WHAT ADJUNCTS SAY

 

PSCcuny
NEWS BULLETIN

APRIL 2001

 

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The CUNY Budget: Moment of Truth

TeachCUNY reaches 18 campuses, 100s of classrooms

Negotiations Update

Letters to the Editor

New PSC Committee on Diversity Begins Work

Health and Safety Update: It's in the Air

New Faculty Speak Out at Brooklyn College

DA Approves Dues Change for Part-Timers

Lights Out for Edison 

Spotlight on Adjunct Concerns at Legislative Hearing

Washington State & California Take the Lead on Adjunct Equity

What the Statistics Say

What the Adjuncts Say

ACTing Out: Giuliani & Media vs CUNY (with bibiliography on testing)

"Teach CUNY" and the Classroom

How Not to Teach at CUNY

The Past Year and the Union's Future

Against Common Sense

 

 

 

 “One dubious ‘plus’ of being an adjunct is that my children have been eligible for all the government programs for the neediest students. They qualified for city day care. In public school, they qualified for free lunch. My younger son, like his brother before him (who attended a SUNY school), now gets federal Educational Opportunity and Pell grants, and he also gets the maximum New York State TAP grant plus [need-based] scholarships from his college….Wouldn’t it make better sense if my employers simply paid me for my work?”
Wendy Scribner, English, NYC Tech and Pace

 “We are not paid a yearly salary. We are only paid for 30 weeks of work. We need unemployment insurance. We are not being greedy. We are just asking for unemployment insurance and the salary that a professional teacher deserves….My medical benefits have always only been for a single person. An adjunct cannot have a family and get full medical coverage. We cannot accrue sick days. Who ever heard of not accruing sick days?”
Susan DiRaimo, ESL, City College/Lehman

 “My daughter is a scholarship student at Pomona College in California. Pomona has old Spanish fountains and courtyards, a gorgeous new campus center, barbecue grills, rose gardens, afternoon teas, dorm rooms with balconies. Also: a student-teacher ratio of nine to one. I think of Pomona when my student arrives frazzled a minute late for class because work went late and the elevator snake line is so long. I thought of Pomona the day water leaked from a pipe onto my students’ heads in the 23rd Street building. . . But Baruch has a nobler mission than Pomona; indeed, than any of our privileged, ivy-covered campuses. Baruch is educating our best and brightest, and our poorest: very smart, ambitious, hard-working immigrants, or first-generation youth, or children of the working poor….Many are alone in New York. They work long hours for low wages, commute on crowded subways, live in poverty. Shouldn’t they attend reasonably-sized classes with teachers who are rested and refreshed, not strung out running off to the next job?”
Kathleen Lawrence, Adjunct Lecturer, English, Baruch

 

“New York City is the musical capital of the world and the financial capital of the world. It should also be the educational capital of the world, but it is not. I hear all the talk about the poor educational performance of today’s students, but our governmental leaders should realize that students are looking at how those of us who have already mastered the educational process are being treated today, and many, as a result, have decided that education for the sake of knowledge is not the way to go. I think there is more at stake here than just my future, but the future of the young people of New York City.”
Wilson Moorman, Music, BMCC/LaGuardia

 

“I’ve been an adjunct for over l5 years. This semester I am teaching seven courses at two colleges in order to earn a decent living. When I received my Ph.D in 1992, I felt positive about finding full-time employment. Now I worry about getting sick, about classes being canceled because of budget cutbacks, about running out of the energy I need to put in the hours that my heavy teaching schedule mandates.”
Glenda Frank, English, City College