Landscape of Student Lending History
Week 7: Market Analysis
Overview of Competing and Complementary Texts
Questions to guide this section of the proposal:
What books are your primary audience reading, talking about, and
buying?
What books explore the same issues as your book?
How does your book differ or build upon the ideas in these texts?
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Telling student borrowing’s complicated history by
focusing on the people involved has already started to captivate
journalists and audiences in the US and around the world
because
Indentured Student
’s competition has
neglected lending’s history.
Most popular accounts
,
such as
Susan Mettler’s 2014
Degrees of Inequality: How the Politics of Higher Education
Sabotaged the American Dream
, and social-science studies, including Sara Goldrick-Rab’s 2016
Paying the
Price: College Costs, Financial Aid, and the Betrayal of the American Dream
,
start in the 1990s.
A few political scientists and economists have
charted how this financial industry has rapidly grown since the
1980s, when the for-profit, online degree programs that depend on student financial aid mushroomed in size.
Historians have studied
federal education policy and American higher education’s past
more fully but
their books,
including
all of noted expert Roger Geiger’s work as well as Christopher Loss’s 2012
Between Citizens and the
State: The Politics of American Higher Education in the Twentieth Century,
have rarely been written for popular
audiences.
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Histories of American higher education have also tended to
look more at how individual legislation
(such as the GI Bill, National Defense Education Act, or Higher Education Act) were passed
but not
linked those laws to the loan industry or student debt
.
That scholarship includes
Mettler’s 2005
Soldiers to Citizens: The G.I. Bill and the Making of the Great Generation
, Wayne Urban’s 2010
More Than Science and Sputnik: The National Defense Education Act of 1958
, and Hugh Davis
Graham’s 1984
The Uncertain Triumph: Federal Education Policy in the Kennedy and Johnson
Years
.
Only a few books, notably
Lawrence Gladieux and Thomas Wolanin’s 1976
Congress and
the Colleges: The National Politics of Higher Education
,
have considered how
these laws have
been amended or reauthorized and
what those changes have meant
for Americans trying to afford
college today.
As such, there is both a need and a market
for a history of student lending that
places an emphasis on the many people involved in and affected by this industry.
Let’s draft this!
1.
What books represent the critical landscape, broadly speaking? (List them, no
other writing required.)
2.
Look over your list. Do you see subgroupings in this list? Which books go
together? What do those groupings represent? (Circle, label, relist)
3.
How do these books/groupings of books represent the conversation you are
entering? What does each of them offer?
4.
Explain
your
intervention in each of these groupings.
Remaining time is for beginning to turn these
lists and free writes into paragraphs.
Elizabeth Tandy Shermer's proposal delves into the complex history of student borrowing, comparing it with popular accounts like "Degrees of Inequality" by Susan Mettler and "Paying the Price" by Sara Goldrick-Rab. It highlights the need for a comprehensive history of student lending that emphasizes the impact on individuals affected by the industry, bridging gaps in existing literature.
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Presentation Transcript
Week 7: Market Analysis Overview of Competing and Complementary Texts
Questions to guide this section of the proposal: What books are your primary audience reading, talking about, and buying? What books explore the same issues as your book? How does your book differ or build upon the ideas in these texts? NO EDITORIALIZING
From Elizabeth Tandy Shermers proposal for Indentured Students: Federal Financial Aid and the Birth of the Student Loan Industry Telling student borrowing s complicated history by focusing on the people involved has already started to captivate journalists and audiences in the US and around the world because Indentured Student s competition has neglected lending s history. Most popular accounts, such as Susan Mettler s 2014 Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream, and social-science studies, including Sara Goldrick-Rab s 2016 Paying the Price: College Costs, Financial Aid, and the Betrayal of the American Dream, start in the 1990s. A few political scientists and economists have charted how this financial industry has rapidly grown since the 1980s, when the for-profit, online degree programs that depend on student financial aid mushroomed in size. Historians have studied federal education policy and American higher education s past more fully but their books, including all of noted expert Roger Geiger s work as well as Christopher Loss s 2012 Between Citizens and the State: The Politics of American Higher Education in the Twentieth Century, have rarely been written for popular audiences.
Histories of American higher education have also tended to look more at how individual legislation (such as the GI Bill, National Defense Education Act, or Higher Education Act) were passed but not linked those laws to the loan industry or student debt. That scholarship includes Mettler s 2005 Soldiers to Citizens: The G.I. Bill and the Making of the Great Generation, Wayne Urban s 2010 More Than Science and Sputnik: The National Defense Education Act of 1958, and Hugh Davis Graham s 1984 The Uncertain Triumph: Federal Education Policy in the Kennedy and Johnson Years. Only a few books, notably Lawrence Gladieux and Thomas Wolanin s 1976 Congress and the Colleges: The National Politics of Higher Education, have considered how these laws have been amended or reauthorized and what those changes have meant for Americans trying to afford college today. As such, there is both a need and a market for a history of student lending that places an emphasis on the many people involved in and affected by this industry.
Lets draft this! 1. What books represent the critical landscape, broadly speaking? (List them, no other writing required.) 2. Look over your list. Do you see subgroupings in this list? Which books go together? What do those groupings represent? (Circle, label, relist) 3. How do these books/groupings of books represent the conversation you are entering? What does each of them offer? 4. Explain your intervention in each of these groupings.
Remaining time is for beginning to turn these lists and free writes into paragraphs.
