The Miracle of Dr. Jack Daniel

16 Monday May 2011

Posted by decollins1969 in 1, Academia, Boy @ The Window, culture, Politics, race, Youth

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"Sometimes Starvation", Cathedral of Learning, Challenge Scholarship, Department of HIstory, Diversity, Divine Intervention, Dr. Jack Daniel, Dr. Jack L. Daniel, Grad School, Graduate Fellowships, History Department, Jack Daniel, Joe Carbone, Miracles, Pitt, Qualifications, Race, Students of Color, University of Pittsburgh, Van Beck Hall, Westchester County Department of Community Mental Health

Dr. Jack L. Daniel, University of Pittsburgh, 2004. Pitt Magazine. http://www.pittmag.pitt.edu/summer2004/feature1.html. The use of this photo falls under fair use under US Copyright laws because this blog post is in fact about the subject in this photo.

Last week I started a conversation about my three weeks of starvation in order to secure my entry into graduate school through my post, “Sometimes Starvation.” I’m continuing that conversation with today’s post. For it was that on this date twenty years ago that divine intervention came in the form of a voice inside my head, leading me to a meeting with then University of Pittsburgh Vice-Provost for Academic Affairs, Dr. Jack L. Daniel.

Even as I turned down the opportunity to go back to Mount Vernon and work up in White Plains with Joe Carbone and Westchester County Department of Community Mental Health for the summer of ’91, a name kept popping in my head. And I didn’t know why. I’d only met Jack Daniel on two occasions, both during my freshman year at Pitt. I was a Challenge Scholar, in the inaugural class of Challenge Scholars no less, a merit-based half-tuition scholarship meant to attract more students of color to Pitt, and Dr. Daniel was the author of the program.

I knew that he was a professor with expertise in Black communications. I also knew that he was one of the activists who helped bring the Black Studies Department to Pitt in ’69 by occupying the central computing system on the seventh floor of the Cathedral of Learning, back when he was a freshly minted Ph.D. Other than that, I had zero contact with the man in my four years of undergrad.

For once, I listened to the voice inside my head and, after some coaxing of Dr. Daniel’s assistant, made an appointment with him to discuss my financial options for going to Pitt for my history MA. I figured that I had nothing to lose. I really only hoped that there was an extra $1,000 or two left in his budget that would at least help to feed me through my first year of grad school.

That Thursday, the sixteenth of May, I arrived at my 2:30 pm meeting with Dr. Daniel on the eighth floor of the Cathedral of Learning, not knowing exactly what I was going to say. I walked into the Office of the Provost, where the stale stone of the super-tall building turned into the sights and smells of dark wood, cherry, mahogany even. We exchanged pleasantries, shook hands, and I sat down feeling like I was in sixth grade instead of like I’d recently finished my bachelor’s.

I started. “I’m looking for a little extra money for grad school this fall, so that I don’t have to borrow money to cover tuition and eat,” I said. Dr. Daniel then asked

“What was your GPA here?”

“A 3.4,” I said, rounding up from a 3.37 average.

“What about your GRE scores?”

“60th and 70th percentile on math and reading,” I said.

“What about your major?,” Dr. Daniel asked.

“I was a history major with a 3.82 average,” I said with a smile.

Then Dr. Daniel got this look on his face, like he was actually angry, like there was a piece to the puzzle that I was missing. “Hold on for a second, I need to make a phone call,” he said.

He called Pitt’s History Department Chair, who at the time was one of my future grad school professors, Van Beck Hall, and spent the next couple of minutes chewing him out about my record and about why I hadn’t been awarded a fellowship. I sat there with a stone face, not wanting to give away the sense of glee I felt watching Dr. Daniel on the phone while verbally beating up on a department chair. Politely, of course.

After he got off the phone, he said, “You’ve got your money for school next year.” My mouth fell open, and not just because I couldn’t believe it. I couldn’t believe how easy it was. Then Dr. Daniel explained how his office had worked with the Faculty of Arts and Sciences (and the other major schools within the university) to create a new fellowship to attract more students of color and women into Pitt’s grad programs. He also explained how some departments and programs had resisted communicating the existence of this new fellowship program to potential grad students. I apparently was another case demonstrating how some folks within the university simply refused to address Pitt’s lack of diversity at the graduate level.

I was beyond thankful. Incredulous, thankful, even speechless. I couldn’t stop shaking Dr. Daniel’s hand. Despite three weeks and a loss of twenty-plus pounds, I played basketball at Pitt’s athletic center that evening, making shots as if I’d been on an athlete’s diet for the past three weeks. I was more excited about the possibility of grad school being paid for than I was about getting my first paycheck of the summer that Friday.

The following Tuesday evening, the twenty-first of May, I saw Dr. Daniel walking down Fifth Avenue outside of the Cathedral of Learning as I was on my evening walk home from work. I told him that I’d gotten the paperwork for my full-tuition fellowship and $7,000 graduate student assistantship stipend for the ’91-’92 school year. As he walked away after I said, “Thank you!,” again, I yelled “You’re the man!” All Dr. Daniel did was stretch out his long arms, shrugging it off as if he’d given me a nickel to buy a Tootsie Roll.

Hail To Pitt

27 Wednesday Apr 2011

Posted by decollins1969 in 1, Academia, Boy @ The Window, culture, Eclectic, eclectic music, Mount Vernon High School, music, New York City, Pop Culture, race, Sports, Work, Youth

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'91, 1991, Adulthood, Civic Arena, Class of 1991, Diversity, Fellowships, Financial Aid, Graduate School, Graduation, Job, Mount Vernon High School, Mount Vernon New York, NYU, Pitt, Student Loans, Uncertainty, Ungraduate Education, University of Maryland, University of Pittsburgh, Wesley Posvar, Western Psychiatric Institute & Clinic, Work

University of Pittsburgh Logo, April 27, 2011. http://www.pitt.edu

I can be hard on people, places and things, especially the ones I like and love. That’s as true of my undergraduate alma mater as anything else. Twenty years ago this date, I graduated from the University of Pittsburgh. I didn’t attend the cattle-call ceremony at the Civic Arena that Sunday in ’91. Almost none of my immediate circle of friends attended, either. My mother and my younger siblings, still in the midst of welfare, weren’t going to be there to see me anyway. The Penguins were on that day, in the middle of a dominant playoff run, with Lemieux scoring at will. And I had other things on my mind that day and weekend. Like, will I be able to go to grad school without taking out tens of thousands of dollars in student loans?

This was a time of major transition for me. Two years removed from the end of the reign of my ex-stepfather at 616, and four years after I graduated from Mount Vernon High School and my obsession

My B.A. degree, University of Pittsburgh, April 27, 2011. Note that this was Wesley Posvar's last graduation signature. The university president would retire the following month amid a $3 million golden parachute scandal.

with Crush #2. I was essentially the same person, and yet there was something inside me that had started clawing its way out over the previous year. It was a drive, a determination, a rage that I’d buried since my first year in Humanities and the summer of abuse that followed in ’82. I was going to graduate school, at least I hoped that I was. Or I was going to have to find a real job, something that made me feel like I had diarrhea.

I knew on my Pitt graduation date that the departments of history at NYU, University of Maryland and Pitt had accepted me into their masters programs. But NYU wanted me to make a signed commitment before they awarded me any financial aid. The University of Maryland conveniently lost my application packet during their graduate fellowship decision process. By the time my packet resurfaced, the department had awarded all of their fellowships, and decided to put me on provisional status. Not based on my grades, mind you, but based on how late they were in going through my application. Pitt had accepted me a couple of weeks before my graduation, but I was sixth on the alternate list for teaching fellowships that would cover my tuition and provide a stipend.

I felt a lot of anxiety about all of this uncertainty regarding my immediate future. It helped to have friends, even with my friends in the middle of their own uncertainty. My friend Marc was working at a Black newspaper, dreaming of law school but uncertain about his prospects. Three other friends, including someone I was sort of dating, were taking their last classes or unsure about grad school or law school. Even my summer job working for a project at the Western Psychiatric Institute and Clinic was shaky. It only paid $5.20 an hour, and I could’ve easily gone back to Mount Vernon and New York making $8 an hour or more doing the same work.

But as uncertain as I felt about things, this much I was certain about. The four years I spent at Pitt were ones that cocooned me in a way that none of my time growing up in Mount Vernon, New York did. I began to heal while I was there, academically, socially, emotionally. I was far from done learning how to connect to people, but I wasn’t the twelve-year-old neophyte keeping only the most rudimentary connections to humans either. My education was a valuable part of that experience. The friendships and other bonds I forms, the lessons I learned about trust, the efforts — however limited — the university made toward creating a campus climate that embraced diversity were all appreciated.

Even at the time, I felt comfortable at Pitt because it was the first place I learned to be comfortable in my own skin. It was a place where my friends, my acquaintances and others around me didn’t look at me like I was a freak because I listened to U2, sang in high-falsetto or walked at Warp Factor 3 to get across campus.

Those are the feelings, those good feelings, that I have about my four years of undergrad and two years of grad school (more on that in May) at the University of Pittsburgh. So, “Hail to Pitt,” and to my Pitt friends and folks from the classes of ’90-’94, Happy Graduation Anniversary Day.

Cream on the Brain

12 Sunday Dec 2010

Posted by decollins1969 in 1, Academia, Boy @ The Window, culture, Eclectic, Mount Vernon High School, Politics, race

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"A Substance of Things Hoped For", A.B. Davis Middle School, Ability Grouping, Academic Excellence, Barbara Sizemore, Carnegie Mellon University, Creme de la Creme, Culture Wars, Diversity, Fear of a "Black" America, Humanities, Identity, Jeanne Oakes, Keeping Track, Magnet Programs, Magnet Schools, Mount Vernon High School, Mount Vernon New York, Mount Vernon public schools, Multiculturalism, Pittsburgh Public Schools, Student Engagement, Tracking, University of Pittsburgh

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?