Born Bright: A Reflection

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.