My nephew always wanted to design things, and as a teenager he seemed to be on the fast track to a good engineering degree. Took a community college calculus course while in high school. Worked for a computer aided design (CAD) company part-time. Got admitted to a top-notch engineering program.
In the middle of his first year, however, he dropped out. Now he’s enrolled in a technical institute, learning CAD skills and only CAD skills. He’s very happy, apart from the fact that he’s had to move back home.
Where did I, his college-professor aunt, go wrong? Or did I?
What upsets me is that he doesn’t see any inherent value in a liberal education, in a college degree rather than a tech-school certificate. But I also wonder whether mine isn’t a narrow attitude -- after all, the kid wants to do CAD, so why should he have to get a degree? What doors would a bachelor’s degree open for him? He knows what kind of work he likes to do, and he can start earning money at it a lot faster with a certificate in “Drafting/CAD.”
I checked out the Web site for the school he’s chosen. The school’s URL is a .com, not a .edu. It boasts that "Our short term curriculums focus only on courses directly related to your field of study, without any fluff.
These classes are taught by instructors that have professional experience in the industry."
Besides bringing out my usually-held-in-check pedantry (“the plural of curriculum is not curriculums, dammit” and “instructors WHO, not instructors that!”), the Web site rankles because it’s pitching itself directly against the idea of a liberal arts education or “fluff.”
I worry that I’m being a snob. Why shouldn’t he study a job skill instead of spending his time reading books he doesn’t care about? Why not go to class at a place that teaches auto body repair instead of philosophy? I’m sure they’ll get him a job when he graduates, which is more than I do for my students.
My nephew is a working-class kid. Neither of his parents went to college, and most of his friends won’t. Still, I had assumed that because he got good grades in high school and wanted to be an engineer he’d want to get a degree. The problem is, I think, no one ever told him what a degree was. No one ever talked to him about the difference between higher education and job training. No one ever said why he should want to read books he wouldn’t choose on his own or take a class in chemistry or go to a lecture by a political scientist. And now he probably will never do any of those things.
As a professor I have to mourn that choice. Yet as an aunt who wants to see her nephew happy, I have to agree with my brother that the tech school is probably an OK place for my nephew right now. I don’t mean to imply that he’s doomed. I just worry that he’s severely limited his future choices.
I wonder how it is that higher education is still, in the 21st century, failing to get its message across. Failing to explain the difference between a college degree and a tech-school certificate to the high school student whose parents never went to college. Failing to convince the engineering-school freshman that he should bother to stick around and learn the things that don’t seem immediately applicable to his future career. We have not convinced legislatures that the state has a stake in higher education, that a citizenry trained in critical thinking, writing, and research skills beyond the high-school level is citizenry better able to make informed decisions.
Both my nephew and I want him to be happy in his work. But he sees short-term, where I am trained to see long-term. He wants a job, very soon, in the computer work he has come to like in his part-time job. His model is his father, a union worker who will spend his whole adult life doing the same well paid work with good union benefits. But such jobs are fast becoming extinct in the United States, and the jobs that are replacing them, especially information-industry jobs, are nowhere near as secure.
As the sister who didn’t start building up her retirement fund until 15 years after her younger brother (all those years of college and graduate school), I may have limited credibility here. Nevertheless, I believe that a degree would offer my nephew more options in the long run, more opportunities years down the line, in an age in which most people change careers multiple times in their working lives.
The problem is that I cannot be convincing in a larger culture that does not actively promote the value of higher education. Cushioned in a liberal arts college whose mostly middle- and upper-class students enroll (presumably) because they already understand that there’s value in an education that is not job training, I sometimes forget that a college degree can still be a tough sell. That’s why my nephew’s rejection of college came as such a jolt. But it’s reminded me that American anti-intellectualism can have personal consequences. It’s reminded me that I can’t assume the product I’m selling will advertise itself. If I believe that a better educated citizenry would make for a better state or country or world, then I’d better start writing letters and contacting legislators and talking to kids. Guess I should have started with my nephew.
Paula Krebs is professor of English at Wheaton College, in Massachusetts.
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