Untitled Notes

Introduction to the Basketball Program and Academic Experience

The basketball program at James Program School is perceived as a advantageous opportunity for the speaker.
- Described as a "well restored school" and viewed as a "ticket" for better opportunities.
After the meeting regarding classes for Jain Brook High School, the speaker had a clear understanding of the classes required to graduate, but lacked AP or honors courses.
- The question posed to the audience: How many took AP courses and were identified as talented during middle or elementary school?
- Research indicates that pathways into AP and honors courses can be poorly constructed.

In the senior year, one teacher had significant influence by holding high expectations for the speaker and discussing college aspirations.
- The speaker experienced a shift in focus from basketball to participating in speech and debate during high school.
The mentor, a speech and debate coach, encouraged the idea of attending college, specifically UCLA, in contrast to the speaker's initial belief of joining the Marine Corps, influenced by a military family background.

At the start of senior year, the GPA was around 2.7, possibly lower, making the speaker ineligible to apply to the UC system due to low grades.
- The mentor approached previous instructors to request makeup work for grades that were initially D's or C's in order to boost the GPA.
- Through efforts, the GPA was raised to approximately 3.02, allowing eligibility to apply for colleges but still making competition tough due to high application volumes.

After applying, the speaker received the standard mail notifications, experiencing tension between anticipation for a large letter, indicative of good news, and the apprehension of receiving a small letter.
Despite an initial rejection from UCLA after submitting appeals and letters of recommendation from the mentor and other advocates, the speaker was eventually admitted in May.
Notably, out of a high school of 4,500 students, only four were admitted to UCLA, creating a significant reaction among peers and educators due to perceived inequities.

On receiving the acceptance letter, the speaker felt mixed emotions of relief, excitement, anger, and fear, particularly regarding feelings of imposter syndrome.
The notion that UCLA was a place for the academically elite created fear of not belonging. The speaker compared it to feeling lost at a formal dinner without knowing the proper etiquette.

Despite initial fears, the speaker successfully stayed at UCLA for ten years, eventually earning a PhD after consistent improvement in grades, engaging in various activities, living abroad in Brazil, and maximizing the experience at UCLA.

There is discussion on the concept of imposter syndrome, which describes feelings of doubt regarding personal accomplishments and the perception of non-belonging in esteemed institutions.
The speaker recounts experiences ranging from being questioned about their presence as a student to negative assumptions based on stereotypes, affecting identity in academia.

This reflection led to a deep interest in studying academic identity development, particularly around issues of race in education.

The speaker expresses concern over prevalent inequities in education, including issues of discrimination and biases experienced by students.
- For example, mentions of challenges faced by disabled students and racial discrimination incidents within schools.
Statistics presented:
- 414 attempts to censor library materials observed by The American Library Association.
- From past reports, a significant rise in censorship attempts reflects growing issues within educational environments.

The speaker emphasizes that schools are often segregated in ways that mirror socio-economic and racial disparities, highlighting Michigan as an example of racial segregation.
- Discussion on the GLSEN 2021 National School Climate Survey indicating widespread incidents of anti-LGBTQ sentiment and racial bias in schools.

Discussion raises questions on the fundamental purpose of schools within society.
- There's contemplation on whether schools merely replicate societal inequalities by preparing certain students for higher education and others for lower-paying jobs.
- Complexities surrounding educational policies and their historical backgrounds are unpacked, especially concerning curriculum relevance and resource allocation.

The speaker reflects on historical court cases such as Milliken v. Bradley which exemplified legal challenges to desegregation efforts and their impact on education.
- Details shared about how systemic barriers continue to influence the quality of education received by different demographic groups.

Advocacy for educating future educators to understand equity in the education system is emphasized, alongside acknowledging the challenges faced at urban schools.
- Importance placed on actionable change by not only recognizing discrimination but actively engaging in anti-racist practices within education.
The cycle of socialization and the necessity to disrupt negative cycles in bias and discrimination are highlighted, emphasizing the need for individual and institutional accountability in addressing educational disparities.