Archive for the 'My Marquette Experience' Category

Getting to Know Our Students… Meet Katherine Lubar

This fall, we’re excited to get to know our students better, and we hope you are, too! Read on to meet Katherine Lubar and learn about her background and passion for clinical mental health.

Katherine LubarI am in my second year of the Clinical Mental Health Counseling master’s program. I grew up in St. Paul, Minnesota, and went to undergrad at Creighton University in Omaha, NE. I also spent a semester abroad in France during undergrad and worked in Denver with a ministry serving homeless youth for a summer. I moved to Milwaukee in the fall of 2017 to start grad school at Marquette.

My parents still live in Minnesota, and my older brother and his wife live in Milwaukee. My brother, sister-in-law, and I are all in grad school at Marquette this year!

This academic year, I have an internship in a counseling center at another college this semester as part of my master’s training. It is exciting to be able to apply the knowledge and skills I’m learning in my courses and further develop as a counselor through my internship experience.

I chose the College of Education and Marquette because I love the focus on social justice, advocacy, and multiculturalism within the College of Ed and how these are strongly incorporated into every aspect of the Counselor Education and Counseling Psychology programs. The sense of community within the department and the support for students from faculty and staff also drew me to Marquette’s program.

In my free time, I love running, biking, yoga, and other sports, and I enjoy reading, cooking, and sewing when I have extra free time.  I also love spending time with friends and family and traveling as much as possible!

 

Getting to Know… Our Students! Meet Zachery Cramer

As we continue our series getting to know our students a little better this fall, we’d like to introduce you to Zachery Cramer, one of our SAHE students! And, check back to meet more students each week right here!

DSC_1325My name is Zachery Cramer, and I am a second-year graduate student in the Student Affairs in Higher Education Program (SAHE)!

I was born and raised in central Illinois — Princeville, IL, to be specific. I’ve been slowly moving north over the years as my undergraduate degree is from Northern Illinois University in DeKalb, IL, where I studied Hospitality and Tourism Management.

I’ve lived in Milwaukee for a year and a month now! I live on the eastside and about a 5-minute walk from Bradford Beach. It’s definitely a nice change of pace after basically living in a corn field for 22 years.

My dad is a farmer and mechanic, and my mother is a Special Education Aide for middle schools. My younger sister just graduated high school and has been accepted to cosmetology school (so exciting!). Over the last several years, our family has become more dynamic as they have started to foster, and we have welcomed several dozen little ones in and out of our family.

My favorite educational experiences have been through my graduate program. There have been multiple courses where I lacked confidence in the topic areas, but our professors have done an amazing job in challenging my peers and me. Thanks to their work and belief in me, I feel like I’ve become more confident in my academic work and my capacity for engaging in new content.

This year I am serving as the Alumni Relations Chair for the Graduate Organization for Student Affairs in Higher Education (GO SAHE). I’m stoked to be able to engage with our alumni network from the SAHE program to serving as mentors, resources, and more for our current students. I’ll also start job searching in the spring, but I’m not too excited for that process yet.

I work a lot. I have a Graduate Assistantship (GA) at the University of Wisconsin-Milwaukee where I serve as the Riverview GA and the Leadership Programs GA. There, I supervise Resident Assistants, help to oversee a building of 150 students, and facilitate leadership programs for all of campus, from individuals to student organizations. This semester I am doing my graduate internship through the Marquette Student Wellness Center where I supervise the office assistants, work with our marketing and social media, and assist with other programming that comes out of our office.

A hobby that I have gotten into over the last year is running outside. I’ve become a snob where running inside is no longer enjoyable, and I need to be outside in the fresh air. This semester I plan on running three 5Ks! The Panther Prowl (UWM), Homecoming 5K (Marquette), and Hustle for Hearing (NIU). Running has been a very calming way for me to get outside and exercise while also allowing me to decompress after a long day/week.

I’ve also started “reading” audiobooks. Thanks to OverDrive (a super helpful app to check out) I can register my Milwaukee Public Library card. It allows me to check out books for a week at a time and listen while I’m commuting back and forth from Marquette to UWM to home. Just in August and September I finished seven books. If you have recommendations for good dystopian books, please let me know!

I really want to be able to support students as they go through their collegiate careers. When I was an undergraduate student I changed my major six times and never felt like I belonged in the classroom. It was thanks to student affairs professionals that I felt connected to the campus and the activities in which I was engaged. Thanks to these experiences and professionals, I now know that I am in the right place and doing the work that I’m meant to do.

I want to give a shout-out to some of my cohort members! Without them and the connections and experiences we have, graduate school would have been ten times harder than it already is. When I first decided to come here I was worried about being queer at a Jesuit institution, but I’ve felt supported the whole time I’ve been here! For those cohort members that work with me, thank you for making sure my work is quality and supporting me when I needed help. For those that share identities with me, thank you for helping to make being queer at Marquette possible. For those that meet up with me every Sunday for coffee, crying, and reading, thank you for always being willing to stay on topic (or completely veer off track).

 

Catching up with Courtney Farley

After completing student teaching last January, Courtney Farley finished out the rest of the academic year as a long-term substitute. However, with the new school year beginning, so is her new adventure! Courtney will be spending the next year teaching English in Spain. Read on to hear all about it.

farleyBy Courtney Farley

I grew up in Pewaukee, Wisconsin. I attended Queen of Apostles grade school, Catholic Memorial High School, and then found myself at Marquette. I have one sister, who graduated from Madison last year in biology and is now doing an accelerated nursing program at Madison. My mom works for Sherwin Williams in sales and my dad is a retired lawyer and now loves spending his days golfing. Finally, we have our dog, Guinness, who is a mini golden doodle and easily the family favorite.

I have been attending Marquette Basketball games ever since I could walk. My dad went to Marquette and so did a lot of my cousins, aunts, and uncles. I grew up surrounded by people who loved Marquette and I knew that there was no other college that I wanted to go to. I came into Marquette knowing I wanted to major in Spanish, but not knowing what I wanted to do with it. I have worked at a summer day camp every summer since high school and knew I loved working with kids. I transferred into the College of Ed my sophomore year and absolutely loved all the classes I was taking. The class size and relationships I have formed with my peers and with the professors are incredible and that is what I love most about the College of Ed. You truly feel valued and your professors want you to succeed and help you as much as they can.

Someone who has been an inspiration to me and has made a huge impact is my high school Spanish teacher, Señora Diedrich. She was so passionate about teaching Spanish and made me realize how much I love it. She created a classroom environment where we felt like family and weren’t afraid to make mistakes. She cared about each of her students and helped us along the way. I hope to make as big an impact on my students as she did on me.

I had such an amazing experience during my student teaching at St. Anthony’s in Milwaukee. I was placed in a third-grade classroom with an amazing cooperating teacher. Student teaching can be very nerve-racking those first couple weeks, but everyone at the school made me feel welcome and part of the St. Anthony family. My cooperating teacher always explained everything and always asked for my input and reflections on lessons. Taking over teaching and getting to use all that I learned at Marquette was awesome. Not only did I get to see what really worked in my classroom, I got to grow and learn through those lessons that didn’t go as smoothly. I was lucky enough to get to stay at St. Anthony after student teaching and take over a 4th grade class as a long-term sub. I continued to learn so much about myself and realized how passionate I was about teaching.

I am going to be in Spain teaching English to kids from ages 3-18. I am going through a program that allows me to pull out small groups of children to help them learn English. I just took an online class and got my TEFL certification. I am excited to put everything I learned from the class into practice. I will be living in a small city outside of Barcelona called Vilafant.

While I am in Spain, I will be staying with three different host families. I chose this program partly because I wanted to stay with a host family. I am excited to become a part of their family and live a true, authentic Spanish lifestyle. I am so excited to get to learn more about the Spanish culture and what it means to make Spain my new “home.”

I am also excited to continue to grow as an educator and see what other school systems are like outside the United States and how I can bring back what I learned abroad and implement it in my own classroom.

I don’t know anyone else doing the program. I am going over there and am a little nervous about not knowing anyone, but more excited for the possibility to meet so many new people. This will force me out of my comfort zone and allow me to learn more about myself. I’m excited for the chance to teach abroad and to learn from the people in Spain gets me excited when I think about it. I will be in a whole new country, but I will still be doing what I love, which is teaching, working with children, and experiencing new cultures.

 

 

Getting to Know… Our Students! Meet Brooke McArdle

We are continuing our blog series Getting to Know… Our Students this week with Brooke McArdle. Brooke is a sophomore in our teacher education program studying secondary education, history, and classical languages. Read on to learn more about Brooke!

mcardleI have spent the majority of my life in Brookfield, Wisconsin. My parents have had the biggest impact on my life, instilling values of compassion and service to others in both my brother and me. With service as the cornerstone of my life, my family was not surprised when I was called to be a teacher.

My favorite educational experience was participating in “Vocare” which was a two-week service immersion program during my senior year of high school. I had the privilege of spending my two weeks at St. Margaret Mary School working with the 5K class. I learned so much about teaching and about myself in those two weeks, and I am extraordinarily grateful to have had that opportunity.

This year I have applied for both the public health Global Brigades trip to Ghana as well as a Marquette Action Program (MAP) trip for which I do not know where I will be serving. I am very excited to hear if I have been selected for these opportunities. In Ghana, I would be educating a community about proper sanitation and helping to build facilities for them. Hopefully I will be selected for a MAP trip that involves education at a variety of sites around the United States.

I chose Marquette because of its Jesuit mission and the emphasis it places on service to others. Similarly, I was drawn to our College of Education because I knew that I wanted to be a part of the Milwaukee Public Schools (MPS) community.

When I am not in the classroom, I enjoy playing my violin and cello as well as baking, playing soccer, or having fun with family and friends. Music has helped shape me and has taught me so much. I think that everyone should have the opportunity to get involved with the arts, regardless of age or ability. My advice about playing violin or cello would be: stick with it because eventually you will go from playing “Twinkle, Twinkle, Little Star” to performing an incredible symphony!

My inspiration for being a teacher would be my parents as well as all the incredible teachers I have had before college because they have all had an impact on me in some way. My Latin teacher in high school and all of my high school History teachers, in particular, have sparked a fire in me that has made me very passionate about History and Latin. Also, my parents have always supported my desire to teach and have never tried to hold me back from pursuing my dream.

Getting to Know… Our Students! Meet Ryan Warner

Last spring, we got to know our faculty and staff right here on our blog! With the new semester, changing leaves, and fresh faces on campus, we wanted to take the time to introduce you to some of the students working to make a difference here in the College of Education. Read on to learn more about one of our doctoral students, Ryan Warner!

RCP_8918Ryan Warner is a fourth-year Counseling Psychology PhD candidate at Marquette University. He is currently completing his doctoral internship in Washington, DC as an active duty psychology resident within the United States Air Force.

 

Where did you grow up?

My hometown is Chicago, IL. I completed my bachelor’s degree at the University of Illinois Urbana-Champaign in Community Health-Rehabilitation and received a master’s degree in Rehabilitation Psychology from the University of Wisconsin-Madison.

How long have you lived in Milwaukee?

I lived in Milwaukee for 3 years.

What’s your family like?

I come from a large and supportive family who promote love and education.

What is your favorite educational experience?

My favorite educational experience occurred during my masters program when I realized the path I wanted to take for my future career. Having conversations with faculty and staff regarding my aspirations of one day being a psychologist served as a catalyst for my decision to pursue a doctoral degree.

What do you see as an exciting opportunity for this upcoming academic year?

I am excited to grow as a military officer and clinician during my psychology residency. Having opportunities to complete rotations in outpatient mental health, clinical health psychology, primary care integration/consultation, neuropsychological assessment, and substance abuse will expand my competence and skillset as a practitioner. Additionally, my role as a Captain and leader is assisting with both my personal and professional growth.

What drew you to Marquette and the College of Ed?

I was particularly excited to attend Marquette because of the prestige and strength of the university and counseling psychology doctoral program. Additionally, the research of faculty directly aligned with my interests, and I was eager to embody the mission of excellence, faith, leadership, and service.

What do you like to do when you are outside of the classroom?

Outside of the classroom I enjoy traveling, exercising, watching movies, listening to music, and spending time with family and friends. These activities help re-energize me and provide balance in my life when my workload seems to be overwhelming. Taking time for myself helps to improve my well-being and overall happiness.

Who is your inspiration for your work or your passion?

My inspiration for my work and passion is fueled by my purpose in life. I am passionate about making individual, institutional, and systemic change within the organizations I serve. I plan to assist with promoting diversity and inclusivity within higher education institutions, while also working to mitigate the stigma of mental health throughout communities. My passion drives everything I do.

 

Welcome, Dr. Lee Za Ong

leeza-ong-2018Dr. Lee Za Ong has joined the Counselor Education Counseling Psychology this fall and will be working extensively with our new Rehabilitation Counseling Masters Degree. We had a chance to speak with Dr. Ong to get to know her better!

Where did you grow up? How long have you lived in Milwaukee?

I was born and grew up in Malaysia. I went to Japan for my undergraduate and came to the US for my graduate degrees. I have lived in the US longer than I lived in Malaysia and have been in Milwaukee for 10 years. Before coming to Milwaukee, my family has lived in New York and California and driven across the country twice due to several job relocations.

What is your favorite educational experience?

When students actively engage in class discussion and add on to my ideas.

What do you see as an exciting opportunity for this upcoming academic year?

I am doing a research project with Dr. Enaya Othman and other colleagues here at  Marquette University. This project focuses on investigating the stigma of disabilities among Muslim women in Milwaukee. I would also like to expand my research project regarding individuals’ attitude toward disability among other ethnicity in Wisconsin or in the nation.

What drew you to Marquette and the College of Education?

The faculty members in the Counselor Education and Counseling Psychology department are diverse, selfless, and engaging with the community. They are collective and are very skilled in lifting up people’s spirits. They are also a group of caring professors who are responsive to students’ needs.

What do you enjoy doing when you are outside of the classroom? 

I have been a board member of IndependenceFirst since 2014, and it has been an honor to be able to promote inclusion and the independent living of individual with disabilities. I have two children in high school and enjoy watching their musicals, band and swim events.  I admire young people’s talents and how they give everything into doing what they love. I hope that the world will be a better place with these passionate students. I also like to build relationship with people who are from different backgrounds. Their life experience and wisdom enhance my personal and professional development. An example could be the stories I listen to on The Moth podcast. The true stories that were told by people in the live show make me cry, laugh and feel in awe during my commute.

Any advice for readers who are interested in learning more?

The quality of the high school’s performing arts and music program are just as good as professional ones. You only spend a fraction of the cost, but you get to enjoy a world class performance by those of ages 14 and up. The children are the hidden treasure of the city. When building relationships with people who are different from you, even the simplest topic (such as food) can help seal a gap. As for The Moth, make sure you have a tissue box nearby. The stories presented in this inspiring podcast can move even the toughest to tears.

Who is your inspiration for your work or your passion?

Individual with disabilities, refugees and immigrants in the community are those who are my inspiration for my work. They have tirelessly demonstrated grit, resilience, endurance, and tolerance so they can build a bright future for next generations.

School Privatization: Kelsie Lamb

This summer, seven of our undergraduate teacher education students and one intrepid faculty member are spending a month in Peru studying the educational system and discussing their own philosophies of education. They are writing and reflecting on their journey, and we are following along! Read on for excerpts and blurbs from Dr. Gibson and the students’ blogs. You can read more on Marquette Meets Peru and check back for updates here.  

Kelsie Lamb

As the land of opportunity, America promotes the idea that anyone, even the poor, can work hard and attain success; but the increased privatization of schools is ensuring that some of the nation’s most marginalized students continue to trail behind their more privileged peers by making a quality education more difficult to attain.

Other than my two years in preschool, all of my schooling has taken place at private, Catholic institutions. My parents felt that our local school district was facing too many setbacks and challenges, so my brother and I would have a better chance at success if we did not attend our neighborhood public schools. Many other parents who have the financial means to send their children to private schools make the decision to do so. However, with many advocating for increased privatization of education and the rise of “school choice” programs, more and more parents are choosing not to send their children to public schools. School privatization is not exclusively an American issue; countries all over the world are facing similar debates and challenges. With the current U.S. administration pushing for school privatization and its global popularity, it is important to consider the implications of privatized education and the defunding of public schools through school choice programs. The current privatization of U.S. schools, while intended to benefit even disadvantaged students, ultimately upholds the nation’s long-lasting systems of inequality.

Various factors have led to the privatization of schools, culminating in the current U.S. administration’s push for school choice and the defunding of public schools. Joanne Barkan describes the rise of privatization in her comprehensive piece “Death by a Thousand Cuts.” In the 1950s, Economist Milton Friedman was a pioneer in the school voucher system, proposing that students use vouchers, which would be funded by the government, to attend their choice of private school. However, Barkan notes that from 1954–1959, in an attempt to avoid integration after the Brown vs. Board decision, Southern states “adopted whites-only versions of Friedman’s voucher system” that allowed white students to attend all-white private schools using public funds. Another factor that supported school choice was the rise of neoliberalism, which asserted that competition and choice create an increase in quality and efficiency. In the 1980s, this led to economic deregulation, cuts in government spending, and increased privatization, including privatized education. The desire to privatize was further exacerbated in 1983, when “A Nation at Risk” was published, a report written to show how American schools were failing. The panic about failing schools, combined with neoliberal thinking, led many to demand an overhaul of the education system and greater support for privatized education. According to the National Conference of State Legislatures, today, fourteen states and Washington D.C. have voucher programs, and all fifty states “provide parents the ability to send their child to a school outside their neighborhood in some way,” whether it be charter schools, open enrollment programs, education savings accounts, or scholarship tax credit programs. School privatization in the form of school choice has been years in the making and continues to expand.

While some private schools, were founded to avoid forced integration, many privatization efforts have had good intentions. As Corey Iacono writes in his piece “Three Reasons to Support School Choice,” supporters of school privatization argue that it will improve “academic outcomes and save tax payers money.” Better results at a lower cost would be ideal, but in reality, the private schools that vouchers can be used towards often fail to yield higher test scores than their public school counterparts, says Joanne Barkan. Looking at charter schools, Barkan cites one report’s findings: “about one half of all charters perform at the same level as district schools, about one quarter perform worse, and about one quarter perform better although often by a minuscule amount.” School choice programs can give some parents, who may not have had the opportunity otherwise, to select what they feel is the best school for their child, including high-performing schools. But at these schools, Barkan says, many students who have behavioral or academic issues are “counseled out” so as not to bring down the school’s test results. As the product of private schools myself, I cannot say that a private education is inherently bad; I am grateful for the education I have received, the values I have learned, and the experiences I have had during my fifteen years of schooling. But as a future educator, I must acknowledge that not all students have access to the funds and resources necessary to attend a school other than their neighborhood school, and that the increased trend towards privatization is perpetuating the inequality that has left America’s marginalized students disadvantaged for years.

The United States prides itself on being a nation of opportunity and choice, so the ability to choose what school one’s child attends should embody these ideas. But for some opponents, the privatization of schools threatens some of America’s most important ideals; those who oppose school privatization say that school choice comes at the expense of not only public schools, but also democracy. The National Education Association, whose tagline is “Great Public Schools for Every Student,” argues that “Privatization is a threat to public education, and more broadly, to our democracy itself.” As Joanne Barkan discusses in her article, vouchers and charter schools receive public funds for each student who enrolls; therefore, public schools are receiving both less money and less students, leaving them to “inevitably deteriorate.” The deterioration of public schools is something I am familiar with. The school district of my city, North Chicago, has been overseen by a state-appointed superintendent for over twenty years due to poor performance and the mismanagement of funds. The district has been reorganized several times, and multiple schools were closed. Within this time, two charter schools were opened, one of which is now located in the building of my old preschool. While the charter schools are getting attention, no more funding is being given to the public schools whose test scores continue to fall well below average. The other abandoned schools serve as a physical reminder of public schools’ underfunding. As the land of opportunity, America promotes the idea that anyone, even the poor, can work hard and attain success; but the increased privatization of schools is ensuring that some of the nation’s most marginalized students continue to trail behind their more privileged peers by making a quality education more difficult to attain.

While school choice may be aimed at giving students new and better opportunities, ultimately, the privatization of schools leads to increased inequality. According to an article on school choice by the Washington Post, critics of voucher and charter schools say that the neediest children are being harmed by these programs because their parents do not have the means to “shop around” for schools or cannot afford transportation to schools further away; therefore, they are left attending their local public schools that are lacking in resources and funds. As discussed previously, the academic results of private schools who receive public funding are usually not any higher than the public schools. In the United States, the schools with high performance, as well as a wealth of resources, are usually the elite private schools whose tuition would not come close to being covered by a choice voucher. This trend is echoed throughout the world, including in the South American country of Peru. While spending a month in Peru, visiting both public and private schools, I saw that they too are facing similar challenges with privatization. For example, I visited two elite private academies, whose tuition could not be afforded by the vast majority of Peruvians. These privileged schools have libraries, computer labs, one has two 3D printers, and the other has a zoo, which houses endangered animals. Like the U.S., some Peruvians also have the option to send their children to privately-run but publicly-funded schools. Unlike the elite schools, these other types of private schools have limited resources; in the schools in the most impoverished areas, some of the classrooms sit empty for want of teachers. Maria Balarin describes this in her working paper “The Default Privatization of Peruvian Education and the Rise of Low-fee Private Schools.” Balarin argues, “Without the balances brought into public education by public funding and more direct regulation, private education goes from high-end schools educating the children of the global elite, to low-fee ‘garage schools,’ offering an education of sub-standard quality” (13). Both in the United States and Peru, school privatization not only highlights inequality, but also supports it by ensuring that the privileged continue to receive privileges, while the poor continue to struggle to have even the basic elements of schooling met.

In addition, the inequality caused by school privatization often takes the form of school segregation, as Nikole Hannah-Jones describes in the NPR interview “How The Systemic Segregation Of Schools Is Maintained By ‘Individual Choices.’” In this interview, Hannah-Jones describes how the overpopulation of a majority white public school in New York City meant that white students would attend her daughter’s majority minority school. Many white parents were unhappy about this decision, and with privatization and school choice, they could opt to send their students to other schools where they would continue to be surrounded by their white peers. Just as those in the 1950s used school choice to avoid integration, similar situations happen today. Like New York City, Milwaukee is one of the most segregated cities in the nation. I have had field placements in three private schools in Milwaukee, two of which were part of the Choice Program and one which was a charter school. These three schools were either majority African American or majority Latinx. I have only been in one Milwaukee public school, and it too was largely African American. It is important to acknowledge the role that individual choices play in maintaining this segregation, as Hannah-Jones suggests. According to a report done by the Century Foundation on school vouchers and integration, “90 percent of transfers in the Milwaukee Parental Choice Program increased segregation in private schools, public schools, or both sectors.” Segregation and school privatization is not exclusively an American issue either. The U.S. News article “Worldwide, Public Education is Up for Sale” by Diane Ravitch describes how education has affected nations such as the U.K., Chile, and Sweden. According to this piece, Chile provides an example of how nationwide privatization leads to self-segregation “by religion, social class, race, and family income,” with limited educational benefits. In addition, Maria Balarin cites a report that “found that Peru — the one country in which default school privatization has been most marked in Latin America — is the country with the highest levels of educational segregation, and also the country in which pupils’ SES is most strongly correlated with their learning achievement” (12). The situation in Peru mirrors the U.S.’s, emphasizing some of the detrimental effects of privatization.

Although beneficial in theory, school privatization, when implemented, presents a series of challenges that cannot be ignored. Therefore, it is essential for educators to seriously consider the implications privatization has on both their pedagogy and practice. For example, those who claim to be social justice-oriented educators must actually act as teachers for social justice. Just as Nikole Hannah-Jones made the decision to send her daughter to a public school, educators must decide where their services are most needed. A private, suburban school may have more resources and better pay than a public, urban school, but educators must consider more than just that. Quality teachers are essential to a quality school and could positively impact on underfunded public schools. And if an educator does decide to teach in a private school, especially in one that is segregated, whether by social class or race, it is important to implement a diverse curriculum that will expose students to ways of life that they would not encounter otherwise. Educational philosopher and social activist Maxine Greene discusses this in her piece “Diversity and Inclusion: Toward a Curriculum for Human Beings.” In her philosophy, Greene reaffirms “the need to reject single dominating visions or interpretations”; instead, educators should expose their students to multiple viewpoints and cultures that are different from their own (218). Additionally, Hannah-Jones’ idea that her daughter is no less deserving than her poorer peers is also something that teachers should adopt; even in publicly-funded, under-resourced schools, the students are not only capable of academic success, but are also deserving of it. The potential and equality of all students is something that teachers must acknowledge. My experience with publicly-funded Peruvian schools is limited, but the teachers in the two I observed in demonstrated a genuine commitment to the success of all their students. Teaching with compassion and holding high expectations of all students is one of the ways to promote equity, even in segregated, marginalized schools. While teachers may not be able to implement new policies to decrease privatization, they can help combat its negative effects through their philosophy and practice.

Many politicians have argued for the privatization of schooling because by running schools like a business, they will be more cost effective and efficient. To supporters of this viewpoint, increased school competition will lead to increased school quality. However, this type of thinking is flawed. Schools are not businesses — their purpose is not to generate revenue, nor should it be. Students are not customers. Education is not a commodity. It is a right, as declared by the twenty-sixth article of the United Nations’ Declaration of Human Rights. If the education system operates like the free market, then the poor will continue to be at a disadvantage because they will be unable to afford a higher-quality education. One of the roles of public schools is to give all students, regardless of socioeconomic status, a quality education that will help them succeed. If schools become businesses, this cannot happen and the cycle of poverty will continue. School privatization is a decisive issue and is being heatedly debated, and with the current president being a businessman, the push towards privatization will not go away anytime soon. But solutions and compromises need to be made in order to improve the integrity of America’s public schools, protect the interests of all students, and ensure the long-term success of our nation as a whole.

Works Cited

Balarin, Maria. “The Default Privatization of Peruvian Education and the Rise of Low-fee Private Schools.”

Barkan, Joanne. “Death by a Thousand Cuts.” Jacobin Magazine. June 16, 2018.

Brown, Emma. “‘School choice’ or ‘Privatization’? A Guide to Loaded Education Lingo in the Trump Era.” December 27, 2016.

Coleman, Emily K. “North Chicago, LEARN Reach Deal for Second Charter School.” Lake County News-Sun. May 11, 2016.

Cunningham, Josh. “Interactive Guide to School Choice Laws.” The National Conference of State Legislatures. June 15, 2017.

How the Systemic Segregation of Schools is Maintained by ‘Individual Choices.’” NPR. October 13, 2017.

Greene, Maxine. “Diversity and Inclusion: Toward a Curriculum for Human Beings.” Teachers College Record. 1993.

Iacono, Corey. “3 Reasons to Support School Choice.” Foundation for Economic Education. January 26, 2015.

Potter, Halley. “Do Private School Vouchers Pose a Threat to Integration?” The Century Foundation. March 21, 2017.

Privatization.” National Education Association. 2017.

Ravitch, Diane. “Worldwide, Public Education is Up for Sale.” U.S. News. August 9, 2016.

Strauss, Valerie. “What ‘School Choice’ Means in the Era Trump and DeVos.” The Washington Post. May 22, 2017.

Universal Declaration of Human Rights.” The United Nations.


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