The Disease which Name Is Senioritis - Research Paper Example

SENIORITIS Introduction “Avoid Senioritis!” says Kaplan, lending drama to what eventually turns out to be a figurative disease humorously contrived to describe a phenomenon of young adulthood. Kaplan goes on to describe the malady “(seen-yoor-i-tiss)” as the “quality of state of being totally uninterested in the academic portion of high school, usually suffered by graduating seniors. It’s the desire to goof off in class, spend hours on MySpace, and/or create a masterful plot to kidnap the opposing football team’s mascot at the expense of studying for finals.” (111). Spohn calls senioritis a “disease” attributed by teachers to high school seniors. “The symptoms are general malaise, lack of caring, resistance to authority figures, and a sense of one’s own impending freedom” (Spohn 22). A good parallel that may be drawn compares senioritis and the last two weeks are work after one has been given his walking papers – the “senior” takes risks and liberties that he otherwise would not. There is a general feeling of invulnerability, since with the time remaining, it would be more trouble for the authorities to kick the individual out than to just let his time naturally “expire”. (“After all, what are they going to do, fire you?” – Spohn 22). Even casual bloggers offer up other symptoms: laziness, an over-excessive wearing of track pants, old athletic shirts, sweatpants, athletic shorts, and sweatshirts. It is further aggravated by a lack of studying, repeated absences, and a generally devil-may-care attitude. One may think that the humorously coined “senioritis” is a recently invented word referring to a newly recognized phenomenon. Not so. In a medical journal dated 1943, the following analysis (as in a disease) was written: “Just as appendicitis is an inflammation of the appendix, so too is senioritis an inflammation of the senior. This inexplicable malady causes a swelling of the organs and bones in high school seniors, sending blood pressures so high that many of these students burst in the halls and classrooms as though they’d swallowed a grenade. A dirty Japanese grenade.” (Writers of CollegeHumor.com, 21) Of course, Japanese are not longer referred to as “dirty” the way they understandably were – by the Americans – anytime during the pendency of World War II, but still senioritis thrives on! Causes of senioritis The cause of this “illness” is traceable to a high school senior’s impending entry into college. Senioritis usually sets in after the student has received his letter of acceptance for college, although high school is still not completely over. The senior, who used to keep everything in tow during his early years because of the fear of being terminated from school, suddenly finds out that if this happened now, it would not matter, because he had already gained entrance to his next school, which just happened to be college. There is a feeling of being untouchable, of being immune from the consequences of however he may behave for the rest of his stay in high school. He feels not unlike Superman. Or Wonder Woman, depending upon one’s gender identification. The allusion to Superman (or Wonder Woman, for that matter) is more than just an imaginary transformation in the minds of students. Parents of graduating seniors usually notice a greater degree of freedom among their children, such as more comings and goings between classes, multiple free periods, and other such liberties that give the impression that it is part of the preparation for college life. This just is not true, according to Spohn (26). Emotional independence and general life skills just aren’t primarily taught in school, and the bad study habits high school students pick up will work to his great disadvantage in college Despite the general levity with which senioritis is treated in books and blog sites, it is surprising to find that serious study has been devoted to this topic by educators in the professional and academic journals. Senioritis apparently involves a real psychological reaction among high school seniors. Chmelynski traces senioritis to some subconscious changes the seniors undergo, central of which is the fear of facing changes and impending losses. Much as in the case of a midlife crisis, there is the confusion of transition through the stages of life – in this case, from childhood to adulthood. While there is the exhilaration of finally finishing high school, there is also the recognition that life after high school will not be the same, and they will be counted upon to shoulder more responsibilities for themselves. The symptoms of irritability, irresponsibility, and general lack of enthusiasm for school work are all indicative of this confusion, which will probably not see resolution until the student has adjusted to the new phase of his life and derived new directions in his college studies (74). Dreis and Rehage agree that the seniors are in the grip of a transition, but see it rather as a need for the students to stretch their wings. In their view, seniors are: In a period of transition marked by dynamism which they are eager to test; Presumably the most capable and knowledgeable students on campus; In need of new experiences that test their capabilities; Ready to apply the theories they have learned in the real world; and Eager to have a voice and exercise their discretion as new adults (35). Addressing the problem institutionally In the meantime, high school administrators have the present seniors to deal with. Hoover writes in the Chronicle of Higher Education, describes it as a real vexation among high school teachers, which will only tend to worsen as the competition for spaces intensifies in the admissions process. Increasingly early decision dates speed the onset of senioritis, according to guidance counsellors. Not long after the release and receipt of acceptance letters, there is a noticeable rise in absences, skipped assignments, and general torpor, prompting a national panel of education officials to declare in a recent report that the senior year is “a lost opportunity” (Hoover 1). There are numerous reasons to avoid senioritis, none of which are a joke. It appears that not only high school educators, but college admissions deans as well, regard this as a growing concern. Students who strive less during their senior high school year have a greater tendency to struggle in their academics as college freshmen (Hoover, 1) The “senioritic” senior should not count his high school down and out yet where enforcement of discipline is concerned. Many colleges, though they have already sent out acceptance letters to incoming students, still condition acceptance on the applicant’s GPA. (And the teacher should not be thought to be too tolerant toward the graduating senior’s antics either, as many teachers do resent that the student-just-turned-18 is effectively out of their control.) Just one irritated teacher could give a low enough grade to pull GPA down, If the senioritis stunt causes the applicant’s grades to drop, the university may still opt to refuse him or her entrance (Kaplan 111; Spohn 23). Students are not aware of this. For instance, Hoover recounts the case of high school stellar senior Becky Davis, who received in the fall of 2000 an early acceptance from the University of Virginia. Davis was president of her school’s National Honor Society chapter, vice president of the senior class, after-school volunteer, and a host of other extracurricular roles. After acceptance, she poured her energy and attention into non-academic work, giving less effort to her class work. It was more of a subconscious process, according to her, because after admission high school appeared to have been a done deal; after all, the aim in striving through high school is to get admitted to college. It therefore came as a shock when Davis received a letter from the University of Virginia asking her to explain the sudden drop in her first semester grades. Davis explained that she was occupied with her other responsibilities. At the end of spring semester, however, she received another letter from the University when her grades failed to improve. It contained a warning that her admission offer was in jeopardy, to which she sent a reply that was similar to the first. She and her parents count themselves lucky that her admission was not reconsidered, and she eventually got admitted to university. In an interview with the associate dean of admission at the University of Virginia, Marianne Kosiewicz, such letters as that sent Becky Davis were not intended as threats, but as reminders for students to keep up their academic performance. Unfortunately, seldom do high school seniors take the letter seriously, because of the perception that processing applications and sending notices of admission entails too much effort and expense for universities to easily rescind. Statistically, they are correct. Only in the most extreme cases of senioritis result in the withdrawal of admission offers. In a pool of about 3,000 admissions, despite the prevalence of the problem, only 80 get warning letters, and no more than three (0.1%) are rescinded. Universities are taking greater cognizance of the cost to them, however, of the poor retention rates in admitting students with serious cases of the senior slump. Some of them, such as the Illinois State University, have revised their policy, firmed up their admissions screening process, and have doubled their rates of rescission as a result. Through this it is hoped that the message is sent out to the next batches of applicants, so that there would be no need for future such withdrawals of acceptance (Hoover 1). The problem has reached such a degree as to be given institutional attention. In June 2000, several philanthropic foundations joined the U.S. Department of Education in establishing the National Commission on the High School Senior Year. The purpose of the commission was to examine students’ experiences in order to explore and recommend steps towards addressing them. The first report, released in 2001, was entitled “The Lost Opportunity of Senior Year: Finding a Better Way”. The report detailed the commission’s finding that for a large number of students, senior year was considered “party-time rather than a time to prepare for one of their most important life transitions…Many students reported ‘ditching’ senior classes because the atmosphere encouraged them to consider senior year a farewell tour of adolescence and school.” The report further mentioned, surprisingly, that senioritis was most pronounced among the “best and the brightest”. Apparently, like Becky Davis, the most perceptive and savvy students understand that it is what they do in the junior year that determines which college they will be attending. In light of this first report, the second report, “Raising Our Sights: No High School Senior Left Behind”, the commission recommended that the senior year curricula be redefined, and for more projects to be given to students in order to prepare them from college-level work (Hoover 1). In line with this rationale, more than 60 high schools in the United States have innovated their programs according to what is dubbed the Woodlands Individualized Senior Experience. This is an experiential-learning model first conceptualized at Woodlands High School, Hartsdale, N.Y. back in the seventies. The programs required high school seniors, mentored by teachers and administrators, to undertake internships, or design and implement cultural, artistic, or performance-based projects. The students are required to record their experiences through journals, discuss their findings in groups, and periodically confer with their mentors as a means of reflecting on their learning experience. When the semester ends, the journals are submitted and evaluated, and the students are required to deliver an oral presentation before a panel of students, teachers, and community members. Variations to the program have developed, such as the one in New York’s Scarsdale High School, where students are required to complete a “Senior Option” project for their final semester. This entails the suspension or cancellation of regular courses, in lieu of which the students spend six weeks working on their project. (Hoover 1). In another bid to minimize senioritis, New Trier High School in Winetka, IL adopted four initiatives: these are student-directed learning, interaction with adults, education beyond the classroom, and service-learning (Dreis & Rehage 35). Meeting the problem from a personal level . There are various ways for senioritis to be avoided. Kaplan (111) inspired the following list of ways to avoid senioritis. Take challenging classes so as to be better prepared for college-level coursework. Get involved (if you are not already) in school and community service activities. Consider applying for an internship to allow you to explore a possible career track. Start making plans and doing your packing for college. Read. Some classic literature will be likely required in college freshman year. A good idea would be to review (or read the first time around, if you skipped the first assignment) those classics you should have read in high school, since the prof will likely expect you to already know it. Do NOT designate Friday (or any day of the school week, for that matter) as senior cut day. Besides, it might develop into a habit that is difficult to break in college. Don’t slack off on homework and studying, no matter how tempting it may be. Just the same, don’t forget to enjoy the time you have left in the company of your friends and teachers. You won’t be in high school much longer, and after graduation, even if you come visit the old school, things will never feel the same again. While there is much that students and their parents can do in their personal capacities, there is nevertheless the need to address the problem via a system-wide approach. “Teachers everywhere are lobbying for a three-year high school program that has junior leaving straight to college, bypassing their senior year…” according to the earlier-mentioned 1943 Medical Journal (Writers of CollegeHumour,com 21). While the suggestion was offered in jest, it was nevertheless proposed as a matter for serious consideration by a state senator from Utah. Thinking this move will save money for his state, the distinguished gentleman from Utah suggested that the senior year was not truly necessary, and that it could be made optional without serious damage done. Gewertz gives a salient observation: cancelling senior year in the present four-year program only turns the present junior year into the new senior year, and the whole problem occurs just the same, only a year earlier – not really a solution to senioritis. Another solution is proposed as an “antidote” involving a cross-age solution to senioritis. Targetting senior students whose career paths would particularly include education, Conrad thought of a project that would entail high school seniors mentoring or tutoring elementary school students through those lessons they regard with difficulty, or to undertake a common project together. Dubbed “collaborative learning”, the project provided opportunities for the older students to work together and think more deeply in the course of helping students much younger than themselves with their own insights. Besides, there is a stronger communicative link between young people (71). In the implementation of the project, a senior was grouped with at least one fourth grader and one second grader. All the groups were supervised by two teachers. The project selected for the first try was the production of a picture book that would include format, layout, art, plot, audience, language, and colors. At the start of the project, there was a thorough discussion with the seniors of the projects goals and objectives, and their role in particular. They performed more as editors and publishers, allowing for the younger members in the group to assume the role of writers and artists. The supervisory nature and the position of responsibility given to the seniors helped them imbibe their new role as more mature members of society, and thereby more easily assume their new adulthood (Conrad 73). A similar initiative was undertaken by Williams, an English teacher who thought up a novel approach to challenge her students and allow them to exercise their judgment. Taking a list of “banned” books which actually exemplified literary excellence, complexity, and critically relevant to her students’ lives and experience – and classified as “unsuitable” for youthful minds (e.g. To Kill a Mockingbird, The Adventures of Huckleberry Finn, Ordinary People, Catcher in the Rye, and the Chocolate War). The students are then asked to create a socio-economic profile of the characteristics and attitudes, and to apply their discretion on the issue of censorship (67). Needless to say, the class did not exhibit the usual symptoms of senioritis. Conclusion Dreis and Rehage viewed senioritis is an external manifestation of the need to meet a dynamic transition that is biologically programmed into people (35). The discontent with the usual high school activities is actually a manifestation of the need to grow and advance by seeking new challenges. If offered a challenging program or innovative outlets that meet these needs, there is little doubt that the symptoms of senioritis will eventually abate. Bibliography Chmelynski, Carol. “Save Senioritis with Serious Senior Studies.” Education Digest: Essential Readings Condensed for Quick Review, Jan. 2004, vol. 69 no. 5 p33-37 (EJ740345) Conrad, Jennifer Richardson. “A Cross-Age Antidote for Senioritis.” The English Journal. July 2005, Vol. 94, no. 6, pp. 69-74 Dreis, Janice & Larry Rehage. “Recasting the Senior Year.” Education Digest, Oct 2008, Vol. 74 Issue 2, p34-38 Gewertz, Catherine. “Senioritis.” Education Week, 02774232, 2/24/2010, vol. 29, issue 2 Hoover, Eric. “Fighting ‘Senioritis’.” Chronicle of Higher Education. 00095982, vol. 49, issue 42, 6/27/2003. 6 December 2010. http://ehis.ebscohost.com/ehost/detail?vid=7&hid=6&sid=8597b82a-9f2d-44a1-abe7-d3431086fbcb%40sessionmgr104&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=s8h&AN=10174376 Kaplan, From Here to Freshman Year: Tips, Timetables, and To Dos that Get You Into College. New York, NY: Kaplan Publishing, 2008 Spohn, Mary What to Expect When Your Child Leaves for College: A Complete Guide for Parents Only. Ocala, Florida: Atlantic Publishing Group, Inc., 2008 Urbandictionary.com Senioritis. 8 June 2005. 6 December 2010. http://www.urbandictionary.com/define.php?term=senioritis Williams, Carol A. “Studying Challenged Novels: Or, How I Beat Senioritis.” The English Journal. Nov. 1988, Vol. 77, no. 7, pp. 66-68 Writers of CollegeHumor.com. The CollegeHumor Guide to College: Selling Kidneys for Beer Money, Sleeping with Your Professors, Majoring in Communications, and Other Really Good Ideas. London, England: Dutton, 2007. Read More