Category Archives: Academia

Cracking Skulls

10 Monday Jan 2011

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Bighorn sheep in Silver Canyon near the town of Bishop, California, October 24, 2007. Rhalden (copyright holder of this work, has released it into the public domain).

Originally posted January 10, 2011:

I’ve written about this before, but not completely from the context of violence. Twenty-eight years ago today, I had a violent incident in my college dorm. It was never reported, thank goodness, since it really didn’t do damage to anyone per se. But it did involve striking two human beings out of anger, in response to a prank and violence on the part of two of my Lothrop Hall dorm mates at the University of Pittsburgh, “Mike” and “Aaron.”

I came back to Pitt after the holiday season in January ’88, determined not to make the same mistakes I’d made the semester before, since another 2.63 GPA performance would mean losing my academic scholarship. Whatever homesickness I felt for Mount Vernon and New York was crushed by the realities of home life at 616 and the sheer lack of friends in Mount Vernon in general. I knew I needed to channel the anger, bitterness, hurt and embarrassment I felt regarding my Crush #2 into my second semester at Pitt.

Lothrop Hall (we lived on the third floor in 1987-88), University of Pittsburgh, June 8, 2008. (TheZachMorrisExperience via Wikipedia). Released to the public domain via CC-SA-3.0.

Lothrop Hall (we lived on the fourth floor in 1987-88), University of Pittsburgh, June 8, 2008. (TheZachMorrisExperience via Wikipedia). Released to the public domain via CC-SA-3.0.

The answer as to how to begin involved my dorm mates on the third floor, half of whom were on Pitt’s basketball team, the other half the folks I usually hung around (geeks who would make most of my high school Humanities classmates look like socialites by comparison). The latter group had spent most of November and December binge drinking and occasionally taking me along for the ride. Aaron had begun to build a pyramid of Busch beer cans in their room, one nearly five feet tall by the time I returned from the holiday break. I needed to figure out how to co-exist with these dorm mates, as they had enabled my holiday blues and sheer lack of caring about my grades with their morbid, drinking ways.

The opportunity I needed happened a few days after I straightened out my Pitt bill. As usual, I left my door open and walked down the hall to the bathroom, took a leak, and went back to the room to call my mother. When I called, my mother kept saying “Hello . . . Hello . . . Who’s there?” She apparently couldn’t here me. After my third attempt, I checked my phone to see what was wrong. One of my idiot dorm mates had unscrewed the phone and taken the transmitter piece out, which was why my mother couldn’t hear me. I couldn’t even make a call to report what they did! I set out looking for Aaron and Mike in their room. When Mike saw me, he ran and immediately closed his door, almost breaking my hand and bruising my foot as I kept slamming my body into his door and put my foot between the door and the door jam.

The Breakfas Club Screen Shot, "Cracking Skulls" line, january 9, 2011. Donald Earl Collins.

The Breakfas Club Screen Shot, “Cracking Skulls” line, january 9, 2011. Donald Earl Collins.

I thought about telling our RA, who was too busy screwing his girlfriend to notice that he had no control over our floor. So I took matters in my own hands. The next day, the stupid asses were next door in a mutual dorm mate’s room, bouncing balls off my wall and laughing like there was something funny about it. My anger turned into a rage I hadn’t felt since my fight with one of my classmates six years before. I grabbed my dust mop and unscrewed the handle, walked next door, and proceeded to smash Aaron and Mike — both drunk — on top of their heads. “I don’t hear anyone laughing now!,” I yelled. “If I don’t get my phone piece back by this time tomorrow, there’s going to be a fight, and I don’t intend to lose! We can ALL get kicked out of school!”

I’d never seen three White guys so scared and quiet. I knew I had crossed a line, but so had they. To make sure they knew that I meant business, I smashed my dust mop handle against the wall as hard as I could and said, “That’s what’s gonna happen to your heads if I don’t get my phone piece back.” They sent Samir, another dorm mate — the only other person of color in our group — as an emissary with the transmitter by the end of the day.

I didn’t allow myself to feel bad about going psycho or, from their perspective, “Black” on my dorm mates. With only a couple of exceptions, I saw everyone on my floor as the enemy for a while. And for the next couple of weeks, whenever I left the room at night for the bathroom or for something else on my floor, I kept my door locked and took the dust mop handle with me. I wasn’t crazy. I was as sane as I’d been in a long, long time.

===================================================

Could I have been expelled from the University of Pittsburgh for that incident? Possibly, but not likely. Was I crazy? Hardly. Still, it wasn’t my best moment, if you define good moment by always taking the high road. I suppose I could’ve reported Mike and Aaron to security and gotten the transmitter back that way. But at eighteen, I had already begun to get used to the idea that I had to take life on directly. That included taking risks and not following rules and procedures. I had to learn how to stand up for myself and for what I knew, even if it meant being seen as the angry Black guy or as a troublemaker.

On this day/date twenty-eight years ago, it worked. If only because the dorm mates I confronted probably had no business being in college in the first place.

Colleges, HBCUs, and the No-Profit Motive

20 Monday Dec 2010

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Cathedral of Learning, University of Pittsburgh, December 20, 2010. Source: http://www.photohome.com

At the beginning of my junior year at the University of Pittsburgh (’89-’90), I took a cross-listed English lit and Black Studies course on African American women and men in literature. I took it partly to fulfill a writing requirement, and partly because I wanted to explore literature written by Black authors for once.

 

Besides the decidedly poor view of Black men in this literature — no doubt why Tyler Perry sees no need in developing a Black male character with the minimal complexity of a Worf of Mogh from the Star Trek franchise — there was another issue I needed to overcome. It was a 5:45 to 8:10 pm class on a Tuesday evening. Prior to the fall of ’89, I’d only taken one course that started after 4 pm, an assembly language course, and I withdraw from it after switching my major to history the previous fall.

But this course was great, despite books like The Women of Brewster Place and A Woman’s Place. I knew what some of the smartest Black women on campus thought of me before I opened my mouth. But much more important than that, I got to know a greater cross-section of students than the traditional daytime students between the ages of eighteen and twenty-four. Nontraditional students — adult learners as we educators call them now — populated our classroom.

They were housed in the College of General Studies, which didn’t mean anything negative to me. Some of my older friends from my freshman courses were CGS students, and were sharper in wit and wisdom than many of my Honors College friends and Humanities classmates from Mount Vernon High School in New York. They added tremendously to this course, and made it so much more fun than I would’ve had with other twenty-year-olds.

I ended up taking six 5:45 to 8:10 courses in my last two years of undergrad, and two more evening courses my first year of grad school at Pitt. They were some of my most memorable courses, with a diverse student population because of CGS, with students who were fully capable of performing well in a college setting. In part because counselors and other student services staff at CGS were available to help these students overcome their relative lack of academic preparation and because almost all of the courses these students took were fully integrated into Pitt’s course schedule.

It seems obvious. But treating adult learners with the care they needed and giving them courses that any traditional student could take made them feel more at home, and probably were significant factors in the success I saw so many of them have.

Fast forward eighteen years to my two semesters as an adjunct professor at Howard University. Besides

Founders Library, Howard University, Washington, DC Photo taken 9 April 2006 with Canon Powershot SD300. David Monack, author, released photo into public domain.

the laziness of the students in my Teaching Black Studies course — not to mention the stuffiness of the faculty (imagine referring to all of your colleagues as “Dr. So-and-So,” and not by their first names) — the main problem I had with them was with the times offered for my course. They originally wanted me to teach on a Monday-Wednesday-Friday noontime schedule. But I worked full-time, and preferred to teach an evening course. The Afro-American Studies department compromised, and gave me a 5 pm course that met Monday-Thursday during the summer.

 

My fall course, though, fell through, as the latest Howard wanted to schedule it was at 4 pm, and then mislabeled the course on top of that. It was a ridiculous experience, dealing with underprepared and entitled, spoiled students, not to mention a lethargic faculty and administration. I learned later that Howard didn’t offer evening, weekend or distance learning courses at the undergraduate level. I learned soon after that many universities — historically Black and otherwise — were more like Howard than they were like my student and teaching experiences at Pitt, Duquesne and George Washington.

There’s real money that universities — especially HBCUs — are giving up to maintain a false sense of the college experience for faculty and students alike. Even among traditional students, working part-time jobs and having expansive extracurricular activities makes it difficult to fit appropriate classes in between 8 am and 5 pm. While online teaching is one way to go, putting together course offerings that fit the schedules of twenty-first century students is a better place to start.

While the Harvards, Yales, Princetons, and even Carnegie Mellons of the university universe can afford to act like its 1969 still, Howard, Morehouse, Clark Atlanta and so many others cannot. You want to stay solvent and academically relevant? Dusting off the course booklet and looking at evenings and Saturdays to accommodate all of your potential students is a great place to begin.

Slumming Lords Spinning Stories Out Of Suffering

15 Wednesday Dec 2010

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New York City – “Doing the slums” – A scene in the Five Points / from a sketch by a staff artist, Policeman leading upper class people through the Five Points neighborhood, Published 1885; December 15, 2010. Source: http://memory.loc.gov/service/pnp/cph/3c20000/3c22000/3c22600/3c22660v.jpg

In July and August ’83, my family’s first summer on welfare, then US Secretary of Agriculture John Block decided to do an experiment involving food stamps, at least as reported by USA Today at the time (unfortunately, USA Today’s archives only go as far back as ’87). He had himself and his family “live” off of food stamps — $58 worth — for a week.

Official Secretary of Agriculture Photo, John R. Block, December 15, 2010. Source: http://news.siu.edu/news/April04/040104pr4039.htm

Mind you, Block didn’t move them out of their comfortable home in NW DC to live in SE Washington or off North Capitol Street and New Jersey Avenue. They didn’t stop buying clothes, driving cars or paying their other bills. No, for a week, the Block family — including their nineteen-year-old daughter and the daughter’s equally anorexic nineteen-year-old friend — bought their food with food stamps to show how hard (or easy) it was for a family of four to budget for all of their eating needs on the government welfare dime.

Last week, Mediabistro.com reported on twenty-three year-old Daily Caller reporter and American University grad student Matthew Boyle’s work to do a three-story account of his food stamps experience. “You wouldn’t think I’d qualify….I don’t meet the traditional definition of a poor person, and in fact I’m not poor. But that didn’t matter to the District’s Department of Human Services. They approved me anyway,” Boyle said. Then Boyle gave his income. “I make $600 a month writing for Daily Caller and another $493 as a teaching assistant at AU. My rent is $1,365.”

Sorry Boyle, but by income alone, you qualify for food stamps, because unless things have changed since my grad school years, only your part-time reporter income counts as traditional income from a workforce standpoint, enabling you to qualify. By definition, you are poor, no matter your middle-income and elite university sensibilities.

But there’s a more important point than shattering Boyle’s socioeconomic views of himself that I need to make here, though. It stems in part from these strokes of Boyle’s keyboard: “The arrangement works because most of my rent and other expenses are covered under my student loans or paid by my parents (thanks, Mom and Dad).”

Vintage Food Stamps. Source: http://slashfood.com

Yes, this is what makes your situation a middle class one, your loans and your parents. As if millions of other people who are poor or solidly middle class haven’t received help from loans, parents, or, God-forbid, food stamps. That someone with Boyle’s background shouldn’t qualify because his parents have the dollars to bail him out.

It’s downright idiotic to complain about qualifying for food stamps. There are millions of other people with similar incomes, including grad students, who are grateful to have the program to supplement their income so that they can eat and pay rent. It’s also a bit arrogant to see the system as flawed from the contrarian perspective of a White middle class outsider — one who is technically poor at present — who thinks that it’s too easy to get food stamps.

This goes beyond John Block or Matthew Boyle, though. I took a creative nonfiction writing class to help kick-start my transition from academic writing to other, more literary forms in September ’01. The class was mostly made up of folks who saw themselves as middle class, many of whom were White. For one particular personal literary account assignment, four of these students decided to interview homeless men and women, all of whom were of color. I think that was the last class I showed up for, to hear these students talk about how touched they were by the horrors that had affected their subjects.

There’s nothing wrong with wanting to understand or even help others less fortunate than us. The need to go slumming so that you can tell a story, though, is all too typical of a superficially minded society and journalism community. I didn’t need Block’s August ’83 experiment to know that it was hard to shop with food stamps — I shopped every day for my mother with them, and usually with a tinge of bitterness about using them. Boyle’s slumming to uncover inconsistencies is an example of yet another wannabe journalist making their name off of others misery.

These are stories that would be much better told by someone who’s either lived the experience or is extremely knowledgeable of the people and subjects involved. But in our screwed up world, people like me are too biased to tell these stories, in articles and in books. And people wonder why writers like James Baldwin and Ralph Ellison became expatriates or bitter later in their careers.

Cream on the Brain

12 Sunday Dec 2010

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A Brain Floating in the Heavy Cream of Obsession with Academic Excellence, December 13, 2010. Donald Earl Collins

A quarter-century ago, education scholar and Ford Foundation education program director Jeanne Oakes published Keeping Track: How Schools Structure Inequality. Oakes’ groundbreaking, definitive work on the educational inequalities created or reinforced by ability grouping has led a whole generation of scholars to examine the viability of tracking in K-12 education. In a 2005 edition of her book, Oakes wrote that “through tracking, schools continue to replicate existing inequality along lines of race and social class and contribute to the intergenerational transmission of social and economic inequality.”

I picked up Oakes’ Keeping Track for the first time in ’90. By then, I already knew from experience how true her words and research were. Six years in Mount Vernon, New York’s public schools via the Humanities Program had taught me all I’d need to know about the tensions between creating a class of students whose level of academic performance was par excellence while simultaneously addressing segregation and diversity in the school district. The magnet program and the district failed at one and succeeded at the other, which in turn reinforced its failure.

I worked on a paper some twenty years ago for the late Barbara Sizemore, my professor at the University of Pittsburgh my senior year (and a former superintendent of DC Public Schools) looking at how magnet school programs actually created resegregation in individual schools and Pittsburgh Public Schools because of the exclusivity that comes with tracking or ability grouping. It was an easy paper for me to do, guided in no small part by my experiences in Humanities at Davis Middle and Mount Vernon High School. Easy, but not easy to get a handle on beyond the obvious demographics of race, class and test scores.

I managed to wiggle myself into the culture wars of the early ’90s and the debate around multiculturalism and K-12 education soon after that paper. It seems obvious now that the unacknowledged diversity of Humanities was what enabled me to take sides in favor of multiculturalism. That led to my dissertation looking at the historical development of multiculturalism among Blacks in Washington, DC (“A Substance of Things Hoped For,” Carnegie Mellon University, 1997 for those who want more information), and eventually, my first book, Fear of a “Black” America from six years ago.

But it took my memoir Boy @ The Window to bring me back to square one. I realized about a year ago that I’d done nearly thirty interviews of former classmates, teachers and administrators for the manuscript. There was much more material to mine beyond their impressions of me and how to shape their descriptions of themselves — and my memories of them — into characters for Boy @ The Window. I decided to work on an academic piece that looked at the benefits and pitfalls of high-stakes schooling — not just testing — in the form of a history lesson via magnet schools, specifically my Humanities experience.

After a quick rejection, I redoubled my efforts a few months ago. I decided to look at the education psychology and sociology literature, as well as Oakes again, to see how these interviews and my experiences could be useful in our testing-obsessed times. I finally realized what had troubled me about Humanities for the past three decades. It was the reality that all involved with Humanities had taken on the e pluribus unum identity of an academic superstar (much more than just a nerd, by the way). Beyond Black or White, and ignoring the realities of poverty in our district and (at least for me) in our program, Humanities was all about sharpening our academic personas above all else.

This fueled the major success of Humanities during its existence between ’76 and ’93, which in turn would define its failures. In successfully nurturing the idea of academic excellence as identity, as evidenced by so many of us attending and graduating from college, this magnet program failed in its other major educational functions. It failed to embrace diversity, to help its students understand the diversity that was Humanities, to nurture creativity and imagination beyond A’s and college acceptances. It failed to develop the whole student, which aside from its charge to help desegregate Mount Vernon public schools, was its original mission.

Humanities failed because its teachers, administrators (including the former superintendent of schools) and many of the most vocal parents (mostly affluent and White) refused to deal with diversity seriously. Academic excellence without significant parental engagement or the humility necessary to discuss issues of race, gender, class, sexual orientation led to a severe overemphasis on calling us the “creme de la creme.” All of this would have a negative impact on our development as students, and as emerging adults.

I don’t think that it’s asking too much of parents, administrators and teachers to work together in both striving for academic excellence while building programs that embrace difference and nurture creativity and imagination, and not just an addiction to A’s. Or is it?

An Alternate Universe Donald

23 Tuesday Nov 2010

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Muppet as Michael Steele on The Daily Show Screen Shot, November 23, 2010. Source: http://tellingthetruthiness.blogspot.com

In light of revelations — skin-deep, that is — from FOX News’ not-so-dumb-butt Megyn Kelly in an upcoming GQ article titled “She Reports, We Decided She’s Hot,” it seems to me that I missed out. Not in taking photos that reveal arms, chest, butt, abs or flanks. But in the massive gold rush that anyone with brains and without a conscience could have been a part of over the last thirty years. That gold rush? The “I’m a conservative and will saying anything, true or not” gold rush.

If I had turned conservative while at Pitt or Carnegie Mellon, it would’ve opened up doors. More doors than have been opened to or for me over the past twenty years. Imagine, a tall Black guy with a doctorate and still in his twenties and willing to serve as a mouthpiece for low taxes on the rich, a minimal social welfare safety net, and corporatization of public schools and Capitol Hill? I’d be a senior staff person of the American Enterprise Institute or the Heritage Foundation by now, with a 3-handicap on the golf course to boot!

But back in the days when I attended Pitt, conservatives were not nearly that organized. There were plenty of them, but not working to identify future leaders the way conservatives have at places like Dartmouth or Stanford or even Carnegie Mellon, my second grad school. No, at Pitt, most conservatives hunkered down in bathroom stalls calling people like me the N-word or offered me bananas through their scrawlings on the metal partitions and doors.

College Republicans and other conservatives were much more organized on Carnegie Mellon’s campus, and with nearly four years there, I could’ve joined at any time. I’d probably adapted my music list. I’m not sure Mariah Carey or Jon Secada would’ve gone over well with this group, much less Tupac or Wu-Tang. I definitely would’ve needed to shave the goat-tee, my signature look for most of the past seventeen years. And I would’ve started using a knife and fork to eat fried chicken for sure.

Still, these would’ve been small prices to pay for steady and well-paying employment. I would’ve hit a six-figure income before I turned thirty. And I would’ve easily been able to turn my history of multicultural thoughts and actions of African Americans in the twentieth century — Fear of a “Black”

John McWhorter at the ISMIL conference in Leiden, June 2008, downloaded November 23, 2010. Jasy jatere (in public domain)

America — into a book about the fears of Blacks and Whites of a new and dangerous multicultural world. I might’ve even been able to keep my title, without the word Black in quotes, though. It would’ve been a bestseller, and I would’ve offed Dinesh D’Souza and John McWhorter as the intellectual giants of conservative thought on race. Yay, alternative me!

I’m not sure if me and my wife of more than ten years would’ve made it past the boyfriend-girlfriend stage. Her views are less leftist and more amoral in some areas than mine. But I couldn’t see her supporting me being a mouthpiece against gay rights and marriage, abortion, education reform without community engagement and austerity cuts in public services. It probably wouldn’t have mattered how much money I made. All of my memories of marriage, of good times and bad, of arguments and making up, of Noah from pregnancy to seven — all gone. Only a person equally conservative and amoral — more than likely White, although Tara Wall or Amy Holmes are among notable exceptions. — would’ve likely married me or would’ve wanted to have a kid with me.

For some folks, this is a pointless exercise. I’m a liberal, a social-Christian, democratic-leftist, one with a handful of cultural conservative views around etiquette and public conduct that I wouldn’t impose on anyone except myself, a progressive, in a word. I didn’t have tons of opportunities to become a lucrative mouthpiece and writer for the Right. And I wouldn’t have taken them if I’d been taken to a strip club and given a suitcase full of $100-bills to be turned. Still, it’s good to dream. To realize that my life, such as it has been, has had so much more color and flavor to it than it would’ve in this Faust-Kafka vision of one of my alternate universes.

Mistake No. 3 and Book #2

19 Friday Nov 2010

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Culture Club, "Mistake No. 3" Single, November 19, 2010. Source: http://www.onlineauction.com

I’ve made many more than three mistakes in my walk as a writer. Mistake number three probably came around the same time Culture Club released “Mistake No. 3” off of their Waking Up with the House on Fire album in ’84. So many of them have come because I’ve either been impatient in making a decision or too tentative to make one at all.

Just with Boy @ The Window alone, I’ve probably made at least thirty-three mistakes. I should’ve started working on the book right after my conversation with my late teacher Harold Meltzer about my experiences, in February ’95. Even without Google, Facebook, MySpace, and so many other places to look, it would’ve been much easier to track down my ex-classmates and teachers. Instead, I single-mindedly pursued my doctorate and my doctoral thesis as if it were gold-pressed platinum. All the while asking myself if I was a historian first and a writer second, or a writer that just happened to be an academic historian?

When I finally did begin working on the manuscript, in the summer of ’02, I think that I was writing about four different books. It had an academic side to it, a look at magnet school programs and their inherent arrogance around diversity and race, not to mention intelligence, especially in the 80s. I was also writing narrative nonfiction, ala Eric Schlosser and Adrian Nicole LeBlanc, as well as fitting in bits and piece of memoir. And Meltzer, during my second and what would turn out to be final interview with him, suggested that I might want to turn the project into a novel. Why fiction? Because, in so many words, I wouldn’t piss anyone among the living with a Mount Vernon connection off.

Boy, I had no idea how right he was! Not about making Boy @ The Window a work of fiction. But about how many people I’d turn off or have attack me just during the research phase of the project. More people turned me down for interviews than granted them in the first years. If I sold it to them as a research project, I could hear their eyes glaze over while discussing it on the phone or in their keyboard strokes in an email. I pissed off many more as I started to write, as I did more interviews, as I started my blog in June ’07. I found out that I was defiling sacrosanct ground when writing about “Money Earnin’ Mount Vernon.”

I mistakenly began to shop the manuscript around in looking for an agent almost before I’d finished my first full draft of it. I had an agent for Fear of a “Black” America, but I’d found her in ’99, and the industry had changed so much in the eight years before I started looking for one again. I found myself having to have a well-thought out marketing strategy without having defined Boy @ The Window as a full-fledged

Neil Diamond, "Love On The Rocks" at concert, November 19, 2010. Source: https://www.rockbackingtracks.co.uk/images/neil_diamond.jpg

memoir at this point. It wasn’t a disaster, as I managed to get about thirty percent of the agents I contacted interested enough to look at my unpolished manuscript. Before their standard rejections would come back.

Licking my wounds and being more patient, to continue to revise and re-polish and repeat for most of ’09 and this year was hardly a bad thing. Realizing that my wife never liked the idea of me working on Boy @ The Window was harder, much, much harder than any agent’s multiple-xeroxed form rejection letter. I’d been in denial about it for about three years. It was when I sat down at the end of ’09 to do a long-overdue overhaul of the memoir that she finally made it obvious to me that I’d violated some unwritten rule in our marriage about delving too deeply in my past. It was about a year ago that I realized that — at least on the subject of Boy @ The Window — I’d lost my significant other of fifteen years, who simply wanted and wants me to move on.

There’s no doubt, though, that the biggest mistake I’ve ever made as a writer was to choose to not see myself as a writer for the better part of two decades. That’s probably the reason why it’s taken me years to work on Boy @ The Window, why I’m still a forty-one-year-old late bloomer in this calling of mine. That I’ve made as many mistakes as I have and still remain hopeful about publishing this memoir is, well, both crazy and just the thing I need to get through, I suppose. My former AP English teacher Rosemary Martino was right about one thing. Writing really does take sacrifice.

This Is Why I Write…I Think

09 Tuesday Nov 2010

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A Younger Me, Thinking, Central Park, New York, NY, December 23, 2002. Angelia N. Levy

In the course of the past half-decade of struggle over a now 360-page manuscript, even I’ve asked myself, why? What am I doing? Why in the world would I want to dredge up and relive twenty-three, twenty-five and thirty-year-old memories? Of all the books I think I have left in me, why a memoir about the years of my life I’ve tried hardest to forget, to not even discuss? Wouldn’t it be easier to write fiction, a novel that includes elements of that life without a detailed account of it? Why take the risk of offending my first hometown, my former classmates and teachers, my family? Why, dummy, why?

 

Well, it’s not because I get some perverse pleasure out of describing myself as a loser, or torturing myself with unfulfilled love, or because I’m trying to hurt other people’s feelings about Mount Vernon, New York or the Humanities Program. There are lots of reasons. Some of them start with my seven-year-old son. At the very least, I want him to understand his old man as he grows up better than I understood myself

Diary of a Wimpy Kid Book Cover Picture, November 9, 2010. Donald Earl Collins

growing up.

 

But it’s more than that, much more. I’m tired of sitting in interviews and in on staff meetings (when I worked full-time and had more consulting work) and hearing about the tiny number of highly educated Black males in the pipeline for high-level professional jobs. I’m tired of the narrative that says that Black males — and other males of color, for that matter — have to fuck up their lives in order to find the right path. It makes me groan — in my mind and out of my mouth — when I hear over and over again how few males of color even consider college, much less graduate or go on to advanced degrees.

But that’s not all. It’s disheartening to see these narratives play themselves out in African America, in America writ large, and in the publishing world. Like with my growing-up hometown. For the most part, entertainers and athletes — from the Williams and McCray brothers of the NBA past to Ben Gordon, from Denzel Washington to Al B. Sure — are the only ones with cred. Basketball, music, and occasionally, acting and dance are the ways other Blacks are inspired to have aspirations. Intellectual abilities, especially the ability to retain and then critique knowledge, are discounted. People like me growing up were nerds, or worse, just plain weird.

I write what I write because I know that in communities and in neighborhoods like the one I grew up in, the constant ridicule and the stifling of creative thinking and intellectual development can easily lead to stunted lives. I was lucky in a lot of ways, because I was deliberately naive, because of Humanities, because some of my classmates were almost as weird as me, because we had some wonderful teachers. But that doesn’t represent the Mount Vernon educational experience, not by a long shot.

I’m tired of students of color — especially males of color — falling through the cracks of horrible K-12 education because of bad policies, racial and economic politics, and principals as prison wardens. Not only in Mount Vernon. Pittsburgh. DC. PG County, Maryland. Baltimore, Sacramento, Oakland, New York City, Cleveland, Jackson, Mississippi, Jacksonville, Florida, Atlanta, San Francisco, Philadelphia and so many other schools and school districts I’ve visited for work or research purposes over the years.

The narrative that a Black male can only find their way out of poverty through committing criminal errors that lead to prison time and enlightenment goes all the way back to Richard Wright’s Native Son and Black Boy. The one about Black males finding a niche in the world of entertainment — as athletes, musicians, rap artists, actors and comedians — has its roots in original Black heavyweight champion Jack Johnson. The narrative that involves Black males who used education and their intellectual talents to overcome their circumstances and these stereotypical narratives is seldom heard from in the publishing world.

 

616 Living Room Window Screen Shot, November 23, 2006. Donald Earl Collins

That’s likely because some folks think that this story’s been overdone. Even though anyone can count those memoirs and novels on their fingers and thumbs. Maybe it’s not entertaining enough to describe a life full of violence and psychological torture, but with no crimes committed by the main character, no veins injected with heroin, no women knocked up with kids. I write my manuscript because I lived long enough to have learned that there are tens of thousands of Black boys and other boys of color — not to mention their teachers, parents, principals — who languish in the struggle to succeed because they’re not scoring touchdowns, spittin’ rhymes or dunking on rims. Or trying to live the thug life, for that matter. These are the kids that need to be saved, as much as the kids who are already on the brink of prison life.

 

For all these reasons, I write Boy @ The Window. For all of these reasons, I post on this blog as much as I do. To say what I’ve thought, but often haven’t said. And to do it without sounding as serious as an academician. Nor as entertaining as a stoned Baby Boomer trying to make the 70s sound cool. It’s a balance, and I’ve made many mistakes along the way. And will likely make more. But in all of this, I’ve found so much more of my humanity than I thought possible. I just hope that it’s really worth it.