Final answer:
The participants without schooling during the 1960s could perceive social injustices and engage in efforts like the Freedom Summer without formal education. The movements of the time, including voter registration drives and the civil rights movement, illustrate how awareness and action can stem from practical engagement and community involvement.
Step-by-step explanation:
The question pertains to historical and sociopolitical dynamics of the 1960s, focusing on movements like Freedom Summer and the New Left, as well as concepts discussed in sociology such as social constructs. Participants without schooling in the Hudson 1960 study could still perceive a range of social issues and engage in significant activities like voter registration efforts and socio-political movements which challenged existing norms and disenfranchisement. Advanced education was not a prerequisite for noticing inequality or participating in actions aimed at social change.
The Freedom Summer, for example, demonstrated that community engagement in voter registration and political action could be achieved despite limited formal education. The training provided in preparation for potential violence during these voter registration efforts highlights the practical knowledge imparted to participants. Similarly, the counterculture of the 1960s fostered a willingness among young people, many of whom were educated in affluent environments, to challenge traditional systems and join movements for social reform, including civil rights and women's rights. These efforts show that social and political awareness can arise from lived experiences and community participation, not just formal schooling.
Considering the students and their grades, different reactions could be expected post the change. Students with "A" grades might initially feel frustration or a sense of loss due to their previous high achievements, but they could also experience a drive to adapt to new challenges. Students with "C" grades may feel a certain level of validation or motivation to improve further. In contrast, those with "F" grades might feel relief or a renewed opportunity to engage without the stigma of failure. In all cases, students would need to recalibrate their approach to education or their strategies for success in light of any systemic changes.