Category Archives: Carnegie Mellon University

While My PhD’s Getting Cold…

21 Sunday Nov 2021

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Cold, lumpy grits, September 26, 2013. (HuffPost via Flickr: Marshall Astor – Food Fetishist).

I have been Dr. Donald Earl Collins for almost half my life. (It will be exactly half my life on October 11 or October 12 of next year, a couple of months before my 53rd birthday.) Only a small handful of things have brought me more pain, failure, and momentary triumphs than earning the PhD during the 1996-97 school year. But while writing is a profession that pays, I am still paying off the debt I generated earning this degree, literally and figuratively. This debt is something I will not pass on. I hope my life has more meaning than earning this degree ever took away.

Friday morning, November 22, 1996, I checked my email just after getting out of bed. Since the beginning of that August, after banging out a full second draft of my dissertation, I knew. Since the end of that July, really, after spending eight hours combing every iteration of every chapter of my doctoral thesis for comments from my advisor I missed, I knew. Since my advisor’s one-page response three weeks later to my six-page memo detailing every change, revision, dressed-up lie, obfuscated statistic, and glossed-over fact, I knew. Really, it was moot on October 23, when my other two committee members both approved it and knew, too.

That Friday morning before Thanksgiving 1996, Professor Joe William Trotter, Jr. sent me a rare email, officially signing off on me becoming Dr. Collins with the words, “It is done.” It was anticlimactic, but it was also freeing at the same time. Yay, me, right?

Not so much. I was a month away from possibly leaving my PhD work behind. That was how much Trotter and the whole process of petty jealous and verbal abuse and threats had taken their toll. To know that my advisor did not support any endeavors to give my career a boost, including the Spencer Fellowship that I won despite his lukewarm letter on my behalf. To feel so betrayed that I felt solace dreaming of wrapping piano wire around his throat from behind and pulling until I spilled his blood and death occurred. It should have been a sign for moving on to something less soul-destroying. But I prayed. I persevered. I finished what I started. 

And I lost the thread for why I started in the first place. I went to graduate school to become a writer with enough knowledge and authority in my expertise to not be challenged in whatever writing project I decided to take on post-PhD. Boy was I a naive, dumb-ass 21-year-old! I ruined my writing for more than a decade as a result of this path. It took me until my blog and Boy @ The Window to find my voice again, my true, authentic, uncopyable voice. By then, I was already fortysomething (or, really between 39 and 44 years old at this point). My doctoral degree was already more than a decade old.

If I could do it all over again, would I choose to relive what I have truly reviled as much as I have relished? No, no, no. You don’t need to have a PhD to be an excellent writer. You certainly do not need one to write in relative obscurity. I learned that from Edgar Allan Poe and Mary Martino in AP English in 1987. No. I probably would have earned a PhD in social psychology instead, with stints of working as a K-12 teacher and a freelance writer or journalist in between. That path would have been more fun — if not just as morbid — at least.

I can think of what pursuing a more direct path to writing and working would have done. It would’ve saved me from four years of Trotter as my advisor, from “poverty wages,” never-to-be-counted-on Bruce Anthony Jones, and from abusive theoretical Marxists like Dick Oestreicher and Wendy Goldman. It would have saved me from myself and my self-doubt and constant need to prove myself to others to the exclusion of everything else in my life. 

My mom does get a few things right about me. After I finished my master’s in 1992, she said one day, “Why you always gotta ‘I’ll show you’?” I wasn’t trying to “I’ll show you,” especially to the white gatekeepers aligned like a fraternity or a gang with baseball balls eager to jump me in (or out) of academia. Still, I do not like being told “No.” Especially by mediocre people with half-baked ideas motivated by their own racism and ageism.

This will not be a self-loathing celebration, though. I have figured it out, myself included. I know what I want to write, and why. I have succeeded more than I have failed on this front since turning 45. I may never make up for those years in the wilderness, between academia and the nonprofit world, chasing dollars and chasing the approval of white gazers and HNIC (Head N-word In Charge) types. But I am still here. I am much closer to the life I’ve always wanted than I am  to the life I have gradually been putting behind me since 2008.

When Their Lies Become The Truth

16 Monday Aug 2021

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Michael Jackson in the middle of his first public moonwalk while singing “Billie Jean” (cropped screen shot), Motown 25: Yesterday, Today, Forever, May 16, 1983. (NBC/Starvista; https://www.smoothradio.com/artists/michael-jackson/first-moonwalk-motown-video-1983/)

This is the third of my multi-part series on my paths as a writer. This piece is one that I’ve work on for nearly a year. Mostly because of the issue to out or not out the guy who plagiarized me in 2002. Partly because I do not really want the kind of attention this post could bring. But the more uncomfortable and painful a writing becomes all the more reason to share it with readers.

There is an ugly truth that inhabits every arena of work. Racist, misogynistic, and elitist politics make all workplaces toxic, some dangerously and lethally so. The never-ending palace intrigue, the perpetual ambitious drive and thirst for clout, the absolute must of self-promotion. All of it makes the idea of “just here to do a job” laughable.

With this toxicity comes the need to lay claim to words and works that are not one’s own. In academia, it means stealing ideas, references to primary resources, even actual words from the work of lesser known academicians. All for the lofty prize of permanent tenure and plum professorships at elite universities. All while destroying careers and breaking people.

I was a victim of such a theft. The plagiarist was one Dr. Jonathan Zimmerman, today a decently prominent full professor at the University of Pennsylvania Graduate School of Education, with a career that was undoubtedly helped along by a book about the so-called culture wars. It nearly broke me as a writer. It took nearly 15 years for me to fully recover. In some ways, I am still recovering.

My story is a case study of how easily White mediocrity can trump Black excellence unless or until the latter forces acknowledgment out of the world. But it is also my tale of an aspiring academician snuffed out in his younger years, a wonder-man who had yet to decide the kind of thinker, writer, educator, and gift-user he wanted to be.

I was only partly aware of the possibility of being plagiarized in the 1990s. Oh, I was paranoid enough. As a Black doctoral candidate at lily-White Carnegie Mellon University, I worried about losing my own work and not finishing. By the summer of 1996, I was mailing out seven 3.5-inch, not-so-floppy-disks-at-a-time to my trusted circle, because I had little trust for folks in my academic world, including my dissertation advisor. But I had no idea that I should have extended my lack of trust to trained academicians who were so devoid of ideas and so bereft of imagination that they would steal from little-old me.

My off-and-on dealings with Zimmerman was where I learned eggs should never mix with stones. In 1994, Zimmerman was an assistant professor in the subfield of social and historical foundations of education at West Chester University. I and a couple of other Black doctoral students (the latter two from the University of Pittsburgh School of Education) had promised to present our work at a conference Zimmerman had organized, but reneged at the last minute. The two thirtysomething Black students felt leery about the invitation. “This is very disappointing…I wish you’d let us know sooner…I was so looking forward to reading your work,” Zimmerman said haltingly over the phone with a tone that combined reassurance with condescension when I informed him of our cancellation. Zimmerman had me agree to send him a copy of my dissertation, “A Substance of Things Hoped For”: Multiculturalism, Desegregation, and Identity in African-American Washington, D.C., 1930–1960, once I finished it.

I bumped into Dr. Zimmerman twice at scholarly conferences after that, in 1996 and 1997. He sought me out about my dissertation, for what purpose, I wasn’t sure. I was too worn out after finishing my degree to find out. The next and last time I saw Zimmerman was at the end of April 1999. New York University invited me to their campus for a job interview in the school of education. It was for a social foundations in education opening. I learned that Zimmerman was on the search committee. He had moved on from his previous job, and was now a tenured associate professor.

I gave a seventy-five-minute job talk about my dissertation research and soon-to-be book topic, titled “Fear of a ‘Black’ America: Multiculturalism and Black Education in Washington, DC.” During the talk and Q-and-A session that followed, I noticed Zimmerman had brought with him a paperback copy of my doctoral thesis to the talk. He must have ordered a copy from ProQuest, the main depository for dissertations in the US.

“Can you tell me more about why Black parents didn’t want Little Black Sambo taught in DC Public Schools?,” Zimmerman asked. “Why do you keep using ‘multiculturalism’ to describe what happened in the past — isn’t this anachronistic?,” he inquired with a bit of disdain. “Do you have a publisher lined up for your manuscript?,” I remember him probing, as if that was really his damn business.

It should have been obvious, but at the time, I honestly wasn’t sure why Zimmerman asked me so many questions. Between a two-year-long search for full-time work, of living off fumes from the one $1,850-class I taught at Duquesne University every semester, of burnout and rage from completing my degree, my head wasn’t right. I also wanted to move on from Pittsburgh. “I’d just about have to wait for Joe or Larry [my former dissertation and graduate advisors] to die before I’d get a job that pays around here,” I said to my significant other numerous times.

I didn’t get the NYU job. Six weeks after that interview, I ended up with a job in civic education in suburban DC, working with high-potential high school juniors and seniors. Soon after, I landed a literary agent with my book proposal for Fear of a “Black” America.

Three years and two jobs later, I heard from Zimmerman again, indirectly. I had stumbled into an opportunity while already working as a nonprofit administrator for the New Voices National Fellowship Program to teach a graduate course in social foundations of education at George Washington University. In looking for books suitable for the class, I discovered Zimmerman had published Whose America?: Culture Wars in the Public Schools, his book on a century of America’s culture wars as embodied in history textbooks. I decided to buy it in case any of my students wanted to research this topic.

In those pages, Zimmerman carefully avoided referring to the book Little Black Sambo. Instead, he used the term “Sambo” in reference to mainline history textbooks from the 1940s and 1950s. But in one paragraph, Zimmerman’s skill in textual microsurgery broke down like an old and rusted-out car. Where Zimmerman had written, “[e]ven champions of so-called intergroup education in the 1950s turned a blind eye — or a disdainful frown — on black text protests,” I had written, “the Washington Post [in September 1947] published an editorial on the Little Black Sambo controversy that accused the [NAACP-DC] Branch and the…black Washington community of overreacting.”

Where he had wrapped his quote with “opined the Washington Post, denouncing blacks’ ‘humorless touchiness’ about the term ‘Sambo’ in textbooks,” I had the fuller quote, as “the Post could not ‘believe that the humorless touchiness reflected in these protests represents the attitude of Negroes in general.’” And where Zimmerman cited the original sources as the Washington Post from September 30, 1947 and some reference to papers from the Moorland-Spingarn Research Center, I also had those same references, plus additional references to the Washingtoniana Division of DC Public Library.

If this theft of ideas and research was pure coincidence, then so is the existence of systemic racism in the US. Zimmerman had access to my doctoral thesis for at least three years before the publication of his book. The likelihood that Zimmerman independently went through the same files at Moorland-Spingarn to address the specific issue of “Sambo” references in textbooks during the 1950s when the controversy over the children’s book Little Black Sambo occurred in 1947 is infinitesimally low (he doesn’t refer to Moorland-Spingarn as a place he visited to conduct research in Whose America?).

The specific Washington Post quote could be coincidental, but not when combined with the Moorland-Spingarn citation. Back in the late 1990s and early 2000s, one couldn’t just do a Google search for a then-55-year-old article. One either had to dig it out from among the thousands of files in archives like Moorland-Spingarn at Howard University, where I spent nearly two weeks in March 1995 uncovering information about issues like the 1947 Little Black Sambo controversy. Or, a researcher would have had to go through reels of newspaper microfilm at libraries looking for clues and key words, like I did for another two weeks at the Washingtoniana Division of DC Public Library’s main branch, the Martin Luther King, Jr. Library, in February 1995. My doctoral thesis was never cited as a source in these sections, either.

A couple of weeks later, I found Dr. Zimmerman’s NYU email address. I wrote to him about his erasure of my years of sweat, tears, and even blood (in the case of paper cuts) in gathering the information that had gone into my dissertation. “I don’t know who you are,” was his one-sentence response, as was and remains the typical retort from those who are caught using another’s words, work, and ideas as their own. “Fuck it,” I said to myself after that exchange. I definitely should have found a lawyer back then.

I received a note a few days after I discovered Zimmerman’s thievery from my one-time agent Claudia Menza about the acquisition editors at Random House. They had come close to accepting my book, but ultimately rejected Fear of a “Black” America for publication. It was a gut punch while walking carelessly through Central Park on a cloudless early fall day. The kind of punch that leaves one falling on their ass while exchanging pain for air, trying one’s hardest not to cry or scream for fear of embarrassment. I eventually self-published my book in 2004, a shell of the dream I originally held for this manuscript.

I hated academia and academicians. I hated myself for the desperate academic/nonacademic/non-writing writer-who-also-wanted-to-write-more it turned me into. I hated that I had earned a PhD, only to find myself working as a nonprofit administrator where the only thing people cared about was bringing in more multimillion-dollar grants. Most of all, I hated that I had never thought enough of the possibility that others would find ingenious and craven ways to steal from me, and that I couldn’t do a damn thing about it.

Fast-forward more than a decade later to 2018. I am no longer working as a nonprofit administrator chasing dollars for watered-down education and social justice efforts. I am teaching full-time as contingent faculty between two universities. My writings are now meant for the world, and not for academia. After reading a story about how a plagiarist had copied and pasted huge portions of the author Leta Hong Fincher’s words from Leftover Women, it dredged up my experiences with Dr. Zimmerman.

This is how the big dogs do it. They steal your ideas, your ideals and your soul, really. They do it while simultaneously erasing you from the public record. They violently make you into the intellectual undead, a ghost that exists, but cannot haunt. Like with Napoleon allegedly blasting away at the Sphinx’s nose for fear that the truth of ancient Egypt as a Black civilization would drown the myth of white Egypt. The big dogs make you feel the theft, the death, and the erasure, right down to them blowing your bits of graphite, wood pulp, and synthetic rubber off of history’s pages.

“And mother always told me be careful of who you love/And be careful of what you do ’cause the lie becomes the truth.” These are the last two lines of the second stanza in Michael Jackson’s “Billie Jean.” That Michael Jackson — the Black genius that he was — also was a pedophile who preyed on star-struck children and their naive parents. He lied by omission and commission, for nearly half his life. The topic of multiculturalism, and being able to profit from it, no longer matters to me. But having people like Zimmerman out there profiting from their theft and their lies does.

Agents and Not Agents, The Hard Way

10 Tuesday Aug 2021

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Agents from The Matrix (1999) screenshot (cropped), August 8, 2021. (https://matrix.fandom.com)

This is the second of several posts I’ve put together about my journeys as a writer. Please laugh when and where appropriate.

“You always gotta do things the hard way, don’t you?” my one-time professor Barbara Sizemore said with some sighed frustration. It was in response to me telling her I had decided to stay at Pitt, to pursue my history doctorate at the University of Pittsburgh and possibly transfer to Carnegie Mellon to complete it. It was April 1992. We were standing in the main corridor of the third floor of Wesley Posvar Hall (née Forbes Quadrangle), I was on my way back to my grad student cubicle in the History Department. Sizemore was heading back to her office in the adjacent Africana Studies Department. If I had known this would be my last conversation with the prickly educator, her of squinty eyes and well-manicured afro, before she return to Chicago, took a position at DePaul, and passed away in 2004, I would have done more than given Sizemore a blank stare. As the tall, lanky, and sarcastic 23-year-old I was, I probably would’ve said, “Why yes, professor, I really do!”

I knew what Sizemore was really saying. It was about attending a lily-white university, where there were only four tenured Black professors out of 800 total faculty. My advisor Joe William Trotter, Jr. was one of them. Sizemore assumed that going to Ohio State or Temple to earn a doctorate in Black studies would have been my best move. But even though Sizemore was incorrect about my education decision, she was definitely correct about me taking “always doing things the hard way” paths toward so many of my goals.

Claudia Menza became my first (and so far, only) literary agent in July 1999. The idea of finding a literary agent to help me publish my first book was something I had played with as an idea for nearly a year. At least once I had begun to emerge from my state of rage, depression, and sheer burnout from my years finishing my doctorate at Carnegie Mellon and having Professor “running interference” Trotter as my advisor. I made the decision to turn my doctoral thesis into a book that would straddle the fence between the scholarly and the general. I wanted to publish what would become Fear of a “Black” America for a larger audience, to include both the academic and the personal in the same book. No one told me this was impossible. No one said this was the harder road for a first-time book author. I owned books by scholars that had mainstream imprints and labels. And many, if not most of them, had an agent helping them.

Soon after I finally found my full-time gig with the nonprofit Presidential Classroom in the DMV, I went ahead, did some research in those big, thick books on books and lit agents at Pitt’s Hillman Library, and wrote pitch letters to seven of them. Three weeks later, Menza wrote me back offering to represent me.

She started querying publishing house editors in October 2000, just as I was leaving Presidential Classroom for a higher paying nonprofit job working in social justice in DC. I was so busy with work and my New York family and with married life that I took my eye off the process. One year went by, with a few rejection letters here and there. Then 9/11 happened. I met up with Menza in New York six weeks later. I was already there to do a site visit with a social justice fellow. That’s when I learned Menza at this stage of her time as an agent predominantly represented fiction and poetry. Still, she had some high-powered authors under her belt. I remained confident in her and the mysterious process of finding an editor willing to publish me, in between bites of delicious pasta at a wonderful Italian bistro in the Village.

Two more years went by after that. I received rejections from Basic Books, Random House, Palgrave, Oxford University Press, Farrar, Straus, and Giroux, among others. Some stood out because the acquiring editors met to debate the merits for my book before ultimately rejecting it. Some stood out for being two-sentence rejections. I remember Menza saying, “I don’t understand why they don’t want your book.” That was at the end of 2002. By then, even though I remained outwardly confident, I had given up on finding a mainstream commercial publisher. “Maybe I need to go learn how to write again,” I said to my partner more than once. This, just after she became pregnant with our first and only egg.

With the ugly transition between jobs within my nonprofit organization and the birth of and caring for our one and only son, I knew I didn’t have it in me to continue the process of pitch-and-reject with Menza. I was also thinking about writing a memoir, something that could explain how I got to be me. I wrote Menza in March 2004, formally cutting ties with her as my agent. “I wish it had all worked out,” she wrote back.

That July, with some encouragement from my new boss and from my significant other, I decided to look at Fear of a “Black” America one last time, but this time, to self-publish. I went and found a house that did its own reviews of manuscripts and provided adequate enough copyediting to make sure I didn’t embarrass myself. Sometime in that process, Barbara Sizemore died. I read about her death in a nicely done obituary DePaul University put out (The Washington Post obit, not so nice about her years as DC Public Schools chancellor). I imagined Sizemore looking down at me that July and August, shaking her head.

The book came out at the end of August. Somehow, despite myself, I sold over a thousand copies in 16 months, did radio and newspaper interviews and talks and signings all over the DMV. I was happy and a bit bitter, like a cup of black coffee not sugary enough for my taste buds. This book could’ve been so much more, I thought so many times in 2004 and 2005.

But none of this is Menza’s fault, or Trotter’s, or even my fault, not in any direct sense. The world of book writing is more mysterious than the cloistered world of academia, and much more mercurial, too. It’s a popularity contest cloaked in American -isms, especially individualism and elitism (which of course contains racism and misogyny, too). It puts all the effort and blame on you and me. In my case, for not having a job in academia that lined up with my expertise in writing Fear of a “Black” America. For not having a degree from an Ivy League institution, or for not having enough successful writer contacts in my genre(s) or in general. For not living in New York as a writer. Maybe even for not being light enough or good-looking enough.

And, even in the four-and-a-half years of having an agent, for not paying close enough attention to how the industry had become a set of six monopolies. All with independent presses being squeezed, to sell out, to fold, to become niches for a small group of aspiring authors. It went from being an industry where you could pitch your books directly to publishers with or without an agent to “Get outta here!” unless you do have an agent. So many agents would prefer DIY schlock or books that easily fit the tastes of elite or hokey white readers than to ever read a query from me. I’m too eclectic, too determined to write for Black folk and beat up on white ways of thinking. I received more than 130 rejections from agents for my memoir Boy @ The Window, between 2007 and 2011, including one that read, “Alas, another book on childhood abuse!”

So, is it really me making it more difficult, because I like to “do things the hard way?” Is it because I have frequently put the need to pay bills and eat over pursuing my art and craft first? Is it because my writing sucks and agents see that immediately? Is it because I don’t know what I’m doing, or because of all of the above? Well, fam, what I do know is that I need help. I don’t quite know what I need to know to navigate this strange world of finding representation. I don’t quite know what I need to know to make publishing with a reputable press work without representation. Kenny Loggins says “when you can’t give love, you give out advice.” Advice with love is preferable, and usually, specific to where I am.

The Unbearable Whiteness of White Proximity Fuses, Part II

03 Saturday Jul 2021

Posted by in 1, Academia, Boy @ The Window, Carnegie Mellon University, culture, eclectic music, Pittsburgh, Politics, Pop Culture, race, University of Pittsburgh, Work, Youth

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Front cover of my copy of Rebecca Carroll’s Surviving the White Gaze, July 3, 2021. (Donald Earl Collins)

The other and more direct parallel with Carroll’s journal in Surviving the White Gaze that comes to mind was someone I worked and went to school with at the University of Pittsburgh. For the sake of simplicity, let’s call her Heather, because I can no longer recall her name. She was a Black/biracial young woman from Erie, Pennsylvania, adopted by a white couple as a baby. I met her my third year at Pitt in 1989, when she was a freshman. We worked together for a while on a psychological epidemiology project that the great Juan Mezzich ran, as part of a larger project to revise the Diagnostic and Statistical Manual of Mental Disorders (turning the then-DSM-IIIR into the DSM-IV) and the International Classification of Diseases (turning the ICD-9 into the ICD-10). Aside from the fact that I thought Heather was cute, the first thing I noticed about her was her hair. It had been straightened, permed, and blown out beyond all recognition of a curl. Even at 19, I knew immediately that she was biracial, and didn’t have a Black woman who knew how to do her hair in her life.

I didn’t say a word. It wouldn’t have mattered if I did. Heather was very much standoff-ish, to me and the couple of other Black and Brown students who staffed up the project. She got along extremely well with the White students and staff, though. She rarely said hello when I saw her outside of Western Psych, on or off campus. Honestly, I felt sorry for her.

In the summer of 1991, when I became a full-time staff member on another of Mezzich’s projects, I worked with Heather for a few weeks. This was when I learned more about her upbringing and extremely limited exposure to Black folk. The questions she would ask about what I listened to on my Walkman, songs by Anita Baker, PE, Earth, Wind & Fire, even Phil Collins. She was maybe two years younger than me, and only knew ‘70s and ‘80s rock. Wow.

But, one day, Heather or another staff member had asked me a question — I don’t remember who asked, or what the question was. It one with a historical component, which I answered in typical granular exactitude, because, me. “Are you autistic or something?,” Heather immediately blurted out, as if I had some disease she had yet to see first-hand. “If by autistic, you mean the Rain Man movie? No, I just have a very good memory,” I answered back, rhetorically, with irritation and a bit of side eye. “Oh, I didn’t mean to offend you,” Heather continued, and then she went on for several minutes about why she thought I was autistic. 

I was gobsmacked by Heather’s entitled ignorance and by the racist and ableist implications of her questions and response. Seriously? I’ve been living on my own, mostly successfully navigating the world since I was 17, adulting since I was 12, and somehow I’m Dustin Hoffman with the most serious form of this neuro-social illness, all because my memory is stronger than a bank vault made of titanium and cobalt? And all this because I’m probably the first Black guy you’ve met with a bachelor’s degree from anywhere other than podunk Western Pennsylvania? All this and more ran like a chyron in my brain as I listened to Heather, now sensing my ire, stumbling over her words to make herself sound like she knew what she was talking about.

There were more than a few places in Carroll’s book where I saw the girl and the young woman that I saw in Heather, taking all of her assumptions about Blackness, about Black people, about whiteness and race, and applying them, often in damaging ways. I was absolutely disgusted at what Carroll and Tess did to her one-time English professor and advisor at the University of New Hampshire. I literally stopped reading Surviving the White Gaze for a week afterward. How could you?!?, I thought. Even with zero exposure to Black men, you had to know you put this man’s job in jeopardy over a minor utterance. You had to know that Tess’ vitriol toward him was about him not finding her intellectually interesting, or worse still, rebuffing potential flirtations. As a professor teaching mostly white students off and on for nearly three decades, I know this part all too well.

Carroll gradually embraced and uncovered her Blackness, over time, through years of alcoholism and eating disorders and fresh traumas from folks White and Black in her life. Her experience, though, is all too uniquely common from where I sit. There is the all too common story of someone the product of a Black-White relationship stumbling through life to discover their true selves and their Blackness, a story that is sadly still so easy to sell to a white-dominated book publishing industry and to a white-reading audience. But even for this sub-genre, Carroll’s willingness to reveal more than she conceals is really necessary, even as it feeds the beast, because she is still a work-in-progress at 52. 

There is also the all-too-common assumption that Black folk who aren’t raised by white parents or the product of a biracial pairing somehow don’t have any identity issues at all. Seriously? Anyone ever read Toni Morrison’s The Bluest Eye? We live in a white-dominant society, with white supremacy and white-ways as its main, everyday features. While most Black folk know and love their Blackness, it does not mean there isn’t a struggle to secure our identities as Black folk. Proximity to white people, class privilege, gender, age, and more play a role into the growing-pains-trajectory of how each of us gets to be comfortable in our own skin (or not). 

As for Wendy and Heather, it’s difficult to say where they are on their own trajectories. I haven’t spoken to either of them in years, decades in Heather’s case. But last time I saw Heather, it was May 1995 at a Pharmor store in the East Liberty section of Pittsburgh. I had just received my Spencer Fellowship award to write my dissertation. Heather was different, too. Her hair had gloss and curls, and her clothes fit better. We ended up talking for a few minutes, with me wishing her well. In thinking about this moment, I’ve wondered if Heather ever fully embraced her Blackness. In my imaginations, I think of her as having done so.

Poverty Wages

20 Saturday Feb 2021

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“How We Slice the Pie in the USA” editorial cartoon (cropped), September 19, 2011 (David Horsey/Hearst Newspapers; https://catherineandojaswi.weebly.com/document-ten.html)

It’s hard for me to believe sometimes how blissfully ignorant I used to be about the fourscore-and-three-layers’ worth of elitist bullshit there are to the nature of academic — and American — life. Even in the months after reading Derrick Bell’s Faces at the Bottom of the Well, even after reading Jonathan Kozol’s Savage Inequalities, I still believed that my talent and my production alone would win the day over having the right connections in my circle. What a dumb-ass chump I was, in 1993, and as recently as 2013.

But at least in 1993, my 23-year-old behind could be excused for simply not knowing enough about the world that I inhabited. I was a quick study, academically, but not so quick socially, only four-and-a-half-years removed from homelessness and not trusting humans all. My tutor, my unofficial advisor about the professional worlds that would take up the next 28 years of my life, was one Bruce Anthony Jones. I have talked about Bruce in the past, about how he quietly dumped me and all of his Pitt grad students upon leaving for University of Missouri-Columbia in 1996. That’s near the end of this story, though, not it’s beginning.

It was the year after I did an independent study on the literature of multicultural education in the US, Canada, and the UK with him as a master’s student. I was working with Bruce again, this time to learn more about curricula decision-making and cultural bias among the multicultural education and Afrocentricity set. He knew that this was likely my last semester at the University of Pittsburgh. I had tired of White professors and their withering White gaze, and of Larry not quite keeping up with my work, even though he was my history advisor.

So it was in late February 1993 that he invited me out to dinner to discuss my next moves. We ate at some high-end Chinese restaurant in downtown Pittsburgh on or off Grant Street. It was just a few blocks from where Bruce lived, his mini-penthouse on one-and-a-half floors (the 11th and 12th) in The Pennsylvanian, situated on a hill overlooking downtown. It was once the station building for all passenger trains in and out of Pittsburgh, having been converted into a luxury apartment building the year I arrived for undergrad at Pitt, in 1987.

As someone whose moments of interaction with affluence and luxury were few, the dinner meeting and discussion was dizzying. We had a five-course meal, sat and talked for two hours about grad school, the dissertation process, finding work in higher education, the crock of the tenure clock and tenure process, and so much more. Bruce really helped me demystify the cloistered world of academia that night.

But, between the end of that dinner, the walk over to Bruce’s penthouse apartment, and the conversation we had about his work, the high wore off. When we got to talking about salaries, he began to bitch and moan about his own lot as an assistant professor in the School of Education at Pitt. “Well, how much are you making as an assistant professor?,” I asked rather courageously (this isn’t something grad students were supposed to ask, my mutuals had told me, but you don’t get anywhere by not asking questions). “Forty-five thousand. But them’s poverty wages,” Bruce said matter-of-factly, his “Lon-Guy-Land” (Long Island, New York) accent kicking in more fully as he spoke.

In the back of my mind, I’m thinking, Arrogant asshole, the most I’ve ever made in a year is $11,000, and you talkin’ poverty wages to me? I’ve grown up without food, without any amenities beyond the basics, and you live in a 1.5-floor penthouse? Really? I don’t know how well I hid my envy and my rage after hearing Bruce’s complaints about his salary. I let him continue his monologue.

It turned out that Bruce’s time at Teachers College was about more than earning his doctorate. It was also an opportunity for him to earn money, really good money, through his connections at Teachers College and at Columbia University as a whole. Including one with Charles V. Hamilton, the co-author of Black Power: The Politics of Liberation (originally written with one Kwame Ture, née Stokely Carmichael in 1967).

The Pennsylvanian, near downtown Pittsburgh, PA, circa 2012.

I cannot recall if Hamilton was on his dissertation committee or not, but no matter. Apparently connections with Hamilton and others had helped Bruce find work as an education consultant with the Ford Foundation, among several other private foundations. In the two years leading to his PhD and the year before landing his Pitt faculty position, this was his other professional life. “I make double as a consultant than I do as a professor (really “professa,” the way it rolled off Bruce’s Long Island tongue), and for half the work,” I remember Bruce saying.

“What would I have to do to get into that kind of work?,” I asked once I got over the shock of calculating that Bruce was pulling between $130,000 and $150,000 a year while living in a 1,500-square-foot penthouse that cost $1,350 per month. Bruce should’ve said, “With help from people like me, lifting as we climb.” But instead, he made it sound like he just lucked out, somehow, like he just happened to be walking down a random hallway when leading Black scholars at Teachers College and Columbia offered lucrative consulting gigs on a random Friday.

A bit more than four years later, the summer of 1997, I found myself without work post-PhD. Teachers College had just rejected me for an assistant professorship in social foundations of education. I was literally a month or two away from being completely out of funds. I could pay my rent, but that was about all I could do until I found more work. I hated to do this, but I ended up contacting Bruce for help, either in finding work or in lending me money until I could pay him back.

Bruce returned my call, and was very stern on the phone with me. “I usually don’t lend students money,” he said, as if I was some random students who reached out to him out of nowhere. But he offered to write me a check for $100. “Now I expect you to pay me back,” Bruce said, as if he was being magnanimous. That was when I finally, really, truly understood. My time with Bruce was about making him feel like a powerful person in academia. It was never about mentoring or helping me at all.

Between 1997 and 2000, I continued writing my own letters of recommendation with Bruce’s name on them, a practice we had developed while I was still a grad student. Only, I also used one of Bruce’s old signatures and some University of Missouri-Columbia letterhead to make his letters written by me on my behalf look more authentic. After I turned down a job at Howard in June 2000, I wrote Bruce a check for $100 and wondered, Should I include interest in the total, and if so, how much? That was the last time I used Bruce’s letter, the last time I contacted him.

In the years since, I’ve worked jobs that paid $70,000 and $80,000 a year, charged as much as $550-per-day as a consultant, and turned down jobs paying $100K in areas that were too expensive for that salary (like the Bay Area, for example). I’ve also had a couple of years where I’ve barely earned $20,000 as an adjunct (those were years I also consulted, so). I know damn fucking well what a real poverty wage looks like. The closest Bruce has been to socioeconomic poverty was probably the night he sat across from me at dinner all those years ago. Intellectual, social, and spiritual poverty have been Bruce’s close companions, I’d bet, for many years. For such are the wages of narcissism.

When Plagiarism Isn’t Plagiarism, When Teachers Are Assholes

11 Thursday Feb 2021

Posted by in 1, Academia, Boy @ The Window, Carnegie Mellon University, culture, Eclectic, Mount Vernon High School, race, Youth

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A gas pilot light (what gaslighting and other weaponized behaviors can feel like when one’s on receiving end), February 11, 2021. (https://generalparts.com/)

I have been truly miffed and hurt before. But not like this. At least, not since my senior year of high school and my first year as a PhD student at Carnegie Mellon. But it is for my 17-year-old son that I am feeling this pain, this anger that ebbs, but doesn’t quite go away. It is apparent to me that so many teachers and staff in K-12 education are operating without a net with a pandemic all around them — and making the most of their ability to make life easier for their students anyway.

But there are others for whom the pandemic and all that has come with it literally means “students should just work as normal” or “even more than normal,” because they are “at home.” I already have colleagues at American University who think that they can take their 2.5-hour block classes and do what they did before the pandemic, lecturing for two hours at a time without giving students breaks, even assigning more work. I didn’t think I’d learn of the same stubbornness to adapt from high school teachers, too.

This story is one about my son’s struggles with school this year and off and on over the past few years. But it is also very much about how a high school in East Silver Spring, Maryland can let even a slightly above average student slip through the cracks, and then punish him, once noticed. It is about how teachers and administrators can circle the wagons like the NYPD or any other “blue wall of silence” police institution and gaslight the parents of such a child when confronted about how they have neglected and abused this child academically. My educated guess as an educator is that this issue with our own kid can easily be multiplied by a factor of a couple thousand across Montgomery County Public Schools (MCPS), and by hundreds of thousands in the 14,000 school districts across the US.

The story begins with our son in his senior year in a virtual remote learning environment, with some teachers (like his Creative Writing teacher) offering flexibility with due dates and other concerns, and other teachers (like his gym teacher and honors 12th grade English teacher), not so much. Our son has had his ups and downs throughout his high school years, but still was roughly a 3.0 or so student through his first three years. Even with the pandemic setting in last spring, he managed three As in his core courses. His combination of anxiety, social isolation, and (at times) inattention and laziness kept him from doing as well as he likely could’ve those years.

With schools in virtual remote mode for at least the first half of his senior year, we expected it to be pretty rough for our son. But not this rough. It seemed as if MCPS flipped a switch, and as a rule expected teachers, administrators, students, and parents to carry on this 2020-21 school year as if everything was normal. Daily attendance checks, more homework piled on top of homework, constant testing, points off for any late assignments, all part of the normal and toxic routine of rote discipline in the Common Core era.

And so it was for our son. In his gym class, his teacher marked him absent at least three times on days he opened his Zoom more than five (5) minutes past his start time. In the first three weeks, our son switched from Anatomy, Marine Biology, and Calculus to Creative Writing and Intro to Statistics, putting him behind in his courses overall.

But by the end of the first month, of all the classes, we did not expect honors English to be an issue. He had been taking honors English classes since seventh grade, after all. His honors English teacher for the first half of 12th grade, though, was not impressed with our son’s work. Even his A+ work:

You need to be more specific here. There is way to much generalization and because of that lack of specificity you kind of repeat the same ideas over and over again.

…you really didn’t follow the layout that we reviewed in class for this narrative. You need to show and not tell. Use a scene to demonstrate the theme rather than just telling the reader what they should know.

A little more detail as to the character and the setting would have been helpful here.  This goes back to the “show don’t tell” conversations we’ve had about the project.

I’d like to hear a little more discussion with the group next time – that’s what I am assessing.

Because I have electronic access to our son’s assignments, grades, and comments, I read these off and on throughout his months with this honors English teacher. I figured that our son wasn’t quite doing his best work. But then again, who would be these days? I was busy grading my own students and their papers. Although I thought this teacher’s commentary was a bit tough, I assumed it was because our son kept making the same errors again and again.

Until I started reading his assignments and answers in more detail. Even when our son understood the assignment or essay and showed understanding, it was never enough for his honors English teacher. The last quote in the string above was about an assignment in which this teacher had assigned a perfect score. That was in December, just before the holiday break.

I emailed his honors English teacher, in fact, all of our son’s other 12th grade teachers and his counselor at that point. I wrote that we “fully understand your frustrations with [our child], and share them as well.” We asked for them to keep a look out for him, to not let him “blend into the background.” Notice that we did not say that we condoned this teacher’s frustrations or his “terse language” toward our child. Nor did we say to give him a grade he doesn’t deserve. We simply wanted the flexibility that any of us would want in the middle of a pandemic, in the midst of death (including the death of his grandmother at the beginning of December), on top of his ongoing issues with sleeplessness and anxiety.

Instead, our son’s honors English teacher became more frustrated, and never addressed us as his parents directly in response to my email. It all came to a head on our son’s last assignment, an essay on satire. Apparently the teacher expected our son to roll with one example on satire and point to how many methods of satire this one example checks off. Instead, our son used four examples, and went through those methods with those examples. In the end, the teacher scored it a 50/100.

At first, I really wasn’t that surprised, given our son’s history with this teacher. But then, in the middle of his comments, the teacher wrote:

As for the elements of satire that you explore, in order to address sarcasm you must include the term irony in order to fully demonstrate your understanding of the device- you also don’t give specific examples.  A caricature is a satirical device but the example you give is not satire, it’s racist.

That was when I read the essay. What our son wrote was meandering, not well organized, but not exactly a disheveled mess either. It was pretty middle-of-the-road, like he wrote it in a rush (given the state of things, I’m certain he wrote it at the last minute). But it did contain a thesis, a mediocre and incomplete one, yet I clearly knew his topic and some of what he intended to cover just from reading it. He addressed the issue of irony in his second paragraph, and went on in detail to describe it in his fifth paragraph. The racism charge was ridiculous, given that our son had immediately pointed out that caricatures of groups like Jews were historical “stereotypes” as part of his essay. Plus, the nerve of this man to write, “I really wish I could’ve done more to help. With this assignment in particular I can help you with these types of essays- that help will prepare you for college if that’s the route you’re thinking of taking.” Tone deaf, with -isms and assumptions at his educator core.

I emailed our son’s honors English teacher, again, this time to ask him to take a second look, to note what our son did correctly in his essay, not just what our son didn’t do. Based on this teacher’s own rubric and nearly three decades of teaching students between 13 and 80 years old, our son’s score should’ve been between a 70 and a 79.

Instead, the teacher doubled down and accused our son of plagiarism, which was now the real reason for his score. My guess was that the teacher deliberately found another weakness in his essay, once confronted by me via email. He offered, though, to knock our’s son’s score up to 66/100, even though this wouldn’t change our son’s grade in the course.

I had to really, really contain myself in my follow-up email. As a father and an educator, I know all the tricks that teachers and professors use to get students and/or parents off their backs. But plagiarism is a very serious charge, the kind that requires evidence, and not mere accusation. That, and the fact that our son’s honors English teacher had not mentioned plagiarism, not at all, until I confronted him about our son’s grade and his unsubstantiated commentary.

I called for a conference with the teacher, our son’s counselor, the English Department chair, and (if available), our son’s 12th grade principal. I did it having already read our son’s essay, and having run it through Turnitin.com myself. Nine-tenths of the assignment was in our son’s own words. The other 10 percent? Parts of three sentences — about 55 words in all — included definitions that our son had not put quotes around. Two others had links to sources, ones our son clearly identified as sources. Inconsistent citing of sources, something I deal with from my own students so often it barely raises an eyebrow. It would have been enough for me to take off some additional points, but it is not a plagiarism offense.

As expected, the conference call that was supposed to be about the honors English teacher’s ill-treatment of and accusations toward our son was really an exercise in gaslighting him and us as his parents with the plagiarism accusation. Expected, but very disappointing. They kept telling us that our son was lucky to have not received a 0 and failing grade in the course. I said that they should be ashamed of themselves as educators, that they were “circling the wagons” like law enforcement. Our son’s honor’s English teacher said nothing for 35 minutes, and kept playing his TV in the background, which kept cutting in and out throughout the call (what a coward!). He was the only person on the call who didn’t speak.

They offered to share their so-called evidence. The “evidence” was exactly the same as when I ran our son’s essay through Turnitin the week before. If this is plagiarism, I would dare say three-quarters of the students I’ve taught since 1992 should be accused of such. MCPS’s definition of plagiarism and other forms of academic dishonesty? It includes the key phrase, “the willful giving or receiving” of an academic advantage of some sort, meaning the act has to be an intentional one. It can’t just be a couple of citation errors; evidence of intent must be involved. The wanton theft of other’s words must be involved. I seriously doubt three partial sentences in an average essay granted our son any “advantage” at all (having been a victim of plagiarism myself, I know the signs).

They did so much terribly wrong here, to our son, and to us as our son’s parents. They cared not about the teacher’s escalation of comments to our son. They cared not that the other accusations proved to be false. They cared only about three sets of quotation marks missing from a 900-word essay. They cared only about this, because they knew they could do nothing institutionally that would help students struggling with the pandemic. They cared only about the accusation because K-12 institutions care more about protecting a mediocre White male teacher than they do about Black and Brown students, as these institutions are racist and ableist to their core.

Luckily, our son has a different honors English teacher this semester, his final one at his Silver Spring high school. But as damaging as this could have been for him, at least I can say I stepped up as his dad, right? Except that this has conjured up lots of bad memories about the assholes who were my administrators at Mount Vernon HS, about folks whom I’ve known to be assholes in the education field over the years. Given this, why would anyone want to see these toxic sites of social control open up again for in-person instruction? I don’t.

I had thought about volunteering at our son’s high school this semester, with a smaller teaching load at my institutions this spring. But after this, why in hell would I want to volunteer with these uncaring shits who call themselves educators? They can all kiss my middle-aged Black ass!

However, if our son, a slightly above-average student, had to endure the bullshit of a bullshit-artist-as-certified-teacher, I can only imagine the number students across the achievement spectrum who are catching hell from teachers who have not adjusted well to teaching virtually in the midst of this pandemic. So maybe, just maybe, once I stop thinking about putting our son’s former teacher in a chokehold, I’ll see about volunteering once more. 

But, even if everyone at our son’s soon-to-be-former high school is vaccinated by late this spring or by Fall 2021, I’m still wearing two masks and a face shield. The place is way too toxic for us.

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

I truly would like to hear from parents, students, even teachers, in Silver Spring, in Montgomery County, MD, in the DMV, in general. Tell me I’m wrong, that these aren’t examples of education as punitive and gaslighting. Or, conversely, tell me if you have had similar experiences with this high school and this school district, especially since the pandemic.

“Let Me Tell You About Ms. Martha…”

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Ms. Martha with her grandson, Silver Spring, MD, December 25, 2009. (Donald Earl Collins)

I’ve been reluctant to write this post. Not because I have nothing good to say about my late mom-in-law, someone I’d known for nearly half my 51 years. I have nothing but good things to write about her. Not because I’m grieving. I often write when I’m in an altered state emotionally or psychologically. No, I’m a bit nervous because this will be my first blog post about any specific member of my wife’s family, Thanksgiving 2001 excepted. I’m mostly concerned that some will see what I have to write about my mom-in-law as an indirect slap toward my own mother and parents/guardian in general.

Trust me, it’s not. That I first met Martha Mae Guinn Levy (1931-2020) a month after my twenty-sixth birthday meant the nature of this relationship was never going to be strictly parent-to-child or mother-to-son.

The truth is, Ms. Martha really did treat me that way. But not just that. Sometimes our conversations could be contentious, like professor-student, or like two bickering friends, or brother-sister. The woman had nearly 39 years on me, but the battle-axe of a geezer could just as quickly be affectionate and a never-ending fountain of love and optimistic clichés. There are so many conversations, so many arguments, so many moments I could discuss that made me see all the facets and contradictions of my mom-in-law.

Ms. Martha made herself available for nearly every important event in my life since my then girlfriend introduced us on the last Saturday in January 1996. She attended my doctoral graduation at Carnegie Mellon the following year. She drove me and her daughter to the Greyhound bus station in “dahntahn Picksburgh” in August 1999, so that we could begin our 20-plus years of living in the DMV, the Washington DC area. She shared a hotel room with my mom in 2000, just a few months after me and her daughter eloped. She came here to Silver Spring and watched at Sibley Hospital in DC as my wife gave birth to her one and only grandchild in 2003. She stayed with us for six weeks to watch her grandson in November and December of the same year, so that my wife could go back to work, and just before our son would start daycare.

But there’s one conversation that really and truly encompassed the evolution of our relationship over the years. It was in December 2013, just a few months after I had self-published Boy @ The Window. A week earlier, I had called my father about his yearly Christmas ritual of sending barely cashable Western Union money orders to give to his grandson for the holiday season. Instead, he mumbled and gave gruff one-word answers to my questions. “What’s wrong?,” I asked. “I told you not to put me in your book,” he said, sounding hurt and embarrassed. “I didn’t want nothing to do with your book. You shoulda left the past in the past.” My dad actually hadn’t said any of these things in the seven years between first sentence and the rough final draft I ended up publishing that April. I had been completely open about what I was going to write and why. I guess having a paperback copy of Boy @ The Window in his hands to leaf through was too much for him.

The weekend before Christmas 2013, Ms. Martha called. She dialed up my partner on her cell phone to talk to me (mind you, she had my direct number, but called her daughter first). When I picked up Angelia’s phone, I heard “Hey Donald” in Ms. Martha’s gravelly voice. After a brief exchange, she said, “I wanna talk to you about your book.” I mailed Ms. Martha a copy of Boy @ The Window, along with my dad and a few others, but I hadn’t expected her to read it, at least not so quickly.

“I started reading and I didn’t wanna put it down,” Ms. Martha said. I was surprised. Really, I was dumbstruck. I hadn’t expected this response at all. Not because Ms. Martha didn’t read. I figured, Oh, she’s just being polite, especially after hearing from my dad a little more than a week earlier.

We talked about my book for nearly an hour and a half on my wife’s iPhone. I might as well have been doing a book talk as conversation with my mom-in-law. Ms. Martha asked questions about my Boy @ The Window years, wanting more details beyond the stories I did include. There were a lot of “I didn’t know…” and “I couldn’t believe…” comments about what I and my family lived through. She asked at least a dozen questions about my mom and her decision-making, about my brothers and sister, about my asshole classmates.

Mostly, she doted on me. “Oh boy! I liked this sentence here…,” Ms. Martha said while reading me back to me a number of times. When I explained away my accomplishments or challenges, she’d say, “…as far as that matter goes…” to remind me that what was normal for me was not normal for most tweeners or teenagers, not even Black ones living with poverty. “This was a joy to read,” she said so many times. She said she laughed and cried while reading the book, and laughed and cried while talking to me about it.

I ended that conversation with Ms. Martha thinking, Wow! This tough old woman really loves me! It made me feel better about writing Boy @ The Window. It made me feel better at a time when I felt low, about my writing, about switching careers, about life in general.

And yes, I truly loved and love Ms. Martha. I will miss our conversations, our rational disagreements, our out-of-nowhere arguments, our hugs, our embraces, and her love for me, her daughters, her grandson, for family and community more broadly. I will miss your presence and your voice in my life. May God bless you and keep you…and give you peace, in your life after life.