One school invited me down, as two pupils had come out, and the headmaster didn't know what to do about it. I said, 'How many students here are gay?' and he said, 'Just these two.' Clearly not. 'How many gay members of staff have you got?' He had no idea. And this was a concerned man.
I think I can be pretty focused, but as I say, it was more wanting to be the good student, seeing myself as a good student, and also, my parents had expectations. They wouldn't have cared if I got a B or a C or even a D.
Time and again, researchers have shown that students' capabilities are powerfully impacted by the identities they develop for themselves as the result of teachers' belief in their level of intelligence.
There is also a beast, a beast of strange dimensions. He has the head of a horse and the body of a man who needs a lot of attention. He represents me in college: I was a dork-ataur.
I am a student first, teacher second.
We, as Yale students, pride ourselves on being bright, curious and engaged citizens. We are part of an institution that aims to educate its students to better the world. We tend to think that we do not fit the stereotype of ignorance and apathy that is all too often associated with America.
One thing we can do really well for our students is to help them figure out their identity.
In the first English class I attended, Prof. E. H. Elliot, addressing me, asked if I really belonged to the Junior B. A. class, and I had to answer him in the affirmative. He then proceeded to inquire how old I was.
Your backpack is a part of your identity as a student.
I was a good student - a geek, really - editor of the school paper, thought I was going to go to university.
In a lot of ways I would love to be another student and love to be looked at as a Duke student and a senior and psych major and someone on the basketball team instead of Duke's polarizing, lightning rod, Grayson Allen villain, all those types of things.
Grosvenor and Burke suggest that continually, though silently, a school building tells students who they are and how they should think about the world. It can help to manufacture rote obedience or independent activity; it can create high self-confidence or low self-esteem.
When I address admitted students each spring, I ask them to consider two questions: Why would Harvard be the right place for the person I am? Why would it be the right place for the person that I want to become? These questions, in my mind, get at the heart of any admissions process.
It is impossible to talk of respect for students for the dignity that is in the process of coming to be, for the identities that are in the process of construction, without taking into consideration the conditions in which they are living and the importance of the knowledge derived from life experience, which they bring with them to school. I can in no way underestimate such knowledge. Or what is worse, ridicule it.
When I was at college, my nickname was Keds, because I wore Keds. I guess it wasn't really a nickname, because nicknames are usually given to you by people who are your friends and who know you.
All around me, I see girls forced to become rat racers in the College Application Industrial Complex, the subculture where students must craft themselves into the perfect specimens for college admission and often lose their authenticity, love of learning, and sense of self in the process.
Just because you're in college, or a university student, that does not mean you're the only thing you are.
