1. In Chapter four, Nathan gives multiple examples of the way foreign exchange students see American college students: "International student saw 'individualism' and 'independence' as characteristic not only of roomate interactions, but of relations with family and friends as well" (Nathan 73). Do you think that Nathan's approach of using the international opinion is a useful way to inform readers of the American college atmosphere?
-When Nathan uses the opinions of international students to provide an outside view of Americans, the results generalize American students based on the interviewed international student's selected experiences with certain American freshman. It's unfair to allow the handful of experiences that a foreign exchange student has had represent an entire culture across our country. For example, when Nathan uses the example of a Mexican student calling her parents once every day, and then saying that American students only call their parents about once a week, she is generalizing American students. Its true that we know people who call their parents only once a week, but we know plenty of people who call thier parents every day, too!
2. Similarly, Nathan uses the foreign opinion to evaluate our system of education: "American classrooms...received mixed reviews on course content, including its rigor, organizations, and modes of evaluation" (Nathan 79). Do you feel that this is related to the her exploration topic of the American college student? Does the education system in which the student participates directly affect his or her lifestyle?
Nathan is correct in examining our American education system, but again she falters when she relies heavily on the opinions of international students who are not a part of her investigated culture. As readers, we are not concerned about how our American education system relates to the rigorous courses in Japan or China; we are trying to understand our own students. Why doesn't she incorrporate more sources from actual American students who are involved in the system?
3. Is Nathan correct in assuming that the social norm in all classroom is to only ask questions that pertain to grades such as "What will be the form of exams?" "Are the quizzes on the Internet?" and "Do you want a written answer to the questions?" (Nathan 92).
-We agree that the social norm in a classroom of one-hundred people or more is to only ask questions about items that directly affect our grades, unless we are pointedly asked by the professor. She is wrong, however, in assuming that all freshman classes are conducted in this manner. She was only enrolled in general freshman classes, which are usually generals in huge lecture halls where discussion feels forced. If she might have had honors classes or higher level classes that were more specific, she would have had a better discussion-based, interactive class expereince and wouldn't have jumped to conclusions about ALL college freshman.
4. Do you agree with the collected data about freshmen conversations that Nathan presents? These are the top five results of conversation topics according to her data: "bodies, bodily functions, and body image; relationships and relationship problems; one's childhood, personal history, and future; TV, movies, games, and entertainment; and alcohol and drug experiences" (Nathan 98).
No, we don't agree with this collected data. Athough we can agree that these topics have frequented our college discussions, Nathan seems to never go beyond the surface. To use some of our college slang that would probably interest this anthropologist, Nathan is just "creepin'" on conversations and never asks students about careers, philosophy or religion. If she would step up and ask these questions directly, just as she could have asked to see pictures on student's personal desks instead of on their doors, then she might have retained a better understanding of students, instead of her continuous generalized view. It's necessary for Nathan to stop being satisfied with just scratching the surface and dive deeper into her topic.
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