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Anindya Kundu: The boost students need to overcome obstacles
Anindya Kundu: 推动学生改变命运需要克服障碍
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处于弱势地位的学生如何在学校取得成功？对于社会学家Anindya Kundu来说，坚韧和坚持还不够；学生们还需要拓展身边的资源，或者他们克服障碍和驾驭系统的能力。他给我们分享了一些在面对个人，社会和机构性的挑战的学生如何公开挑战社会原有期望的故事。
Anindya Kundu - Sociologist, educator, writer
TED Resident Anindya Kundu is reframing our notions of achievement and ability through his sociological research, which suggests all students can succeed if provided the right support systems. Full bio
TED Resident Anindya Kundu is reframing our notions of achievement and ability through his sociological research, which suggests all students can succeed if provided the right support systems. Full bio
Double-click the English transcript below to play the video.
我在学校教授在教育界中的
不公平和种族问题。
不公平和种族问题。
00:12
So, I teach college students
about inequality and race in education,
about inequality and race in education,
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我办公室的大门总是向想见我，
00:17
and I like to leave my office open
to any of my students
to any of my students
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和我聊天的学生敞开。
00:20
who might just want to see me to chat.
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00:23
And a few semesters ago,
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几个学期之前，
我的一个非常开朗的学生，马哈里
00:24
one of my more cheerful
students, Mahari,
students, Mahari,
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来到我的办公室，
00:27
actually came to see me
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提到了他在学校感觉到有些
被排斥，因为他是黑人。
被排斥，因为他是黑人。
00:29
and mentioned that he was feeling
a bit like an outcast because he's black.
a bit like an outcast because he's black.
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00:34
He had just transferred to NYU
from a community college
from a community college
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他刚刚带着优秀生奖学金
从一个社区大学
从一个社区大学
00:36
on a merit scholarship,
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转学到纽约大学，
00:38
and turns out,
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结果发现
在纽约大学，只有5%的学生是黑人。
00:40
only about five percent
of students at NYU are black.
of students at NYU are black.
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00:43
And so I started to remember
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于是我开始想起
00:45
that I know that feeling
of being an outsider
of being an outsider
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我知道在自己的社区
作为一个局外人的
作为一个局外人的
那种感觉。
00:47
in your own community.
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00:49
It's partially what drew me to my work.
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那也是我在这个
领域工作的一部分原因。
领域工作的一部分原因。
在我的学校，
00:51
At my university,
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我是少数有色人种的教职工之一，
00:53
I'm one of the few
faculty members of color,
faculty members of color,
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在长大的过程中，我经历了
家庭的社会流动性，
家庭的社会流动性，
00:55
and growing up, I experienced
my family's social mobility,
my family's social mobility,
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00:59
moving out of apartments
into a nice house,
into a nice house,
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从一个公寓搬到
一个很漂亮的房子，
一个很漂亮的房子，
但是这个居住区的居民
绝大多数是白人。
绝大多数是白人。
01:02
but in an overwhelmingly
white neighborhood.
white neighborhood.
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01:05
I was 12,
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我12岁，
那时的小孩会跟我说，
他们很惊讶我闻起来没有咖喱味。
他们很惊讶我闻起来没有咖喱味。
01:06
and kids would say that were surprised
that I didn't smell like curry.
that I didn't smell like curry.
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01:10
(Laughter)
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（观众笑声）
那是因为我们只有上午上学，
01:11
That's because school is in the morning,
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而我的早餐是鸡蛋和华夫饼。
01:13
and I had Eggo waffles for breakfast.
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（观众笑声）
01:15
(Laughter)
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01:17
Curry is for dinner.
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晚上才吃咖喱。
（观众笑声）
01:18
(Laughter)
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01:20
So when Mahari was leaving,
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当马哈里离开的时候，
我问他，他是如何
处理这种被孤立的感觉的。
处理这种被孤立的感觉的。
01:21
I asked him how he was coping
with feeling isolated.
with feeling isolated.
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他告诉我尽管感觉到很孤独，
01:24
And he said that despite feeling lonely,
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但他会将自己沉浸在工作中，
01:27
he just threw himself at his work,
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01:29
that he built strategies around his grit
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他的策略是建立在他的韧性
和对成功的追求之上。
01:31
and his desire to be successful.
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01:33
A mentor of mine is actually
Dr. Angela Duckworth,
Dr. Angela Duckworth,
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我的一个导师是安琪拉 · 达克沃斯
（Angela Duckworth）博士，
（Angela Duckworth）博士，
宾州大学的心理学家，
她对韧性的定义是
她对韧性的定义是
01:36
the psychologist at UPenn who has defined
this stick-to-itiveness of grit
this stick-to-itiveness of grit
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“为了实现长期目标
所怀有的坚持和激情”。
所怀有的坚持和激情”。
01:41
as being "the perseverance
and passion for long-term goals."
and passion for long-term goals."
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安琪拉的书成为了畅销书，
01:45
Angela's book has become a bestseller,
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全国范围内的学校，
01:47
and schools across the country,
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尤其是特许学校，
01:49
particularly charter schools,
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开始热衷于引用“韧性”
作为其办学的核心价值。
作为其办学的核心价值。
01:51
have become interested in citing
"grit" as a core value.
"grit" as a core value.
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01:55
But sometimes grit isn't enough,
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但有时候光有韧性是不够的，
01:57
especially in education.
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尤其是在教育界中。
01:59
So when Mahari was leaving my office,
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所以当马哈里离开
我办公室的时候，
我办公室的时候，
02:01
I worried that he might need
something more specific
something more specific
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我依然担心他可能需要
一些更具体的东西，
一些更具体的东西，
02:03
to combat the challenges
that he mentioned to me.
that he mentioned to me.
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去应对他所提到的挑战。
02:06
As a sociologist,
I also study achievement,
I also study achievement,
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作为一个社会学家，
我也会研究个人成就，
我也会研究个人成就，
但是是从一个稍微不同的角度。
02:10
but from a slightly different perspective.
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我对克服巨大障碍的学生做了研究，
02:12
I research students who have overcome
immense obstacles
immense obstacles
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并将这些障碍和他们的
背景联系起来。
背景联系起来。
02:15
related to their background.
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来自低收入家庭的学生，
02:17
Students from low-income,
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还有来自单亲家庭的孩子，
02:18
often single-parent households,
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那些没有家的，曾待过监狱的，
或者没有合法身份的学生，
或者没有合法身份的学生，
02:20
students who have been homeless,
incarcerated or perhaps undocumented,
incarcerated or perhaps undocumented,
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或者是曾遭受过虐待，
02:25
or some who have struggled
with substance abuse
with substance abuse
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亦或者是经受暴力
或者性侵犯创伤的学生。
或者性侵犯创伤的学生。
02:28
or lived through violent or sexual trauma.
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02:31
So let me tell you about two
of the grittiest people I've met.
of the grittiest people I've met.
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让我来说说我见过的
两个最有韧性的学生。
两个最有韧性的学生。
02:35
Tyrique was raised by a single mother,
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泰瑞克被单身妈妈带大，
高中毕业之后，他开始走上了歧途。
02:37
and then after high school,
he fell in with the wrong crowd.
he fell in with the wrong crowd.
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他因为持武器抢劫被捕。
02:40
He got arrested for armed robbery.
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但是在监狱里，他开始努力工作。
02:42
But in prison, he started to work hard.
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他上了一些提供
有效学分的大学课程，
有效学分的大学课程，
02:45
He took college credit courses,
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所以当他从监狱里出来的时候，
就可以拿到一个硕士学位，
就可以拿到一个硕士学位，
02:46
so when he got out,
he was able to get a master's,
he was able to get a master's,
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现在他是一个非盈利组织的经理。
02:49
and today he's a manager at a nonprofit.
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02:52
Vanessa had to move around a lot as a kid,
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维纳赛在小的时候经常搬家，
从曼哈顿的东区到
史泰登岛，再到布朗克斯。
史泰登岛，再到布朗克斯。
02:55
from the Lower East Side
to Staten Island to the Bronx.
to Staten Island to the Bronx.
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她主要是由大家庭带大，
02:58
She was raised primarily
by her extended family,
by her extended family,
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因为她的生母有毒瘾。
03:01
because her own mother
had a heroin addiction.
had a heroin addiction.
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03:04
Yet at 15,
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然而在15岁的时候，
维纳赛不得不退学，
03:05
Vanessa had to drop out of school,
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她有了一个儿子。
03:07
and she had a son of her own.
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03:09
But eventually, she was able
to go to community college,
to go to community college,
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但最终，她去了社区大学，
拿到了副学士学位。
03:12
get her associate's,
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然后她去了一所精英大学，
完成了学士学位。
完成了学士学位。
03:14
then go to an elite college
to finish her bachelor's.
to finish her bachelor's.
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03:18
So some people might
hear these stories and say,
hear these stories and say,
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有些人听到这些故事也许会说，
“是的，这两个人绝对是坚韧的范例。
03:20
"Yes, those two definitely have grit.
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他们基本上是白手起家。”
03:22
They basically pulled themselves up
by the bootstraps."
by the bootstraps."
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03:26
But that's an incomplete picture,
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但这并不是故事的全部，
因为更重要的是
03:28
because what's more important
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在生命中有帮助
影响他们环境资源的因素，
影响他们环境资源的因素，
03:30
is that they had factors in their lives
that helped to influence their agency,
that helped to influence their agency,
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或者他们有某种特殊的能力
03:34
or their specific capacity
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能够克服他们所面对的障碍，
03:35
to actually overcome
the obstacles that they were facing
the obstacles that they were facing
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依据他们自身的情况
找到正确的道路。
找到正确的道路。
03:39
and navigate the system
given their circumstances.
given their circumstances.
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03:43
So, allow me to elaborate.
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那么让我来澄清一下。
03:44
In prison, Tyrique
was actually aimless at first,
was actually aimless at first,
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作为一个22岁的雷克斯岛的学生，
刚进监狱的时候，
刚进监狱的时候，
03:48
as a 22-year-old on Rikers Island.
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泰瑞克并没有明确的目标。
03:50
This is until an older detainee
took him aside
took him aside
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直到后来一个被拘留者
将他拉到一边，
将他拉到一边，
要求他一起参与一个青年项目。
03:54
and asked him to help
with the youth program.
with the youth program.
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03:56
And in mentoring youth,
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在给年轻人作导师的过程中，
他开始意识到自己在青少年时期
所犯的错误，以及所面对的可能性。
所犯的错误，以及所面对的可能性。
03:58
he started to see his own mistakes
and possibilities in the teens.
and possibilities in the teens.
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04:02
This is what got him interested
in taking college-credit courses.
in taking college-credit courses.
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这使他开始对上提供学分的
大学课程产生了兴趣。
大学课程产生了兴趣。
04:05
And when he got out,
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刑满释放后，
04:07
he got a job with Fortune Society,
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他在“福利社会”得到了一个工作，
04:09
where many executives are people
who have been formerly incarcerated.
who have been formerly incarcerated.
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那里的很多执行官都有过
被正式拘留的经历。
被正式拘留的经历。
04:13
So then he was able to get
a master's in social work,
a master's in social work,
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他后来通过努力拿到了
社会工作的硕士学位，
社会工作的硕士学位，
而今天，他甚至会在哥伦比亚大学
做关于监狱改革的演讲。
做关于监狱改革的演讲。
04:16
and today, he even lectures
at Columbia about prison reform.
at Columbia about prison reform.
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04:21
And Vanessa ...
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再看看维纳塞，
04:22
well, after the birth of her son,
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在她儿子出生之后，
她偶然找到一个叫作
职业基金的项目，
职业基金的项目，
04:24
she happened to find a program
called Vocational Foundation
called Vocational Foundation
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可以获得40美金的周薪，
04:27
that gave her 20 dollars biweekly,
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04:30
a MetroCard
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一张交通卡，
以及从零开始学电脑的经历。
04:31
and her first experiences with a computer.
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04:33
These simple resources
are what helped her get her GED,
are what helped her get her GED,
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正是这些简单的资源
帮助她获得了高中水平的教育。
帮助她获得了高中水平的教育。
04:36
but then she suffered
from a very serious kidney failure,
from a very serious kidney failure,
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但是后来她又患上了
非常严重的肾衰竭，
非常严重的肾衰竭，
04:39
which was particularly problematic
because she was only born with one kidney.
because she was only born with one kidney.
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这个问题对她来说尤为严重，
因为她出生时只有一个肾。
因为她出生时只有一个肾。
04:43
She spent 10 years on dialysis
waiting for a successful transplant.
waiting for a successful transplant.
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她做了十年的透析，
只为等待一个成功的移植手术。
只为等待一个成功的移植手术。
04:48
After that,
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在那之后，
04:49
her mentors at community college
had kept in touch with her,
had kept in touch with her,
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由于她在社区大学的导师
一直与她保持联系，
一直与她保持联系，
于是她能够参与
04:52
and so she was able to go,
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他们为她安排的荣誉项目。
04:54
and they put her in an honors program.
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正是这个渠道帮助她进入了
04:56
And that's the pathway
that allowed her to become accepted
that allowed her to become accepted
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对于女性来说全国
最精英的大学之一，
最精英的大学之一，
04:59
to one of the most elite colleges
for women in the country,
for women in the country,
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她在36岁的时候
拿到了学士学位，
拿到了学士学位，
05:02
and she received her bachelor's at 36,
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为她年轻的儿子树立了
一个不可思议的榜样。
一个不可思议的榜样。
05:05
setting an incredible example
for her young son.
for her young son.
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05:08
What these stories primarily indicate
is that teaching is social
is that teaching is social
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这些故事主要暗示的是，
育人是一个社会行为，
育人是一个社会行为，
而且能从社会框架中收益。
05:12
and benefits from social scaffolding.
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有一些因素在推动
这两个人朝着同一方向前进，
这两个人朝着同一方向前进，
05:15
There were factors
pushing these two in one direction,
pushing these two in one direction,
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但是他们各自遇到的
导师和机会却因人而异，
导师和机会却因人而异，
05:18
but through tailored
mentorship and opportunities,
mentorship and opportunities,
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他们能够反省自己的处境，
05:21
they were able to reflect
on their circumstances
on their circumstances
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拒绝消极的影响。
05:23
and resist negative influences.
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他们也学到了简单的技能，
比如发展人脉，
比如发展人脉，
05:26
They also learned simple skills
like developing a network,
like developing a network,
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或者寻求帮助——
05:29
or asking for help --
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这些是我们在场的很多人
经常需要，却很容易忘记，
经常需要，却很容易忘记，
05:31
things many of us in this room can forget
that we have needed from time to time,
that we have needed from time to time,
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或者认为理所当然的。
05:36
or can take for granted.
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05:38
And when we think of people like this,
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当我们想到这样的人的时候，
我们应该只认为他们
是出色的，而不是个例。
是出色的，而不是个例。
05:40
we should only think of them
as exceptional, but not as exceptions.
as exceptional, but not as exceptions.
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05:44
Thinking of them as exceptions absolves us
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把他们当作个例
就等于免除了我们
就等于免除了我们
帮助在相似处境中的
学生的集体责任。
学生的集体责任。
05:47
of the collective responsibility
to help students in similar situations.
to help students in similar situations.
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05:52
When Presidents Bush, Obama
and now even Trump,
and now even Trump,
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当总统布什，奥巴马
以及现在的特朗普，
以及现在的特朗普，
都把教育称作
“我们时代的民权问题”，
“我们时代的民权问题”，
05:55
have called education
"the civil rights issue of our time,"
"the civil rights issue of our time,"
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05:59
perhaps we should treat it that way.
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也许我们的确应该这样做。
06:02
If schools were able to think
about the agency that their students have
about the agency that their students have
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如果学校能够想到
他们的学生所拥有的环境资源，
他们的学生所拥有的环境资源，
06:05
and bring to the table
when they push them,
when they push them,
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当他们推动学生进步的时候
将这一因素放到台面上，
将这一因素放到台面上，
06:08
what students learn can become
more relevant to their lives,
more relevant to their lives,
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学生所学习的技能就可以
与他们的生活更息息相关，
与他们的生活更息息相关，
这样一来他们就可以实现
更深层的韧性和性格。
更深层的韧性和性格。
06:11
and then they can tap into those internal
reservoirs of grit and character.
reservoirs of grit and character.
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06:17
So this here --
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那么这是——
我的学生马哈里，
06:18
My student Mahari
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06:20
got accepted to law school
with scholarships,
with scholarships,
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被法学院录取，还获得了奖学金，
06:23
and not to brag,
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我并不是在炫耀，
06:25
but I did write one of his letters
of recommendation.
of recommendation.
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但我确实是他的推荐人之一。
（观众笑声）
06:27
(Laughter)
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06:29
And even though I know hard work
is what got him this achievement,
is what got him this achievement,
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即使我知道是辛勤工作
使得他有了今天的成就，
使得他有了今天的成就，
我也曾目睹他一路上
如何找到了自己的声音，
如何找到了自己的声音，
06:33
I've seen him find
his voice along the way,
his voice along the way,
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作为一个在长大过程中
有一点害羞和古怪的人，
有一点害羞和古怪的人，
06:35
which as someone who's grown up
a little bit shy and awkward,
a little bit shy and awkward,
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我知道这需要时间和支持。
06:39
I know it takes time and support.
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所以即使他需要经常
依赖他的韧性，
依赖他的韧性，
06:41
So even though
he will rely a lot on his grit
he will rely a lot on his grit
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才能艰难地度过
在法学院的第一年，
在法学院的第一年，
06:44
to get him through
that first-year law school grind,
that first-year law school grind,
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我会始终作为他的导师，
06:48
I'll be there as a mentor for him,
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时不时地跟进他的状态，
06:50
check in with him from time to time,
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也许带他去尝尝咖喱，
06:52
maybe take him out to get some curry ...
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（观众笑声）
06:54
(Laughter)
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帮助他不断扩充身边的资源，
从而取得更大的成功。
从而取得更大的成功。
06:55
so that he can keep growing his agency
to succeed even more.
to succeed even more.
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谢谢。
06:59
Thank you.
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（观众掌声）
07:00
(Applause)
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ABOUT THE SPEAKER
Anindya Kundu - Sociologist, educator, writerTED Resident Anindya Kundu is reframing our notions of achievement and ability through his sociological research, which suggests all students can succeed if provided the right support systems.
Why you should listen
Anindya Kundu studies the potential of human agency to help people create positive change in their lives. His research involves learning how students can navigate around personal, social and institutional challenges to succeed. Kundu's book Achieving Agency is forthcoming.
At NYU, Kundu has taught the course, "American Dilemmas: Race, Inequality, and the Unfulfilled Promise of Public Education," originally designed by achievement gap scholar, Dr. Pedro Noguera. Kundu was the 2017 recipient of the NYU "Outstanding Doctoral Student Teaching Award." He also teaches high school students storytelling through The Moth in New York City.
Kundu frequently contributes to public discourse on education. His work has appeared in NPR Education, MSNBC and Huffington Post. Kundu says, "There is intellectual talent going uncultivated and unnoticed in our communities. If we remember education is our greatest public responsibility, we can better tackle the social problems that lie ahead, together."
Anindya Kundu | Speaker | TED.com