​​​​Janine Baur

Almost two years ago to the day I am composing this essay, I wrote similar goals to Michigan State University (MSU), justifying why I wanted to join the Master of Arts in Education program. I know it was almost two years ago because I kept a dated copy in case I needed it in the future. I tend to leave nothing to chance because in a world where so many outcomes are possible, I prefer to navigate through life knowing where I’ve come from, where I want to go, and have a backup plan ready in case the unexpected pops up. Summoning my inner Girl Scout, I never leave the house without a Band-Aid, tissues, and hand sanitizer. That way, I’m always prepared to expect the unexpected.

Living as a foreigner in Asia, I’ve learned to be straightforward to avoid communication becoming lost in translation. Reviewing my original goals, I’d followed this idea. My primary (and candid) goal was to obtain a Professional Education Certificate. My original goal hasn’t changed. However, the goal’s outcome has transformed significantly. When composing my original goal statement, I expected to eventually land a teaching position at a private school in Michigan, most likely working with children from privileged backgrounds. To clarify, at the time I applied to MSU most of my teaching experience had taken place in private international schools. With plentiful resources, well-furnished classrooms and top-notch food, I expected to work in a similar environment. At my school in India we actually had a chef overseeing the hot lunch program. No frozen vegetable medley for us.

However, just as I began my graduate studies while living in Shanghai, I became increasingly involved in a nonprofit organization called Stepping Stones – and my outlook on future teaching venues unexpectedly transformed. Stepping Stones supported English programs in Shanghai’s segregated migrant schools reserved for Chinese children born outside of the city who were politically barred from attending local public schools. Due to students’ lower socioeconomic status, migrant children had fewer opportunities for quality education or lucrative career prospects.

During the course of my studies, I’ve learned that a primary factor hindering children’s success in school is poverty. With poverty, students confront barriers that are out of their control – and often receive inequitable learning opportunities. Nevertheless, students at migrant schools supported by Stepping Stones were beating the odds. Many were beginning to progress to secondary schools, in part due to instruction they received from Stepping Stones’ teachers. I was moved by the positive impact I was making with these children.