Lives On The Boundary

Why does Rose include so much of his life story and personal experience in Lives on the Boundary? How does including this kind of detail help him prove the book’s central argument about the American education system and its effect on marginalized students?

Rose argues that socioeconomic factors like race, class, and income play a huge factor in whether students are able to succeed in the American education system. Do you agree or disagree? Use examples from the book as well as your own experience to support your answer.

Go back and read the story of Harold Morton, one of Rose’s El Monte elementary school students (pages 115-27). Which of the book’s themes does this story help support? Use at least three concrete examples from Harold’s story in your response.

Throughout Lives on the Boundary, Rose writes about myth: American myths, myths about poverty, and myths about remedial students. Why do you think people embrace these myths, even if they are often untrue? Use examples from the book to support your answer.

During Rose’s time as a teacher in the Veteran’s Program, he writes that his experiences make him an advocate for “the social dimension of teaching” (158). What does he mean by this? Use examples from at least four of Rose’s students in your answer.

Compare and contrast Rose’s El Monte elementary school students with the college students he works with at UCLA. In what ways are their struggles similar? How are they different?

Rose shares stories about his students to try and break down stereotypes about remedial learners. Do you think this tactic is effective? Talk about at least three different stereotypes in your response.

Rose mentions South Vermont—the neighborhood he grew up in—throughout Lives on the Boundary. What does South Vermont symbolize to Rose as a child, and how does its meaning change as he gains more education and experience as a teacher?