Why I Had To Leave The Community I Loved To Find The School That Served My Needs
Why I Had To Leave The Community I Loved To Find the School That Served My Needs
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After completing my first year of high school, I have taken the opportunity to reflect on my various experiences. It was an unconventional year for me as I attended two different schools. For the first semester, I went to a high school near my previous residence in Playa Del Rey, Los Angeles. Then, for the second semester, I transitioned to South High School in South Torrance, where I currently reside.
As the COVID-19 lockdown came to an end, I was eager to make up for the missed social opportunities with my friends. I decided to join the track team at my new school and performed well in my events. Despite being someone with autism, I was able to form strong friendships with some of my teammates and other students on campus. When my mother was searching for a church for us to attend, my track coach recommended his church, and we started attending on Sundays. I also participated in a Wednesday church youth group whenever my study schedule allowed. Thanks to social media, I have been able to stay in touch with friends from my previous school, and I even have a girlfriend who also attended that school.
Overall, it has been a fantastic year for me. However, I can’t help but feel disappointed in the circumstances that led me to South Torrance. There were several racially charged events, such as the murders of George Floyd and Ahmaud Arbery and their subsequent trials, that took place during my middle school years. These events sparked a lot of discussions about race and safety in predominantly white communities. Given the climate at the time, I expected to feel safest among those who were vocal in their support for movements like "Black Lives Matter" and "Stop Killing Our Sons." I believed that the people who valued my life would also prioritize my education. Unfortunately, I didn’t find the sense of community, accountability, collaboration, and support that was promised during the recruitment meetings in 8th grade. The school I attended in the first semester had a predominantly student body of color and was mostly staffed by educators of color.
In this school, I found myself in a situation where some teachers lacked motivation to teach and assist their students in succeeding. Some teachers faced bullying from their own students and struggled with maintaining discipline in the classroom. Additionally, there were instances where teachers would simply repeat lessons and provide answers before tests and quizzes, yet some students still failed. When my mother, who is an administrator with over 20 years of experience in education, tried to intervene, it was challenging to impossible to get certain teachers, administrators, or other top education officials to address the problem. Eventually, my mother began looking for a new school district, and we moved to South Torrance in December.
At South High, the predominantly white and Asian ethnic makeup of the school is reflected in the teaching staff. Luckily, the treatment of students at this school aligns with my expectations of what a school should provide. They offer counseling services, tutoring opportunities, and a program called "Spartan Seminar."
Spartan Seminar takes place every Wednesday and Thursday and lasts for 25 minutes. During this time, students can sign up for specific classes to catch up on missed work, receive tutoring from teachers, or study for upcoming tests and quizzes. If a student is struggling in a particular class or with an assignment, it is expected for them to attend Spartan Seminar for that subject.
I have an excellent Spanish teacher who maintains great control in the classroom. He provides us with study guides for upcoming quizzes, ensuring we are prepared. He reviews homework assignments to ensure we understand the current unit’s material. Additionally, when a student misbehaves, he confidently raises his voice and tells them to stop, effectively restoring order and allowing us to continue learning.
My algebra teacher at South High is also remarkable. She successfully teaches the class various concepts, including factoring and polynomials. Her personality is pleasant, creating an enjoyable learning environment for all students. She takes initiative and often emails my mother with information she believes will be helpful. My friends unanimously agree that she is an exceptional teacher, which is quite rare for a math class. Some students even consider her their favorite teacher.
Despite it being a wonderful school year, I can’t help but feel disappointed about leaving a community that I cherished in order to find it. I want to make it clear that my old school, which was predominantly attended and operated by people of color, was not a bad school. In fact, it was attended and staffed by individuals who deeply cared about their students, to the point where we still attend their important life events years after being in their classes.
If I had the opportunity to go back and speak to the faculty at my previous school, there are a few things I would want them to understand:
Firstly, I want to be acknowledged and valued for my dedication to my work. I want teachers who take their own roles seriously and hold me accountable for my academic pursuits.
Secondly, I aspire to look up to my teachers, admire their qualities, and strive to become like them. It is essential for them to care enough about me to truly know who I am, because my life holds significance to them. They need to recognize my potential and assist me in achieving my goals.
Furthermore, my African-American peers and I desire to be educated by teachers who share our racial background. We want to hear their personal experiences, including how they managed to attend college. Their stories could inspire us and provide us with the belief that we, too, can pursue higher education. We want to learn about African-American fraternities and sororities, dorm life, and the enjoyable moments they had, so that we can see that college life isn’t solely about tedious work. Additionally, it would be beneficial for us to hear about the challenges they faced in predominantly white environments and how they overcame them. This knowledge will empower us to overcome similar obstacles in our own lives.
We also long to have conversations with them about our experiences as African-American students and feel assured that they genuinely understand our perspectives. At times, we may be hesitant to share personal matters with individuals who lack this understanding or may already hold stereotypes about us due to our race. They may not comprehend our community, language, idioms, values, or history, regardless of how well-intentioned or socially aware they claim to be.
It is disheartening to think that the teachers who assured us they would provide these things for us are aware of our unfulfilled expectations. I want them to be aware of our disappointment as well.
Please understand that my intention is not to criticize, but to serve as a reminder that their students rely on them. We want them to genuinely care about us, as some students may begin to show interest only when they do. We are eagerly waiting for them to meet our needs.
– Student Council (2022)
