Note: This is a student project from a course affiliated with the Ethnography of the University Initiative. EUI supports faculty development of courses in which students conduct original research on their university, and encourages students to think about colleges and universities in relation to their communities and within larger national and global contexts.

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Title:The Apple and the Tree: University of Urbana Champaign
Author(s):Santos, Jaime
RHET 101
Fall 2009
Abstract:This paper explains how Hispanics and Whites are influenced by their cultural background based upon their economic status and how they were raised. Using the Bureau of Statistics I analyzed how much the average income of average White males was compared to that of a Hispanic male. Using this information I can explain how the absence of Meritocracy in the United States plays a significant role, limiting the number of Hispanics who enter good schools compared to Whites. I will also use a website titled: National Center for Education Statistics (NCES) to evaluate a statement commented on that website that also relates to Hispanics and Whites, “according to NCES a student’s economic standpoint doesn’t reflect a student’s grades. I beg to differ, however, because the United States no longer lives in a Meritocracy. Meritocracy is a system that is based on how much you work and on how much you have achieved.” Lastly, I will try to use an open-ended question survey to obtain information regarding to culture and expectations affect Hispanic and White students’ “success” at UIUC. I will use the following information to support my thesis: • Who were your major influences to obtain a higher an education from? For instance, family, power, money, trying to prove yourself, etc… • Do you feel that people who work hard get what they want no matter how much money their parents or relatives have? • Do you feel that some races have more privileges and advantages than others?
Issue Date:2009
Course / Semester:In Rhetoric 101/100 students are expected to: 1. develop skills as readers and writers by reading and writing sophisticated prose; 2. experience writing as a process of revision, where longer, more complex pieces grow out of earlier work; 3. reflect on their processes as readers and writers as you read, write about, and discuss the texts of the course: published work, peers’ writing, as well as their own; 4. become more practiced at using writing as a means of investigation, of figuring things out, thus challenging the commonplace belief that all writing is designed to prove something once and for all; 5. see connections between, on the one hand, the insights personal essays allow us to grasp as both readers and writers and, on the other, the contexts in which we’re living our lives day to day; 6. accomplish 1-5 above within a course context dedicated to theorizing and practicing the art of the personal and academic essay.
Date Available in IDEALS:2010-06-03

This item appears in the following Collection(s)

  • Student Communities and Culture
    The university offers an extraordinary opportunity to study and document student communities, life, and culture. This collection includes research on the activities, clubs, and durable social networks that comprise sometimes the greater portion of the university experience for students.

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