> Seems in general to support the theory that simply getting good grades,
> though it does indicates some good skills--working hard, liking
> learning--are not very good inidcators for the more important
> qualities--passion, convinction, joy, risk-taking, involvement--that seem
> to be the qualities we are hinting at as indicators of what or when our
> classes ro our students' writing is 'real.'
Does the study you mention really support *that* conclusion? It obviously
supports the conclusion that valedictorians (i.e. high grade achievers) do
not necessarily end up in high powered, technical careers. *Maybe* people
passion, risk-taking, joy, involvement etc. are more capable than are
others to choose less socially valued careers and still feel good about
themselves. It's a risk to decide to stay home and raise children in a
culture that generally holds homemakers and stay-at-home mothers to be
brain dead underachievers. It's risky to take a "low-powered" job
teaching (and who would dispute that teaching requires passion). I just
don't buy the conclusion being made here.
Beth
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Beth Baldwin, Ph.D. *
Office of Continuing Education *
University of North Carolina at Greensboro *
Greensboro, NC 27412-5001 *
910-334-5301, ext. 44 *
bobaldwi@hamlet.uncg.edu *
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