
It seems that the effects of COVID-19 persist in each and every arena of our lives. With its emergence, the unjust systemic stratifications of resources, distribution, and access became more apparent than ever. One such area is education. With back to school season upon us again, we must think critically about the divides driving education and schools. In his new book, Digital Divisions: How Schools Create Inequality in the Tech Era, Matthew H. Rafalow explores how different student body demographics receive starkly contrasting responses to their interests and implementations of technology. What lead to you this subject? Were there any particular elements that you were drawn to learning more about? I have always been fascinated by how schools work. Since my parents worked in education, dinner table conversations centered on stories about students. But they were also big supporters of my interests in computers, even though a lot of my peers saw it as rather geeky. As an adult, I watched as the world adopted all sorts of new digital technologies. I wondered if kids’ experiences with technology today were similar or different from my own. I also was curious about what school would be like if everyone liked using . . .
Paying the Price: Should College Be Free?
Just a soundbite from a recent New York Times Magazine piece on free college, fueled by Sara Goldrick-Rab’s efficacious research in Paying the Price, follows below. *** Sara Goldrick-Rab, a self-described “scholar-activist” who teaches higher education policy at Temple University, has a more expansive idea: Make the first two years free for everyone who attends a community college (all of which are public) or four-year state school. Directing more resources to the first two years of college would help people from lower-income families overcome the biggest barrier to their success, which is the living costs associated with housing, food, transportation and books while they attend school. “When students are able to focus on college, and not work, they graduate,” Goldrick-Rab told me recently. The federal government currently gives tens of billions of dollars in grants and subsidies each year to private colleges and for-profit trade schools in the United States, despite the fact that public colleges educate three-quarters of the students pursuing a postsecondary degree. “I say let the privates and for-profits fend for themselves,” Goldrick-Rab says, and put that money instead toward what she sometimes calls Grades 13 and 14. Finishing high school might once have provided enough education to find employment that pays well. . . .
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