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<title>Chapter 1 Question 1</title>
<link>https://www.glacuho.org/forums/posts.aspx?topic=1369550</link>
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<lastBuildDate>Thu, 4 Jun 2026 13:32:58 GMT</lastBuildDate>
<pubDate>Mon, 17 Jul 2017 22:16:40 GMT</pubDate>
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<title>Chapter 1 Question 1</title>
<link>https://www.glacuho.org/forums/posts.aspx?topic=1369550</link>
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<description><![CDATA[<span id="docs-internal-guid-a78cd629-130e-eb87-a0da-e4dffc1fa0ae"><span style="color: #000000; background-color: transparent;">John Jost and others researched economic disparities and concluded that “people who suffer the most from a given state of affairs are paradoxically the least likely to question, challenge, reject, or change it” (p. 6). How is this conclusion generalizable, if at all, to our college students and what role do we play in this, if anything?</span></span>]]></description>
<pubDate>Wed, 5 Jul 2017 15:02:15 GMT</pubDate>
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<link>https://www.glacuho.org/forums/posts.aspx?topic=1369598</link>
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<description><![CDATA[Jost's conclusion struck my core and put into words something I've thought about but have never verbalized. I find his observation applicable to any student who faces adversity in the college setting — those with learning differences and/or ADHD, students of color, LQBTQA+ students, survivors of sexual assault, survivors of hazing and bullying, etc. In my experience, these and other groups can and do face opposition or hurdles that some would attribute to a "system", something that is bigger than them, something that either cannot or will not change, regardless of the actions of others. (Again, this is a generalization.) The role that I feel that we should play is one that helps to disrupt that thought of inability to affect change in any real way. Many of my most meaningful interactions/conversations with students include the question "Why not?". The first time I pose it is often one of many to the same student, encouraging them to see The Matrix for what it is and to recognize their true talents that can help them reshape their world for themselves and, if they choose, others as well. ]]></description>
<pubDate>Wed, 5 Jul 2017 16:51:09 GMT</pubDate>
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<link>https://www.glacuho.org/forums/posts.aspx?topic=1371751</link>
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<description><![CDATA[I believe this statement should serve as a reminder to us of the importance of allies to take notice of issues, let those that suffer know that, as an ally, you've noticed the issue, that you have the desire to assist in bringing about change should your support be desired, but be understanding if the suffering person is not able to question, challenge, reject or change the issue as much as the ally believes they should.  ]]></description>
<pubDate>Fri, 14 Jul 2017 15:04:39 GMT</pubDate>
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<link>https://www.glacuho.org/forums/posts.aspx?topic=1372378</link>
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<description><![CDATA[College students who are struggling (and those working minimum-wage jobs) often have the least amount of time to change the system.  Thinking about what could be better is really a luxury of time that they do not have and if students do not have time to plan out a strategy to change the system, then change will simply not happen.  Their focus and time are spent on surviving, by trying to figure out how to pay day-to-day bills.  <br /><br />Those of us who are not already stuck on a hamster wheel and/or treading water should try to be advocates for our students. <br /><br />A good example is the ACA and the ramifications for our students who have jobs.  In the past, students could work full-time hours during the summers and save up something to spend on college in the fall.  After employers cut back on hiring full-time hours because they do not want to offer health insurance, instead of having one full-time summer job, students now try to balance two or three jobs at 15 to 20 hours each during the summers.  They certainly do not have the time to call their representatives about really anything.    ]]></description>
<pubDate>Mon, 17 Jul 2017 23:16:40 GMT</pubDate>
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