Second Interview - Alexis Date of Interview: Tuesday, 1/9/07 Time of Interview: 5:55 – 6:20 pm Location: Paul Public Charter School, Library Subject Name: Alexis Interviewer: Nichole Interview Questions: Part I - General 1) Has Higher Achievement affected the way you view your education? If so, How? 2) Has Higher Achievement changed the way you view your future? If so, How? 3) Does Higher Achievement prepare you at all to deal with injustice or unfairness that you experience in school and in the world? If so how? 4) Would your life be any different if you were not in Higher Achievement? 5) How is Higher Achievement helping you to prepare for life after Middle School? 6) Do you have a computer at home? Part II – Critical Components of ASP 7) Tell me about the facilities here at Paul 8) How involved are your parents in the program? 9) Tell me what you think about the lessons in your mentoring session 10) Do you believe that the race of a teacher or mentor affects their ability to relate to and understand you? What about their gender? Part II – Individual 11) In our first interview, I got the impression that you have better relationships with the mentors and staff at Higher Achievement than you teachers at school. Is that true? Can you explain how or why? 12) Give me a specific example when you felt understood by the 1) HA staff, 2) a mentor 13) How do Ms. Aishah and Ms. Andrea compare to your teachers at school? Description of Setting Our interview took place during Community Meeting. We walked up the stairs (slowly) to the library, and chose two seats at one of the round tables. Each table had about four wooden chairs around it. The “Library” in it’s entire consisted of a Computer Lab, which you encountered when you first walked down the entry corridor. The Lab is virtually open, with no doors and only one partitioning wall that separates it from the Latin Room next door. The Lab holds approximately 18 computers and an archaic printer. As you turn right onto a second corridor in front of the computer lab, you encounter on your left the Latin Room. This area, also open outside of the wall it shares with the Lab, has several round tables, each surrounded by about four wooden chairs. There are bookshelves for folders, and textbooks, along with a teacher’s desk and a dry erase board. This is where the Latin class is held. Across from the Latin Room is the Library proper (on your right if you are walking down the corridor). The walls of the library area are lined with a few books (quite inadequate for a school library), and a few posters with older celebrities encouraging students to read. There are again several round tables with four wooden chairs at each. Alexis and I choose a table towards the back, and as we settle, we can hear students in other areas talking. Alexis is wearing her usual Paul uniform of a white polo shirt, blue pants, and black shoes. Her hair straight, dark brown hair is out, falling just above her shoulders. Alexis sits facing me, and we begin our interview. While in our first interview, Alexis had primarily positive things to say about the program and staff at Higher Achievement, today’s interview contained a more critical and negative theme. She seemed a bit frustrated with both Ms. Aishah and Ms. Andrea, and had less than friendly feelings about the program in general. Interview Transcription N: Alright…umm…these are just kinda some follow-up questions and some other questions that came up after I was going over our last interview…just some things I thought of…shouldn’t take to long…ummm….In our first interview, I got the…wait…do I want to start there?...Ok…In our first interview, I got the impression that you had somewhat better relationships with the mentors and staff at Higher Achievement than you do with your teachers at school. Is that true? Would you say that’s true? A: Kinda. Not all the time… N: When yes and when no? A: Like my teachers…sometimes they’re more open to me than the people at HAP, they’re like mean sometimes. They walk away when you’re talking to them, and I don’t appreciate that. And like…they get loud and they’ll blame it on you… N: This is the staff or the mentors A: Staff. They get….like they start yelling…and like I could be talkin in a calm voice and then they like Look… they start yellin…and of course if you yellin gettin in my face Imma yell back. Then they blame it on me getting me in trouble…that’s why I wasn’t s’posed to come back… N: You were gonna come back this semester? (She shook her head). Monique!! A: My mom din want me to come back. N: Because you told her about that…? A: Yeah (can’t understand) and I din do nothin… N: So what changed your mind? Or what changed your mother’s mind? A: My mom said I could come, but she said I didn’t have to. She said if it happened again she said to just come home. (1:44) N: Ok. Do you feel like it happens more often lately? A: It hasn’t happened recently…It happened before break… N: Ok…In the past…I remember in our last interview you had kind of positive feedback. Was it…Has it changed since then or was that just a good day? A: (Made an I don’t know sound) It was ok. I don’t be doin nothin, but they find some way to say I’m doin somethin. Like in school on Friday…You can ask anybody…like…the most trustworthy person… I wasn’t doin nuthin and I got written up… N: Is that what you were asking Eve about? A: Yeah. N: What’d they say you were doing? A: She said that we were talking constantly, but everyone in the class was talking. And then she said that I didn’t finish my work and I did. She said that I was talkin, but I was asking someone to help me because the substitute, she was only sitting at one girl’s desk helping her for the entire period. N: The substitute wrote you up? A: Yeah! N: She probably made you an example or something, since she didn’t know who you were… A: And I told the Character Ed counselor and she talking bout she can’t go by what my classmates said…she has to go by what the teacher said…the substitute N: Do you think that’s fair? A: No…the minute I did something I’ll tell you I did it…and I wasn’t doin nuthin N: So what…Do you have any type of recourse…? A: Hmm? N: Recourse…um…any way or avenue to go about getting that taken off of your record or whatever? A: No, I don’t know… N: Are you gonna try or are you just gonna let it go A: I don’t care no more…I can’t stand her… N: Can’t stand who? A: The substitute. N: Oh, she’s like a long term substitute or something? A: No, I just don’t like her N: So she’s just around a lot substituting for people who are absent? A: She substitutes math….I don’t like her… N: Hmm…So if you had to compare the two. Your school teachers and your Higher Achievement staff and mentors…which one do you feel like…more… A: It’s like half and half…It depends…like if I could pick a certain amount of people from HAP and a certain number of people from school… N: So which ones at HAP do you feel most supported by…most understood by…most…(4:16) A: Ms. Aishah…but it’s only when Ms. Andrea is not around. When Ms. Andrea is around Ms. Aishah be fakin… N: And what about your mentors? A: Umm…None of them are dedicated. They don’t ever come… N: You said they’re NOT dedicated? A: Um Hm N: No…Who do you have? Ms. Gail, Mr. William…who’s your third one? A: Ms. Tonia… N: Ms. Tonia….ok…Do you find that a lot? You’ve been here…three…three years? Do you find that that’s been the case in the three years that you’ve been here? That the mentors aren’t quiet as consistent as you wish they would be. I remember that you said before that consistency was an issue…or that that’s what you would look for in the perfect mentor… A: Umm hmm N: Ok…Uhhhh…Give me a specific example…You said that Ms. Aishah…when Ms. Andrea is NOT around…is pretty supportive. Can you give me an example of a time when she was? A: Like the day with the whole gum thing…where you there? N: I wasn’t here with the gum thing… A: Cause I came up with gum…cause it was late, almost 8 o’clock…and Ms. Andrea she asked me to spit out my gum and I spit it out the first time. N: This was yesterday? A: No, it was last semester N: Oh last semester A: And then LaDeja came up with gum…so…she assumed we were up to something. So she told LaDeja to spit it out and she said “All three of you come here.” So then she starts talkin bout she was gon call my mother and all this other stuff and she started getting in my face and I stood there listening… N: Now this is Ms….? A: Andrea N: Andrea…ok A: Yeah…so she started getting in my face, and then I was calm at first but then I was like, “Ms. Andrea…” cause she started walkin away…and so I said, “Ms. Andrea, it’s part of HAP rulesthat if I’m talkin you’re s’posed to listen; especially if I sat there listening to you.” And she just kept going off and like…I was calm with her, but she started getting real loud…everybody heard her. She started getting real loud, so I started getting loud back. (6:24) N: That was the day…I’m trying to remember something specific to mark that day… A: The day with the culture points N: Right….I’m sure I was there. I remember a day when you guys…it got really bad with the four of you…and Laura in particular got really upset… A: No, it was me! Cause I was going and Laura was pulling me away. Cause she just…cause I was fine at first and I was just listening, then she just started yelling. Don’t yell at me, don’t get loud…especially when I’m not yellin atchu. So I had a right to get loud. And then that’s when I went downstairs to get my stuff and I saw Ms. Aishah. That’s when her and Laura were going at it and she was trying to kick Laura out the building. N: Ms. Andrea? A: Yeah. So we was talking to Ms. Aishah and Ms. Aishah was being real cool about it all at first. Just talkin in a calm voice. Then Ms. Andrea started arguing and Ms. Aishah just started yelling! And I’m like…all that’s not called for. First of all it’s 8:10. So I have a right to get up and walk out. And she just started…I was like you weren’t just acting like that. And everybody notices it. It’s not just us three. She come off…like I make a 360 when Laura and LaDeja come around. You can ask anybody, Imma be me regardless. If you don’t like it oh well. That’s how I am. People notice I even act like this outside of school. I’m just a crazy girl. N: So do you feel like you like Higher Achievement less now because of that? (7:59) A: Yeah! That’s like…like…I don’t know…like my tolerance for her is like…I already had this much but now it’s like this much (brought her fingers together closer to show just a little space). At first it was like this but now it’s more like this. I just can’t take it…either of them. N: Do you think you’ll be able to make it through the semester? A: I’m gonna try to…but don’t make me…I’ll get my coat, my bookbag, my purse…We’re leaving! N: You’re so close to graduation A: I don’t care… N: I care! A: The only reason I’m really staying is because my mother pays… N: You have part scholarship, part…? (she nodded). Ok. Tell me what you think about the facilities here at Paul. What do you think of the building and everything…the resources… A: I don know. I’m used to it. I go to this school…so… N: Well I mean…even as your school. What do you think about it? A: It’s pretty good. It’s a nice building. They try their best. N: They try their best. So you feel like you have everything you need here? A: Um…Sometimes…like…I dunno…yeah, we pretty much have everything because like compared to other schools, there’s not a bathroom on every floor. N: Here or other schools A: Other schools, but there’s a bathroom on every floor here. N: There’s a bathroom downstairs with the cafeteria? A: Well not the cafeteria, but every usage floor…like 1st, 2nd, 3rd N: Ok. How involved would you say…You mentioned your mom a couple times. How involved would you say your parents are in the Higher Achievement program? (9:45) A: My mom talks to Ms. Aishah N: Pretty regularly? A: If it’s about something important… N: Ok. Does she come to like events and activities and stuff? A: Um Hm N: Yeah. Ok. Um. Do you think that that’s important or do you think that it doesn’t make much of a difference A: It is important N: It is important? Ok. Tell me about what you think about the lessons that you get in your mentoring sessions. Do you learn from them or do you think they’re…are they on the level….are they challenging you? Are they organized? A: They’re boring. N: They’re boring? What makes them boring? A: They’re just not interesting. N: Is it because you already know the information? A: No, it’s just it lack interest. Like, HAP is supposed to be a fun program…a fun enrichment program, and like the mentoring session is like so boring. It’s not like…like…not fun. And I think there needs to be more interaction in that sense… N: So you think there’s too much lecturing? A: Yes N: What else would make it more fun? A: Just like more games. And like we shouldn’t have Community Meeting every day. N: You shouldn’t have Community Meeting every day? A: It should be like…Like in the summer time we did it once a week and the other days we did homeroom. N: So what do you think you should do instead of Community Meeting? A: Just go straight to mentoring. N: So you want to spend more time in mentoring? A: Or get an extra half an hour for studio or extended study hall…. N: Hm. Have you ever brought that up as a suggestion? A: No…it’s…*sighs* no N: You’re an 8th grader! A: They find ways to put us down… N: They find ways to put you down? A: Put us down…8th graders… N: Howso? A: Like every time they find something wrong (Can’t understand). We try to calm our younger scholars down. Yayaya! 8th graders! Yayayaya! N: So they call the 8th grade out a lot A: Yes. And we ain’t even do nothing. Like Ms. Erin…she just fuss at us and we ain’t even doin nuthin. N: Why do you think? A: I dunno…but it starts to get on my nerves after a while N: Do you think they have higher expectations of the 8th graders? A: Yeah. Then when you try to prove to them up to our standards and they say it’s wrong. N: What do you mean? A: Like…what I was telling…when we try to calm everybody down, they try to say, “8th grade, you’re being too loud.” N: Oh, so you’re saying when you’re talking to other students, trying to get them to act right, they think you’re misbehaving…. A: Yeah N: Ok… A: But then…they tell us to be responsible and set an example for the fellow scholars, but our fellow scholars don’t respect us as 8th graders. N: Have you ever talked to them about that? A: No, but they still talk to us like we’re little 5th graders. We’re not in 5th grade. We are not in high school. We’re about 9 months away from high school. Don’t talk to us like that. N: So overall…do you feel like you guys are respected? Or you personally are respected? A: No, and sometimes I feel like slappin um man. N: Is that recently or is that… A: It’s just in general N: But…it’s been for the duration? (she nods) Yeah A: They rude. None of them have respect for anybody. Just rude. And then when you say something to hurt they feelings they go tell your motha. And then there’s drama cause they can’t keep their mouths closed. N: Do you feel like the same about your mentors? Do you feel like they respect you? A: Sometimes…the more professional ones. The Catholic mentors…some of them are still on joke time. They don’t know when to be serious. (13:44) N: So like, you’re mentors this um year are all African American…but they’re male and…no…they’re all African American femles right? A: No N: Oh, Mr. William is a Hispanic male…Ok. So do you feel like the race or gender of your mentor makes a difference in their ability to relate or understand you? A: No N: No? Ok. Do you feel like in the time you’ve been here…you’ve been here three years…do you feel like Higher Achievement has affected your view of education at all? A: Um Yeah. N: How so? A: Higher Achievement taught me not to be ashamed of being smart. Cause like in elementary school, people used to be mad because I was smart and got good grades…and yet I was still pretty… N: Right…beautiful… A: So yeah they like…people in elementary only had one or the other N: Anything else? Any way that it changed your… A: It’s like they’re afraid of me or something…and like now I don’t really care. People look down on me or they grunt on me I don’t really care. N: Still? A: Yeah. I don’t care. You can make faces at me all you want. Imma be me regardless. N: Yep. Cause in four years…uh…not four…how many…seven years when you graduate from college…you’ll have the nice job!... Has Higher Achievement changed the way you viewed your future? A: No N: No Why not? A: Cause I always knew I’m gonna be the best person I could be and go to the best schools. N: How did you know that? A: I know I’m capable of it cause anybody is capable of it if they put forth enough effort… N: Did your mom teach you that as you were growing up? A: No…I guess I just figured that out on my own… (15:33) N: Well that’s impressive that you did that on your own. …Well…my next question…Do you feel like Higher Achievement has prepared you at all to deal with…like one of the themes that Higeher Achievement puts out there is one of social justice. Are you familiar with that term? (She nods). Do you feel like Higher Achievement helps you to deal with injustice and unfairness, here, in school… A: Yes…They teach us how to come at people respectfully….or like…how to voice your opinion without being rude…like with poise and etiquette. Because you know all of us in this program don’t come from the best of places. Some of us might come from the projects, some of us might come from the suburbs, some of us come from the city, and some of us just might come from …we all come from different parts. What I’m basically trying to say is that HAP…they look beyond that, and they help us learn how to talk. Because, when I first started a lot of people talked so ghetto. But HAP…they teach you to stand up straight and you’re just gonna keep practicing it until you get it right. (16:55) N: How do they teach you that? How do they convey that to you? A: Community Meetings… N: Community Meetings…like having to stand up [and speak in front of everyone] A: …and Gathering Time… N: Ok. So do you think you’re life would be significantly different if you weren’t in Higher Achievement? Or if you’d never been? A: Yes. I think I’d still be that girl in her shell… N: Because Higher Achievement helped to bring you out…? A: Um Hm…the people… N: The people that you met in Higher Achievement…. A: Yes N: How has Higher Achievement helped you…or HAS Higher Achievement helped to prepare you for life after Middle School? A: They teach us because you’re having problems it doesn’t mean it’s the end of the world. Like you have to look beyond that and you have to try to see the best in every situation. Even if the problem makes us sad sometimes. Yeah… N: Ok…I think that’s it! Do you anything else in general that you want to say about the whole thing? A: No N: No? Nothing? A: No N: Nothing? A: No N: Ok Ends (18:37) 14