Sex
and Money
Sigmund Freud is supposed to have said something like
this: I know what a man wants – love and work. But what does a woman
want? Well, duh, Sigmund. A woman also wants love and work.
This is a story I tell my students when we read Their
Eyes Were Watching God by Zora Neale Hurston, a novel that explores the
relationships between men and women.
To illustrate the point, I divide the class into boys
and girls, and ask each group first to come up with the top ten things a
woman wants. When each group has its list, I write them up on the board.
Then I ask each group to make a list of the top ten things a man wants,
and I write those lists up on the board, too. This activity produces 40
items and a lot of giggling. Everybody likes to talk about the
differences between men and women, especially adolescents, who are just
wading into the swamp. Like Freud, everybody seems to agree on what men
want, if not on specific rankings. There’s considerable disparity
between the two genders when it comes to what women want. When the
laughter dies down, I ask the students to look at the 40 items and
find common ground – what do both men and women want? Usually, it
boils down to two things: sex and money.
I’m not surprised that teenagers choose to use the
word “sex” instead of “love.” Sadly, any high school kid
talking sincerely about love leaves himself or herself wide open to
ridicule, at least in public.
What concerns me more is the substitution of
“money” for “work.” I’ve done this exercise with several
different classes, and out of the hundreds of items on the various
lists, no one has ever come up with anything like “an interesting
job,” or “a fulfilling career.” When I ask them about it, my
students seem puzzled that anyone would consider work an end in itself,
something that gives pleasure or pride. To them, work means a painful or
boring task, something to be completed as quickly as possible in order
to move on to the finer things in life.
That seems to be how a lot of students view their school
work. Is that the fault of the students? Or of the work we give them to
do? I don’t want to make too much of this informal survey. Maybe
it’s developmental, and my students will, in time, come to realize the
dignity and satisfaction that meaningful work offers. But it worries me.
Beginning
Educator columns