La'Tonya’s Comments (group member since Nov 15, 2013)

La'Tonya’s comments from the LMU First To Go Community group.

Kevin, I appreciate how you tie the reading to the concept of culture shock. How have you dealt with this issue since you've been to college? What strategies do you think Cedric used?

Hi Vanessa and thank you for bringing up this topic of supposed "self segregation" among students of color at college campuses. One of the themes in this book is Cedric's evolving view on this matter. As you point out, he initially does see culturally or ethnically specific groups as "cliques," and something to be avoided. But by the end, he changes his mind somewhat. WHY do you think Cedric's perspective changes? What role do YOU think groups like MeCHA play on the LMU campus? Would love to get your thoughts.

Yes! Mary, the experience of applying to graduate school will likely bring back some of those old feelings you had. And most likely, our families may be even *less* informed about that process, so you may be swimming upstream once again.

Thankfully, Dr. Stella is making it her business to do more outreach concerning the graduate school admissions process, so that we can demystify it for everyone. Let's be honest: plenty of people choose schools (e.g., USC) for the name, not knowing all of the other variables that must be taken into consideration. It is so very tough to do drown out our families and support systems.

One of things that concerned me about Cedric choosing Brown was that it was SO different from his home environment. Physical location plays a huge part in student satisfaction, which is one of the major reasons why I left the University of North Carolina after one year. The culture shock was just too much, and I learned that I am happiest in an urban environment.

I do realize that at times, we often completely reject our current situation in favor of something different new and then rely upon faith (or hope in the unseen) to get us through.

First of all, thank you, Erick, for sharing part of your experience. I've read this post a few times now because it is quite profound and I won't even dare to address all of your wonderful observations. But I will address Cedric's under-preparedness because it, too, struck me this time around. I was thinking about how the one class was described as a more question and answer with just him and his teacher. And how that learning method (or pedagogy) did not prepare him well for college where classes tend to be more dialogic. I wonder what could've been different for him at Ballou?

Hey Stella, I just finished watching the documentary and, awwwww! Made me all teary eyed and also a little homesick. *sniffs* Anyhow, I do think it is helpful in terms of humanizing the school.

Recent studies show that most first-generation and/or low income high school students tend to apply to "safety" colleges that are close to home, rather than private or elite institutions. (See: http://www.nytimes.com/2013/03/17/edu...)

In contrast, Cedric Jennings believed that going to local schools like UDC "would't be worth what [he'd] been through" given all of his effort and sacrifices (p. 49). In that regard, he was invested in meritocracy, where he believed that hard work should be duly rewarded.

What are your thoughts about Cedric's college choice process? What was your own experience like? In retrospect, is there anything you would do differently?

Thanks, everyone, for sharing their own personal experiences in high school. Indeed, there are many internal and external factors that contribute to a student's success, i.e., funding, access to resources, knowledgeable guidance counselors and parents, and, of course, one's own efficacy. Complicated, indeed.

I attended two contrasting high schools. First, I went to Dunbar High School in Washington, DC. It was a large public school but I was part of the pre-engineering program, basically a school within the school. And while this school was all-black, we pre-engineering kids were segregated from the "regular" population and told not to socialize with them. Of course, no one tells you what to do when P.E. comes. Ha! That experience seems closest to what Cedric went through at Ballou.

And then I went to large public school in Northern Virginia that was 40% black, 40% white and 20% Latino (mostly Central American immigrants). Though the demographics seem diverse on paper, I was one of a handful of black kids in the honors and AP classes (no Latinos at all). So then I experienced a different kind of isolation. What got me through were my closest friends, other black girls who also were in the "smart" classes. We are still friends to this day. Funny thing though: I am the only one who was first-gen. Hmm. . . .

For more context about Ballou High School in Washington, DC, check out this documentary about its renowned marching band (2009). http://www.balloumovie.com

Good morning, everyone! Hope you are enjoying the book so far. Today's question is: what are your general impressions of Cedric's high school, Ballou, and the education that he is receiving there? How would you characterize it? Anyone have a similar experience?

Welcome, welcome, welcome! We at First To Go LOVE to create opportunities to engage with our faculty and staff members. We hope that you will use this space as a forum to express your thoughts about the book as you are reading--there are no wrong or right answers, and no one is being evaluated!

As you can see on the first page, there are relevant photos added, as well as a list of texts that the protagonist, Cedric Jennings, had to read during his freshman year. ANYONE may add other items. Further, EVERYONE is encouraged to start a discussion about a particular topic. Just jump right in.

Finally, we will come together IN PERSON to discuss the book at some point in the spring. Stay tuned and happy reading!