It doesn’t happen often, white as the people of Oregon are, except when I drive to see my buddy in North Portland, out MLK boulevard. He’s in Alberta, a neighborhood the yuppies are moving into, but he’s beyond the upscale edge, and by the time you get to his place it’s one-story brick houses with sagging stoops, liquor stores and pawn shops, hoodied homeboys on corners pounding fists and leaning to telephone poles. That’s when I’ll see them, in a crowd waiting at a crosswalk, or in a group outside an arcade or convenience store: a black girl’s head held high and proud, a boy clowning with wind-milling arms, the shadow of a child’s corn-rowed head and mischief in a flash of eyes. I’ll pump the brake, stare over my shoulder trying to be sure. Thinking maybe it’s my kids, and I can still turn the car around. Go back to them.
Ω
Recently, Teach For America has come under fire for its supposed failure to create good citizens. A study done at Stanford, a long-time bastion of resistance to TFA, with much publicized results, found that charitable donation by TFA alumni lagged in comparison to those who applied and were rejected, or who were accepted and declined. The implication, according to the researchers, is that Teach For America doesn’t make good citizens, that it burns individuals out, leaving them jaded and ungenerous. The study failed to take into account the question of population, of course: if you take the body of students willing to offer two years of service in America’s most troubled schools, you have selected the idealistic. Those who didn’t get in presumably went directly to work or to graduate school, while Teach For America alums spent two years making the salary of a first year teacher—barely enough to live. After that late start, a majority stayed on in a field, education, that is unlucrative, and they almost certainly did so out of the conviction that they wanted to make a greater difference—education is not a field you choose from a desire to make money, and there is little money there. To put it bluntly, a TFA alum who stays in education, which is a majority, is unlikely to have a great deal of money to give away, and perhaps their continued service (as well as the two years they gave) should be considered when judging good citizenship.
Still, continued service, or persistent ‘good citizenship’, does not obviate the question of Teach For America’s influence on its corps members. I cannot deny that the two years I spent teaching in the rural black public schools of the Mississippi Delta changed me, and it was not simply for the better. People speak of how idealism ought to be tempered by reality, and think it a benign process: growing older, becoming wiser. They are wrong: there is a price for lost naivete. Some days, I would give anything to be twenty-two again, to have more heart than sense and still believe that good easily overcomes all else. I wouldn’t be teaching low-income, at-risk students of color at the University of Oregon if it weren’t for those two years in Teach For America, would long ago have traded in my degree for a job with status and decent pay. All the same, I am a sell-out. In Indianola, the children I taught walk the dusty streets headed nowhere, and I’m not there helping them.
Some nights I lie awake bargaining, trying to get back to the man I was, and imagine choices: if I could trade my comfortable life for theirs, if I could take their lot and free them from poverty, would I? So simple to say, of course, when there are guarantees.
I dream of carrying children to safety from fires, of bearing them across ravines in a storm, of leading the way through a dark wood and a line of children behind following blindly, grudgingly, until we emerge in a city with clean, bright streets, the very air shimmering with possibility, and they are with me despite all our doubts. We have arrived.
When I wake, the relief is bitterly lost: I am alone in my highrise apartment with all the comforts of a middle-class life, and those children are a world away in shacks on the wrong side of the tracks, hearing the bark of a stray dog, the far-off whistle of the train bound elsewhere, always elsewhere. I left them behind, and so cannot let go.
Ω
Whatever Stanford researchers conclude, I do not accept the idea that my work today amounts to nothing. Each quarter I face room full of black, yellow, white and brown faces, kids who have kept their heads down and made it to the University against all odds. Many of them come from little, and have had little offered to them, but they have made no excuses. Many of them have a deficient skillset, do not know how to spell or punctuate or make an argument. They still have a long way to go to realize the American dream. I stand before them, and think of the children I taught in Mississippi, a responsibility I cannot return to. Then I consider these young men and women who have come so far, and accept what can be done here and now:
“This class is rigorous and challenging, and my expectations are high: I will accept nothing less than absolute excellence. Most of you lack the skills you require to make it at the University. But if you put in your best effort, you will improve. If you work hard, you will succeed in this class. That is my promise to each of you.”
And in a greater sense, I keep the faith: all children deserve the opportunity offered by education. Perhaps there is a price in committing to so ambitious a conviction, but it is has not made me a bad citizen. It has taught me to fight for what matters.