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Travis Roberts
Professor Bolton
ENG 101
9 July 2014
Academia: Street Smart vs. Book Smart
To graduate and walk across that grand stage knowing that you have accomplished a
milestone in your life is an amazing feeling But, sadly not all students get the chance to live this
experience. Mr. Gerald Graff, the author of Hidden Intellectualism, wrote in that very same
text on this issue. He discusses the boundaries and obstacles street smart individuals face with
the current academic system. Mr. Graff states in the beginning of his writing:
Everyone knows some young person who is impressively street smart but does poorly
in school. What a waste, we think, that one who is so intelligent about so many things in
life seems unable to apply that intelligence to academic work. What doesnt occur to us,
though, is that schools and colleges might be at fault for missing the opportunity to tap
into such street smarts and channel them into good academic work. (Graff 198)
He goes on to support his claims and give his own personal experience of his hardship through
school. Graff discusses that these street smart students can be helped by bringing in more
personal and interesting works of study, something that the students can actually relate to. Just
because something is considered by majority to be a non-academic thought process, doesnt
mean that it cant be employed in an intellectual way. Im of two minds about Gerald Graffs
claim that nonacademic thinking is still intellectual thinking. On the one hand, I agree that
schools and colleges are missing the opportunity to tap into street smarts; on the other hand, Im
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not sure if those book smart individuals would be proficient in the new catered style of teaching
that would have to be implemented for the street smart students.
Certainly, its true that nonacademic thinking, aka street smarts, doesnt transition well
into the school and college levels of education. Teaching processes arent catered to these types
of individuals. Those with book smarts tend to obtain higher grades. While those with street
smarts tend to struggle through school. Teaching students to think academically is a proven
process. The graduation percentage of institutions is well above those who dont make it. Or
does this mean that those with street smarts just dont enroll. Many learning institutions arent
taking the extra steps towards helping these street smart individuals unlock their potential. The
curriculums dont have to change but the way they are taught could use some maintenance.
Using material that students are personally interested it could make them more engaged in the
studies. Schools could reference writers or other successful individuals who are relevant to the
times. Growing up I myself felt as if I belonged in street smart crowd. School didnt intimidate
me but it sure wasnt welcoming. I really had to make myself focus during school lectures so that
I could actually attain what was being taught. Nothing came naturally for me as it did for some
of my so called, book smart friends. I always felt I was behind because none of the work being
presented to us seemed interesting to me. I was always focused on something other than my
studies. During lectures I found myself thinking of football practice after school and how I could
improve myself to prepare for the coming game. All my friends came to me though to learn how
shave time off there sprint times or for nutritional plans. I was always interested in the human
body. Human anatomy and nutrition was something that I loved to research on my off time and
implement what I learned into my training and meal plans. I was actually learning things that had
a direct effect on me and the things I did in my daily life. But during these science classes at
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school, the way the subject matter was taught didnt help me at all. Yes I learned a great deal but,
for example, if my instructor could have used examples of each student individually or discussed
something that we all could use immediately I think the material would have sunk in better.
Some people would look at this as being completely my fault for not studying hard enough. But
some of us just require a little catering to in order to bring forth our potential that truly is there.
That all being said though, the book smart students wouldnt benefit from the courses
being adjusted to cater to non-academically driven students. Students used to the academic
approach of learning institutions may suffer lower GPAs. By switching study and learning
methods the institutions could just be taking one problem and turning it around completely
absolutely solving nothing. The book smart students could in turn become what the street smart
students are now, they could find themselves falling behind in class and just not holding the
material being taught as well as they did before. I know how it is to struggle in school and that is
one thing I would not push off onto another in favor of myself. Imagine a student who loves to
read Shakespeare and other past famous individual writers or artists. Imagine that student trying
to take in how the lyrics of a new rap song explain the current global financial crisis. He may just
be able to follow along which would be great. But many students would find this type of learning
process lackluster and may not even hold in any of the material trying to be taught this way. All
students deserve the chance to learn on equal grounds. Just because one group of students seem
to more naturally pick up on studies in the classroom doesnt mean they should suffer grade
point losses due to not being able to relate with what others deem to be personally interesting.
Instead of incorporating new learning styles however institutions could increase the roles of
tutors in the academic setting. I for one feel as if they have helped me immensely. The one on
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one role that tutors take can greatly help these street smart students without negatively affecting
the other students.
In closing, Gerald Graff is correct that learning institutions need become more
welcoming academically to street smart students, but these schools need to be wary of how far
they take new learning processes as to not adversely affect other students. To move from one
extreme to another wouldnt solve anything. Equal ground must be found amongst the current
studies and our personal interests.

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Works Cited
Graff, Gerald. Hidden Intellectualism. They Say / I Say. 2nd ed. Eds. Gerald Graff, and Cathy
Birkenstein. New York: W. W. Norton & Company, 2010. 198-205. Print.