Mo’bility Mo’ Problems

I’ve been thinking a lot lately about the metaphor of upward mobility and the ways in which social mobility often involves actual mobility—moving around to move up. I never really realized the emphasis on mobility in social mobility until it happened to me. That is, until my pursuit of graduate education coupled with financial need took me away from my home, family, and friend networks in Maryland to a fully funded PhD. program in the Midwest. I’ve written here before about the weirdness of living in a new geographical location than the one you’ve grown up in. But this time around I’m also interested in what gets gained and lost when one moves around as part of moving up.

I’m worried that increasingly I encounter popular rhetoric that assumes everyone is upwardly mobile or aspiring to be—that mobility is inherently good. Or, as President Bartlett puts it: “That’s the problem with the American dream. It makes everyone concerned for the day they’re gonna be rich.” These kinds of assumptions (that upward mobility is absolutely good, and thus that everyone must be looking for it) erase the challenges that mobility brings. These assumptions also erase the experiences of people who are content in their social standing or who are working just to keep that social standing secure, let alone to move out of it.

Social mobility is hard, especially when it involves actually moving. When you move, you lose networks of friends and family—networks of emotional, intellectual, and oftentimes financial support. And that’s fine. Sometimes things should be difficult. But we should talk more about that difficulty. Instead of just telling people encouraging things like education is the key to success or you can be whatever you want to be, it might help to temper that encouragement with honesty about how difficult it is to join a class of people who are not like the class of people you know and love best. This is not to discourage moving up or moving around, but to open up dialogue about challenges. Honest dialogue about challenges would also help for kinship purposes; for people to be able to find peers and mentors who support them and who they could help support in return.

Mobility is hard. You don’t always get to make ends meet, and that often feels like your own individual failure rather than the failure of a system that tells people to do and be whatever they want but really only rewards those who stick to the status quo and don’t shake things up too much. You miss things. People get married, people get born, people get sick, people die. You don’t get to be there for the celebrations and the successes, and you don’t get to be there for the tragedies and challenges. But that doesn’t mean you shouldn’t do it. You build new networks, make new friends and family. And your relationships to your old networks shift and change in fun and exciting ways, not just in scary ways. We need people who’ve moved up and moved around. If only so that when they get where they’re going they can say, this isn’t actually better than where I was before, it’s just different, different in good and bad ways from where I was before.

A little background music for your enjoyment whilst you peruse this post.

Michael Scott



Things I Learned from TV

For the last few months I’ve been interviewing first-generation college students about their experiences with reading and writing in college. I’m also a first-generation college student myself, and at the end of a long day of interviewing I can usually be found standing at my kitchen sink doing dishes and thinking about what I’ve heard and learned that day. As I think about students’ interviews I often wonder, how would I answer these questions if someone asked me?

Towards the end of our first meetings together, I ask students, “How did you know that you wanted to go to college or how did you decide that you would be a person who goes to college?” A lot of times, students talk with me about TV shows or movies they saw or books they read that showed them what college was like and made them believe that they wanted to go to college.

This matters to me. It matters to me that watching TV or seeing a movie or reading a book could be the thing that gives you a window into the world outside your immediate life, outside your immediate family or community. It matters to me that these pop culture artifacts might show you that you could go to college, or have a fulfilling career, or make contact with a new and different community.

In my own life, countless TV shows and movies have shown me a world outside myself and helped me learn about a different community, a different experience outside my own. Being a first-generation college student, and coming from a working class community, a lot of these shows and movies and books showed me examples of middle class people, of going to college, of having a white-collar professional job; examples that I otherwise might not get to see everyday. Even if I didn’t necessarily choose to pursue these things myself, I saw them and knew they were viable options.

Here are some things I learned from TV: (disclaimer, my TV tastes are super mainstream).

One of my favorite shows, Gilmore Girls, takes on class difference directly as the show’s driving conflict. Lorelai comes from a wealthy Connecticut family whose ancestors came over on the Mayflower—old money. But she chooses to leave that community and raise her daughter Rory in a goRoryod ole’ small town, middle class community. In the first episode of the show, Rory decides to leave the local public school and commute to a private college preparatory high school in order to better her chances of fulfilling her dream to attend an Ivy League university. I was obsessed with Gilmore Girls as a high schooler and watched reruns everyday after school with my bff while we made microwave quesadillas and pretended to do our calculus homework. When Rory went away to college, I got to see what living in a dorm might be like, what eating at a dining hall might look like, what attending a college lecture or seminar or discussion section might look like. Even if I didn’t have Rory’s exact family or financial situation, even if I didn’t want to attend an Ivy League school myself, I got to imagine what going to college would be like and that I could a person who did that.

We were also obsessed with Sex and the City and binge-watched my friend’s mom’s SATC DVDs. Though I didn’t learn much about college from SATC, SATC was the first time I heard a woman say: maybe I don’t want to get married or have kids. SATC was the first time I saw a woman have a real discussion about that possibility with people who took her seriously. Even if I didn’t want to live in New York, wasn’t obsessed with expensive shoes, or couldn’t relate to the thirty-something dating scene, I got to see examples of women who worked challenging, fulfilling careers and valued their friendships with other women.

I also love Friends. I feel like Friends taught me a lot, A LOT, about how to behave like a middle class person. The characters on Friends probably represent a range of social classes, but by and large I think their interactions showcase a solidly middle class (maybe upper middle class?) lifestyle. Chandler Bing taught me how to talk lChandlerike what I thought a middle class person should talk like. He’s clever, quippy, sarcastic. He works a hugely unfulfilling white collar job in a huge office building and jokes “I’ve got to get to work. If I don’t input those numbers… it doesn’t make much of a difference.” Ross Gellar is a college professor, a job which I knew nothing about until I watched him teach a lecture in rollerblades. My point is not that I can quote a specific episode of Friends that taught me that I could be a person who goes to college; instead the collective influence of all these shows was that I had plenty of examples of people who went to college, worked middle class jobs, delayed getting married or starting a family, left home and moved around for college and for their careers.

Finally, I love Roseanne. I remember my family gathering around the TV on Tuesday nights at 9pm to watch Roseanne. When I was too young to stay up and watch, I’d sit on my bedroom floor with my ear to the door trying to listen in on the show and on my family’s conversations about it. Roseanne is about working class people, and seeing those people depicted on TV also mattered to me. Roseanne taught me that working class people’s successes and their problems matter, they’re real, lots of people experience them. Seeing people on TV whose lives looked like ours and whose voices sounded like ours mattered. In short, Roseanne taught me that the lives of working class people are valuable and important, just as valuable and important as anybody else’s.

Workday Success!

I’ve posted here a couple of times about my difficulties with work life balance and confusion over values surrounding work in graduate school. In the past year or so, I’ve found a few strategies and routines that have worked for me and helped me to work consistently, accomplish some major goals, and give myself some needed breaks and celebratory fun times. I’m going to try and describe those strategies and routines here, in hopes that I can come back to them in moments when I’m feeling sluggish or that someone else might be able to benefit from bits and pieces of my own experiences.

First off, I’ve found myself keeping a pretty regular eight-hour work day routine. For the last couple semesters since I achieved candidacy and started working on my dissertation, I’ve been on fellowship, which means I don’t have teaching or coursework demands on my time and energy. My work day gets to be totally committed to my dissertation process and other related tasks like pursuing funding, publishing, or conference opportunities. Without regular teaching or coursework time commitments, I’ve been able to keep a roughly eight hour workday routine. My eight hour workday runs from about 10-6. This is sort of ironic for me because, coming from a working class family, one of the reasons I chose to pursue graduate school was to avoid an overly rigid work schedule. But I’m finding that being able to choose the eight hours I’ll work for, the space I’ll work in, and the work that I’ll do has helped me to work regularly and to avoid the kind of mandated rigidity I was hoping to escape. Most of my days look like: get up, workout, eat breakfast, shower, walk my dog, go out into the world somewhere and work for eight hours, come home and have dinner, do something fun at home or go out with friends for a few hours. I’ve found that this routine has served me well and allowed for variety within structure. I get to choose where I want to work each day, what I want to make for dinner (I enjoy cooking and find that it de-stresses me!), what fun things I want to do at the end of the night, and who I can spend my work hours and fun hours with each day.

This kind of variety within routine is hugely important to me because in the past too rigid a routine has made me restless and resentful in a matter of days. Any time I have to do something the exact same three times in a row, I lose interest. So, this pattern has been a great, productive compromise for me. One of the most important things I’ve learned how to do is to let myself actually put the work down at the end of the night to do something fun for myself without feeling guilty about not working. The same goes for morning time. I let my mind stay clear of work for a couple hours each morning while I get ready for the day. Without this time away from work each day, I would feel run ragged and end up accomplishing a lot less. Within the actual eight hour workday, I’ve started to assign myself two major tasks a day. For example, I might work on transcribing interview data for four hours and then completing a grant for funding for four hours. I might revise a dissertation chapter draft for four hours and then spend four hours coding data. I might revise an article for publication for four hours and then spend four hours reading. I like to try to switch the tasks up about halfway through the day, again guaranteeing the variety within structure that seems to be most productive for me.

Another strategy I’ve found useful is using lots and lots of to-do lists. I keep the following to-do lists: master list of things I have to do in order to graduate/complete my PhD. program by a particular date, smaller master list of all the things I have to do in a given semester, a semester calendar to show when each of those things has to be done by, a daily to-do list for each day’s tasks (I write the next day to-do list at the end of each workday. I find writing a new to-do list while I’m still in work mode saves me a lot of time and energy the next day when I’m gearing up to work again), revision lists for each of the writing projects I’ve got going, post-it notes EVERYWHERE breaking components of all the lists down into manageable chunks. And when I check something off, I get to check it off ALL THE LISTS! Such a great feeling. To-do lists have helped me to be realistic about how much I can accomplish in any given amount of time. I write the hard copy lists in pencil, so as to be forgiving of myself when not everything gets done and the list has to be adjusted. With electronic to-do lists (in my phone’s notes app) I use a checkmark emoji next to a task to denote that it’s been completed. This is great because I don’t have to erase completed tasks and I can look back and see all that I’ve already done successfully! Woohoo! Go me!

Maybe the most important thing I’ve started doing (and that really I’ve been doing all along) is talking about the work with whoever’s willing to listen! This helps me to reflect on my own strategies and to learn new strategies that have worked for others. Listening to others’ experiences has also taught me to be patient and forgiving of myself when I’m feeling frustrated with the work. No single strategy works for everyone all the time, so talking with others and listening to their experiences helps me to recognize successes when I’m experiencing them and to cope with the challenges as they arise. With all of these strategies, I’ve found myself enjoying doing challenging work that matters to me and to the kinds of people and students that I care about most.


Doing work with my dissertation dog, Bella 🙂