Life along the Margins
Bibliographic Data
| ID | 4039299 |
|---|---|
| Authors | Frederick White, Frederick H White (0000-0003-3315-683X, corresponding author) |
| Year | 2003 |
| Volume | 27 |
| Issue | 1 |
| Pages | 441-451 |
| Publication date | 2003-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The American Indian Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0095-182X • E-ISSN: 1534-1828 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.1353/aiq.2004.0063 |
| OpenAlex | W2026533518 |
| Language | EN |
| References cited | 1 |
Southern California serves as the location for the incidents described here. An up-and-coming midsize university, noted for its yearly rise in the U.S. News: America's Best Colleges to the top twenty-five universities of its size, locates and contextualizes these experiences along my journey. My encounters reflect transitions from being an undergraduate student, to a graduate student, to part-time faculty, and eventually, to a full-time assistant professor of English. I address all these phases since they all transpired at the same institution; though I briefly include my student status, the bulk of my experiences occur while being a teacher. I attended California Christian University' as a second-semester junior transfer. I was already a nontraditional student not simply because I was a minority but also because I was an older commuter, married, and had a job. I only established a few friendships with the other students, not so much as a result of difference in faith or race but because of age, experience, and time. It seemed the friends I made were also nontraditional, older commuters who were married as well. While I had as least eighteen credits per semester, I spent very little time beyond the classroom on campus due to family and job responsibilities. While in the classroom setting I found myself more acclimated to the professors, and looking back at my experience, I realize that I exemplified many learning style characteristics of Native Americans.2 As a rule, I generally sat quietly throughout the course, rarely saying anything unless I was asked. I seldom offered willing participation in a classroom setting during my courses, but there were occasions I voluntarily spoke to counter the general consensus of the class discussion. I truly preferred discussing my thoughts with the professors face-to-face after class or during their
| Highly cited | No |
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