Alfred Lubrano / The Shock offduccrl‘ion.’ How Cot’/age Corrupis 581

Alfred Lubrano / The Shock offduccrl‘ion.’ How Cot’/age Corrupis 581

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Alfred Lubrano / The Shock offduccrl‘ion.’ How Cot’/age Corrupis 581
6 Ciaims of me rights of the unavoidableresult when you’re trying toaccomplish more with your iife than
nodern American culture. To merely earning a paycheck. So much will change betweenparent and child,
al contradiction in American _-5 and between peers, in the college years. Every brt of learning takes you fan
ther from your parents, says Southwest Texas State University history pro-
ial profiting and affirmative lessor Gregg Andrews, himself a Straddler. l say this to all my freshmen to
determining ethnic identity start preparing them.” The best predictor of whether you re going to have
5:5 “of Cholos and Surfers” problems with your family is the distance between your education and your
astrr Choiita” (P. 66”» ind parents’, Jake Ryan says. You may soon find yourself with nothing to talit to
nd write an essay in WW5“ your folks or friends about.
zkgrourids and cultural Prat? This is the dark part of the American story. the kind of thing we work to
3. hide. Mobility means discomfort, because so much has to change; one can’t
allow for the satisfactions of stasis: You prick yourself and move, digging
spurs into your own hide to get going, forcing yourself to forget the comforts
71‘ ‘5 of the barn. in this country, we speak grandiy of this metamorphosis, never
M stopping to consider that for many class rreveiers with passports stamped for
t.; new territory, the trip is nothing fess than a bricige burning.

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9 50”’”Pt5 Fighting set: oouht “‘1
3715 “es at ‘he hearwf ‘ When Columbia piucked me out oi‘ woriting-ciass Brooklyn, I was sure they
W55 Of 5°CiaI r‘:‘c.’bfl1.ty had made a mistake. and I remained convinced of that throughout most of
39‘3i”i“d their ongms in my time there. My high school was e gigantic (4,500 students) factory; we
of on6S€!f W5 ‘saving iiteraify had gridiock in the halis between classes, kids beiiy to back between E;j.‘f
310″» 3”‘! in this ragga‘ 7:” history and Engiish ciass, A teacher once told me that if every one of the reli~ §?I}:§
red Lubrano describe‘?;5-.”=’;f%i5=:?=§§§?§?§¢j’;.:j’ abie corps of truant students actually decided to show up to class one day, _5:A§f-1’53
éibflth his °W“ EXP the school couid not hold us all. (We were unofficialiy nicknamed “the Italian 5??
WY L533‘-19 551100? and Army. ” When our football guys played nearby New Utrecht. which boasted an
IoV5d W9 me mlddh?i:3ifequivalent ethnic demographic. iticls dubbed the game the “Lasagna Bowl”) f:f’.f£-
Hist am N330“! Lafayette High school roiled with restless boys and girls on their way to jobs
‘W-‘ Biugfoflar their parents’ unions or to secretaries’ desks. How could you move from
Ho“ 55‘ 6”‘ -“lg-if to an elite colie e? 2-13;”
If? At night, at hangs, the difference in the Columbia experiences my father ;’f;__’;_’f._{:
by i were having was becoming more evident. The family still came ,:’¥I:’-;_r
Fo fluesmn .m€ H – for dinner. despite our disparate days. We talked about general
all it. QWESCIWS fscuff. and i learned to self-censor. i‘ti seen how ideas could be upsetting,
a meg are ream; 3:31: when wielded by a smarmy freshman who barely knew what he “”5″.
17 Suddenly cone‘? caiiting about. No one wanted to hear how the world worked from some ,5 ,7
1’fi?fi“§’“3‘ The cor-€= skid who was first learning to use his brain; it was as unsettling as riding in I”?
s, making car with a new driver. When he taught a course on Marx, Sackrey said he ’75
tar talked 45′-’”*” ;_-Q-used to tell his students just before Thanksgiving break not to talk about
“OW!”-ggfor km stuff at the dinner table” or they’cl mess up the holiday. Me mimicking

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Child. say ” ‘Richard Sonnet: and jonathan Cobb, The Hidden Injuries of Class (New York: Alfred A.
he is risiflg pf‘ I972)’ m‘

I polmcs dtdn t add to the conviviality of the one nice hour in our day
learned to shut up.
‘fie’ C“““t*= my lathe We fir on the W in the living rooms My
voi;id grab El book find iom him. And I’d go looking for a quiet spot to
ti as auto to ‘ I
neg Eh b Ii!‘ grap y,‘ Hunger of Memory. The EtfilLlCClElOfl of Richard
e ‘rt. rant Mexican-Ameri.can Straddler. wrtter, and PBS
2; _; invokes Brttish social Scientist Richard Hoggarts “scholarship boys,”
pieces ofihirnseif tn them. Working-class kids trying to advance in life,
thug:5ft”..E’._.:_E‘;:§.E;5_E:; scholarship boys learned to wlthclraw from the warm noise of the
family to lsolate themselves with their books}-’ (Read primarily as a
fr:t:ni€IEy most famously-an anthaffirmative action tract, the booli.‘
25. -T ‘ Rodrigegfrfifglie §i’fa[£lI}ssertatzi1on onfclass. At a Sidéwaik care in say; I.-,anci5Co:;-_.t;:;a:f:§:
5; ’ 1 so e s me ow o ten his book is miscatalogued 3 U
1- – – . . – P from
the immigrant working class, Rodriguez says in our interview, the
shzp boy finds himself moving between two antithetical. mates: home and
School. Vxigh Ethe liamily. there is intimacy and emotion. At school. one learnsl
0 we W
H ‘ one y reason Home ltfe IS tn the now, Rodriguez says. school,-_:
E-5 I e extsts on an altogether different plane. calm and reflective, with an
3 – ;;. :,:_:.-It jé. _: toward th e future.
1 7“ ‘°“°“”s“‘*° 5°? *”“”5‘ ‘“”“‘ ‘° d‘5“i‘““e “‘*”‘5e” “Om the family cir~-“.-_-
f;;:;_;-2 co tn order to succeed academically, Rodrtguez tells me. By doing this, he
5 :5 logos his family. There’s a brutality to education, he says, a rough and
n e iscen . ‘ – – . i.
tn ‘ ‘ or “ea fiodrlguffl Says he de5p‘5ed “”5 Parents shabbmess,
t 2 1 “”’.’““..‘;,“’ ‘° W‘ E“g*’5“’ ‘ “W “W they dlm how what I was
i ‘ . :-..==;-:’;:-=;__;;-;;:’;_: eammg. e s3y5- He Fmughr of D. H. Lawrence’s Sons and Lovers, and of
5.f’;=_ Pa“; Morel» [F16 Coal m!ner’s son. Lawrence is a model for Rodriguez in e
way. Rodriguez remembers the scene in which the son w ” ‘3
i . ;’= ‘- . ‘ BECHBS his fathal‘
is . _’ – e?;i:Ss::oolbtoo;ts,hhis rough hands kfingerzng the volumes that are the
para n t e two men. Boo s were establishing a disharmon
between the ciassroom a cl R ci i
t_ M _ I _. and ream” I ff I n o rguezshouse. Preoccopatton wxth language
I I _ _ Sou] t fi fi isdan e eminacy’ not eastiy understood by workers, «gt sears you»
i – _.- ff,” Y ‘°‘°‘F’9 ’~’° talk like YOUF teacher andinot your father.” Rodriguez
I M . : -‘ – says. I m not talking about anything less than the grammar of the heart.”
Myself. i studied in the kitchen near the dishwasher because its white
“OISE: drowned out the television. As long as the wash cycle ran, I could not 3
t , l ‘:’f_ hear Mr. T and the A-Team win the day. idid not begrudge my father his one :.j._”;
s t Indulgence; there ween’: much else that some reiax him. He was not adenxer
ej i ” _ é 31 TV drained away the tumult and hazard of his Columbia day. My own room
H” I ‘ é. _ =;_-_-;_;_:-j__-:._5:§:_’:=;;_:;._:§:;;;.;g‘:3. was too close to the livmg room. My brother’s small room was too crowded for
I . Vi 5 i; both of us to study in. You never went in your parents‘ bedroom without them
7 . M. ” .’ ” “Z-
-I l_ B Richard Rodriguez, Hunger cg” Memory: The Education of Richard Rodriguez (New York:
in H. _ it _ g. antam Books. I985), 46. Rodriguez himself quotes from Richard l-loggart, The Uses of Lt’r-
I _M _ _- tn; -xi; E. :_;f==::: ,2 eracy (London: Chatto and windus, :95?’), chap. to.
3.‘ t _:i?.

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