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• W91931938 abstract "There is an ingrained notion in American culture that individuals are responsible for their circumstances. In the Great Depression, people blamed themselves for unemployment, as if somehow their personal character flaws, rather than a breakdown of the national economy, had caused them to be laid off. At a visceral level, Americans reject the idea that they are in the grip of vast forces beyond their control. I note this because, when I ask students why so many of their honors peers underperform academically and seem shy about undertaking intellectual adventures, they always reply that it's because their fellow students are lazy. One great merit of Digby's Age of Imitation is that it offers a cultural, not a moral, explanation for this kind of behavior. But Digby's description of the present moment in cultural history offers little by way of an account of how we came to it. I want to offer some suggestions in that direction. I begin with another snapshot. The February 21st issue of Time featured a cover story on Teachers Hate About Parents. The story highlighted the extraordinary increase in the rate of parental interventions on behalf of their kids-not just inquiries about how they're doing, but attacks on the very idea that Junior could be anything but a stellar performer. Or consider Patrick Allitt, the Emory historian, in his delightful I'm the Teacher, You're the Student: Allitt reports that parents frequently call Emory faculty to complain that they aren't paying tens of thousands of dollars in tuition for Cs (let alone Ds or Fs). For these parents, the problem is not their son or daughter's performance, but the grade assigned to that performance. Many parents expect success, not achievement. There have always been overprotective parents, and mistaking marks of success for real achievement is an age-old problem. What seems to have changed is the degree. With so many parents behaving this way, we have a generation of young people often shielded from the consequences of their own mis-performance, inexperienced at fighting their own battles, who have, as a consequence, less occasion to learn from mistakes, less skill in dealing with relative failure, fewer occasions to confront their limitations, and less reason to take responsibility for themselves. These unlearned lessons make it harder for students to do what we expect of honors students. Without the requisite skills of maturity, talented students can see an honors thesis as a mountain impossible to climb, and even honors coursework as too demanding. Aggressive, overprotective parents do their sons and daughters no favors. But I doubt that overprotective parents are the nub of the problem, however much they contribute to their children's retarded academic development. Protectiveness is a response to perceived risk or danger. If a whole generation of parents has become highly protective of their kids, it is likely that they have done so in reaction to changing life circumstances and not that a whole generation has, individual by individual, lost their moral compass where child rearing is concerned. So, what has changed? Many commentators have remarked that ours is a risk-averse society. That may explain obsessive interest in child car seats or helmets for bike riders, but how does it explain the attitudes reported by Time? If we believe the reports, parents of many school children are overprotective of success. I think some demographic trends are instructive here. Today, a majority of American kids live through a divorce in their pre-college years; a large portion of American kids grow up with one parent; and, as average family size shrinks, a much higher proportion of kids are only children. Divorce leaves many kids emotionally damaged or vulnerable, and it very often leaves the custodial parent struggling economically. Children of single parents, on average, suffer from various disabilities: poor parental supervision if a parent is working two jobs to make ends meet or has several children to deal with, lack of a gender role model in the home, and economic difficulties, to name the most obvious. …" @default.
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• W91931938 date "2005-03-22" @default.
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• W91931938 title "Imitation, Economic Insecurity, and Risk Aversion" @default.
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