And Still We Rise: The Trials and Triumphs of Twelve Gifted Inner-City High School Students

“First of all, this book is not the inspirational tale of a messianic schoolteacher. In this book, the students are the heroes and heroines, the ones with the inspirational stories.”

Corwin clarifies that the purpose of his novel is to recognize the gifted students at Crenshaw. Corwin does not shy away from revealing the teachers’ flaws, and he concentrates on the heroic ability of the students to triumph over a great deal of adversity. 

“Tell me why, for the average African American/The American dream has become the American nightmare.”

These lines are from Sadi’s poem. Sadi is a gifted poet who writes movingly about racism and the African-American experience. He struggles with motivation, however, and is not always able to achieve the results he is capable of.

“Society teaches one to honor thy father and mother, for it is morally correct. But what is one to do when they aren’t morally correct and being beaten becomes an everyday event?”

These lines are from Olivia’s college essay. Olivia questions how societal norms can apply to her life when her experiences are not morally acceptable. She was abused by her mother, and neither of her parents showed up at her custodial hearing. Throughout her travails, school is her safe haven. 

“Through it all, school has been my only safe haven.”

Olivia writes about the way school has saved her. She has lived a life of abuse and disconnection, being shuttled from one group or foster home to another. Her only close friends and adult figures come from school, as she has no connection to her parents and finds that she can’t relate to most of her foster mothers. 

“Her friends cannot understand why she is attached to such a wreck, why she continues to drive it and risk arrest. But for a girl who has never owned anything that could not fit into a plastic garbage bag, who never received a gift she cared about—from someone whom she cared about—who never bought anything for herself, except clothes, this car signifies more to her than just transportation.”

Olivia has been shuttled from foster home to foster home, and her car is the only place or object that belongs only to her. Though her car is old and broken-down, it is a symbol of independence. Olivia’s life circumstances are constantly changing, but her car remains a constant force in her life. 

“I believe that my talent is perseverance.”

Though intellectually talented, Miesha has struggled in school. She writes about her perseverance in Little’s class. She has had to work 40 to 50 hours a week to help support her mother, but with her brother Raymond’s love and support, she has maintained her strong academic performance.

“‘I don’t just disseminate information; I touch lives.’”

Moultrie explains her teaching philosophy. She doesn’t just believe in teaching literature. Instead, she is invested in teaching her students how to live and in teaching them more about themselves as African Americans.

“‘I think this literature does build character. I regard it as holy.’” 

Little engages the class in a lively discussion about right and wrong based on Inherit the Wind, a study of religious fundamentalism. She asks the students whether a work of literature can be influential in shaping a person’s behavior. Little is deeply involved in her students’ lives and wants to help mold their characters.

“‘I feel like I went from a child to an adult, with nothing in between,’ she tells Braxton.”

Sabreen says this to Braxton, the head of the gifted program at Crenshaw. She had to leave home at age 13 because her mother beat her. Now, she lives in different homes and tries to make a living working. She lives 25 miles from school and has to commute for a long period each day, so she has the responsibilities of an adult rather than those of a child. 

“While the SAT is designed to predict freshman grades, the exam’s ability to forecast later success is questionable. What it more accurately reflects is a student’s socioeconomic background.” 

Corwin explains that the students at Crenshaw must take the SAT without any preparation, due to lack of funds and time. On the other hand, wealthier, mainly white students have the advantage of affording private tutoring. Therefore, Corwin argues that the test measures socioeconomic status rather than academic potential.

“I wish I could come home from school, do my homework and watch TV and relax. I wish I could live the life of a typical 17-year-old.” 

Sabreen says this to Corwin while waiting for her hearing about being emancipated from the custody of the county. She left home at age 13 because her mother beat her. She works full-time to support herself. She dreams of being a typical teenager, but her life is very different from that dream.

“So many scenes from the book reminded Latisha of her own childhood. So many of Joyce’s images perfectly captured her own life, such as: ‘his childhood was dead or lost.’” 

Latisha’s past includes being sexually abused as a young girl by her mother’s former boyfriend. Reading A Portrait of the Artist as a Young Man is not just an academic exercise for her. It opens up old wounds, and she amasses the strength to write about her experience. 

“‘With Miss Little, it’s always, ‘the best of times, the worst of times.’ It’s always an emotional roller coaster.’”

Braxton says this about Little. While Little is able to engage her students and excite them about literature, she is also very tempestuous. She engages in a feud with Moultrie and is often in a foul mood.

“‘She’s crazy. But I’d sure hate to lose her.’” 

Braxton recalls that a parent once said this about Little. Little is a difficult teacher to get along with, and she refuses to even say hello to Braxton in the hallway. However, he knows that she is a very gifted teacher, and he would like to emulate her if he were a classroom teacher.

“‘Remember, some people will judge you before they know anything about you. You have to learn to play the game and play it well. And it is a game.’” 

Moultrie believes that it is her job to educate her students about life. She is a black woman who has faced discrimination in her own life. She wants to impart a sense of pride and determination in her students.

“‘You’ll defy the media stereotypes and movies like ‘Dangerous Minds.’ You aren’t all loud, boisterous, and raggedy.’” 

These are Moultrie’s words to her students. In addition to being a teacher, she serves as a mother figure to her class. She hopes to inspire her students to rise above stereotypes and provide them with the confidence to succeed in a racist world.

“‘I think we’re being treated different ‘cause she’s got parents.’” 

Olivia says this to her lawyer, Weiss, about the other girl who was arrested with her. Because Olivia does not have a previous criminal record, she should be placed on probation. However, Olivia doesn’t have parents to watch over her, so she is placed in a county facility. She knows that this treatment is unfair.

“When she saw the clip of Kennedy calling on Americans to ‘Ask not what your country can do for you, ask what you can do for your country’ she was riveted. That speech, she tells her students, sparked her conviction and her social conscience; it impelled her to be a teacher.”

Little tells her students that John F. Kennedy’s call for national service inspired her to be a teacher. She also explains that she simply needed a job. Corwin writes that both these statements could be true and that they capture the dual nature of Little’s personality, which is both inspired and cynical.

“‘Man, it was great today. I missed school sooooo much,’ she says, drawing out the word. ‘The whole beauty of learning was incredible. I forgot how much I missed just being in class.’” 

Toya missed the entire first semester of senior year because she had a baby. When she was at home with her son, Kaelen, she read the dictionary for intellectual fulfillment. She loves being at school and going through the process of learning.

“‘A person is only real if he’s true to himself. The problem us ethnic folks have is we usually live someone else’s dreams.’” 

Tommie Smith, Danielle’s father, says this to the AP English class. He was an Olympic sprinter who was criticized for raising his fist during the national anthem after winning an Olympic medal. He speaks to the class about the importance of being true to their own convictions.

“‘After everything you’ve been through, you deserve to have a happy ending to your story.’” 

Princess’ mother, Marie, says this to her daughter. Princess has endured material deprivation and constant dislocation, and she wasn’t sure if her mother could afford her class ring, cap and gown, and picture. Finally, Princess’ mother finds a job and can afford these items, and Princess has been accepted to college.

“‘Why do we have to come to class and listen to your problems every day?’”

A student named Tashana says this to Little. While Little is an inspired teacher, her students are tired of hearing her complain. They want Little to focus on teaching them before the AP exam.

“‘I’m like Hamlet,’ she whispers. ‘I’m obsessed and other people have been harmed. I was self-indulgent like Hamlet was self-indulgent. I know it’s a flaw.’” 

Little admits to Corwin that she has been too self-involved. She compares herself to Hamlet in the play the students have been reading in her class. She knows that she has flaws but cannot correct them.