A Hope in the Unseen

Cedric Jennings, the main character of Ron Suskinds raw A promise in the unseen is an anomaly at B onlyou Senior uplifted School, an inner city public shoal of Washington, D. C. Raised by a iodine mother on a stingy salary from the Department of Agri finish, Cedric is accustomed to on the job(p) hard for alwaysything he receives in invigoration. An honors student and participant of B every(prenominal)ous special skill and math schedule, Cedric dreams of pursuing study as a performer to scat D. C. and chip at pop out a transmit around life for himself. Being a star student in a poorly performing trail t eyelid scorns academic exploit is no easy role to play.Viewing the Minority trigger to Engineering and Science summer program at the Massach physical exercisetts Institute of engine room as an imperative step on his path towards a in the raw life, he is shocked to run across himself drowning in the land and competition around him. Cedric is surprised to expos e solace in return to Ballou. subsequently receiving admission to Brown University, Cedric haves he has in the exterminate proven himself to all of his nay rateers and earned a ticket out of D. C. In his current Brown environment, Cedric struggles to adjust to the intensified transmutation and intelligence surrounding him.Although it takes the majority of his appetiser year, eventually Cedric specifys his own niche at Brown and transforms into a man undecided of caring for his beloved mother. A Hope in the unobserved proffers itself as a lense with which to examine sociological themes. Specifically, learning, complaisant deviation, faith and their respective implications basin be thoroughly analyzed with the pertinent events of Cedrics journey. Living in a credential hostelry uniform the United States, the institution of education holds extensive greatness in m nonpareiltary value of facilitating social shoot forment and earning potential.Cedric observes hi s mother, Barbara, and her inability to climb the head for the hills of society without a reinforced education. Without the lackful enfranchisement she is destined to remain in her low-in get hold bracket, struggling to make ends meet from each angiotensin converting enzyme month. On her five-dollar-an-hour salary, finances ar everlastingly tight. One evening Barbara casually reminds Cedric, I hope you knew to eat big dejeuner today? You do it, its the first workweek with rent and all. (Suskind, 41) Cedric responds in the exclusively steering he outhouse, Yeah, I knew. Got seconds on salad. take in all I could (Suskind, 41).This socialisation of distress withal manifests itself in the school culture at Ballou. Every school possesses a hidden argumentation of study consisting of the implicit attitudes and rules of bearing (Henslin, 507). At Ballou however, this hidden curriculum reinforces beliefs of solidarity effectuate through gangs, street slang, and re pression of aspirations outside of their quick purview. For example, at an inner-city school interchangeable Ballou, teachers take for granted the use of street slang in formal writing with the belief that nifty lecturing depart be gratuitous in their future occupations.This hidden curriculum exhibits itself in Cedrics peer, Delante Coleman. His leadership in wiz of the schools largest gangs, his nature as an established drug dealer, and his smooth Lexus compose Delantes status an archetype status for a large portion of Ballou students. Delante is every bit as operate as Cedric. Its what each does with his vehemence and talents that separates these two into a sort of urban black yin and yang (Suskind, 19). In order to escape absorbing the wild hidden curriculum, Cedric actively works to isolate himself and remain concentrate on his crowning(prenominal) goals. crowd together Henslin delimits the function of education as a system that sorts multitude according to ab ilities and ambitions (Henslin, 505). Barbara raises her son to take get word in his academic abilities and to use them to confirm his ambitions. Ballou High School utilizes a manner hunch forwardn as tracking to supremacy the gates of opportunity. The idea save as m any(prenominal) kids as you corporation by separating out top students early and set the lions share of resources into boosting as numerous of them as achievable to college. block off rough the rest. (Suskind, 8) The impacts of much(prenominal) methods are unyielding lasting and affect job opportunities, in get by, and lifestyle. patch, Cedric is happy enough to be viewed as one of the college-bound, most students simply cannot conjure up the motivation to succeed in the Ballou environment. attention is scanty at best, homework is trim to optional, and teachers rest satisfied so coherent as their students show up to screen out. This encyclopaedism environment renders even the brightest students in capable of competing with the effect pool of college applicants. Cedric is aware of this challenge and concerns whether any amount of work depart be enough to propel him to a new life (Suskind, 9).Ultimately, education and its effects come down to family brookground, as Henslin clearly illustrates. The U. S. education system reproduces social class structure and its racal-ethnic divisions (Henslin, 510). Adults without college degrees, in general, tend to work low- imparting, cul jobs, which further inhibits social movement. With the cost of high(prenominal) education ever on the rise, inner-city students essential work harder still to obtain scholarships if they adjure to process college. Acceptance to college is meaningless for many kids at Ballou without financial aid (Suskind, 124).For Cedrics friend, James Davis, receiving no scholarship notes means the disintegration of his word meaning to Florida A&M, his first choice university. Despite receiving the essential s cholarship to attend Brown, Cedrics achievement is still spited in the association. By those who grapple the reputation or even post of Brown, which is not many, Cedrics decision to attend an ivy League school is viewed as pretentious and a waste of two time and money. When Cedric arrives at Brown, he becomes astutely aware of how diverse his family background is from that of his peers.His roommate, hock Burton, was raised in Massachusetts by two college- improve parents and an older sister who attends Harvard. Additionally, two his parents are doctors. The two boys find themselves at extreme odds in legal injury of common interests and experiences. For Rob, on that point was never any question close whether he would use his quick mind and goodish adroitness to excel. It was assumed in everything that cosseted him (Suskind, 178). Even these expectations alkali in stark contrast to Cedrics experience as a first-generation college student.When Cedric befriends the only other black student in his dorm unit, Chiniqua, he finds they have often in common in terms of their racial identity and its inherent culture. However, she matriculated through a program called planning for Prep in New York and was privately educated from seventh home run onward so as to pave her path to the Ivy League. Chiniqua, who scored an 1100 on her SATs, received geezerhood of counsel both academic and social to attend to with the collision of cultures she ingested each day track fifty blocks of Manhattan (Suskind, 202).Cedric has had no experiences, other than the MITEs program, in the intense process of racial and ethnic mixing characteristic of the university. Intimidated by the impressive SAT scores and credentials of his peers, Cedric elects to take all of his first semester courses as pass/fail. When he returns home for pass break however, he lies to his community claiming to watch over a 4. 0 grade rank average. The intense societal focus on grades has st emmed from grade inflation. As Henslin points out, Theletter grade C used to indicate average, and since much students are average than superior, high school teachers used to split about double as many Cs as As. Now they plant more As than Cs. Students arent smarter grading is just easier (Henslin, 514). This estimable inflation places increased pressure on students to bring home As. discordence or work outing averagely, is no longer acceptable. For so long, Cedric has clung to grades and perfection in school as the one thing he could control. He discovers that in order to stop himself to be educated he must let go of the grades and focus on the learning.Realizing he cannot handle a five-lass course load he resiles, it doesnt olfactory property as bad as he thought, not like a retract so much as a reasonable fallback position. Far different from the swallow-your-pride, lowered bar of the first semesterhe wouldnt accept limits or recruit limits on himself out of some f ear of failure (Suskind, 308). With new, higher expectations in place at Brown, Cedric is able to adapt and perform on the level expected by professors. This demonstrates the sociological principle that students perform better when they are expected to meet higher standards (Henslin, 515).In June, when his final grades arrive, Cedric is filled with pride denotation his A, B, and two Ss, for satisfactory. Full rank and file in the Brown community, won evenhandedly and square (Suskind, 357). From his position in a higher learning community, Cedric can reflect on Ballou and other schools like it. He voices his observations in a final base assignment. How do we lift poorly educated minorities to an equal footing in the schoolroom? How do we do this while reckon that organism singled out for special attention can result in incapacitating doubts about ones abilities? (Suskind, 338). In asking these essential questions, Cedric truly removes himself from his upbringing and its impl ications and aligns himself instead with a community of knowings. throughout the novel, multiple characters grapple with the challenges of conforming to the norms of their society and the omnipresent option of social deviance. Henslin describes deviance as any violation of norms, minor, major, or in between (Henslin, 198). At Georgetown University, situated in Washington, D. C. , intellect is valued and universe a serious student is the norm.However, at Ballou, truancy and apathetic sentiments towards education establish the norms. Norms make social life possible as they render behavior predictable. As exemplified in the comparison between Georgetown and Ballou these expectations differ even within schools of the same district. As one of few serious students, Cedric struggles to find his own niche, literalizing that he simply has no social currency at Ballou (Suskind, 21). Sociologist Robert Merton would describe Cedrics state as anomie, lack feelings of belonging (Henslin, 2 09). An acquaintance of Cedric, Phillip Atkins, also grapples with deviance.Despite possessing the intellectual capacity, Phillip hides his intelligence in school. He struggles to take his true identity. At Ballou he puts on an act as the popular class clown oozing toughness and coolness. However, at home, he is a well-mannered boy whose dreams of tap dancing have been suppress by his father. He had been a grind too at one time, still in an effort to conform to the norms of society, He began a slow but starchy shift in outlook and coming into court to creating an identity He is now a popular member of Ballous mainstreamHes earned himself some hold dear and security (Suskind, 67).While Cedric stands by his own morals and commitment to education, Phillip falls victim to the intense societal pressure to conform. After returning from his MITEs summer program, Cedric toys with the idea of conforming to the mainstream culture at Ballou. On the first day of school he dresses for the part which entails a leather jacket and a hat tilted to one side. Almost at present Cedric is asked to remove his hat, as is the school policy. difficult to play his new role Cedric responds, No way, Dr. Jones, this hat is phat (Suskind, 102).It takes the honest row of his peer, James Davis, to snap Cedric out of this new act. James, the unimaginative popular scholar-athlete, removes Cedrics hat adding, Boy, persist in that hat off. You dont need to be doing all that. Youre hypothetic to be a role model. Youre fine, just the way you are (Suskind, 103). Cedric smiles realizing that he has lacking to hear someone say that since freshman year. In an inner-city school like Cedrics, Edwin Sutherlands term of differential linkup is applicable.As Sutherland excuses, the different assemblages with which we associate give us messages about conformity and devianceThe end result is an imbalance attitudes that tilt us in one direction or another (Henslin, 202). At Ballou, the norm is conformity. Solidarity develops from these conformist communities. In general, society desires conformity. It simplifies classifys when all members are working by the same means to achieve the same cultural goals. By choosing to be a social deviate and pursuing his own goals, Cedric renounces all solidarity.throughout his life, Cedric is perpetually receiving sanctions for his deviant behavior. The disallow sanctions range from creation mocked and beaten up by his peers in school to being spited by adults for acting too good for the community and attention an Ivy League school. Such negative sanctions contribute to social unity. To affirm the groups moral boundaries by weighty deviants fosters a we feeling among the groups members (Henslin, 207). However, positive sanctions do come to Cedric from account characters. His teacher, Mr. Taylor, constantly encourages Cedric and pushes him to pursue his goals.Additionally, Clarence Thomas positively sanctions Cedric by inviting h im to his office to discuss his late enrollment at Brown University and offer guidance. Tired of the countless negative sanctions he receives for pursuing his dreams, Cedric retaliates through his impassioned speech at showtime. He seizes the opportunity to explain how students must learn to fight off Dreambusters galore(postnominal) of us have been called crazy or even laughed at for having big dreamsI will never forget being laughed at for saying I wanted to go to the Ivy League (Suskind, 136-137).In an ultimate act of deviance, Cedric names his naysayers and asserts that he will follow his abnormal dreams, no matter how hard they try to push him down. In times of hardship and strife, it was divinity fudge and worship that allowed Cedric to prevail. His mother instills in Cedric a devotion to immortal and religious services at Scripture Cathedral, to which Barbara and Cedric are devout members. Throughout the constant upheaval the two experience they find solace in beau id eals word and their faith community.In fleshing out the functions of worship, Henslin touches on the need for religion in get it ons of individuals like Barbara and Cedric. He explains, the answers that religion provides about ultimate meaning also sympathiser deal by assuring them that there is a purpose to life, even to torment (Henslin, 525). With the constant worry of how she can pay the bills and feed her son, faith in perfection is Barbaras method of coping and getting from one day to the next. She is willing to give twenty dollars she cannot reach to do without in the perform whirl each week.However, this offering is essential to Barbaras faith. As pastor big preaches in church one week, Faith is taking the last $10 from your checking account and saying, divinity, I give this to you, because I have nothing but faith, I live on faith, and I know in my heart that youll bring it back to me (Suskind, 30). Many religions emphasize that money and real belongings are of no importance to beau ideal and that all money should go to helping those less fortunate. Barbara lives by the dustup of the Gospel even when her checkbook cannot afford her kindness.She thrives on the social solidarity of religion for her it is enough. Having returned to the church herself at around thirty years of age, Barbara consciously decides to raise Cedric with a untouchable grounding in faith. Its faith, all about faith, she decides. If she can just moderate Cedrics faith in theology and in righteousness living intact for a little longer, blessings will come (Suskind, 30). In many instances, it is Cedrics faith that gives him the author to persevere and actualize his dreams. He places his acceptance to Brown in Gods hands praying, God, this is where I want to beI worked so hard.I deserve it. Yes, I believe this is it. This is the place I want to be. Bless me, Lord. Let your will be done. If this is where Im supposed to be, let your will be done (Suskind, 109). This ingathering exemplifies the influence of religion in common life. Believing his life is part of Gods greater plan, Cedric places decision-making reason in Gods hands. Individuals who lead lives grounded in reason would place decision-making power in the hands of Brown admissions officers who undoubtedly analyse all applications.His speech at the graduation ceremony reads like a address itself. Starting by thanking God for give him the strength and courage to be where he is today, Cedric proclaims, THERE IS NOTHING ME AND MY GOD throneT HANDLE (Suskind, 137). This quotation epitomizes Cedrics ultimate confidence in God. He concludes his speech with a quote from the Bible. The lecture of the Bible is crucial to the social solidarity of religion. It creates a culture, made up of language, values, symbols, goals and norms that pious lot can share.Throughout the novel, both Cedric and Barbara reference scriptural passages. The Bible possesses the ability to capture the interwo venness of life and beliefs in God. Henslin touches on this opinion explaining, the shared meanings that come through symbols, rituals, and beliefs amalgamate people into a moral community. slew in a moral community feel a bond with one another. Henslin goes on to address the power of community. Not only does it provide the tooshie for mutual identity but also it establishes norms that govern the behavior of its members.Members either conform or they lose their membership (Henslin 530-531). For Cedric and Barbara, who underframe their identities on religion, no action or possible outcome is worth defying Gods word. They lead their lives by Gods word. Barbaras final words to Cedric after moving him into Brown are, entrust in God, let Him guide you (Suskind, 165). Bishop vast leaves Cedric with the final words Yes, all you find students must ask your questions and get your good gradesBut, never forget never- that the only real answers lie with God (Suskind, 153).As Cedric adap ts to Brown, he finds religion inefficient in providing answers to his many complex questions. Overwhelmed with his schoolwork and social struggles, Cedric makes no endeavour to attend religious services in Providence. When he returns to Scripture Cathedral during wintertime break and is asked whether hes open up another church at school, Cedric responds I just know theres no way I could ever replace Scripture Cathedral (Suskind 263). While his faith remains strong, Cedric falls international from the active practice of his religion.Over thanksgiving, which he spends at his mentor, Dr. Korbs home, Cedric overhears a conversation about religion versus reason. Speaking to a subtile group of people, Dr. Korb remarks The ultimate egotism, more broadly, is a belief in the existence of GodFaith, in a way, is egotism. I know its at the center of Cedrics life, what keeps him going. But ultimately, it cant get him where he needs to behe needs to find his place through reason, not faith (Suskind, 256). Unable to render this Cedric brushes off the comment. However, Dr.Korb touches on a pertinent pass on in society. Henslin explores this secularization of religion and its ability to splinter a group into those who live by reason and those who live by religion. Henslin argues that for individuals who have had less profane success, this shift in focus from spiritual matters to creationly affairs represents a renunciation of the groups fundamental truths, a selling out to the secular world (Henslin, 550). In the scholarly community of Brown, it is repugn to compartmentalize religion and reason and people today so often do.This debate comes to the forefront of the mind for Cedric. The two can certainly exist together, however, it requires some sacrificing on the side of strict religious believers. Cedric speaks to Bishop Long about his conflict explaining, I feel Ive outgrown the church (Suskind, 359). Long tells Cedric that as long as he carries God along for those times when he will need Him, then he can venture out into the world. Despite his questioning, Cedrics faith in God never wanes.Even at the conclusion of the novel though more than anything else, mustering that faith, on cue, is what separated him from his peers and distinguishes him from so many people it these literal advanced(a) times. It has made all the difference (Suskind, 365). narration A Hope in the unseen through a sociological lens allowed me to access the course material and its comportment in daily interactions through Cedrics experiences. I was raised in an affluent, predominantly white community with a strong public school system.As a result, I lack the experience to relate to Cedric and the intense adversity he overcomes. The text acted as both a sociological document, and a novel with adept language and maturation of literary themes. I found this melodic theme immensely helpful in definition the sociological themes and theories applicable to one individuals life in such a wide spectrum of ways. I would exceedingly recommend the use of this novel as an additional sociological perspective for the course next semester.The novel contains countless sociological themes, which allows any individual to draw upon what he or she finds interesting or applaudable of further exploring. I chose to draw on religion although we have not besides covered it in class because I have personal ties to religion and attached with Cedrics religious motivation and condense throughout his journey. As many Georgetown students come from privileged backgrounds and become involved in the D. C. public school system throughout their four-year experience, A Hope in the Unseen is a pertinent text for all sociology students.