Use these discussion questions to guide conversations in your book club!
1. What does this memoir reveal to you about life on the edge—or smack in the middle—of poverty?
2. In numerous instances, the book details the rules of the bureaucracy that poor people face when attempting to find assistance, while contrasting these frustrations with the few moments of relief when the system functions smoothly. What do these moments demonstrate about the process of requesting assistance? Do you agree with Land's assessment that the rules are designed to keep poor people mired in poverty?
3. Land describes the complex relationship between receiving help from government assistance programs and personal dignity. What forces in her life and society in general have contributed to her feeling this way?
4. Land challenges the notion of resilience as a virtue, describing it as the result of necessary coping strategies for the working poor. In what ways does Land’s story challenge the traditional success narratives of poor people working their way out of poverty?
5. Throughout the book, Land describes the value of brief moments to herself in the midst of her hectic, stressful schedule. Do you relate to these brief interludes of peace? What does the scarcity of these moments say to you about broader societal trends?
6. Land identifies many individuals who are supportive of her situation, yet also describes many who are dismissive. What are some examples of individual compassion and individual indifference that stuck out to you? Which examples exemplify the type of approach you think is most helpful?
7. At several points in the book, Land wonders at the fact that students are rarely taught how to make a living as a writer. Why do you think this is? Are there any biases on the part of faculty and staff that contribute to this oversight?
8. Land periodically struggles with the feeling that her goal of getting an English degree in order to pursue her dream of being a writer is a luxury for someone in her position, a feeling that is often compounded by contrasting herself with her many younger and/or more well resourced classmates. In what way do societal norms and systemic barriers contribute to this feeling? Why would it be considered a luxury for Land, while it isn’t for her many of her classmates?
9. Why do you think it takes Land so long to feel like she belongs at school? What could be done differently to help foster a greater sense of belonging?
10. Land describes the holidays as especially hard on poor parents, as she seeks to provide a special experience for her daughter with very limited resources. Do you think it’s possible to create a society in which this absence of a class divide exists in a more permanent way? What changes might lead to this?
11. There are several moments in the book when Land’s professors offer encouragement and validation, including moments in which she is praised in front of Emilia. Why are these moments so significant to Land? What are some other ways that faculty or other people in the book support her?
12. Land hopes that her friend Kristi will be supportive upon finding out she is pregnant, but feels that she is being judged for her choice to have another child. What does this judgment suggest about how society views the choices and autonomy of the working poor, particularly single parents? How does this play into Land’s feelings about striving to prove that she is “deserving?”
13. Land comes to believe that professor Judy Blunt’s opinion that “babies don’t belong in grad school” and her judgements about Land’s appearance contributed to her not being accepted into the MFA program. In what way does this demonstrate bias? What could have been done, on Judy’s part or in the actions of other faculty/administrators, to prevent this?
14. Why do you think we’ve been encouraged to read this book? What were your biggest takeaways? Did the book affect the way you view the student experience at ACC?
The Columbia Center for Teaching and Learning outlines 5 principles for inclusive teaching. This list has been adapted for those for creating an inclusive Book Club experience.
1. Foster belonging by having introductions, chosen name/pronouns, and avatars during the first meeting.
2. Set expectations by outlining Book Club including frequency, type of work, and examples.
3. Recognize diversity and acknowledge barriers to inclusion by choosing a variety of authors and providing the content.
4. Design for accessibility by providing the most flexible mode of instruction.
5. Reflect on your own beliefs by asking students for suggestions and implementing them for the next semester.
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