I’ve noticed that, when my students get the chance to write, they don’t focus on inequality, even though their professors understand this as ‘the dominant research paradigm in sociology’ (fabiorojas orgtheory.net April 28, 2020).
Recently, the topics freely chosen by undergraduate students got me thinking about this again. Asked for their own experiences of youth, students in a recent class chose to write about such topics as popular culture, consumer objects, strict parents versus more modern ones, and the transitions between phases of life such as between middle school, high school and college life. These should have given scope for identifying unfair and difficult aspects of their lives. But their papers really didn’t complain about anything they faced.
Those students who did talk about difficulties – for example having been forced to parent younger children, deal with the death or divorce of parents, or having very strict parents – saw these as factual realities which could be dealt with. Adapting to a different sequence of phases in their life, having foreign born parents, being first generation college, or having sports injuries, were all seen as conditions which could be overcome, balanced with their own personal needs, and understood as aspects of personal identity. Children of foreign parents or strict ones just saw this as an opportunity to possess both a foreign and an American identity, and to balance their own needs with the expectations of their parents. There wasn’t a problem here; nobody saw themselves as, in essence, different from other students. All the features they described were seen as the general pattern by which all people grow up.
Looking at these answers, I had to ask whether students were expressing their true feelings. Was it possible that my presence as the instructor was preventing them from complaining? Alternatively, are students generally suffering from some nation-wide ‘false consciousness’? Were they unable to discern the reality of the world around them or recognize the kind of suffering they are living under? These thoughts suggested a ‘hermeneutic’ problem here. How do people learn to understand the world correctly? But the complexity of any hermeneutic analysis is deciding on which side the misunderstanding lies. Which people need help here? Could it be that students are simply occupied with more important concerns than the inequalities that sociologists worry about? Are our students showing us that the real world has different priorities, things more important than the inequalities professional sociologists stress?
It seems certain that somebody is understanding the world incorrectly. But is it the students or their professors in the universities? The hermeneutic says that one of these two sides needs re-educating, but which one is it – the students in their papers or the sociologists in their professional thinking? Definitely, there is a problem here; in this case I cannot see how both sides of this can be right.
