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My relationship with Grant had never been the same since I passed the opportunity to be an administrator, and with the Boys’ Club’s disapproval of my simple presence at Pike, he became highly unsupportive of my work. I felt bullied. It created a challenging work environment for me and it was unnerving knowing that in almost every interaction with my colleagues I was being judged and Grant never had my back. During my third year at Pike Elementary, I learned that the consequence of hypermasculinity I feared the most—the negative emotional, social and academic impact it had on children—was once again a reality for my students.

But here’s the real kick in the teeth: if you challenge any administrator, like when we try to have conversations with them about all of this, they take it as a form of hostility. They get defensive. I said to my principal after he was ranting about our improved scores, ‘So what? What does it matter? What do scores prove? ’ He nearly had a fit! I’m not stupid, I know that when I challenge him like this, he becomes defensive because he is working to keep his job…the superintendent is evaluating him on whether or not his school’s scores improve.

They needed to learn and practice skills in the real world. At first, we walked the few blocks encompassing the school so we could practice crossing streets, read street signs, discuss what to do if we encountered a stray dog, and so on. Then, we took brief trips to the grocery store and to a neighboring community agency that provided some kitchen space for us to cook. We learned skills like how to make a budget, use coupons, compare prices, read recipes and food labels, use appliances safely, measure ingredients, and dine with manners.

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A Flower Fairy by Anonymous


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