An Analysis of the Arguments in Alfred Lubrano's "The Shock of Education: How College Corrupts" Essay

Alfred Lubrano's "The Shock of Education How College Corrupts" focuses on the target audience of middle-class, blue collar families, as well as incoming freshman college students or college students in general. Lubrano, in his argument, suggested that those from a middle-class family transistioning into college (or more specifically, a higher end college opposed to a trade school or perhaps community college) will be more likely to have a "disconnect" of sorts between themselves and their families, whom did not seek higher education.Lubrano's argument, simply put, is that there is a social divide between the financial classes in society, in which one does not leave the barriers of the class that they were born in. Just as an heir is supposed to keep the family wealth in line, a coal mine laborer's family is not expected to reach a significant income level, nor try to. Lubrano created his understanding of the theory of a social divide because he was or is, in fact, from a blue-collar family, and did seek higher education. Lubrano also experienced this familial divide between himself and his family, most of all his father, who had been a worker a good portion of his life. Lubrano's father did not attend college, either.There are other anecdotes given to support Lubrano's argument, although understandibly one can believe the idea of a knowledgable social or class divide. One can also disagree with Lubrano on the idea outside of an anecdote or generality, considering that this form of a blue-collar familial divide is on a case-by-case basis. Furthermore it may be presumptuous to assume that blue-collar families do not wish their children to seek education because they did not, only on the account that the author's father caused him to assume such. And yet, Lubrano does seem to provide a legitimate discussion on the idea that college does in fact shape a person. In turn, that student may end up looking at their home with a...

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