Stark Voices Spring 2016

Volume 1 / Edition 1

March 2016

CONTENTS 1........ About Stark Voices

Letter of Thanks 2........ Letter to the Editor 3-4..... Article Introductions 5-8..... Feature Article 8-23... Articles 24...... Instructor Acknowledgment 25...... Staff and Contributors

FEATURE ARTICLE

“Social Media’s Effects on Journalism in the United States”

by Audrey Tasseff

STARK VOICES ABOUT STARK VOICES Stark Voices is committed to recognizing Stark State students’ excellence while facilitating an academic conversation highlighting diverse perspectives, critical insights, and thoughtful reflection through publication of student work.

In order to ensure that the publication holds to the academic standards of excellence, submission of work is accepted only through an instructor with the consent of the student. Materials must be non-fiction and comply with general requirements which include clear focus, substantive content, unique voice, accurate citations, included references (as applicable), and a minimal need for editing.

Stark Voices is overseen by a committee of professors within the English and Modern Languages Department. Technical Communication majors, in their last semester before graduation, are required to hold an internship position within the committee and oversee the publication process, holding all executive titles and responsibilities. As such, Stark Voices is a student run-publication that incorporates a culmination of learned processes that include all aspects of publication, such as interviewing, customer service, editing, layout and design elements, and collaborative efforts between faculty and the student body.

Stark Voices encourages all students with an interest in communication, publication, writing, and graphic design to consider joining the committee and assisting in the recognition of fellow students. Faculty who encounter high-quality student writing and wish to foster academic achievement and advance student success can submit student essays for publication consideration throughout the academic year.

DISCLAIMER: The content of this publication represents the academic exploration of individual students. The perspectives expressed are not representative of the official positions of Stark State College.

A LETTER OF THANKS We would like to express our deepest gratitude to our advisors, committee members and all the students and instructors who assisted with making this publication possible. A special thank you to our Stark Voices advisors, Elizabeth Modarelli and Nicole Herrera, and committee members Duane Dodson and Robert Berens, who allowed us the creative freedom to express our ideas and supported our pursuit for publication success. Your guidance and unwavering assistance and support were paramount to our growth in academic leadership through this process. Finally, we would like to extend a huge thank you to the multimedia/graphic arts students who collaborated with us to bring the publication to fruition. We thank you all for your support, collaboration, and efforts.

Technical Communications Interns,

Lisa J. Keatley Lisa J. Keatley 1

Leona Romich Leona Romich

Vol. 1 - Ed. 1

STARK VOICES LETTER FROM THE EDITOR Welcome to the new Stark Voices!

It has been an honor and a privilege to work alongside the faculty, fellow intern, and student body in creating this collaborative publication. As we ventured into the process of transforming Stark Voices from a general college newspaper to an academic journal of non-fiction works, we placed upon our shoulders the highest of standards to ensure a quality product for our readers. By joining our efforts with graphic and visual design students, we feel that the publication has exceeded our own expectations in layout and content, and we hope you’ll agree.

This first edition of the new Stark Voices offers readers a look at various topics through personal narratives and research. Each essay was written by current Stark State College students and offers readers an opportunity to explore new ideas, discover new concepts, and redefine how they think and what they know about their fellow classmates and environment in general.

We intend to diversify the publication by offering a variety of topics from one issue to the next. Topics in the current issue focus on substance abuse, diversity, social media’s place in journalism, financial literacy, and the economics of a college education.

We ask each reader to please bear in mind that all content in this publication is non-fiction. As such, many essays are narratives from fellow students who chose to share their personal experiences in an effort to bring into light the challenges that individuals face within their lives and to hopefully encourage a broader understanding of topics and life choices.

We are thrilled to be able to bring the quality work of student voices to the reader and celebrate in their success. Congratulations to all of our authors, and we look forward to sharing the voices of students in future issues.

Thank you for your support of Stark Voices.

Sincerely,

Lisa J. Keatley Lisa J. Keatley Editor

March 2016

2

STARK VOICES

ARTICLE SYNOPSES SOCIAL MEDIA’S EFFECTS ON JOURNALISM IN THE UNITED STATES PG. 5

BY AUDREY TASSEFF

“Social media websites have become extremely popular and are a fast-growing way to access news stories.” Author Audrey Tasseff explores the challenges faced by journalists and traditional news businesses as they adapt to our society’s increased dependence on social media for instant news coverage. Weighing the value of more traditional journalistic practices against social media, Ms. Tasseff invites readers to consider both sides in the long-term effects on accurate news coverage.

INSTRUCTOR: Robert Berens

LANGUAGE BARRIER

BY JASMIN HARRIS

PG. 9

Does the way you speak define you? This question is further explored by author Jasmin Harris in an attempt to understand the effects of cultural diversity and acceptance through speech. Having changed her style of speaking to fit in with peers as a teenager, Ms. Harris shares how the effects caused an internal struggle to define her own cultural identity. In doing so, she discovers that the way people speak elicits both positive and negative cultural biases.

INSTRUCTOR: Elizabeth Modarelli

WHO’S GOING TO SAVE YOUR SOUL?

BY JAMIE GOODWIN

PG. 11

In his narrative, Author Jamie Goodwin analyzes arguments that justify the practice of Christian proselytization in the form of door-to-door missionary work. Pulling from his own knowledge and experience of the Christian faith, and religion in general, Mr. Goodwin offers his personal expression on the reasons he believes these practices to be unacceptable while acknowleding the point of view of Christians who rely on this type of witnessing.

INSTRUCTOR: Nicholas Kincaid

I AM NOT WHO YOU THINK

BY CHRISTOPHER A. RUSSELL, SR.

PG. 12

While Americans will encounter some level of bias during their lives, many will never grasp the effects of long-term stereotyping over an individual’s lifetime. Author Christopher A. Russell, Sr., an African-American male, shares his private experiences of the false assumptions made about him through stereotyping, as well as the impact it has had on his life. Mr. Russell’s personal narrative offers readers a factual view of how stereotyping and bias do not define an individual.

INSTRUCTOR: Elizabeth Modarelli

3

Vol. 1 - Ed. 1

AN INVESTMENT IN KNOWLEDGE PAYS THE BEST INTEREST

BY BRITTNEY WEST

PG. 14

A college education can open many doors to career and financial success, but only if students take a proactive approach from the beginning. Author Brittney West offers a deeper look into the overall statistics and possible advantages and disadvantages of a college education. Ms. West’s essay acknowledges the aspects that careful planning requires when considering college and offers students poignant questions to consider when determining if college is the right choice for them.

INSTRUCTOR: Nicole Herrera

OUR SPOT

BY KAYLEIGH TAYLOR

PG. 16

In her moving narrative, author Kayleigh Taylor exposes the heartfelt trials of finding true love only to have it dissolve away at the bottom of a glass. Ms. Taylor describes the helplessness of watching her loved one succumb to the dark depths of alcoholism and recounts the difficult choice she had to make between keeping her family together and striking out on her own with her children.

INSTRUCTOR: Elizabeth Modarelli

IN THE BLINK OF AN EYE

BY JENA SCHMELTZER

PG. 17

For those battling addiction, reaching out for help is the first step in recovery. But what happens when the resources offered are limited? In this real-life account of author Jena Schmeltzer’s struggle to overcome addiction, she discovers the facets of bureaucracy that literally leave those in need waiting for treatment. As she delves deeper into the realm of detox facilities, Ms. Schmeltzer uncovers the highs and lows of treatment centers and their ability to assist those in need.

INSTRUCTOR: Nicole Herrera

SILENCING STIGMAS FOR THE SILENT SUFFERERS

BY ARIANA N. BARRETT

PG. 20

Author Ariana N. Barrett dives into the world of heroin and opiate addiction, bringing to light the plight of the children of addicts. Growing up in an environment of addiction, the children are heart-wrenchingly portrayed as the “silent sufferers” who must endure the stigmas and consequences of “living in the wasteland” of their parents’ addiction. Ms. Barrett employs concrete data and also draws upon reallife accounts of adults whose lives were negatively affected as children of addicts, leaving physical and emotional damage which they continue to carry.

INSTRUCTOR: Nicole Herrera

FINANCIAL LITERACY IN THE UNITED STATES

BY KATHRYN BLACK

PG. 22

This essay offers an in-depth look, through the eyes of the author, at the inadequate financial literacy training available to young children and high school-aged students in preparation for independent life. Author Kathryn Black offers personal insight into her experiences with financial literacy training and includes research and data to demonstrate how a lack of this important working knowledge can have a negative long-term impact on individual financial success.

INSTRUCTOR: Nicole Herrera

March 2016

4

STARK VOICES

Social Media’s Effects on Journalism in the United States

By Audrey Tasseff Introduction: Background and Opening Statements

F

rom the first printing press purchased for the Massachusetts Colony’snewcollege(Harvard)in1638 to the controversial newspaper published

by Benjamin Franklin in the early 1700s, journalism is deeply rooted in the history of the United States of America.

The concept of freedom of the press is so important to the foundation of the country that it is outlined in an amendment to the Constitution. Journalists gather, process, and communicate current events.

In the past, people had to purchase their newspapers in order to read them.

As time went on, network news channels started providing live news streams to anyone who paid for a cable subscription. Eventually, digital computers became commonplace, and newspapers became available online. “When the Tribune Company of Chicago announced it would offer a service on

AOL in the early 1990s, it was the start of a new movement...by the end of 1995, some 330 US newspapers had some type of online service” (Kawamoto, 2003). In the next fifteen years, “social networking” websites began to develop, such as Friendster, MySpace, LinkedIn, Facebook and Twitter. One of the most discussed and shared topics on these websites are news stories. This is drastically changing journalism. The news business must wholly invest in the internet with publishing, sourcing, and advertising in order to successfully outlive this cultural shift.

How websites like Facebook and Twitter work with sharing and posting news Daily news cycles have aspects that are of interest to all kinds of people. From sports to education to politics to health, news stories are a popular discussion on

5

these websites. Being entrepreneurially minded, the creators of social networks have caught onto this fact and have created ways to view and share these stories even more easily. Created in 2006, Twitter is a micro-blog service that allows users to post short 140 character messages called “tweets.” A main part of Twitter is an algorithm that identifies popularly discussed subjects on the site, labelling and highlighting “trending topics” which are typically about current news stories. This includes eyewitness accounts, users’ opinions, and most often, links to full articles from various sources. “The evening the death of Osama Bin Laden was announced: Twitter was tracking 12.4 million tweets per hour (4,000 per second) on the topic. A very large portion of these tweets were pointing back to traditional media sources.

Twitter was amplifying the spread of news” (Knight Digital Media Center 2014). It allows users to quickly grasp what is happening and provides convenient avenues to find out more. Twitter moves at a fast pace; the trending topics change by the minute and are often responsible for alerting journalists to breaking events: “TBD [a local news website in the D.C. area] used Twitter and Foursquare in late 2010 to get eyewitness accounts of a hostage situation in Washington, D.C., and then began curating those tweets as part of the reporting process” (Knight Digital Media Center 2014). Facebook, which was founded in 2004, focuses on connecting with friends and posting status updates, photos, and videos for other users to see. It is another major social network to catch on to marketing opportunities by incorporating features similar to the “trending topics” used by Twitter on their website, solely about the news. This has been successful, as sharing news stories and opinions marries well with the

collective nature of Facebook. Now when one logs on to his account, there is a prominent portion of the screen dedicated to listing news headlines that are experiencing high internet traffic.

With more than 800 million active [Facebook] users sharing over 25 billion web articles each month, the relationship between social media and news consumption must now be considered to be a fundamental part of our media environment...because these websites display content from different news providers in a single location, users no longer need to select a news source; instead they select the story itself. This represents a fundamental break from past modes of news consumption wherein people habituated themselves to a trusted source (Messing, Westwood, 2012).

Robert Kaiser, who received his master’s from The London School of Economics and Political Science and spent fifty years reporting and editing at the Washington Post, wrote a research essay about the emerging dominance of technology and how it is affecting the news business. He stressed the importance of the rapid growth of news consumption through social media, reporting “one alarming set of statistics: Americans spend about 5 percent of the time they devote to media of all kinds to magazines and newspapers” (Kaiser 2014).

At the same time, major news businesses are catching on to the clear fact that, in some form, the internet is now society’s go to place for the news. “Today these sharing services are deeply integrated into most major news websites—endorsing a story on social networking sites like Facebook, LinkedIn, and/or Twitter is now as simple as clicking a prominently displayed icon accompanying a news story” (Messing, Westwood, 2012).

This is what happens in the

Vol. 1 - Ed. 1

STARK VOICES capitalistic business nature of the United States: Change happens, and businesses must go where the people are to stay profitable. The market is moving. But, as with an market shift, there are consequences.

Social media helps journalists source stories Social media gives users the ability to publish updates on momentous news events they are an eyewitness to, which is problematic. At face value, this is extremely helpful for journalists when doing their jobs. First, they are alerted to new stories in real time, and then they get a rich and diversified flow of |information from “on the ground” witnesses.

Professors with doctorates from the Universities of Texas and Ohio conducted several polls to ascertain how much journalists are using social media to do their jobs, and the results were that:, Over 90% of journalists responded that their reliance on social media, like Twitter, has increased, and that social media serve as a reliable tool for sourcing stories. Even the New York Times and Washington Post published 10% of stories with Twitter as the only source, despite the journalistic golden rule regarding “multiple sources.” The fact that almost all media entities have multiple Twitter accounts, and some organizations have created a dedicated team to handle the new platform, illustrates its potential (Soo Jung, M., & Hadley, P.2014).

However, while this is developing into a constructive benefit of a transition from traditional journalism practices into the digital media age, there are matters of concern with the ramifications of the “everyday citizen” becoming his own reporter. There is the aspect of the tendency for individuals to cry wolf and speculate wildly when things happen.

Now that their voices may be used in news broadcasts, there are more people seeking their fifteen minutes of fame or spreading rumors for personal enjoyment.

The bombing at the Boston marathon is a prime example of social media reporting incorrectly, when the search

March 2016

for the identity of the suspect was at its peak: If speed is the currency of the modern information era, misinformation is the increasingly high cost. The public Facebook page called “Binders Full of Women” (with 319,000 followers) apologized for posting Boston police scanner chatter that erroneously identified a missing Brown Undergrad as a suspect in this week’s Boston Marathon bombings. Michael Skolnik of the news blog Global Grind also apologized on Twitter for publishing the name overheard from scanner chatter, which was also tweeted by many, many others. And Reddit moderators were apologizing for kicking off the whole domino chain after their commenter community initially targeted a young student as a possible suspect” (Wood 2013).

As one may imagine, being falsely accused of a massive crime is not a pleasant situation to be in. If the longstanding public respect and appreciation for the integrity of the field of journalism is to be upheld in this digital age, every journalist must present the news with accuracy. This is a necessary adjustment that many people might not have initially considered. The Pew Research Center examined the emergence of this information-heavy culture ten years ago and wrote with gravity about how essential it is for reporters to maintain public trust: Instead of gatekeepers, journalists now become referees. Acknowledging that our potential audience is flooded with unlimited information and no way of discerning what is of value, what is true, and what is propaganda, we must construct our work to offer them the referee’s advice: This information has been checked and verified; this information has been found to be untrue; this is self-interested propaganda; this is being reported but we have yet to be able to verify the information. Such painstaking verification is vital in an information environment richer than the world has ever seen.

(Pew Research Center, 2005).

This has always been a basic part of the job of being a reporter, but the pressure of dependable accuracy is increasingly vital as “real time” news availability increases.

The possibility of misinformation, or simply uncensored news, could be devastating to certain people in a time of crisis, such as the family and friends of loved ones involved in the recent plane disappearances.

To those who do not think to confirm with multiple sources, if a great number of people are saying it on the internet, it must be true.

This causes a great deal of unnecessary and unhelpful stress for people who use the internet as their only source for accounts of what is happening. Three professors with Rutgers University School of Communication and Information created a research project to evaluate how professional social media editors are handling social media as information sourcing. They noted that “Overwhelmingly, the journalists were concerned with the issue of verification, either of content or of sources. Several participants mentioned that their role included debunking or confirming social media rumors, as well as assessing the credibility of sources” (Diakopoulos, De Choudhury, & Naaman, 2012). This is an added responsibility to reporters’ workloads, especially as things must now be reported in “real time.”

“Before a reporter could take all day to talk to sources, get background information, consider the implications of the new developments, and write a story for the next day’s paper. Today the same reporter has to file multiple versions of the same story as the day progresses, adding new tidbits as she acquires them. There is much less time available to dig into a story and discover its ramifications” (Kaiser 2014).

Continued on Page 7

6

STARK VOICES Now they are in a “real time” publishing timeline, which means they must learn to work quickly and accurately in a continual cycle of researching, writing, publishing, packaging, and updating. While journalists must handle this, their superiors are applying themselves to the strain the internet is putting on their businesses.

News outlets must use the internet to stay relevant With all of these websites becoming a new way to consume the news, and the average person now being able to spread breaking information, there is a significant danger of traditional journalism practices becoming irrelevant. As we saw earlier, it not only affects how journalists do their jobs but how their work is published.

Fewer people are purchasing physical copies of newspapers, and the majority of advertising is moving online where there is more traffic. To adjust, newspaper businesses are seeking ways to inject and invest their papers onto the internet while maintaining the integrity that is expected and demanded of their positions.

“Significant news organizations are under terrific pressure now. Packaging, promoting, and sharing our journalism on the Internet—three activities that have nothing to do with reporting and writing news stories—must become a priority for the newsroom” (Kaiser 2014). News businesses must focus on several key steps. First, they must be vigorous in transitioning into internet use in all facets. If they fail to do so, they will become culturally irrelevant, will no longer make money, and become utterly insolvent.

They are achieving this by fine-tuning their websites, including making it as easy and simple as possible to circulate their articles and heavily pushing for advertising deals with as many websites as possible, like Facebook. Secondly, once the transition is made, they must be aggressive and innovative in their uses and marketing; otherwise their faster, web-originated competitors will swiftly eradicate them.

Almost all news sites have social media pages for their companies, but media outlets also encourage their staffs to use websites (like Twitter) to interact with the public and promote stories on a regular basis - a powerful market tool (Gleason

7

2010). Journalists, editors, and cable news network hosts alike now have personal accounts they read and post on frequently to see what stories should be covered and what their colleagues are saying.

They also do question and answer sessions, asking the public what they want to discuss, which makes consumers feel more involved and excited about the news. Charlie Beckett, a former producer and editor at BBC News and the founding director of the media and communications department of POLIS, a think-tank for international journalism and society, explains why this will help news business stay afloat: “Not only is it more fun to communicate through social media (compared to traditional media channels), but the interactivity also provides a sense of community that transcends anything offered by mainstream media” (Beckett 2008). The Millennial generation, and all the generations that will succeed it, is the future of America. Generation Y is defined as ages 18-34. According to a study conducted by the Pew Research Center in 2010, there are 79 million Millennials in the United States. Seventy-five percent reported they have a social network account of some kind, and fifty-nine percent said they get their news from the internet (Pew 2010). This number has grown and will continue to grow.

The younger generation is plugged into these websites and thus is a critical part of helping news businesses hoping to stay afloat. That is the third and final step that must be taken into the new, altered, digital age of journalism. Once news businesses thoroughly adapt and the future generation is invested, the transformation will be complete and fully ensured to continue for ages to come.

ensuring its prosperity. This technologically focused culture is causing major transformations, ones that are very different from the ways journalists are accustomed to. If they do not adapt, they will not survive. However, if they plunge in and take advantage of the opportunities available, they will ensure long-term success.

Conclusion

This brings us back to the evolution of journalism in the United States of America. Technology has, for better or worse, changed the way we consume the news and has exerted a notable influence on how journalists do their jobs. The digital age has the ability, and is in the process of, destroying traditional journalism, the very foundation of our democratic country. Yet at the same time, it represents the keys to

Vol. 1 - Ed. 1

STARK VOICES References Beckett, C. (2008). Supermedia: Saving journalism so it can save the world (pp.22). Wiley. Print.

Diakopoulos, N., De Choudhury, M., & Naaman, M. (2012, May). Finding and assessing social media information sources in the context of journalism. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 2451-2460). ACM. Gleason, S. (2010), ‘Harnessing social media’, American Journalism Review, 32: 1, pp. 6–7.

Kaiser, R. (2014). The Bad News About the News. Brookings Institute.

Kawamoto, K. (2003). ‘Digital journalism: Emerging media and the changing horizons of journalism’ Lanham, Md.: Rowman & Littlefield Publishers. pp. 4950, 52.

Knight Digital Media Center (2014, September 29). Twitter for Journalists Digital Media Training. UC Berkeley Graduate School of Journalism. Website.

Messing, S., & Westwood, S. J. (2012). Selective exposure in the age of social media: Endorsements trump partisan source affiliation when selecting news online. Communication Research.

Pew Research Center Journalism and Media Staff. (2005, January 31). A New Journalism for Democracy in a New Age.

Pew Research Center Journalism and Media Staff. (2010 February 24). Millennials: Confident.Connected.

Open To Change. Executive Summary.

Soo Jung, M., & Hadley, P. (2014). Routinizing a New Technology in the Newsroom: Twitter as a News Source in Mainstream Media. Journal Of Broadcasting & Electronic Media, 58 (2), 289305. doi:10.1080/08838151.2014.9 06435 Website.

The New Oxford American Dictionary 2012 Website.

Wood, M. (2013, April 19). Social media as breaking-news feed: Worse information, faster. CNET.

About the Author Audrey Tasseff is in her fourth semester of paralegal study at Stark State College. After graduation in May 2017, Audrey’s ambition is to apply her paralegal degree as an employee for a government or corporate office. Using her personal experience with social media as the initial inspiration for her article, Audrey explored additional research into the parallel dynamics of news coverage, using traditional journalism against social media, for a research paper with a focus on online and/or social media culture in America.

March 2016

8

STARK VOICES

Language Barrier

By Jasmin Harris

I

was about ten years old when I moved from Natchitoches, LA, to California City, CA. I went from pecan trees and squirrels to tumbleweeds and lizards. The kids were different than what I was used to. I went from a predominantly black elementary school in LA to a predominantly white school with a mix of Hispanics, Blacks, Asians, and Indians.

It was my first day of school, and I was going into the 5th grade. I was nervous and didn’t know what to expect. It turned out to be a pretty normal day: learning, recess, lunch, and recess again. Well, it was normal, that is, until at the end of the day while I was walking to the bus. A kid who looked like that stereotypical California kid in the early 1990’s, with bleach blonde hair and some kind of multi-colored shirt with acid-washed jeans that were too tight, walked up to me. He reminded me of Zack Morris from my favorite TV show, Saved by the Bell. He asked me why I talked funny. Nobody had ever asked me that question before. Did I sound funny? “What do I sound like?” I asked myself. Whatever I sounded like, I knew that to him it made me different. I shrugged my shoulders, made an “I don’t know” face, and replied that I had just moved here from Louisiana.

He then asked me a few more questions that left me with a complex. I didn’t want to be different. I wanted to fit in.

I then began practicing to speak more like what I thought a girl from California sounded like, which to me was kind of a Valley Girl type tone. A year or so went by, and I called my cousin, who still lived in Louisiana. We talked about how different things were, and by the end of the conversation, we pointed out how different we sounded to each other. She told me that I spoke proper now and sounded like a white girl. In response, I told her how different and “country” she sounded to me. I remember asking my

9

Mom if she thought I sounded white and what speaking ‘proper’ meant. She told me that speaking ‘proper’ usually meant that to others I sounded white because I pronounced all my words and didn’t use a lot of slang. She also assured me that there was nothing wrong with using proper English.

I have many memories, both good and bad, of growing up in California. Some of the most impactful were of encounters I had with some of the black kids when I was in middle school and high school. I would often hear them making comments or asking the same questions about the way I spoke, “Why you sound so proper?” or “Why you talk so white?” One of the first times I remember hearing this was from a girl who had just moved from Los Angeles, CA. I remember sitting in the quad at lunch with some of my friends; she called me over to talk. She asked me why I hung around so many white kids instead of the black kids, and then she made the statement that that was probably why I sounded so ‘proper.’When she told me this, I realized that it had never occurred to me that I did hang around mostly white kids.

And as for speaking ‘proper,’ I still didn’t understand why that mattered, but it did make me question myself and how I was supposed to act. Again, I was so desperate to fit in that I stopped hanging around the white kids and started hanging with the black kids.

Hanging out more with the black kids, who were also the cool kids, caused me to hear more comments about how “proper” I sounded. This played a role in some of my insecurities as a child. Hearing this often from my own people made me feel like they were saying I wasn’t ‘black enough.’

I just wanted to be accepted as I was. I remember going so far as to sign my last name on my class work with an X (after watching the movie Malcom X with Denzel

Washington). Of course, that didn’t last past the first paper. I would even listen to more Snoop Dogg or Bone Thugs-nHarmony. When I would try to sound ‘black’, I would get teased and hear things like, “You sound like a white girl trying to sound black”. If I talked normally, they would say I sounded ‘white.’ If I talked ‘black’ it sounded like I was trying too hard.

Nothing seemed to be good enough. I always felt like I was being judged. I got annoyed with it all and started to have an “I know you are, but what am I?” kind of reply in my head. I began making corrective comments in my head when other people would speak, such as: “It’s ask not ax’,” or ‘ain’t’ isn’t a word’. If someone said a word that was spelled with a ‘t’ and pronounced it with a ‘d’, I would feel like they sounded dumb. On some level, I became the judgmental one. These types of experiences didn’t change any even after moving from California to Ohio after graduating high school.

Moving to Ohio was definitely a change from the desert of California, but the one thing that didn’t change was the feeling of being put into a box for people to judge who I should or shouldn’t be.

Now, though, I was getting additional comments that I hadn’t experienced while in California. I began hearing comments from white people telling me “You speak so well,” which implied “for a black girl”.

These comments were always spoken by an older white person.

I have always had a job in some are of customer service. One of these jobs was at the WalMart in Aurora. One day I had to cover a lunch break for a lady named Jennifer. She was an older white lady in her mid-50’s. When she came back from her break, we started chatting. Eventually, she became comfortable enough to ask me why it was okay for blacks to use the “N” word and not whites. I explained to

Vol. 1 - Ed. 1

STARK VOICES her that there was a difference between the word ‘nigger’ and ‘nigga’, and that I personally didn’t use either. This led into a deeper conversation about how she didn’t really care for black people, but that I was the exception because “I didn’t act or speak like the rest of them”. I didn’t know how to take that comment.

Recently, one of my regular massage clients named Bob, an older white male in his 80’s, came in for a session. During his appointment, he chatted about the current events of his life, and then he asked me if I read to my four-year-old daughter. I told him yes and explained how much she loves story time. He replied, “Good for you, because you speak so well”. He was lying face down, so he couldn’t see my eyes roll, or my ‘Did he really just say that?’ look on my face, as I replied “Thank you” out loud.

It wasn’t the first time I had heard this, nor would it be the last. It just echoes in my head now when I hear it. As if saying “You speak so well” is some kind of pat on the back, or a congratulations for not being ‘too black’.

Having experienced comments from both sides (black and white) caused me to have a mix of emotions, and I began to question my identity as a young black woman. I realized as an adult that ‘they’ thought I was supposed to act a certain way in a stereotypical fashion. The person I was communicating with determined my verbal response. If I was speaking with black people, they thought I was stuck-up, didn’t know if they could trust me, or labeled me an “Uncle Tom” of sorts, making me feel rejected at times. If I found myself in a predominantly black environment (outside my family), I was uncomfortable, always afraid of their perception of me. If I was dealing with a white person, they felt that I was not the average black girl, which I can only assume meant that they believed that the average black girl was the Bon Qui Quis, Shanaynays, and Wandas of the world, which are the stereotypical “ghetto acting” black woman from Mad TV, Martin, and In Living Color. This image would be the woman who speaks loudly and talks with her hands, wears big hoop earrings, has long fingernails, saying things like “Oh no you didn’t!” while waving her index

March 2016

finger and using words that end in ‘ing’ and taking the ‘g’ off, as in “Ya know what I’m sayin”. It made me feel as if they were shocked and sometimes proud that I was not the ‘average black girl’ they envisioned.

Just this week, I was attending class, and while I waited for one of my teachers to show up, I decided to start reading the book my Professor gave me, “Word from the Mother”, by Geneva Smitherman, a linguist. I was only about ten pages into it when I realized that I have much to learn.

One of these things is that there really isn’t anything wrong with the way we tend to speak in black culture and that there is a rich and beautiful history to it all. As I was in a zone, my deskmate, a young. white man, was getting ready to sit. As he was getting settled in, he noticed the title of the book I had in my hand. Squinting his eyes and mentally scratching his head in question, he said, “Word from the Mother?

What’s that about?” I could tell by his facial expression that I was about to hear something ignorant come out of his mouth. With a grin and anticipation as to where the questions were going to lead, I replied, “African American Language and the history behind it.” He again had this puzzled look on his face. In my mind I was thinking ‘Wait for it… wait for it...’ He then asked, “Why do you need to learn about that? You don’t already know?” The inner “angry black woman” inside me wanted to say “What the hell exactly is it that you think I’m supposed to know? Do you know everything about the English language and its background?! I don’t think so! Miss me with your foolishness!” However, with a fake laugh, I said, “That’s the thing; I actually don’t. I am writing an essay about how people have put me in a box of what they think I should act or speak like because of the color of my skin.” Unfortunately, at that very moment, the teacher walked in, and the conversation ended there.

After having that conversation and getting back into my own thoughts, I felt disappointed with myself. I realized that I had Wbeen, to some degree, rejecting a part of myself and culture because of things I have been taught by society. I should have been embracing it and trying to reeducate myself instead of accepting what

we have always been taught to believe was “correct” as the Standard American English.

I do believe that being able to understand the person you are speaking to is a key component in effective communication. However, it is interesting to me how people can assume things about another individual just from the way that they talk. The other day I was speaking with a white male about the paper I was writing.

He shared with me a story about how his brother owns some apartments that he was trying to rent out. His brother received a call from someone who was interested in renting one of them. Because the person on the other end of the line sounded “too black,” the brother told the person that there were no longer any apartments to rent. The way someone chooses to express herself with words is a major factor in our day-to-day lives. We as a society generally determine who we are dealing with, or even how or if we proceed with dealing with that person, based on speech. The way that one speaks should not be what defines a person’s, character, intellect or abilities, nor should it have a negative impact on how a person is treated. People should be given the opportunity to present who they really are, regardless of the color of their skin.

About the Author Jasmin Harris is a licensed massage therapist in her fourth semester at Stark State College. She is studying to be a Physical Therapist Assistance (PTA), with a dual major in psychology. Her expected graduation date is spring 2019, when she will receive two associate degrees and a certificate in American Sign Language.

After graduation from Stark State College, Jasmin’s goal is to transfer to the University of Akron where she will continue her studies in psychology towards a master’s degree. Jasmin’s inspiration for this essay was pulled from others’ reactions to her way of speaking.

10

STARK VOICES

Who’s Going to Save Your Soul?

By Jamie Goodwin

I

t was on a chilly autumn Saturday afternoon when I decided it was the perfect time to curl up under the warm covers and finally read the new book I hadn’t been able to get to yet. No sooner had I settled in than there came an insistent knocking on the door. By the time I pulled myself out of the comfort of my bed, there was not only knocking but also the persistent ringing of the doorbell. I hurried towards the door with some trepidation. Worst case scenarios were flashing through my head; was it the police here to tell me of some accident or an emergency evacuation? Were my neighbors coming to tell me of a fire or some kind of damage? What danger lurked on the other side of the door?

Instead, what I was met with was a conservatively dressed teenaged girl and a man who looked old enough to be her father but whom I suspected was not.

Both were staring at me with their practiced smiles and their hands full of pamphlets. “We’re from the bible church on the next street over,” the gentleman said. That’s when I realized my initial apprehension upon answering the door was real. No, they weren’t there to warn me of some unforeseen physical danger but of something they perceived as much more frightening. They were there to save my soul.

I do not support Christian proselytization, and I am especially opposed to any form of door-to-door missionary work. As a gay man and a non-Christian - specifically a follower of the modern tradition of a Pre-Christian, European religion - this kind of encounter has often led to a confrontational atmosphere. On one occasion, my mother had to threaten to call the police on a missionary that attempted to slide past her into the house. So, I have found that oftentimes they are pushy and a bit demanding. This, of course, makes me feel like I could not be honest with them about

11

my faith and life without causing an argument.

I can understand that Christian missionary work, and door-to-door proselytization, is a central tenet for many Christians and seen as a tradition with sincerely held beliefs by many individuals.

Christians rely heavily on books in the bible to inform their faith. These ‘books’ are called “The Gospels,” and the English word “gospel” literally means ‘good news’ or ‘glad tidings.’ The central belief of the Christian religion is that all human kind is depraved, but through the learning of these glad tidings - the story of Jesus Christ - we can break free of the depravity and be worthy of the gift of God’s grace. If one earnestly believes in the depravity of man and the redeeming of Christ, how could one not wish to share this with other people? I completely understand that many people of good heart and loving disposition wish only to share the good news of their religion so others can feel that same peace, goodness, and love that they have.

Christians truly believe that they have exclusive access to the good news of Jesus.

They are not greedy; they want others to have that access too, and so they share it as much as they can.

In Christian mythology - in using the word “myth”, I am referring to the idea of a narrative that gives meaning to, not making of, an evaluation of truthfulness Jesus is sacrificed upon a cross, dies bodily, and then rises from the dead and ascends into heaven. Before he leaves the Earth, he commands his closest followers to go forth and share the story of his life, death, and rebirth. Many Christians consider themselves descendants of those first disciples and not only want to share with other people the good news of Christ, but believe they are also commanded to do so. In fact, an encounter with someone like myself, who is uninterested and asks them to leave, may be considered as a trial of their faith and a challenge they must face and

overcome. It teaches them to rally around the concept that there is still much work to be done in spreading the word. It would be a daunting task to walk door-to-door not really knowing what they will face.

By doing so with a gracious heart and giving spirit, these Christians are living their faith, not just pretending. The command to share the good news goes beyond simply wanting others to know God’s love; it is also demanding, forming, and empowering for those who follow it.

Christian proselytization and doorto-door missionary work is not something I personally approve of, but I do believe firmly in the ideas of “To each his own” and “Good fences make good neighbors” or even the more colloquial “You do you.”

Having said that, I do believe that doorto-door missionary work is an invasion of privacy and an inhospitable act. Any Christian knocking on my door will likely never see eye-to eye with me. While they may feel as if they are literally trying to save someone from an eternity in hell, the idea of an individual knocking on someone’s door with the assumption that they are better informed, and somehow a better judge of the eternal, is just mean-spirited and arrogant from my point of view. All in all, I’d have rather stayed under the covers and curled up with that good book.

About the Author Jamie Goodwin is a member of the Phi Theta Kappa honor society mjoring in communication.

His expected graduation date is January 2017, at which time he will transfer to Kent State University to pursue a BA in applied communication. His future educational goals include graduate school with the intent of being a professional academic in the field of communication studies. Jamie’s inspiration for his written work was based on the Rogerian Argument, which allows the writer to use a conflict-solving technique to find common ground between two conflicting points of view, resulting in a mutual understanding with non-confrontational persuasion.

Vol. 1 - Ed. 1

STARK VOICES

I Am Not Who You Think

By Christopher A. Russell, Sr.

B

lack Guy, African American, criminal, gangsta, con-artist, unstable, and unfocused are just a few of the names used to describe a man of color.

Being stereotyped in America is not uncommon. My experience with being stereotyped didn’t start at the age I am today; instead, it began years ago when I was in kindergarten. I considered myself to be a pretty well-mannered and rule-abiding kid. However, one day many years ago when I was the tender age of 6 was the day that introduced me to being stereotyped, and I remember it like it was yesterday.

startled to see the lady still standing and waiting, just outside of the nurse’s office.

I might have been in school for only about 6 months then, and I was getting familiar to the routine of school life. One afternoon I suffered a minor injury during recess and was sent to the nurse’s office. A white woman about 35-40 years young was also waiting in the office with her son, who looked to be about my age or a little older.

She had been called in because someone had pushed her son down on the playground in an attempt to bully him. As we sat in the office, she gave me this look. I can’t describe it, but I knew it wasn’t a ‘nice to meet you’ stare. The nurse and lady’s son were called to the principal’s office. While the lady and I were sitting alone, I heard her murmur something, but I couldn’t completely understand what she was saying until she looked up at me and said,

“This little fucker just called me a bitch!” The lady responded.

“It was probably you. Yeah, you look like the little motherfucker my son described to me.”

She put her head down after speaking those words to me. I didn’t say anything in return. I didn’t even dare to make a sudden move. I just sat there in stunned silence waiting for my turn to see the nurse.

The nurse returned, patched up the lady’s son, and sent him back to class.

She did the same for me, but after, as I was walking out of the nurse’s office, I was

March 2016

Loudly she screamed at me, “What did you say?”

I replied nervously, “Huh?”

Even louder this time, she yelled, “What did you say!?”

The principal and the nurse came rushing out of their offices at the commotion.

“What seems to be the problem?” The principal asked.

I instantly started crying in disbelief.

I knew the severity of calling someone a name like that, and I also knew that I had never said such a thing to her. She managed to work up some tears and repeated her offensive comment. Tears began pouring down my face while I told my principal that I didn’t say those words to the lady. He told me to go in to his office, and after calming the lady down, he came in. He didn’t even know my name-that’s how often I was in his office for discipline. I remember him saying that he had to do something, as he called my mother to inform her of the event and that I was to receive after-school detention that day. Arriving home that evening, although my mother was skeptical of the events, I got the talk about how using that word was inappropriate and that I should never use that word to describe anyone or anything ever again.

Now that I am older, I know why that lady accused me of hitting her son. He was a white kid who was small for his age, at a predominantly black school, and was getting bullied by misled children. I matched that stereotypical description. She saw a black kid not as clean as the others, with scabs from playing rough on the playground,

who was in the nurse’s office at the exact same time as her son. I suppose what made this situation a little better was that the principal did find out exactly who was bullying the lady’s son. It was a 2nd grader - and he was white. That was the first time I was stereotyped.

Being labeled, and or stereotyped, doesn’t always come from someone that doesn’t share the same skin color as you, or someone that you’re unfamiliar with.

Ashley was of mixed race. Her mother was white, and her father was black. I was 18 years old and getting ready to go to Buffalo, New York, to play junior college (Juco) football. Ashley and I had been dating for about four months when she decided it was time for me to meet her parents. I agreed, and we met at her parents’ house on a Sunday. I remember stepping into their home and smelling an incredible Sunday dinner cooking. Stepping into the living room, I heard the voices of the NFL broadcasters analyzing the football game and saw the distinct ‘I don’t want to talk’ look on her father’s face. Ashley went in to the kitchen to assist her mother with dinner while her father offered me a seat and began asking me the typical questions: my age, favorite teams, parents’ relationship, siblings, school GPA, and, of course, the question that we as men have been practicing to answer since we were pre-teens: “What are your intentions with my daughter?” After a nice dinner and conversation, I went home.

Days passed, and I hadn’t heard from Ashley. I immediately felt something wasn’t right. I called and texted but received no reply. The only time I saw her was in the halls of school in between classes, and even then it was awkward, as she seemed to be avoiding me. One day after school she approached me and asked if we could go somewhere private and talk.

With confusion in my head and bitterness Continued on Page 13

12

STARK VOICES in my heart, I accepted. We went to the local park, and before I could say anything, she apologized for being distant and revealed that her father didn’t want us to be involved with each other.

I was confused and furiously replied, “Why?”

She answered, “He thinks you’re going to break my heart if I ever decide to get intimate with you. He says you’re just like those guys you hang out with, not fully ready to commit to anything other than sports and easy women. Finishing high school is not on those guys’ priority list, and taking care of their responsibilities is pretty much at the bottom of the list.” He asked me, “What kind of life would I have with you knowing those facts?” He also said that if we were ever to have children, you wouldn’t be there. She went on and on about the things her father had said about me. After meeting and talking to me in just one day, her dad had come to this stereotypical conclusion. When she was done talking, I just left. I just walked away with nothing to say. Not because

13

he was right, but because I was hurt.

She knew I wasn’t the kind of guy her father had described. Why didn’t she defend me? So many unanswered questions went through my mind. Of course, Ashley and I broke up, and we never talked again.

She went her way, and I went mine. I understand why her father thought that way about me. I completely understand, at least I do now. I mean, my friends were every example of what he preached about; his son was heading into being that type of stereotypical guy as well. Nobody wants his daughter to be hurt. I moved on and went to play Juco football in Buffalo, New York, for a year. When I came back home, I got into a committed relationship with my middle school sweetheart, Latoya. We are still together, some 10 years later. We have three gorgeous children, I have no criminal record, attend college regularly, have a steady, full-time job, and I take care of my responsibilities. I am not a stereotypical black man.

I don’t have a vendetta against Ashley’s dad or that lady who accosted me in kindergarten for stereotyping me. I

get it. I don’t like it, but I get it. At my age, right now, I realize that I fit the physical description. And yes, it may seem like the majority of the men that share the color of my skin do not take care of their responsibilities, have not finished high school, have excessive criminal records, and some have never had an honest occupation. However, all men of color are not the same, and we do not deserve the negative stereotypical labels. Those labels are not true, not for all of us!

About the Author Christopher A. Russell, Sr. is in his fourth semester at Stark State College studying communication. Russell plans to pursue a career in mass media, specializing in Sports and News Broadcasting. Chris pulled from his own experience for his article, “I Am Not Who You Think” with the intent of enlighting others concerning the negative effects of stereotyping and bias.

Vol. 1 - Ed. 1

STARK VOICES

An Investment In Knowledge Pays the Best Interest

By Brittney West

B

enjamin Franklin once said, “An investment in knowledge pays the best interest” (“Benjamin Franklin Quotes”). Growing up in America, we are constantly reminded of this adage as it relates to a college education. We are told from the time we begin grade school that we must go to college. We are told that holders of a college degree make quite a large sum more than those without. So, it goes without saying that the next logical step after high school, ensuring the best payoff and promising our futures will be bright, is college.

According to a study done by the National Center for Education Statistics, between the years 2000 and 2013, college graduates consistently made more than those with only a high school diploma (“Income of Young Adults”). Looking specifically at the year 2013, median earnings for young adults with a bachelor’s degree were $48,500; compared with $30,000 for those with only a high school diploma (“Income of Young Adults”). This is a 61.86% increase, which is a hard percentage to take lightly.

Furthermore, in looking at only the data from a 2011 report conducted by the United States Census Bureau, the average college graduate with a bachelor’s degree makes about $2.4 million in a lifetime, compared to the $1 million lifetime earnings of those without a college degree (“College Graduates Earn More”). Based on this data alone, the statistics seem to match what we have been told throughout our lives, thus proving Benjamin Franklin an honest man, showing that indeed, an investment in knowledge does seem to pay the best interest.

College seems like a win-win, a ticket to ensuring ourselves a comfy future, where our dreams will manifest themselves into reality. Why then the conflicting arguments made by many, including Alan

Benson, assistant business professor at the University of Minnesota, that college may not always be the best investment for everyone (“Why College Isn’t Always Worth It”)? What validity do these arguments hold?

As Alan puts it, “‘Ticket’ implies a college degree is something you can just cash in.”

But, as he points out, “it doesn’t work that way.” As it turns out, the bottom 25 percent of college graduates, as reported by the Federal Reserve Bank of New York, earn no more than the median worker who ended his, or her, education after high school (Weissmann). Therefore, a college degree can be viewed as more of a stepping stone.

It is just one ingredient to consider in the overall picture when cooking up one’s career.

What happens when we take these generalized statements and overall research and apply them to specific situations and individuals – individuals with real life choices? It’s almost as if we expect some magical switch to turn on during our senior year, letting us know exactly what our purpose is and what we should go after in life. This just isn’t always the case.

Fortunately, as Lori Balantic, a senior associate director in Connecticut College’s career counseling program, explains, it doesn’t have to be. As she says, “There is a fear in deciding what to pursue, and a fear that the choice will be right or wrong” (Dallett). Choosing a first job isn’t necessarily an indictment of your future. It is, rather, a chance to explore a new field – to build a network, and gain skills and insight that will serve you in your future career endeavors (Dallett).

To ensure a better success rate on deciding if college is the right choice, we, as students, can start by asking ourselves some simple questions: Am I simply

showing up to class, or am I getting involved? Is money being borrowed blindly?

Are student loans being properly managed and spent wisely, or are they being used for our spending pleasures and kept ‘out of sight, out of mind?’ Is my school one that is accredited and one that, if decided, has transferrable credits toward furthering my degree if need be? Is the chosen major one that has a likelihood of landing a job in that particular field? Will the career being pursued pay well enough to make up for the amount of student loan debt that is to be paid back? And, the question that seems to hold the most weight: Am I being proactive about my college career? And furthermore, am I being proactive in my job search? These are the details, and these are what seem to matter.

According to a 2013 Accenture poll, only 39% of the classes of 2011 and 2012 had jobs lined up by the time they graduated; for 2013, just 16% had job offers a month before their commencement (Dallett).

Furthermore, in a 2014 Job Outlook Survey, it was estimated that employers would hire approximately 8% more new college graduates in 2013-2014 than they did in 2012-2013 (Dallett). This was an encouraging projection for the 1.6 million students who would be entering the workforce that spring with a Bachelor’s degree (Dallett). However, as Diana Gruverman, director of Employer Services at New York University’s Wasserman Center for Career Development, says, “The job’s not going to come to you” (Dallett).

It seems to me that there are more graduates every day that have earned a degree in a chosen field based on the promise of a financially rewarding future, whether it be business, teaching, or Continued on Page 15

March 2016

14

STARK VOICES nursing, that is just sitting there waiting to be used. Instead, college graduates are working as customer service representatives, waitresses, or hotel clerks because either the pay is better or they can’t find a job in their field of study. Are they not looking hard enough? What is it that sets these college graduates apart from the ones who have made it? Many assume that college will land them that dream job they’ve always wanted, not realizing that in reality they are the ones who must do the work to ensure they get there. Yes, statistically, that degree will help, but as the research points out, it takes more than just that.

We, as students and graduates, must be proactive in our search. This seems to be what makes the difference between the success stories and the failures. What makes the college payoff happen for some, but not for others? It’s more than just holding a degree; it points to the specific choices we make, or don’t make, during and directly following our college careers.

Instead of asking whether or not college is worth it, perhaps the better question we should be asking is: Are we willing to do what it takes to make college worth it [for us]? An investment in knowledge, if properly cultivated, does indeed pay the best interest.

15

Works Cited

About the Author

“Benjamin Franklin Quotes.” Brainy Quotes.

Brainy Quotes, n.d. Web. 02 September 2015.

Brittney West is in her fifth semester at Stark State College, pursuing an associate of science degree with a certificate in chemical dependency. After graduation from Stark State College, Brittney intends to pursue a bachelor’s degree in psychology with a chemical dependency license, and eventually obtain a master’s degree in art therapy. She aspires to be a holistic psychologist and art therapist. In addition to being a full time student, Brittney works at the Fairfield Inn & Suites in Canton, Ohio.

Her hobbies include hiking, camping, yoga, attending music festivals and spending time outdoors. Brittney’s interest in examining the reason for the rising debt of student loans was the inspiration for her article.

“College Graduates Earn More.” Lorain County Community College. Lorain County Community College, 2014. Web. 02 September 2015.

Dallett, Lydia. “5 Things You Should Do In Your Last Semester Of College To Prepare For The Real World.” Business Insider. Business Insider, 30 January 2013. Web. 05 September 2015.

“Income of Young Adults.” Institute of Education Sciences. National Center for Education Statistics, n.d. Web. 03 September 2015.

Weissmann, Jordan. “When College Grads Earn Like High School Grads.” The Slate Group. Slate, 2015. Web. 03 September 2015.

Vol. 1 - Ed. 1

STARK VOICES

Our Spot

By Kayleigh Taylor

S

ome see it as a dirt-filled empty lot beside a lake, surrounded by tall grass and worn down rotting trees. I see it as a place full of memories. As a city girl, this country spot located outside of Randolph, Ohio, felt so different for me. The sky and wide open space made me feel free. I was twenty years old and a new mother. I felt overwhelmed with the responsibilities of work and motherhood. Things were not going well with the father of my baby, and life seemed to be a blur. This place allowed me to take a break from the tasks of being a mommy and an employee for a few short moments. My best friend Damon would meet me there, and we would hold each other for hours, talking and laughing.

Being with Damon, I could see a little more clearly. I could breathe! I never felt as safe as I did in those moments. I would lie against Damon’s warm chest, breathing in the scent of his cologne, and feel the cool breeze against my skin. We would listen to the sound of the insects, the waves on the water, and the traffic passing by as it got dark. And, we fell in love.

Things seemed to progress fast between Damon and me. Within a few weeks, I went from thinking random thoughts about him to dreaming about the taste of his kiss. Everything about Damon made me happy. Damon made me feel loved, wanted, and needed. For the first time in a long time, I felt worth something. The more time we spent together at our spot near the lake, the more I fell in love with him. Two months into our relationship, I discovered I was pregnant. We were excited. I dreamed of raising my children with this man because I loved and adored him. I just wanted to be

March 2016

happy. Unfortunately, during the middle of my pregnancy, alcoholism took Damon away from me. My best friend was no longer the man I fell in love with. He wasn’t at all the person I had spent all those amazing nights with beside the lake. Booze was all I could taste of his kiss. The scent of alcohol was so strong most nights that it drowned out the smell of his cologne that I desired to smell again. I’d never missed anything so much. I’d never wanted something back more in my life.

After we had our son, Damon’s drinking seemed to increase. However, instead of drinking beer, he switched over to whiskey.

It was so intense I could actually smell him as he stumbled up the driveway, before he even entered the house. I would ask myself, “Was it something I did?” “Was he overwhelmed with being a new father?”

The truth is, I don’t really know why I lost him. Still, I couldn’t imagine the thought of leaving him either, even though my true happiness was now somewhere buried deep inside me. So, I painted on a smile and stayed with him.

When our son was only four months old, I got pregnant again. This time though, I wasn’t as excited. I didn’t want to tell him because I knew he would be too drunk to even comprehend what I was telling him.

I was scared because deep down inside, I knew I was going to end up raising this child by myself. I would then be a single mother of three. I knew I couldn’t raise my babies around a raging alcoholic.

Although it was hard, I decided to leave, and surprisingly, I quickly adjusted to raising the children on my own.

He must have been feeling the pain of us being gone because a month later, he admitted himself into rehab. That gave me a good feeling because this was the first step in a positive direction. Maybe somewhere down the road there could be a chance for him to be the Damon I once

knew. I cannot help but be angry with him at times. I’m angry that he left me alone to give birth to our baby without him there, and I’m angry that he left it all up to me to take care of our children by myself. Sometimes I feel like I will never feel as safe as I did those nights by the lake. I will never feel as free, as happy, and as loved.

I visit our spot beside the lake every time I get an overwhelming feeling of missing Damon, which is quite often. I sit with my eyes closed remembering how things used to be. Even though he’s not there with me physically, I can still feel the warmth of his body against mine. I can imagine him there, the Damon I fell in love with. Some see our spot as just an ordinary empty dirt lot beside a lake, but for me it’s the one place I can find the best memories of my best friend.

About the Author Kayleigh Taylor is in her second semester at Stark State College, where she is studying course work in the field of nursing. Her expected graduation date from Stark State College is May 2018. To enhance her career in nursing, Kayleigh intends to pursue additional education in continued nursing programs after graduation. Kayleigh’s real-life experience involving love and relationships was the inspiration for her written work.

16

STARK VOICES

In the Blink of an Eye

By Jena Schmeltzer

I

could hear them whispering to each other, “What’s wrong with her? I wonder what happened.” Then I heard them shouting to me, “Are you okay? Can you hear us? Say something. Talk to us!”

I heard their pleas, but I found myself unable to form any words to respond to them. I could tell that something terrible had just happened to me, but I was unable to find a way to communicate with them to figure out what it was. I kept trying to open my eyes and felt frustrated because I was unable to. I was incoherent, and my body felt like I had just been hit by a bus. I was confused, and I couldn’t comprehend what was happening. All I knew was that I was sitting in the driver’s seat of my car. I heard sirens approaching from the distance.

I was finally able to open my eyes enough to catch a glimpse of what was going on around me. Everything was happening so fast, but it was still all a blur to me. A police car and an ambulance parked near my car. The first responders rushed over to my driver’s side door and asked if I was okay. At that moment I realized what had happened. I had just overdosed on heroin while I was driving my car. I was told by an officer that I had driven through an intersection and over a curb, where my car came to a stop. Luckily, no one was harmed in this incident. The one good thing that came out of this accident was that at that moment, my life changed forever. It was the wakeup call I so desperately needed, and a wakeup call that some addicts never get the chance to have.

One of the main issues many addicts will face is funding for drug treatment. I’ve read several stories about drug addicts who try to get into treatment to receive help for their addictions, but whether it’s because of their financial situation or lack of treatment centers in their area, many addicts really struggle with this issue.

Meghan Barr, from Business Insider, made a

17

great example, “In the course of Marchese’s five-year battle with heroin, the young man from Blackwood, N.J., “was repeatedly denied admission to treatment facilities, often because insurance companies won’t cover the cost” (Barr, 2014). According to the federal Substance Abuse and Mental Health Services Administration, “Of the 23.1 million Americans who needed treatment for drugs or alcohol in 2012, only 2.5 million received aid at a specialty facility” (Barr, 2014). Not only is heroin addiction a problem nationwide, but it is also certainly affecting our community in a negative way. “In 2013, 60 local families lost a loved one to an accidental overdose” (SC Medical Examiner Office). In 2014, in Akron, Ohio, EMS statistics show an average of 1 overdose per day (“Opiate Task Force,” n.d.). In 2015, from January 1-September 30, the heroin overdoses in Akron by EMS responses have already risen to an average of 1.9 per day (ADM Data Dashboard, 2015). These statistics show how serious this problem is, and

clearly, it will only be on the rise throughout the rest of this year. The heroin epidemic is escalating, and it is reportedly only going to continue to increase until the year 2017 (Craig, 2015). Given these statistics, one might wonder what sort of treatment options are being offered in our community to help addicts find the light at the end of a seemingly endless tunnel. Are there enough resources to meet the needs of those seeking help?

Addicts in Summit County will most likely have a better chance at receiving help versus addicts in other counties and states because of the vast amount of funding received. Summit County is home to the Alcohol, Drug Addiction, and Mental Health Services Board, or ADM, for short.

ADM is “responsible for planning, funding, monitoring, and evaluating treatment and prevention services for Summit County residents who experience alcoholism, drug addiction, and/or mental illness” (ADM, 2015). They provide funding for a majority of the residential, detox, and outpatient

Vol. 1 - Ed. 1

STARK VOICES facilities offered to treat drug addiction in Summit County. According to the Executive Director of the ADM Board, Jerry Craig, “10% of the funding comes from federal sources, 10% comes from state sources, and 80% comes from property tax levy” (Craig, 2015). Summit County is fortunate to have these services; however, the demand for treatment can surpass the availability of some of these services.

When a heroin user finally decides he needs help, he will look for an immediate solution to avoid feeling withdrawal symptoms. According to The National Institute on Drug Abuse, “These symptoms-which can begin as early as a few hours after the last drug administration--can include restlessness, muscle and bone pain, insomnia, diarrhea and vomiting, cold flashes with goose bumps (“cold turkey”), and kicking movements (“kicking the habit”). Users also experience severe craving for the drug during withdrawal, which can precipitate continued abuse and/or relapse” (NIDA, 2014). Although a person cannot die from heroin withdrawal, to an addict it certainly feels possible. The window of opportunity to help heroin addicts toward treatment is a narrow one. For example, there is currently only one detox facility in Akron, The Oriana House, with a total of 18 beds available for both men and women (Craig, 2015). According to the ADM Crisis Center Detox Waitlist graph, females were put on the waitlist for approximately nine days in the third quarter (most recent) of 2015 before they were able to receive care. Males waited approximately six days in the same quarter.

Over the course of 2015, females have had to wait for up to 15 days for a bed at the detox facility, and, at the end of 2014, males were waiting twenty days for an available bed.

Detoxing under a facility’s care is a great way for heroin addicts to relieve themselves of their symptoms in a healthy, safe manner. It’s unfortunate that some addicts try to get into a facility and are then told that it could take a week or two until they will be able to enter. The first time I called the Oriana House,I had hit rock bottom, and I desperately wanted and needed their help. I was told it would be approximately ten days for a bed to become available

and that they would add my name to the waitlist. To say I was discouraged and upset would be an understatement. I felt completely lost. I didn’t know what to do or where to turn to next. Without money, a job, or a stable home to turn to, I started to lose hope. I can’t imagine the number of addicts who feel this way each and every day. With statistics as high as about two overdoses a day, I wonder how many addicts reached out for help but were denied because of a waitlist.

Several years have passed since my own experiences with going in and out of the Oriana House. After meeting with Jerry Craig, Executive Director of ADM, I found out information about the improvements that have recently been made to some of the current treatment options, including the Oriana House, to manage the heroin epidemic more sustainably. I strongly felt that a major issue within our community was the lack of access to different treatment options due to the increase in the amount of opiate addicts. Obviously, he thought so too, because he handed me a pamphlet titled, “Addressing the Opiate Epidemic/ Waitlists”. The list of initiatives was impressive and astounding. The initiatives that have been put into place over the past two years include, but are not limited to: “expansion of Oriana sub-acute detox beds from 16-18, hiring of a Detox waitlist manager, start-up of ambulatory detox at ESR & Oriana for adults as well as adolescents, D.A.W.N. clinics, Vivitrol programs, Suboxone programs, Residential waitlist management, a 90 day residential pre-authorization, recovery housing, on-call resource advocates, and interim/crisis services” (ADM, 2015). This list was put into place to assist in minimizing the wait for heroin/opiate addicts and other addicts trying to enter treatment. These efforts are an example of what a vast problem we’re facing with the heroin epidemic in our community.

The fact that ADM was able to expand the amount of detox beds is great, but it was only by two beds. According to Jerry Craig, there have actually been several individuals seeking treatment through ADM, but they reside in other counties.

Unfortunately, the services provided by ADM are only available to fund residents in Summit County. According to Jerry Craig,

there are a total of 91 residential treatment beds in Summit County (Craig, 2015).

These 91 beds are for both male and female residents. The 90-day residential preauthorization, which recently was put into place, means that after an individual is in an inpatient treatment facility for 90 days, he will be reevaluated. He will be given a recommendation of whether he needs to continue treatment at the facility or if he’s made enough progress to be released for further care outside of that facility, in a place like an outpatient program. The reason for this 90-day pre-authorization is to free up beds at a faster rate so they’re available for other individuals on the waitlist. An available 91 beds is great, but according to the ADM Data Dashboard, there were 513 heroin overdoses in Akron from EMS sources from January 1 through September 30, 2015 (ADM Dashboard). If more beds were available, would the amount of overdoses decrease?

According to CASAColumbia.org, “Each year federal, state, and local governments spend close to $500 billion on addiction and substance abuse, but for every dollar that federal and state governments spend, only two cents goes to prevention and treatment” (CASA Columbia, 2015). If the government could supply more funding towards treatment, Summit County would be able to see drastic changes. The extra funding could be distributed to surrounding counties to make treatment more accessible to everyone. The ADM Board is funding a large portion of treatment options, but one can only imagine the impact that could be made if more than two cents for every dollar from government funding were available. How significant would the changes be if even one or two extra detox facilities were available? Regardless, drug addicts in Summit County are very fortunate to have the ADM Board, and it’s going to take these changes and more to keep up with the ever-growing heroin epidemic that is happening within this community.

Continued on Page 19

March 2016

18

STARK VOICES References

About the Author

ADM. Alcohol, Drug Addiction and Mental Health Services Board. (2015). ADM Board Overview.

Jena Schmeltzer is studying coursework in human and social services with a focus on chemical dependency. After receiving her Associate’s degree from Stark State College, Jena plans to pursue a bachelor’s degree.

Her goal is to be a case worker with a focus on working with court-ordered treatment facilities and clients with addiction. Jena’s personal experience with addiction and recovery was paramount in influencing her article and area of study. She has been employed by Longhorn Steakhouse for the past three years as a server. She credits her success and determination to her parents and three younger brothers.

ADM Data Dashboard. Alcohol, Drug Addiction and Mental Health Services Board Data Dashboard. (2015). Handout.

Barr, M. (2014). Here’s why it’s so difficult for heroin addicts to get treatment. Web. CASA Columbia. (n.d.). Addiction science, prevention and treatment research. Web. Craig, Jerry. Executive Director of ADM, personal communication, November 13, 2015.

National Institute on Drug Abuse (NIDA). (2014). Drug facts: heroin. Web. Summit County Opiate Task Force. (n.d.). What you should know. Web.

19

Vol. 1 - Ed. 1

STARK VOICES

Silencing Stigmas for the Silent Sufferers

By Ariana N. Barrett

O

ur country is in the middle of what is being called a “heroin epidemic.”

Heroin and opiate addiction have plagued our communities for decades. The deaths attributed to unintentional drug overdose have grown 366% in the past 15 years, with the total number of deaths increasing from just under 400 deaths in the year 2000 to 1,914 deaths in 2012 (Massati, Beeghly, Hall, Kariisa, & Potts, 2014). Newspapers and periodical websites are increasingly filled each day with editorials and investigative pieces directed at cataloging the damage of opiate addiction. It is clear that the stakes are high and that lives hang in the balance. However, all too frequently there are other lives affected by addiction that are unseen and hidden in silence. This silence, fueled by stigma, has paralyzed the restoration process and rendered the societal response as lame and ineffective in cleaning up the mess of addiction.

The silent sufferers in this case are the children of those living in the wasteland of opiate addiction. Often, the brunt of their parents’ disease is carried upon their small shoulders, and it wreaks unspeakable and irreparable havoc. It is this generational damage that needs to be publicly addressed but is often neglected by a societal stigma. Not only are these children secondary victims of this disease, they are also victims of a society that often “works against eliminating the disease, and involves processes of labeling, stereotyping, social rejection, exclusion and extrusion” (Kean, 2013). The outlook of the emotional and physical wellbeing for these children is bleak. Thankfully, there are unique initiatives and programs combatting this stigma.

In an attempt to recover emotionally from her father’s heroin use and subsequent abandonment, writer Alana Levinson accounts her personal experiences in an article written for Brink Magazine (Levinson, 2014). As the

child of an addict, Levinson accounts her struggle for mental and emotional restoration and depicts the damage left in her life as “shame, not just for being related to a drug addict, but also for feeling that it was wrong to be upset and hurt” (Levinson, 2014). Even after her father’s prolonged recovery from his addiction, she continued to wrestle with residual “anxiety, depression, and issues with overachievement and people-pleasing” (Levinson, 2014). Alana’s experiences mirror the duality of wounding that many children feel, such as the conflict between the pain in their lives derived by a parent’s addiction and the inherent sense of responsibility, as if it were their own fault. In many ways, this is one of the hardest barriers to emotional recovery as it shifts and perverts the natural parent-child relationship.

Unfortunately, society has not always helped to combat this perversion of roles.

All too often, children are made to carry the derogatory labels that are associated with their parents’ affliction. This stigma leaves them to deal with the shame and damage of addictions that are not their own. This societal perception and labeling is thought to be one of the contributing factors to the familial continuation of addiction from one generation to the next. In fact, one study that considered those such factors states that there is “an 8-fold increased risk of drug disorders among the relatives of [the first affected family member] with drug disorders” (KR Merikangas, 1998). That increased risk can also be attributed to genetic predispositions and proximity of lifestyles. However, the study confirms that unresolved wounds and negative societal perceptions can, and do, detrimentally affect these children.

Another way that the societal stigma surrounding addiction negatively affects these children is that it can keep them silent. This pervasive silence is born out of

the same inherent shame expressed by Alana Levinson. Oftentimes a child will not disclose addiction-related damage in an attempt to preserve himself from those poor perceptions. This stigma-propelled “hiding” is a counterintuitive hindrance to the necessary honesty that begins the restoration process. Alana recounts in her own experiences that “this common conspiracy of silence and denial keeps people from expressing truths that they need to air,” and that “speaking [her] truth was necessary for healing” (Levinson, 2014). That restoration is available as these children speak out and pursue their own emotional recovery.

One shameful stereotype that has drastically influenced how we handle the treatment of addiction and contributed to the silencing of children affected by it is criminalization of the addict. It is an unfortunate fact that of the 2.3 million inmates in our nation’s correctional facilities, a shocking “1.5 million met the DSM-IV medical criteria for substance Continued on Page 21

March 2016

20

STARK VOICES abuse or addiction” (Casa Columbia, 2010).

That amounts to over 65% of inmates, and it does not even include those who are substance-“involved” but fail to meet the regulated diagnostic requirements for substance “abuse.” With the addition of those who are substance-“involved,” the drug-related incarceration numbers rise to an overwhelming 85% of inmates (Casa Columbia, 2010). These figures are stark at best, and they accurately convey the sad truth that addiction and criminal behaviors are inextricably linked. Many times the children of addicts who have been incarcerated are subjected to an additional level of wounding in the forced absence of their parent(s). The loss of the addicted parent to the criminal justice system naturally perpetuates and compounds many of the damages done previously by their addiction.

Thankfully, this compounding issue for the children of addicts is being addressed on a national and local level. There are now efforts between many correctional facilities and private treatment centers to offer the necessary coordinated care to incarcerated addicts so they can break the cycle of addiction. In my own professional position with a non-profit recovery housing provider, we have seen an increase in cooperation between recovery-related agencies and the courts within the last decade. The positive results of these efforts have been greatly supported, and “evidenced in the accumulation of related evaluation studies; and the emergence of advocacy coalitions for treatment alternatives” (Casa Columbia, 2010). Many offenders with drug-related offenses and a history of substance abuse are offered alternative options to address their needs. These innovative, holistic opportunities present a hope for the addict’s recovery but also for the start of their children’s emotional recovery.

One specific example of an alternative to incarceration that is positive for both the addicted parent and the child, in this case an unborn child, is Maiden’s Law. The basis of this law, presented in Ohio by State Representatives Doug Green and Sean O’Brien, “is aimed at encouraging expectant mothers who are addicted to heroin and opiates to seek medical help”(Green, 2015).

Maiden’s Law would operate by protecting

21

addicted mothers from the threat of prosecution and custodial loss of their unborn child, or any prior children, based on their admission of opiate use. This allows the criminalization to be suppressed just long enough for mother and baby to have a chance at recovery. The law could not come at a better time for Ohioans as NAS, or Neonatal Abstinence Syndrome, among new born babies is up an alarming 750% since 2004 (Ison, 2015). If these mothers obtain treatment early in their pregnancy, they can avert many of the complications and even avoid NAS altogether.

All of these options and solutions for addicted parents and their children are the result of a change in societal perception propelled by a greater understanding of the disease of addiction and its effects on the addict’s family. The lessening of stigma can encourage children of addicts and their parents alike to pursue avenues toward the healing that they may not previously have had the courage to obtain.

As Alana suggests in her biopic, summing up the stigmas and criminalization of addiction, “we punish bad behavior while we treat illness; we must change our view of addiction as being simply a bad decision” (Levinson, 2014). It is only when we embrace this shift socially in our thinking and handling of addiction that we can provide effective pathways for the families affected by it. Seeing the death and familial damage mount, and the statistics climbing ever higher, society can no longer justify the hindering stigmas it has held against addiction. The time to break the silence created by stigma and pursue restoration for addicts and their children is now.

References Casa Columbia. (2010, February 26). Behind Bars II. www.casacolumbia.org. Retrieved November 22, 2015 Green, D. (2015, September 2). Reps. Green, O’Brien Introduce Bill To Curb Drug Addiction In Expectant Mothers. www.ohiohouse.gov.

Retrieved Dec. 2, 2015.

Ison, J. (2015, July 25). Ohio babies born into addiction up 750 percent. www.cincinnati.com.

Retrieved Dec. 2, 2015 Kean, J. (2013, November 27). Why the US Fails at Treating Addiction. Retrieved Dec. 1, 2015 KR Merikangas, M. S. (1998, November 1).

Familial transmission of substance use disorders.

Arch Gen Psychiatry, pp. 973-979. Retrieved Dec. 1, 2015 Levinson, A. (2014, May 7). Daddy Issues. www. brinkmag.org. Retrieved Nov. 18, 2015 Massati, R., Beeghly, C., Hall, O., Kariisa, M., & Potts, L. (2014). Increasing Heroin Overdoses in Ohio: Understanding the Issue. Columbus, OH: Ohio Dept of Mental Health and Addiction Services.

About the Author Ariana N. Barrett is completing coursework at Stark State College in pursuit of her business management degree through the KSU track. Her ultimate goal is to pursue degrees in Non-Profit/Public Administration at Kent State University. Barrett is currently employed at ARC Recovery Services in Akron, Ohio, which focuses on recovery housing and other addiction support, and was the inspiration for her article. She is also the executive assistant with Community of Christ Church and its outreach ministry. In her spare time, Ariana enjoys spending time with her husband and two little girls. Her hobbies include gardening, cooking, and knitting.

Vol. 1 - Ed. 1

STARK VOICES

Financial Literacy in the United States

By Kathryn Black

I

always felt as though the whole point of going to high school was to learn skills and information that would be necessary for going out into the real world.

However, other than the basics of reading, writing and arithmetic, the only additional skills I have been able to apply in my everyday life are from an art class. Unfortunately, some of the most important skills and information, such as managing a budget, responsible use of a credit card, investing money, and paying taxes, are not topics that are taught in all schools. Whether or not a student receives an education that includes financial literacy in the United States depends on the course structure of varying school districts within the state a student resides.

The high school I attended required students to take a semester-long course aimed at learning financial literacy, but it seemed to me as though the content was very limited. Students who took this course spent the majority of a single semester learning a long list of vocabulary words from a textbook. Unfortunately, retaining and applying the information presented was difficult, due to the main focus of the class being set on learning the vocabulary instead of actively participating in exercises that would have taught students how to use the practical financial literacy materials. Without adequate opportunities to become financially literate in educational systems and in the home, how can students make wise choices in the future when handling finances?

Before diving more into this topic, I felt as though my lack of understanding was an issue I was experiencing due to a personal lack of effort in the class or possibly even just the way the class was taught. This was until I came across a video titled “Don’t Stay in School”, uploaded on YouTube by Boyinaband. The video features a song that the channel owner wrote which

discusses all of the things he feels he should have learned in high school but didn’t. For example, some of the specific things that were mentioned included: how to get a job, paying taxes, trading stocks, and how to live on a budget (Don’t Stay in School, 2015). I felt as though this song really conveyed a message that students across the United States are not receiving an education that is teaching them adequate information needed for real-world experiences.

This would suggest that struggles with financial literacy are not something only a handful of students are dealing with but instead an issue that is more widespread.

With this in mind, we must consider what financial mistakes students are making and what steps can be taken to improve financial literacy across the United States.

The amount of debt a student graduates from college with is directly linked to that student’s major and school of choice.

According to Edvisors, a website that focuses on helping individuals plan for college and repaying loan debt, the average college student will graduate with around $35,000 in student loans (Sparshott). With college being so pricy, it is very important for students to have financial literacy knowledge when considering all the possible options in making their higher educational choices.

A main factor for students to consider is the cost difference between the average estimated income of a career choice upon graduation and the amount of college debt they can incur depending on their location of study. This is basic reasoning using their return on their college education investment.

Having financial literacy knowledge is vital for students to create a realistic educational budget that can assist them in determining their college of choice with the least amount of debt. There are affordable options out there for all programs that offer a highquality education, which is why it is so important to look more into these options

before making decisions.

Another issue students face is a lack of understanding when it comes to basic finances. In fact, according to assessments that were conducted by the Department of Education and the Treasury Department, the financial literacy rate in the United States that took place from 2010 to 2012 was around 69% or lower (Malcolm). Similar results were noted when I conducted a survey that involved twenty students who had graduated from high school within the last two years. The overall percentage of students who had answered that they had a basic understanding of finances was a round 60%. My survey results would suggest that the students understood simple financial concepts such as how to save and manage their money while living on a budget but struggled with understanding more complicated financial aspects including paying taxes, building credit, and understanding loans.

In “A Student Loan System Stacked against the Borrower” by Gretchen Morgensen, it seems as though part of the problem that many students were facing was due to these more complicated topics. For example, one man the author interviewed reported that when taking out loans with a high interest rate, he didn’t fully understand how much debt would be incurred as the end result (Morgensen).

Other students seemed to run into complications when it came down to the repayment process for the loan, and this was due to the individuals not understanding the wide range of repayment options. The article seemed to suggest that loan servicers may take advantage of the financial ignorance of borrowers and offer little assistance in informing them of basic loan structures, concerning which the author states, “Repaying a student loan is challenging enough without servicers adding to the burden with incompetence Continued on Page 23

March 2016

22

STARK VOICES or dubious practices. Borrowers and taxpayers deserve better” (Morgensen, 2015).

In “Tricks of the Trade: Teaching Personal Finance to High School Students” Kathy Focht shares the experiences she has had with teaching young adults financial literacy.

She states “In many ways, financial literacy mirrors etiquette; it’s not taught often in homes. But unlike etiquette, financial literacy skills impact the individual -- and our national economy. Once begun, these financial mistakes become very challenging to overcome” (Focht). This view would assume that mistakes that an individual makes while still young have the potential to drastically affect her life later down the road. According to Focht, “It seems as though students don’t always value education, and so to get through to them, it’s important to focus on the practical aspects of finances by stepping out of a textbook to teach students in a way that will offer them an idea of how this information can later be applied later on in life” (Focht).

This information mirrors the survey I conducted. The students who had taken a financial literacy course in school reported feeling as though they hadn’t taken much away from the class because they were never taught how to use the information they were taught. Many of these students reported that they still didn’t understand how to pay taxes, how loans work, or how to build credit due to the lack of exercises that could have helped reinforce the information being taught.

Even though many adults may regret that they never took a course in high school on financial literacy, a study conducted by Lewis Mandell and Linda Klein suggests that taking these courses may not leave you any more financially literate. “Research should focus on determining teaching methods that enable students to understand the impact of financial decisions and/or the information that would improve subsequent financial behavior” (Mandell). This reinforces statements previously mentioned by Focht about how it is very important to focus on the practical information when teaching finances to students so they can understand how certain behaviors and information can

23

affect them.

However, a report by the Champlain Center for Financial Literacy that evaluated educational ratings of schools and how students were being educated found that 66% of states had earned a C or less, with 44% earning a D or F rating. The states that had earned an A rating had required students to take a course in personal finance or be assessed on financial topics (Koeppel).

Requiring a personal finance class can be made challenging. Despite the fact that educational systems can be a very important component of helping young adults to become financially literate, it is also important for families to reinforce what is being taught in school so that it may better be retained. “If the home environment doesn’t reinforce it, there’s only so much that can be done in the classroom; it doesn’t matter what the teacher tells the students if they’re going to live entirely differently” (Koeppel).

The key to ensuring that major financial mistakes do not occur is to teach financial literacy and empower students at a young age. One of the most important places to start teaching financial literacy is within the home. A YouTube video titled, “Teaching financial literacy to kids” that was uploaded by Allowance Academy offers an inside look at how one family taught their children, from a young age, about the value of money and money management through the expenditure of allowances. In the video, the mother of the children stated, “If we don’t teach kids as parents about finances and basic money management, they’re not going to learn it anywhere else” (Teaching financial literacy to kids, 2014).

Becoming financially literate while young is the key to being more successful as an adult since it provides you with the knowledge to make wise decisions when dealing with finances. However, in the United States, many students are leaving high school and entering life as an adult unprepared for what they will soon be facing. Educational systems need to require personal finance classes for students, and families need to put forth effort to reinforce the information that is being taught. Things such as managing money,

living on a budget, dealing with loans, and credit are just some of the important factors most adults will have to deal with regularly. So, for the future of the country and the well-being of the citizens, it is important to prepare individuals with the financial knowledge needed to handle the financial situations that life will demand.

Works Cited “Don’t Stay in School.” YouTube. YouTube, 2 Feb. 2015. Web. 06 Oct. 2015.

Focht, Kathy. “Tricks of the Trade: Teaching Personal Finance to High School Students.” The Huffington Post. TheHuffingtonPost.com, 26 Apr. 2013. Web. 21 Oct. 2015.

Koeppel, David. “Why High School Kids Are Financially Illiterate.” The Fiscal Times. The Fiscal Times, 30 July 2013. Web. 06 Nov. 2015.

Malcolm, Haddley. “Millennials Struggle with Financial Literacy.” USATODAY.COM. USA TODAY, 24 Apr. 2012. Web. 14 Nov. 2015.

Mandell, Lewis and Klein, Linda Schmid, The Impact of Financial Literacy Education on Subsequent Financial Behavior (2009). Journal of Financial Counseling and Planning,Vol. 20, No. 1, 2009. Available at SSRN: http://ssrn.com/abstract=2224231 Morgensen, Gretchen. “A Student Loan System Stacked Against the Borrower.” The New York Times. The New York Times, 10 Oct. 2015. Web. 11 Oct. 2015.

Sparshott, Jeffrey. “Congratulations, Class 2015.

You’re the Most Indebted Ever (For Now).” The Wall Street Journal. The Wall Street Journal, 8 May 2015. Web. 14 Nov. 2015.

“Teaching Financial Literacy to Kids.” YouTube.

YouTube, 3 Jan. 2014. Web. 21 Oct. 2015.

About the Author Kathryn Black attends Stark State College where she is studying to receive an associate of science degree. She is currently in her fourth semester and expected to graduate in 2018. After graduation, Kathryn plans to further her education and attend a radiologic technology school. Her article, “Financial Literacy in the United States” was written as a class assignment for College Composition class and focuses on economics.

Vol. 1 - Ed. 1

STARK VOICES INSTRUCTOR ACKNOWLEDGMENTS This page is dedicated to the Stark State College instructors whose guidance assisted with the development of essays published within this journal. These instructors were instrumental in instilling best practices within student work towards academic achievement. Thank you to all instructors, faculty, and staff that dedicate their time and careers towards building educational advancement opportunities for others to reach their goals.

ROBERT A. BERENS

Robert A. Berens is an assistant professor in the English and Modern Languages Department. He teaches College Composition, British Literature II, Academic Writing, and Intro to Academic Writing. Professor Berens attended Kent State University (OH), where he earned his BA in English (2001) and furthered his education at The University of Akron (OH), obtaining his MA in College Composition (2011). Prior to becoming a faculty member at Stark State College in 2005, he was employed at Brown Mackie College for three years.

NICOLE HERRERA

Nicole Herrera is an assistant professor in the English and Modern Languages Department. Her courses of instruction include College Composition I and II, Business Communication, Academic Writing, Intro to Academic Writing, and Technical Report Writing. Professor Herrera graduated from Bowling Green State University (OH) with a BA in political science (2001). She further continued her studies at The University of Akron (OH), where she obtained her MA in English Composition (2008). Prior to her employment with Stark State College in 2009, Professor Herrera was employed at The University of Akron. She is also an advisor for Stark Voices. In her free time, she enjoys running, coaching basketball and soccer, gardening, and being active with her husband and two children.

NICHOLAS KINCAID

Nicholas Kincaid is an instructor in the English and Modern Languages Department. His areas of academic instruction at Stark State College include College Composition I and II, Intro to Academic Writing, and Academic Writing. He graduated from The University of Akron (OH) with a BA in philosophy (2005), and he later received his MA in English Composition (2011). Mr. Kincaid began his teaching career at Kent State University (OH) prior to his employment with Stark State College in 2014.

ELIZABETH MODARELLI

Elizabeth Modarelli is an assistant professor in the English and Modern Languages Department. Her courses of instruction include College Composition, Academic Writing, and Intro to Academic Writing. She studied at The University of Akron (OH), where she received her BA in English (1998), MS in Integrated Language Arts in Education (2003), and MA in English Composition (2009). Prior to her arrival at Stark State College in 2010, Professor Modarelli was employed by the Knox County Schools (TN), Pellissippi State Community College (TN), and The University of Akron. In addition to teaching academic courses, she is also an advisor for Stark Voices.

March 2016

24

STARK VOICES STAFF AND CONTRIBUTORS Technical Communications Interns

Editor

Lisa J. Keatley

Phi Theta Kappa Technical Communication Major

Asst. Editor

Leona Romich

Technical Communication Major

Ariel Stahler

Communications Major

Contributor

Staff Writer

Faculty

Advisors

Elizabeth Modarelli Assistant Professor of English

Committee Members

Nicole Herrera

Assistant Professor of English

Robert Berens

Assistant Professor of English

Duane Dodson

Assistant Professor of English

GRAPHIC ART WORK AND PUBLICATION DESIGN Student Contributors

Publication Layout and Design

Graphic Design Liaison Taylor Brown and Photography

President, Multimedia Group Graphic Design Major

Graphics

Matt Brady

Graphic Design Major

Article Illustration (Page 14)

Derek Scott

3D Motion Graphics

Matt Brady

Graphic Design Major

SPECIAL ACKNOWLEDGMENT Multimedia Group

Faculty Advisor

Maria Bleahu

Asst. Advisor Justin McCrea

Instructor of Digital Media Instructor of Information Security and Digital Media

For more information contact Stark Voices at starkvoices@gmail.com 25

Vol. 1 - Ed. 1