Pecan Pie

Social Anxiety from the South

Posts Tagged ‘Sociology

MAGA: Sociology is Magic

Okay I want to explain something.

I’m GRATEFUL for #MAGA Hat student in class today. He is the literal embodiment of why I teach.

We are politically socialized by our families and our religion. We don’t even begin to develop a political ideology apart from our parents until we start to develop our lives apart from them.

(Insert #notall)

This is my Every Student™. My student who came in thinking sociology is an offshoot of psychology. My student who is only there because it fulfills Area E.

We discussed Marx Friday and this student probably talked to his parents about his first week of college. College. Not class.

We start with Marx.

“We should all be Marxist in the sense that…”

Their fears come true.

So, this hat.

Yeah, it was distracting. For me it represents so much.

Hate. Fear. Intimidation. Violence.

But this is a child whose world until now has been small. That’s what college is for, a world expanding experience.

This is LITERALLY #whitefolkswork.

It’s also literally my job.

I don’t demand political agreement. Some of my most conservative students have and are my best students and they take all my courses. They are my favorite. They push back against me and keep me always standing on the data and not shifting sand.

What they do have to do, is learn and engage with the material.

I think sociology is fucking magic.

It is the imagination of the object and subject. The special glasses that never again allow us to see the world and be pacified.

I believe in its power to open eyes, hearts, intellect.

It isn’t perfect. Fraught with racism, sexism, queerphobia, classism, ableism…white supremacy.

But my classroom is constantly arching toward inclusivity, toward justice, toward an equitable world, toward a revolutionary pedagogy.

I believe in what I do

I’m grateful for MAGA Hat.

I have this opportunity. I have this small precious chance to open the door to seeing the world a little more compassionately for this student.

I have this chance to show him what it is like when students of color’s voices are centered. When we talk about disability rather than ability. When we queer the neutral and “normal”.

In a world of measuring how “woke” we all are, maybe I can ring the alarm clock and maybe he will stop hitting snooze by December.

They Tried to Make Me Go to Rehab and I said, “What the Fuck is Up with All this Gendered Sexist Bullshit?”

I’m sitting on a sofa in the upstairs room newly outfitted with IKEA living room furniture, a sign on the wall that reads “HUMBLE” in the style of an old gas station advert and a weird looking clock that is impossible to read which is really fucking annoying…I had to have my husband ship me a watch because TIME IS OF THE ESSENCE.

I am waiting for class to begin.  And by class, I mean a 22 year old young middle class white woman who is triggered by Trap Music (the genre, not T.I.’s album with a ‘Z’) is going to speak to me and a room full of other women aged 19-40 somethings about…what?

Ah. Relationships with women. When we are in full blown addiction we will find women to be bitchy and take our boyfriends. I am not straight, but okay.  I never found my friends to betray me in that way, but…

Now we are learning about addictive behavior and…clothing?

I shit you not.

Stop wearing short skirts and Holy Respectability Politics, Batman! Dammit, girls, if you’d just dress like a lady, you probably wouldn’t shoot up so much and get facedownplasteredinthecar.

I bet you’re surprised that there’s research on the gendered ways we deal with addiction, just like there are racialized and sexualized ways…and those things intersect. Insert shock and awe here please.

Cis/straight/middleclass/white men are the bulk of all addiction treatments from AA to Passages. They are overwhelmingly run by that same demographic. And women, who raise the bulk of our children, suffer far greater instances of domestic violence, need assistance (that is often tied to drug testing or treatment completion) from the social safety net more often and experience sexual assault related to drug or alcohol misuse and abuse at astronomical rates are often completely left out of conversations about how best to deal with very specific issues when it comes to addiction. Well, unless they are being drug tested and having their babies taken away by DFCS. Wait, only poor women and WoC?  Okay.  Then we talk a lot about it. Mainly about taking them to prison and chaining them to beds if they are pregnant.

But our skirts, yeah?

In the US, the ‘‘good woman’’ is a gendered construct characterised as one who upholds exceptional moral standards; the good woman embodies an image of sexual purity, trustworthiness and innocence (Harris-Perry, 2011; Raddon, 2002; Thetford, 2004). Some scholars articulate that these images are also racialised, placing white woman as the hallmark image of the ‘‘good woman’’ – a mutually reinforcing construct of sexual and racial purity characteristic of societal ideals of whiteness (Anderson, 2001; Harris-Perry, 2011; HillCollins, 2000). Though scholars have long critiqued these societal ideals of femininity as discriminatory and unrealistic, the good woman image persists as a cultural identity that both women and mene spouse (Hill-Collins, 1990; Raddon, 2002; Thetford, 2004).

It is these gendered understandings of morality that get in the way of good sobriety, of good treatment and of trauma healing inside a facility. Already treatment is viewed as a moral failing, a neo-liberal understanding of individual responsibility with little biological/medical understanding of addiction (See Dr. Carl Hart’s work on addiction) and a pseudopsychologic/sociologic misunderstanding of social and psychological behavior.  Basically, you are bad and you should feel bad.  Jesus can help. Go to another meeting.

And it did make me feel bad. Even though I knew it was bullshit.

I watched girls, young women really, but barely old enough to be out of my Mama range, who had been violently assaulted or engaged in sex work (for which they had no reason to be ashamed) or engaged in sex for reasons they felt ashamed of (for their own reasons that I would honor) already be further shamed by talks delivered by completely unqualified techs with nary a background in women’s studies, addiction treatment, sexuality, sociology…or social work.

We are nowhere near being able to distinguish the brains of addicted persons from those of non-addicted individuals. Despite this, the ‘diseased brain’ perspective has outsized influence on research funding and direction, as well as on how drug use and addiction are viewed in society. Dr. Carl Hart

Even though:

Your risk of experiencing intimate partner violence increases if you are:

  • Poor
  • Less educated
  • An adolescent or a young adult
  • Female
  • Living in a high-poverty neighborhood
  • Dependent on drugs or alcohol

I sat and listened to this talk and then an activity whereby a fictional woman on a fictional island is fictionally coerced into having sex with a man with more power and resources than she in order to go to the other fictional island where her fictional fiancè is located, who proceeds to abandon her and shame her for her rape and she is then rescued as a distressed damsel by a third man all while her mother encouraged the entire scenario.

I later found out that the worst person in the story according to the LICENSED ADDICTION COUNSELOR was the woman–for a lack of integrity.

These two instances happened on the same day, back to back.

I’ve been sexually assaulted in the context of addiction a number of times. I’ve been coerced into sex in the context of addiction a number of times. I’ve been RAPED UNDER THE INFLUENCE A NUMBER OF TIMES.  I’ve also been violently assaulted by a loved one in the context of addiction and I’ve had my mom counsel me to “carefully consider my options” when it came time to probably leave. I’ve had horrific and shameful encounters with women friends in the context of addiction. I’ve been blamed for all of these things as a woman and as an addict/alcoholic by any number of people throughout my time in that world.

So. Yeah. Triggered. Sobbing.  And attempted to make some kind of headway with the head of program direction…but, you know, as an addict/alcoholic my word really didn’t mean shit. As a victim. As a survivor. AS A FUCKING SOCIOLOGIST.

“What can you do to gain knowledge in these situations?
Honestly, I dunno you ignorant fuck, what can you do to protect your clients from further trauma and respect the knowledge we have as experts in our own lives and hey these degrees that are costing me three times your fucking yearly salary?  Yeah?

Okay no then.

I heard the words slut, bitch, and whore more times than I can count and I don’t mean in a take back the night wild hairy underarmed feminist kind of way either.

I listened as male clients inspected the bodies of female clients, who touched them inappropriately, who bragged about having sex on property with young women who were clearly vulnerable and had limited opportunities for non-sexual physical contact (more on that and the rampant queerphobia later).

I know of at least two women kicked out for what amounted to specifically labeled gendered behavior that was not allowed and women shamed for not being ladylike and women who relapsed immediately after their discharge.

There was only one group who regularly “succeeded” and I’m not even sure we can call it that.

Source Material

A. J. Gunn & K. E. 2015. “Intra-group stigma: Examining peer relationships among women in recovery for addictions.” Drugs: Education, Prevention & Policy. 22(3): 281–292.

Babcock, Marguerite L and Connor, Bernadette. 1981. “Sexism and treatment of the female alcoholic: a review.” Social Work. 26(3):233-238. 

McKim, Allison. 2014. “Roxanne’s Dress: Governing Gender and Marginality through Addiction Treatment.” Signs: Journal Of Women In Culture & Society 39(2): 433-458.

Written by thelittlepecan

April 25, 2017 at 11:16 pm

There’s Nothing Between the World and Me

I often wonder what it is like to live in real fear for your child. A mental exercise steeped in racial and class privilege.  I don’t live in fear of much of anything. I have fear of what others think of me, but even as I face legal issues related to alcoholism, I have almost no fear of jail, or social consequences.  I certainly do not fear the loss of my child’s life at the hands of those meant to protect him. I do not fear that he will be seen as a threat.  I only ever hear that he is well-mannered and sweet, his occasional outbursts or rude behaviors seen as quirky or normal.

Color-blind racism is an academic notion with real, devastating human consequences. We discuss it as something to quantify and research, to count and run t-tests of what policy is working and which white groups are “disenchanted”.   Opposite Bizzarro World, Ta-Nehisi Coates  explains to a willfully ignorant nation that this well intentioned attempt to dismiss race and along with it the history of brutality and oppression is futile.  More than futility, though, it is strategic denial of responsibility.

Black bodies have never been autonomous. How to explain to your child that their body is not their own?  I talk about consent with my son.  I tell him he doesn’t have to hug anyone he doesn’t want to and Meme can’t demand a smooch if he isn’t feeling like it.  I explain to him that he should not touch others without asking and that no one should touch him without an invitation.  I do not have to see him watch the torture porn of black bodies on television, bodies brutalized and replayed over and over so that white audiences will understand the reality of the situation.  He does not need “The Talk” except that one about the birds and the bees (Coates 2015:12).

I drove last summer to see my niece.  She’s a graduate student in Tennessee. We had a rental car with Texas plates.  I was driving with my husband and two very tall teenaged boys.  We headed home and it was late, after midnight.  I was pulled over for speeding or not using my turn-signal, something mundane.  My husband reached into the glove box without warning as I rolled down my window…and nothing happened.  My sons were not seen as threatening even though they are pushing six feet the both of them.  My husband’s sudden movements were not viewed as dangerous or that of a person reaching for a weapon.  I was warned to slow down or be careful and with a charming smile, sent on my way.

A mile down the road a Black man was pulled off his motorcycle by that same officer.

I had a conversation with my boys about their rights and how to interact with police.  And I told them that this conversation was wildly different than the conversations their friend’s parents had with their friends.  But, I didn’t fear.

What a privilege it is to only wonder about fear and to never panic for your children for existing in the world as children.

Written by thelittlepecan

April 23, 2017 at 10:39 am

They Tried to Make Me Go to Rehab: And I Found All the Racism

So, apparently the white racial frame and the pressures exhorted on Asian Americans to assimilate (including the damage done to the psychological welfare of those trying to gain whiteness) is apparent in the micro-interactions of a small residential addiction treatment facility in North Georgia. The space is overwhelmingly white, upper middle class and male. The second of two, an Asian American resident was repeatedly subjected to the pressure of the white racial frame described in Chapter 5 of The Myth of the Model Minority during my time there (Chou and Feagin 2015).

Chou and Feagin (2015:142) write that individuals of color are repeatedly made to bear ridicule, humiliation and exclusion. I met J***d my third week in addiction treatment. His mother and father brought him and they looked about as worn out and scared as every other loved one who brings their child, parent, sibling or friend to rehab. Certainly no white savior/white knighting was necessary from me, but after seeing the way the only Black resident was treated during my first two weeks there, I guess I was apprehensive on this new client’s behalf.

J***, the nickname provided to him by his white, male counterparts in treatment who seemed to have “trouble” pronouncing his name began attempting to find his place in this closed community after about two days. The name problem was a persistent obstacle to his assimilation and an unacknowledged tool to remind him he was excluded. Referencing Sue (2007), Jennifer Gonzales (2014) writes about the lasting impact repeated mispronunciation could have on students of color…or anyone of any age who has a name not classified as “white”. While white America has no problem with names like Galifianakis, somehow a man’s name with five letters is too difficult for credentialed professionals at a mental health facility to pronounce. Gonzales (2014) has a category for both the professionals and the clients who gave J***D his nickname in this instance-“arrogant manglers” who continue on with their mispronunciations after repeated corrections and “nicknamers” who just don’t care enough about another human being (because that person is seen as less than human) to say their name correctly. Both of these categories were evident as J***d’s name was repeatedly corrupted for at least the first week he was there.

J***d attempted on multiple occasions to gain entry to this overtly white space. He “excelled” at rehab (a condition ironically named “making an A in rehab”) by never missing meetings or groups, giving out cigarettes to anyone who asked, playing corn-hole with anyone who would team up with him and making conversation with his most ardent attackers. When overt racism was apparent, he laughed it off. This is explain by Lara in the reading, “ignoring the issues and always just trying to be better than the people around me so…they didn’t have anything over me” (Chou and Feagin 2015:145). It’s impossible for me to know if his attempts were propelled by a need to be a model minority in a facility that attract so many from the low end of social acceptability or he was just trying to survive that experience or both, but the outcome was the same.

Of course, outward humiliation and degredation were present as well. During large group meetings it was common for clients to respond to roll call with silly or inappropriate outbursts, rather than “here” or “present”. Several young, white men began to respond with “Allah Akbar”—nevermind that none of these men knew J***d’s religious beliefs or had recognized that he is not Middle Eastern (which is assumed to be the reason they did this. I am not sure they understood the vastness of the Islamic population worldwide or that, as a near Asian descendent it was just as likely that J***d is Hindu or Christian.) This outburst was followed by some garbled version of another Arabic phrase turned into a bludgeon to associate Brown persons from Persia, the Middle East, India, Pakistan, etc. with terrorism. “Rocking the boat” was not an option for J***d (Chou and Feagin 2015:169). In a closed environment where these same men were his roommates, small group therapy-mates and his cohorts in games, outings and social smoking activities, speaking up was not available. At least, not if he expected to get through the program. At one point he or someone else did complain. The talk in the rumor mill began immediately. Someone was “offended” and “they were just joking”. While the responses to roll call stopped, the same phrases continued, even escalated during smoking times or free times. These spaces were even more important than the roll call situation because this is where clients create relationships. Close relationships with at least one or two other people in treatment are considered especially important to successful completion. In other words, exclusion can literally prevent a person from maintaining sobriety and gaining the tools to finish the program. This is another example of how racism can impact health care outcomes.

Lastly, in the same way that Coates (2015) discusses at length the ways in which Black Americans have little to no rights over their own bodies, J***d was repeatedly humiliated either in secret or in person for his dietary needs-his autonomy over his own person. This is another example of exclusion, othering, unrealistic expectations and humiliation (Chou and Feagin 2015:142). Clients and staff believed that J***d should be expected to put his faith-based dietary needs on hold in order to accommodate the facility. If he did not meet this expectation, he could assume some backlash. On a Saturday while an outdoor activity was being held outside, I read on the couch in the common space. A man from admissions was speaking loudly to the nursing staff. He was complaining about religion and having to respect the beliefs of others. “Just because you being in some Big Sky Fairy shouldn’t mean that we have to accommodate your food!” There was only one resident who required dietary accommodations for religious reasons. When I mentioned that he was being very loud and others, including clients, would be able to hear him, the response was one of categorical disinterest. A moment later after a short discussion on appropriateness of professional behavior, I was told that I was “taking this too seriously.” A later conversation with the head of the clinical team ended with an instance of rescuing whites (of which I am quite possibly a part given my minimal attempt to do anything) since this admissions professional didn’t “mean to offend me” (Bracey 2011). It seemed to go over his head that I wasn’t the person who needed to be assuaged or apologized to, another occurrence of whiteness being the important factor. I was talked to, humored, and placated rather than any meaningful conversation about race and its intersection with religion and bodily autonomy in a facility touted as a spiritually grounded program.

The instances of racism in my time at residential treatment were many. Beginning with the fact that I only saw four people of color my entire time there. The only other Asian client was a Vietnamese woman who suffered much of the same racism J***d did, but dealt with it differently, by utilizing her woman-ness to create connections with other women and separate herself from younger clients. Still, slurs like “slant eyes” were heard during her tenure as well. It was suggested that it would be helpful to have people on staff with a more broad understanding of inequality and social factors that intersect with addiction, but these were, as most suggestions, brushed aside in favor of a “what have you done to escalate conflict” approach. This was an eye-opening experience in a number of ways. A disheartening example of how racism still works in medical and mental health institutions, an example of how this treatment may do more harm than good for those not of the upper-middle class, white, male populations.




Bracey, Glenn. 2011. “Rescuing Whites: White Privileging Discourse in Race Critical Scholarship” Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Caesar’s Palace, Las Vegas, NV, Aug 19. Retrieved January 11, 2017.

Chou, Rosalind and Joe R. Feagin. 2015. The Myth of the Model Minority. New York: Routledge.

Coates, Ta-Nehisi. 2015. Between the World and Me. New York: Spiegel & Grau

Gonzales, Jennifer. 2014. “How We Pronounce Student Names, and Why it Matters.” Cult of Personality. Retrieved April 6, 2017.





Written by thelittlepecan

April 22, 2017 at 10:20 pm

Oh RLY, Well, Let me Just Tell You How *I* Feel: Student Evaluations and the Demise of Respect

I’ve actually had to wait a couple of weeks to write this.  Even thinking about this subject basically started me on the spiral downward into the hell that is a panic attack.  Mine are mostly silent, categorized by heart pounding, profuse sweating and “evil moths in my stomach.”

I’ve taught for three semesters now, but one of my universities is notoriously tardy on things like student evaluations, so I’ve never actually seen any of them from any of the classes I’ve taught.  I doubt it would have helped much.  It’s invariably easier to keep it together and avoid lots of situations that cause ugly comments on evaluations by teaching online.  There’s a format for organization, grading is easy and my students are in almost constant contact with me.

I really hadn’t considered what my students might say.  I figured there would be some good, some bad and some benign.  I hadn’t thought to look up how other professors had to learn how to grow a thick skin, or deal with the sexist, racist or homophobic vitriol that was written…I just assumed that most of it would be constructive.

And it was.

The problem is that it’s the ugly comments that stay with you.  Comments about your body, how you dress or even how you deal with more personal issues (like anxiety) cut right to the heart.  In a world where students are used to using technology as a shield to say whatever they like to whomever they want, online evaluations provide a platform to do the same.

The worst part about it is that it’s so final.  There’s no way to respond.

I researched student evaluations for days.  I agonized over whether or not these comments were going to get me fired.  I (still) have no idea how much, if at all, these evaluations matter to my superiors.

But, I blog and so the finality is limited.  I can respond here, consider my reactions to constructive criticisms and maybe give some support to other adjuncts (especially) who are dealing with harsh student evaluations.

1. The Good: Most of the comments were good or constructive.  My early class had great participation (n=21 out of 27 students).  On a scale of 1-4, my average responses for most measures was around 3.4.  For my first semester teaching face to face, I thought that was good.  Well above the mean into the positive range.

2. The Bad: There were several comments about organization.  I wish I had the opportunity to explain to students that I wasn’t adequately supported by the institution.  I had never taught the class before and was hired roughly two weeks prior to the semester starting.  I did not receive the text until approximately a week after that.  While I understand that students deserve a quality experience regardless of these challenges, they are legitimate challenges nonetheless.  Since I had almost no time to prepare (and no time to find out what resources were available to help me) I wound up doing lesson plans the day of or night before class.  Not a good way to do it and I agree.  I was often frazzled or unclear about exactly what material to cover.  I supplemented a lot with media, which I thought the students liked, but I think they felt I was phoning it in.

What I’ve Done About it: Since the semester ended, I have set up each unit with a slideshow, an activity or discussion question and an optional piece of media.  I know how I will run the class based on what I think the format of the class will be (a 2.5 hour class session once a week.)

I have also made clear policies that I hemmed and hawed about during the year.  I had a difficult time sticking to my guns.  Students don’t respect that and it won’t be a mistake I make again.

3. The Ugly: Wow. I had no idea students really talked this way to professors/instructors.  After receiving the following comments and basically falling into disarray, I looked up other instructor experiences and find I am not alone.  Here are my favorites and my responses:

Presentation coming from a professor is key. This professor started out on day one of school, by teaching with her shoes off. When your in a professional atmosphere, yout tattoos should be covered. This professors has tattoos on her breast, back, leg, hand, it seems like their every where. I understand everyone has tattoos, especially in a college setting, but I don’t expect to see them all over a professor body, when the professor is in a professional teaching atmosphere. The professor Sssshhhhhh the class, which we are not children. 

Yes, I often teach with my shoes off.  I also sing and present at conferences with my shoes off if at all possible.  It helps me to feel more stable.  I don’t expect everyone to understand, but I also don’t expect anyone to really care.  Yes, I have tattoos.  One of the reasons I went into academia is to be able to be who I am.  I have tattoos everywhere (but not on my breasts and quite honestly, bringing that up is incredibly sexist and totally inappropriate) and you can expect to see them.  They are part of my body and I wear what I wear regardless of that.  I don’t actually care what you expect to see, since this is college and you should expect to see lots of things you’ve never seen before.

I won’t “shhh” you if you don’t talk in class like a bunch of children.  You know, like during movies or when I’m talking? Also, your writing skills are seriously lacking. kthxbai.

The above was the only negative comment for that class.  The other criticisms were fair and I took them to heart.

Ms. Berry is a very laid-back and nice person but I have to admit that she is very unprofessional. She always shows up to class after the students have already arrived, after class has started, and she would wear 5 inch heels and then takes them off during class time because it hurts her feet (the same with regular shoes). She doesn’t cover up her tattoos and is regularly wears shirts that shows cleavage. Her lectures are unorganized. I understand that the syllabus can change with the teacher’s discretion, but she would tell us that it’s a win-win b/c it’s less material for us to study for our final exam.

There’s a lot to cover here, some good, some bad, some inappropriate.  First, I was never more than 2 minutes late.  The difference between a student leaving class and an instructor leaving is that I’ve always got students needing my attention after class.  I try to keep a handle on it, but many times it was impossible.  I never dawdled and I often ran.  I wish the university had scheduled my classrooms nearer to each other, but there wasn’t anything to be done about that.  Though…in a class where regularly there were 5+ students who never made it to class on time, I’m skeptical of this comment.

I don’t even own a pair of 5″ heels.  See above for taking my shoes off.  Again, bringing up my breasts…not appropriate.  I always dress casually or professionally and never lewd.  If your delicate sensibilities are that…well, delicate, move on.

Notice how this comment is so similar to the one above?  Coincidence? Maybe. I’ve heard tales of students banding together to make negative evals.  Of course, it’s just rumor.

That last comment isn’t exactly what I said…but okay.

She was never ready for class and alway got there late, complaing that she has to walk from B to A, when I walk from C to A and make it there four minutes before noon. None of the power points were hers and this caused her to rush through and not know half the stuff that was on the screen. She was not helpful when it came to review time, responding to questions with”it’s in your book” and “like i said before” making you not want to do any work at all. She was just really unhelpful and pretty rude.

I’ve covered the lateness.  Again, within the margin of error on a clock.  I realize students may not know or care why this is, but there is a reason and it’s a valid one.  No, many of the presentations weren’t mine (but many were), I was counseled to not “reinvent the wheel” when that’s just more work.  Good instructors use good resources wherever they can find them.  I used the presentations that go with the book or from other, more experienced instructors.  I can’t imagine I didn’t know what was on them.  It’s an intro class and I’m pretty sure I know most of the book without looking.

“Never ready for class” is of course, completely untrue. An over-exaggeration from a student who was overall unsatisfied with the class.

Yes, I often said “like I said before” and “it’s in your book” because I did (multiple times) and it was (probably you should read).  This remark is coming from a class that had multiple ‘F’s’ including on the final where all questions came from quizzes available to them online. I gave a crossword puzzle for fun, but prepping for an exam is the student’s responsibility…

I know. I’m very mean.


4. Lessons Learned:

  • Ask for help if I’m not getting the support I need from the school (i.e. classroom distance.)
  • Be VERY clear about policies for grading.
  • Preface the class with a disclaimer: you might be offended, you might not like how I dress or that I take my shoes off, but you will learn some shit you didn’t know.
  • Grow a thicker skin
  • Make a better effort to connect with my students.
  • Don’t teach more than 3-4 classes again until I’m more experienced.
  • Take control of my classroom.

In all, I learned a lot and I really look forward to putting those lessons into practice this fall and have an improved semester with my next class!


Written by thelittlepecan

May 23, 2013 at 11:29 am

Things I Have Learned Teaching or Things Sociology Students Say

1. Are the assignments, like, ‘required’?

Well, I suppose that depends on what type of grade you’d like to receive.  This is college.  You’re an adult.  The only requirements are death and taxes.  The rest is up to you.

2. I left for Spring Break early, had a fender bender and couldn’t get back to the beach hotel in time to turn in my assignment.  Take it, mmkay?

Yeah, probably not.  Leave early, turn your work in early.

3. I missed a week of class.  So, what did we do while I was gone?

I have no idea.

4. I was sick for 10 days!!! Take my work!

Feel free to provide documentation that you were unable to call, text, email or smoke signal me and we can talk about it.

5. The online dropbox cut off at the time it says it does and I didn’t hit ‘submit’ in time!! Take my work!!

Cause waiting until the last 5 minutes before something is due is a great plan!

My lovely, intelligent, wonderful students…who make me want to headdesk repeatedly.


Written by thelittlepecan

March 20, 2013 at 8:09 am

Posted in education

Tagged with , , ,

Teacher as Student

This is my first semester actually in front of students. It’s my third semester teaching and I do just love it. While it is true that most college students seem to do the bare minimum or less when it comes to a class that’s not in their interest group, overall they do well and seem to grasp sociological concepts fairly well.

Of course, I’m learning, too.

Fresh out of grad school with a fire lit under my ass, ready to change hearts and minds and make some people uncomfortable for the greater good.

…and such.

Things I Have Learned

1. Having a quiz over the syllabus will still not guarantee anyone has read it.

2. Having read the syllabus will still not guarantee a student won’t argue over what’s in it.

3. Students have no qualms about going over your head about real and/or perceived injustices.

4. Even if it was in the syllabus.

5. Academic freedom of speech is a unicorn. It shits rainbows and lives with fairies.

6. No. Srsly.


The data show…


The research says…

are the ace in the hole lecture phrases.

8. You will need name/face flash cards.

9. Yes, you are fucking old.

10. Don’t say “fucking”. EVAR.

To be continued.

Written by thelittlepecan

March 6, 2013 at 10:58 am

Posted in atheism

Tagged with , ,