I started reading Born Bright: A Young Girl's Journey from Nothing to Something in America by C. Nicole Mason on a Friday
night. While I made it through about 20
pages, I eventually found myself sleep and the book on my side. Not because I wasn’t drawn in, but being the
washed almost 30-year-old that I am, I can’t stay up past 10 PM at times!
I picked the book back up on Saturday afternoon
and was done with the 200 plus page book by early evening. The author recounts her
life, growing up in California. Born to
a teen mother, she didn’t realize growing up that she was poor.
So many expectations, or lack thereof, were placed on her based on her skin color and
socioeconomic status. I identified with
her the most as she talked about how much she enjoyed school and found solace
in being the best student she could be. I, too, loved school and this is just
another reminder of the impact that teachers and schools can have on the lives
of students.
As I reflect, there are so many elements of the
story that pulled me in. Despite the
instances of doubt, struggle and pain Mason experienced, as a reader, I was
ready for the silver lining, the wins she would experience, as well as the wins
for her family. I was ready for the moment
where her mother began to show her love, for the moment when she would be saved
from being violated by her stepfather, for the relationship between her and her
father to be better. Seeing the letters
PhD behind the author’s name was proof that she had risen above her childhood
challenges, but reading about the moments leading up to her arriving on campus
at Howard University made me happy and excited for her and the many students in
similar situations.
From the beginning of the book, I began
visualizing Mason as a young girl, along with the places and people in her
life. I thought about how I could see
her story woven in the stories of my own life and the lives of the students I
have the opportunity to serve on a daily basis. In working with students, I sometimes have to
think of the privileges I have been afforded, such as attending a college prep
high school, attending and graduating from college and holding a master’s
degree.. I’ve been reminded on a few instances
that some of our students truly desire to attend college, yet the process of
getting there is so cumbersome. It’s not
just applying and being accepted. There’s
financial aid, persistence, retention and graduation – topics that each need their
own posts to tackle.
What are my takeaways? To continue to listen. While
it is important to have boundaries with students, it is also important for them
to have cheerleaders for them along the way.
My boundary is that I don’t answer texts and emails after 9 PM, but I
recognize the resource role that I play with students.
I am also reminded why it is important to ask
questions and to be culturally competent.
One day, a student started sharing photos of her quinceañera with me and
while I have a general understanding of the celebration, I took the chance to
probe and learn even more. That
conversation grew larger as another student shared her perspective on why she
chose not to have a quinceañera. When
students feel like they can be open and have trust in adults, it only helps
relationships grow.
I recommend that anyone who works with students
read this book and stay in constant reflection on how they can continue the
role of serving as a resource. Our
students need us and I’m committed to being there for them.
