Lives on the Boundary: A Moving Account of the Struggles and Achievements of America's Educationally Underprepared by Mike Rose

Dec 20, 2008 Lbsantini rated it 4 of 5 stars

This is one of those must-reads for educators and exactly why I didn't want to read it. But I could no longer be a contrarian when my boss gave it to me as a gift. It is a brilliant book that calls for a more socially repsponsible and truly democratic philosophy of education.

In the second chapter Rose talks about how students categorized as slow, remedial, voc. ed or deficient "protect themselves by assuming the implied identities" of such labels--the "I don't care. Screw this bullshit. I just w...more

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Mar 02, 2009 Chuck rated it 4 of 5 stars

'Lives' is an educator's book. Your reaction to it will depend on what point you are at in your career. If you are just getting started, it's an absolute "must read"--it lays out the human stories of those students who are "underprepared" or "unprepared" for college, and it uses these stories to point out some very solid issues underlying their struggle. It also has some great "how to" teaching moments.

It's doubly credible because Rose writes of himself--he was one of the 'underprepared,' and so...more

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May 13, 2013 Evin Hughes rated it 2 of 5 stars

I feel the purpose of Rose’s book is in the title; he has attempted to create “A Moving Account of the Struggles and Achievements of America’s Educationally Underprepared.” I agree that at the beginning, Rose seemed to be carrying out his purpose for the book by giving us examples of students—a study on students in higher education—with all the statistics that he gives, but then it becomes more. He carries out the purpose of the book by narrating his own personal experiences as a “marginalized”...more I feel the purpose of Rose’s book is in the title; he has attempted to create “A Moving Account of the Struggles and Achievements of America’s Educationally Underprepared.” I agree that at the beginning, Rose seemed to be carrying out his purpose for the book by giving us examples of students—a study on students in higher education—with all the statistics that he gives, but then it becomes more. He carries out the purpose of the book by narrating his own personal experiences as a “marginalized” student. The author grew up poor and had a bad experience in Vocational Education. If a professor said to me, “Italian! Ho. Rose, do you know the sound a bag of shit makes when it hits the wall? (p. 25)”—how could I not become discouraged?

On page 42, Rose writes, “The notes I did write consisted of summaries of books that were not on our syllabus and that I had never read, and quotations from the teacher. The notes are a series of separate entries.” Rose finds old notes from when he was in college and writes, “The one from English is a small book, eight by seven, and only eleven pages of it are filled.” As I struggle to create a faux-syllabus for my Writing Studies course I wonder, would it be wise to stress the importance of writing good notes in our syllabi? What about having a crash course of note-taking on the first day? How about sending them a link to a website or give them a hand-out that will help them improve their skills?

Rose suggests that students need “…people who are willing to sit with them and help them as they struggle to write about difficult things (p. 54).” He also suggests that students need to be “…shown how to summarize an opinion, argue with it, weave it into our own interpretations (p. 58).” Rose values the way Mr. MacFarland and several other professors behaved and how they helped him as a marginalized student. “You’ll need people to guide you in to conversations that seem foreign and threatening. You’ll need models, lots of them, to show you how to get at what you don’t know. You’ll need people to help you center yourself in your own developing ideas. You’ll need people to watch out for you (pp. 47-48).” On pages 51-52, Rose is having a problem with the book “The Metaphysical Foundations of Modern Science” and the he asks the professor about it. The professor then guides him through it. There seems to be an importance in asking questions—is this something you should urge your students to do in your syllabus?(less)

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Jun 03, 2010 Michael rated it 4 of 5 stars

Shelves: literacy-comps

In his literacy narrative Lives on the Boundary (1989), Mike Rose explores issues of class and educational disparity in regards to literacy. He explains the lack of excitement and engagement he experienced when he was in vocational school, and by chance, he found out he was supposed to be in college track. Once there, education was different and he found the excitement and (luckily) mentorship to push him to go to college. Rose's narrative helps him to question the meritocracy myth of "self-reli...more

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Sep 07, 2009 Natalie rated it 5 of 5 stars

One of the best books I've read (granted, I'm not an education professional) on the lost/postponed potential of a good portion of American youth who just don't happen to fit narrow definitions of academic ability. A child of Italian Immigrant parents living is South L.A., once labeled as "slow" and who later graduated from LMU with a background in English & poetry, Mike Rose wrote a book that is both poignant and at times vividly poetic. It is difficult in today's climate to shut out the con...more

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Apr 16, 2011 Maria rated it 3 of 5 stars Recommends it for: teachers

Recommended to Maria by: Dr. Flachmann

Shelves: graduate-reading-list

It took me some thought before I arrived at a ranking for this book: Portions of the text were thought provoking and encouraged me to rethink some of my teaching strategies; other portions caused me to wonder if the author had lost track of his title and the purpose of his book. The first four chapters of the book are a memoir of his life and recount his challenges as a young man in South Los Angeles and his struggles within a curriculum that seemed designed to prevent him from academic achievem...more It took me some thought before I arrived at a ranking for this book: Portions of the text were thought provoking and encouraged me to rethink some of my teaching strategies; other portions caused me to wonder if the author had lost track of his title and the purpose of his book. The first four chapters of the book are a memoir of his life and recount his challenges as a young man in South Los Angeles and his struggles within a curriculum that seemed designed to prevent him from academic achievement. It wasn’t until I finally arrived at the end of the book that I understand why he did this: It is the way he “spark[s] further memories of [the reader’s] own schooling” and encourages them to “consider them, reflect on them, in some cases understand them in fresh ways” (244). While this is certainly a worthwhile and important goal, the title of the book lead me to believe that I would be reading about the educationally underprepared and provide me with strategies for coping with the challenges this group present in the classroom. As I read those first five chapters I wondered why Rose was spending so much time on himself, and when the “moving account of the struggles and achievements of America’s educationally unprepared” would begin; I understand that Rose considers himself a part of this group, but his reports later in the book are at best episodic when compared with the amount of time he devotes to telling his personal story.

There are eight chapters and an epilogue in the text and Rose spends five of those chapters discussing his academic career and the meandering path he took on his way to figuring out what is wrong with the way literacy is taught in American schools. He talks about being ‘rescued’ while in high school by teachers who saw his potential and used their influence to make sure he gained a college placement; his choice to earn a second bachelor degree in psychology; his decision to exit his master’s program so that he could pursue his interest in composition and how it is taught. He admits his mistakes along the way: He initially fails to understand that students arrive with prior knowledge that can be built upon, discovers that students who have been declared functionally illiterate by standardized tests are often fairly literate when dealing with daily tasks, and a system that labels students has catastrophic effects on their self-esteem that utterly inhibits their academic success. But all of this discussion is memoir followed by a collection of anecdotes—he explores a great many theories and challenges the political environment that surrounds this topic, but rarely offers specific strategies that might help address the issue.

In all honesty, even though this book is a little dated, the points he makes about grammar instruction taking precedence over composition are still valid; drill and skill instruction in “schoolbook grammar, mechanics, [and] usage…restrict[s] the scope of what language use [is] all about” (141). His argument is that the political environment demands that schools demonstrate measurable progress in their students, and the current “fill in the bubble” format of standardized tests 1) cripples students who aren’t able to understand the framework of the test and results in these students being categorized incorrectly as unintelligent and 2) require that teachers instruct on the bits and parts of speech instead of focusing on teaching students how to use language to effectively communicate. Rose acknowledges that these young people need to be literate to accomplish personal, academic, and professional goals but argues that the “curriculum in Developmental English breeds a deep social and intellectual isolation from print” which prevents students from “becoming fully, richly literate” (211). As he points out, “A traveler in a foreign land best learns names of people and places, how to express ideas, ways to carry on a conversation by moving around in the culture...What he must not do is hold back from the teeming flow of life, must not sit in his hotel room and drill himself on all possible gaffes before entering the streets. He'd never leave the room” (142). Before all else, students need to be using language in a real and meaningful way or grammar lessons have little meaning. His anecdotes are good illustrations of the complexity of problems teachers face in the classroom and reveal how teachers can be a large part of the problem due to a major oversight in higher education: Classroom-bound college graduates have not been taught to think about the “cognitive difficulties young people have as the learn how to conduct inquiry, […] the reading or writing difficulties that attend the development of philosophical reasoning” (196).

In my humble opinion, the greatest value this book has to offer is found in its analysis of an educational system that maintains teaching strategies long after they have outlived their usefulness. He shows how the educational system pits students against their teachers and each other in an unproductive downward spiral. As I’ve stated before, he doesn’t offer many suggestions for addressing these situations; he generally makes a claim and then uses an anecdote to illustrate his point, and this limits the overall usefulness beyond its value in teacher preparation. This book encourages the reader to “understand the nature and development of literacy” in the “social context” in which it occurs as well as how “political, economic, and cultural forces encourage or inhibit” literacy. He reminds educational professionals, as well as those who are interested in how people learn, that “no period” of American educational history has been “harmoniously stable” and the “invocation of a golden age” in which American students were doing better is a “mythologizing act” (228).

Despite my issues with this book, I would definitely recommend it to all teachers. Mike Rose doesn’t limit himself to pedagogical approaches in teaching language, suggesting that all teaching requires a student-centered approach and that chemistry and biology teachers have as much to learn from asking these questions as an English teacher. This book asks the reader to rethink the purpose of mass education in America, and if it is truly accomplishing this purpose or further alienating the poorest in our nation and further disadvantaging them. While I believe that institutions of higher learning and employers have the right to expect that the students they accept will have a basic education that allows them to function, I also believe that education should be designed to help individuals become critical, questioning beings. This is what Rose asks his reader to do: To think about education and its purpose, and to make decisions on where they stand philosophically before they engage their students.
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Jun 23, 2009 Terry rated it 2 of 5 stars

Shelves: education, non-fiction

I have to say I think this book is really.... marketed incorrectly. It's really one man's autobiography, or more specifically, one man's intellectual autobiography. While there's nothing wrong with that at all, I feel like the book is pushed as an analysis of, as the subtitle says, the "educationally underprepared". The book is really about Mike Rose, and only incidentally about the educationally underprepared, and as worthwhile a read as that is, the book thus also disappointed me.

I'm also a w...more I have to say I think this book is really.... marketed incorrectly. It's really one man's autobiography, or more specifically, one man's intellectual autobiography. While there's nothing wrong with that at all, I feel like the book is pushed as an analysis of, as the subtitle says, the "educationally underprepared". The book is really about Mike Rose, and only incidentally about the educationally underprepared, and as worthwhile a read as that is, the book thus also disappointed me.

I'm also a wee bit tired of people who came of age and worked within the framework of the "revolutionary" 1960s. It's over, people. And you can't compare the 1960s to today, even if it seems the situation--segregated schooling--has remained the same. Trying to address it from the language and viewpoint of the 1960s is just not helpful. I don't know... I guess that's a whole other discussion.

People looking to this book to understand how kids end up in remedial English classes in college aren't going to find much unless they wade through Mike Rose's own story and extrapolate from there, or, part the mossy overgrowth of Mike Rose's story to see the actual trees of the forest (i.e., the people the book is supposedly about). The bottom line is that children of poverty enter the first grade unprepared and the problems compound from there. We'd have to start THERE to solve the problem of college freshmen who don't know what "Montana" is and who can't write complete sentences. Rose's (gleaned subtextually) solution is to provide intense, one-on-one (very literally) support throughout their schooling, from elementary through college. And yes, that can and does help.

A topic Rose sort of accidentally raises but never addresses is what to do with high school graduates who are, really, functionally (and culturally) illiterate yet are admitted to schools like, say, UCLA. Rose argues that they are just as intellectually bright and ambitious as their well-prepared counterparts. Certainly. But should a college (a four-year college) admit people who are illiterate in the first place? (The question then becomes: how can a high school graduate students who are illiterate?! Believe me, they do. They most certainly do.) The time and effort spent trying to help college freshmen who are educationally underprepared to keep up with their entry-level classes is enormous. Trying to make up for what they didn't learn in high school while simultaneously helping them complete their current classes at some point becomes unproductive.

But you can't suggest that these students just aren't ready for, say, freshman classes at UCLA, because then you'd have to examine how they were educated at the high school level, and that's a can of worms no one wants to open, at least in my area of the country. The fact that being educationally underprepared starts before a child even steps foot into their first grade classroom--well. Then you'd have to look at how people in poverty live and come up with solutions and NO ONE wants to do THAT.

Well, anyway. Again my main complaint about the book is that, as I said, it's marketed as an analysis, a broad overview, but it's really about MIKE ROSE and his life and his experiences. So be forewarned. Really a better book on the same topic is Kozol's "The Shame of the Nation" if you're looking for a broader overview.

Earlier "pre-review": For various reasons I had sworn off on "education" books, but this is probably the most specifically-related-to-my-work-experience book out there, so I couldn't resist it. I'm a bit concerned that the beginning chapters are straight autobiography--I want to hear the contemporary experiences of students. I'll defer judgment for now.(less)

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Jan 24, 2009 Daniel added it

Excellent; his salient point being that "intelligence" is more socially constructed than a biological reality, suppressive educational structures, policies and socioeconomic conditions being the primary catalysts only perpetuating the educational plight of the underprivileged. He mostly gets at this in the final chapter, by which point it's mostly an adumbration of everything he's hitherto said.

One thing I don't get (and he never really says) is how he became an "intellectual", or "organic", if...more

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Jan 26, 2009 Kristen rated it 3 of 5 stars

This book gave some great insights into the struggles and negative aspects of America's educational system- mainly discussing the pyschological and educational problems with classifying students into levels of skill and the problems with teaching grammar isolated from writing and reading. I found the book to be a relatively slow read, though interesting. It basically detailed the author's educational, teaching, and life history and meandered along the way. It addresses some crucial points and I...more

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Jan 27, 2012 Paul Haspel rated it 5 of 5 stars

Shelves: cultural-criticism

What happens to those in our society whose education has left them underprepared for the demands of modern life? In Lives on the Boundary, UCLA education professor Mike Rose adopts a unique approach in order to offer his answers to that question. Rather than adopting the conventional strategy of the education scholar -- weighty declarations of universal principles, defended in a footnote-heavy manner -- Rose tells his own story in order to lead the reader toward the conclusions Rose wants to dra...more What happens to those in our society whose education has left them underprepared for the demands of modern life? In Lives on the Boundary, UCLA education professor Mike Rose adopts a unique approach in order to offer his answers to that question. Rather than adopting the conventional strategy of the education scholar -- weighty declarations of universal principles, defended in a footnote-heavy manner -- Rose tells his own story in order to lead the reader toward the conclusions Rose wants to draw. This unconventional approach gives the book a strong narrative edge and an engaging quality that encourages the reader to read on, in order to find out what's going to happen next.

As Rose tells it, his parents left the poverty of Southern Italy to seek opportunity in the United States -- first in Altoona, Pennsylvania, and then in a hardscrabble neighborhood of South Los Angeles. There, Rose experienced firsthand what it means to live a life on the boundary. Enrolled in a Catholic school, Rose was mistakenly placed on the vocational track, where he found that the teachers ranged from prejudiced to incompetent to merely ineffectual, and where a typical student lament was "I just wanna be average." Rescued from this dead-end track by a faculty member's discovery of the mistake, Rose was exposed to some gifted educators who inspired him and helped him gain admission to Loyola University in Los Angeles. He thus escaped the cycle of poverty and despair that he saw overtaking many in his South L.A. neighborhood.

As he grappled with the question of what academic and career path to take, first at Loyola and then later in graduate school at UCLA -- English? Psychology? Education? -- Rose repeatedly found himself working with people who were educationally underprepared in the same way he had been. He worked for the Teacher Corps in the East Los Angeles neighborhood of El Monte; he tutored Vietnam veterans in a Veterans' Program; he assisted students at a Tutorial Center on UCLA's campus. In all cases, he saw how quickly and easily the existing educational system can define certain students -- the poor, minorities, veterans, people with disabilities -- as educational "failures," and how that definition can quickly become a self-fulfilling prophecy. A 2005 afterword to Rose's 1989 book updates the work to account for the impact of policies like the No Child Left Behind Act, a law that Rose finds to be seriously flawed.

What can be done to help the people who are living these "lives on the boundary"? Ultimately, Rose calls for a student-centered pedagogy, and for a renewed national commitment to a truly fair educational system. These proposed solutions set Rose in contrast to earlier education writers like Allan Bloom (who in The Closing of the American Mind called for a return to classical verities, with an expectation that modern American students must rise to a bar set by Plato and Aristotle) or E.D. Hirsch (who in Cultural Literacy provided an A-Z list of people, places, things, and ideas that he feels every American must know in order to be considered culturally literate). To my mind, Rose sets forth his case very persuasively. Read this book; and after you have read it, look back at your own education, and then forward toward the education of your children and their children. What conclusions do you find yourself drawing, and why?
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Oct 13, 2010 Mary rated it 4 of 5 stars

Shelves: pedagogy-wpa-composition, conversation-makers, public-education

I've always thought Rose was a bit of a hippie-dippy, representing the antithesis of the empirical sort of composition studies the economist in me craves. Still, he's doing something for people that the rest of us claim to be rooting for. What good is it for me to champion obscure contrastive rhetorics if the heirs of those rhetorics are denied entry to the academy? I remember being mad when Sharon Crowley as RSA keynote speaker implicated students, administrators, state legislatures as racist,...more

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Jul 06, 2009 Krys rated it 3 of 5 stars

The three stars are not to indicate the mediocrity of the entire book, but merely an average composed of the scores I would give for the various chapters.

For example, the entire beginning of Lives is devoted to Mike Rose's backstory. And while his own story mirrors the lives of many of the students he later talks about, and is therefor relevant, it doesn't offer anything significantly different, especially in any way that demands three chapters.

Likewise, the end of the book veers into a lot of p...more

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Apr 04, 2008 Tawny rated it 4 of 5 stars · review of another edition

Recommended to Tawny by: Professor Elizabeth Wahlquist

Shelves: literacy

Favorite lines:
1. "Students will float to the mark you set. I and the others in the vocational classes were bobbing in pretty shallow water. . . . But mostly the teachers had no idea of how to engage the imaginations of us kids who were scuttling along at the bottom of the pond."
2. "Every person is, in part, 'his own project' and makes himself."
3. "Kids labeled as marginal have a literate capacity far richer than the numbers in their folders reveal. We set out to determine what a child knows in...more

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Jan 02, 2009 BeckyTalbot rated it 5 of 5 stars

Shelves: composition

Blending analysis and memoir (an accomplishment in itself), Mike Rose shows that people who have been shut out of education--called remedial or illiterate--have vast knowledge that the educational structure doesn't tap. By example, he shows that teachers should be open-minded about what their students can accomplish and willing to take the time to work with students on writing and show students how to "pick the academic lock" so that they have the thinking tools to join university dialogues inst...more

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Jan 30, 2009 KaryC rated it 4 of 5 stars

Shelves: teaching, non-fiction

So interesting to realize how much socio-economic status prepares students for certain paths in life....This teacher worked with adult students as well and became the first person in many of their lives to tell them they weren't stupid or slow. If you pigeonhole a kid long enough, he'll start to believe it. Mike Rose points this out well, plus he writes well enough to make it an interesting read.

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Mar 10, 2012 Bill DeGenaro rated it 4 of 5 stars

I've read this three or four times over the years and always appreciate Rose's insights about the harm that sorting and placing can visit on students at all levels. I'm teaching the book this semester as an example of a text that melds genres (memoir, critique, social commentary) with confidence and grace. Teachers and interested observers of American education should all have a look at "Lives..."

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Jul 02, 2010 Tommy rated it 5 of 5 stars

Shelves: education, biography-autobiography-memoir, nonfiction

This is the kind of education book that excites me about being a part of this profession. Through personal experience (his own and others'), Mike Rose takes a hard look at the disadvantages faced by students from working-class and immigrant backgrounds, proposing remedies that promote equity without disregarding the hard work that has to happen in order for all students to succeed. Recommended for anyone with an interest in American education (that's all of you, right?).

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Oct 17, 2009 Sam rated it 4 of 5 stars

Rose goes deep on the descriptive end with his educational anecdotes. He doesn't jump to any easy conclusions, though sometimes it's hard to decipher a policy argument from his observations. Overall, though, his work is an important illustration of the need for qualitative research and observation to contrast with the abundance of quantitative analysis in education.

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Feb 03, 2013 Mare Grohowski rated it 5 of 5 stars

Overall a great book, worth the high praise it gets. I see this book as a work of teacher research. I wonder if others have seen this connection (why or why not?). I loved the later chapters best (working with veterans, his chapter on remediation, his chapter on boundary crossing). I definitely plan to use this text in my work with student veterans. Glad I read it.

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Jul 02, 2011 Tom rated it 2 of 5 stars

A rambling, discursive, semi-autobiographical about the author's journey of development as an educator to students challenged by their backgrounds in mainstream education. It seems a long, repetitive walk to get to the punchline that teaching English may be improved by divorcing it from the classic canon.

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Sep 22, 2009 Roxanne rated it 4 of 5 stars · review of another edition

Shelves: comp-teach, memoir

This is a terrific book. I love how Rose uses his own experiences as both a student and a teacher to discuss education in America. Rose's writing is accessible and entertaining--he has a knack for choosing the right stories to illustrate his points well--while still making a major contribution to the literature.

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Jul 28, 2010 Karyn rated it 4 of 5 stars

Shelves: books-about-teaching

Lives on the Boundary is mostly a collection of character sketches (of Rose's teachers and of his students), some of which are sappy and stereotypical. Interspersed with those are really compelling and fantastic ideas about pedagogy and what education should mean to people and what it can do for people. A good read for any teacher.

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Nov 20, 2009 Lauren rated it 3 of 5 stars

Reading a review marking the 20th anniversary of its publication prompted me to pick it up. Thought provoking, food for thought about how so many people do not "get" education and the system's ineffective ways of teaching. Reads like an autobiography.

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Sep 12, 2009 Kim rated it 5 of 5 stars

Rose paints a fantastic but depressing portrait of the American education system. Has very thoughtful and inspiring experiences about how a scary vicious cycle takes its toll on American students. Should be a must-read for ALL EDUCATORS, future and present!

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Feb 27, 2013 Abigail rated it 3 of 5 stars

This is probably the most interesting education book I have read. Rose does a lovely job mixing in personal stories, teaching stories, educational beliefs, and other sources into a book that is interesting and informative.

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Dec 02, 2008 Melissa rated it 4 of 5 stars · review of another edition

A great book (mostly memoir) for educators interested in class issues in public education and how first-generation college students struggle with class boundaries inherent in higher education.

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Mar 31, 2009 Lenore rated it 5 of 5 stars

Shelves: college-teaching

anyone who teaches should read this text. period. i read it for the first time during my undergrad.; again during MA work with Lisa Ede, and now I teach it in classes at U of Iowa.

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Mar 20, 2009 Lisa Scherff rated it 5 of 5 stars

What can I say? Mike Rose is a wonderful human being, writer, and scholar. This book is a must-read for all literacy educators. I will use it this summer in my Teaching Writing Course.

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Jul 15, 2011 Bruce rated it 4 of 5 stars

I actually skimmed some of the book along with reading generous portions of it, the reason being I was reading it specifically for help with my own teaching. More later.

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Jul 13, 2011 Henry added it

Shelves: teaching

"Students will float to the mark that you set." (in my notes; was this from class or from the book?)

ch2, "I Just Wanna Be Average"

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