & various capitals?

2. Critique Heath's claims. Is there anything Heath may be distorting about linguistic capital's impact on success? Is there anything you feel she neglects to discuss?

3. Make a original claim that reflects your discussion.

4. Put your discussion in paragraph form.

OPTIONAL SYNTHESIS
Compare Heath's claims with a text from last week. Some guiding questions are:
- How does the Heath reading dialogue with some of the readings from last class - like the Lake reading? What links do you see between the two texts that your reader would find interesting?
- Or what does Heath’s finding about the transition for school say about Chua’s hyper focus on academic success as grades and testing?

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https://docs.google.com/document/d/10h7KlWoA-oOuYuZHSL5ZmVR1IS75QdPI7mHN9Sl7E9E/edit?usp=sharing

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Success is defined differently. Some people define success as materialistic things, whereas others define success as being content with what they have. The amount of effort it takes for someone to succeed is different as they do not have the same access to the same resources.In why Chinese mothers are superior, she views success as getting good grades and being involved in activities to ensure a better future for her children, leading us to believe she believed in meritocracy. “Western parents try to respect their children's individuality… By contrast, the Chinese believe that the best way to protect their children is by preparing them for the future, letting them see what they’re capable of, and arming them with skills, work habits and inner confidence that no one can ever take away.” Western parents believe the best way to protect their children is by allowing them to do what makes them happy. Chinese parents believe the best way is to be pushing their children to their full potential in order to make a high salary in the future. Success can be defined differently per person. Chua believed when someone put in the hard work they received the same about of achievement for their efforts. This showcased the difference between the Western and Eastern’s definition of success.

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I agree with the part where you write that it would be much healthier and more beneficial to credit effort, but also acknowledge that there are external factors out of one's control that influence success. Being aware of outside factors is crucial in order to prevent feelings of failure.

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There are many factors that contribute to success, some of which are income inequality and limited accessibility to resources. Chua, a professor at Yale Law school, believes in a meritocracy. She believes that if you work hard, you deserve the accomplishment. She wants her kids to be the best in what they do so that they will be successful. Sandel, a philosopher and Harvard professor, also believes this. However he inputs that there are factors that can further support one person's abilities over another as he portrays the idea of “moral deservingness” which describes how merit can be tyrannical in which it attributes deservingness to the successful. In addition, Sandel thinks that even if the system of meritocracy is perfect, it still has its flaws. People especially who succeed will become more selfish because they will “forget the luck and good fortune that helped him on their way”(Sandel pg 3). Because of Chua’s background in teaching at a prominent university, her children are able to grow up in a better educational environment. Sandel explains that not every kid has this type of privilege. Even though meritocracy emphasizes a lot on self doing and fairness, society is not shown this way.

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Chua defines her children’s success in only the most quantifiable ways, such as by looking at grades, piano performance, SAT scores, etc. Sandel would argue that there are many other parts of success that Chua is overlooking and this could be detrimental to her child’s development. Chua’s beliefs align with meritocracy, however, arguments could be made that she is distorting the idea or taking it to an extreme. She believes that her children, and anybody else, can achieve success if they work hard enough, whereas, if you “fail” it is your fault because you did not work hard enough. A healthier alternative to this belief would be the belief that your effort is very important, but there are other external factors that can get in the way of “success”. Sandel’s examples of the negative impacts of meritocracy would be embodied in Chua’s way of raising her children; she doesn't care about their mental health, only about their success in the previously mentioned quantifiable results. Chua is completely neglecting other aspects of her children’s success, sure they may be getting good grades at school, but they may be struggling to make friends, or they may be struggling with mental health, or they may be struggling with physical health due to a lack of activities (sports).

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Chua’s parenting system that focuses on harsh discipline and educational proficiency looks down upon the more laid back Western parenting style. It is important to note that each individual is exceedingly different and will respond to life expectations differently. Additionally, every child has different needs and psyche that can impact how the Western vs. Chinese parenting styles cater to success. This system of equating success to wealth and vocation is problematic if Sandals claims are agreeable. This is because if hard work is all that matters, mental health is in jeopardy if outside forces inhibit the child's success. The Chinese Mother parenting style is more effective at creating successful durable children as opposed to the Western parenting style. The factors that define success and accomplishment are being absolutely perfect at everything one attempts, and performing everytime without fail. This manifests in the form of A grades, playing an impressive instrument, and showing no signs of weakness. Chua believes in sacrificing things like gratification, self esteem, victim complexes, and embracing emotions. We all had slightly varying opinions on whether Chua believes in meritocracy or not. There is a juxtaposition between Chua's belief that hard work will result in success and the uneven playing ground for a child coming from a Chinese background rather than white American. This child may have to put in more effort to reach this same level of success, however this hard work will result in success eventually. Given that Chua is aware that the playing field is not even for children from Chinese backgrounds and children from Western backgrounds, she would argue in favor of a “true” meritocracy. Contrary, Sandel would argue against a “true” meritocracy claiming that it would further magnify the inequality gap in America. Chua equates success with professional success and does not value anything outside being on top in high money making professions. Chua’s beliefs about success distorts and hides the fact that not all children or people would benefit from the tough love mentality to teaching and that people learn and can be successful using other methods.

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1.2 Bridging analysis to evaluation (Chua & Sandel) 

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1.2 Bridging analysis to evaluation (Chua & Sandel) 

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1. Interpret Chua’s claims. For Chua, what factors define success and accomplishment?

2. Examine Chua’s claims. Does Chua believe in a meritocracy? Why or why not? (Similar to the first question in the prompt for Project 1)

3. Compare Chua’s belief in meritocracy with Sandel’s belief in meritocracy.

4. Critique Chua’s claims. Is there anything Chua may be hiding or distorting about success? (Similar to the second question in the prompt for Project 1)

5. Make a claim that reflects your discussion.

6. Put your discussion in paragraph form.