By the late 1980s, I obtained an associate’s degree in computer technology. Rather than attending a state university, I enrolled in TMI, a technical business school. The student population there was approximately fifty percent African American and Mexican American. Recognizing the importance of business professionals learning to work collaboratively, TMI implemented synergistic group formations throughout its curriculum. When instructors assigned individuals to teams, class projects, and study groups, conflicts often arose between the members. The higher-achieving students wanted to be teamed with other A-grade pupils, primarily all White. No one wanted to be paired with C-level students, mostly all Black and Brown. The ensuing prejudice was not specifically due to race or color, but to inequities inherent in our educational system. As I had been a computer hobbyist since the mid-‘80s, my technical skills were advanced compared to the other students. Thus, the members in A-groups or on A-teams wanted me with them. Yet, I wanted to be with Black and Brown students, too. By switching to part-time employment, I was able to participate in both the A and C groups. School Administrators recognized my effort to coalesce the top and bottom halves of our class, and although another student and I both had 4.0 GPAs, I was awarded summa cum laude valedictorian honors. My mom felt very proud when I was presented with a gold
sash.