Cross-Cultural Statement for The Peace Corps

Peace Corps Volunteers must be open to ideas and cultures different from their own and may need to modify their appearance or behavior appropriately. Give an example (between 250-500 words) of a significant experience that illustrates your ability to adapt in an unfamiliar environment. Please highlight the skills you used and the perspectives you gained. You may draw from experiences in your work, school, or community in the U.S. or abroad. Please list the date(s) of your experience.

It was the first day of school, except now I was the teacher. Never in all my years as a student had I felt this nervous; at least in high school I knew what defined popularity. Here, in South Central Los Angeles, I was just as positive that a cute outfit would not win my tough students. In all honesty, I had no idea how I would earn their approval and respect.

“Just don’t show any fear,” a bleary eyed teacher told me in the faculty lounge. “They can smell it like wolves.”

When the students entered the classroom, I couldn’t even look at them. In my most authoritative voice, I commanded all the students to stand up: I was going to assign them their seats for the first semester. Some groaned, others looked at me with indignation, but they all stood. When they were in their correct seats, I handed out the syllabus, which included the classroom rules. I barked at the different students to read each one, not even cracking a smile. When I came to the rule “Always use appropriate language for the classroom” one of the students turned to his desk mate and stage whispered in Spanish, “This chick’s a bitch, man.” I turned to look at him, then addressed the class (in Spanish). “And that goes for Spanish as well.” The Hispanic class froze, astonished that their blonde teacher spoke their language. In one small moment, I had earned a step towards their respect.

As the year went on, I became closer and closer to my students. Being wealthy and white, I never pretended to know or understand their lives. My parents came home from work at five. Gangs didn't accost me on the way to the bus stop. Police didn't stop me on my way home. I had no friends in jail, and had only been to my grandmother's funeral. Despite our differences, I tried to show my students that I cared about their lives, even if I was unable to understand it. I learned each student's name. I translated difficult English words into Spanish. I edited every word of every essay. I stayed after school to tutor and prep students for the S.A.T. I called home when a “trouble maker” student improved. I bought books for students who needed to be challenged. I did everything that I could.

And the students gave back. Kids who had been labeled as failures tried to beat each other on vocabulary quizzes. Notorious gang members helped me hang posters and taught me their own vocabulary (like ghetto birds-which means helicopters). One student invited me to her quinceañera. The student who called me a bitch the first day gave me a ticket to the school play so that I could see him perform. Perhaps that teacher was right: students can smell fear. But they can also sense love and compassion, no matter who it comes from. Perhaps it is a cliché saying, but if a new teacher were to ask me for advice on their first day, I would tell them this:

Love conquers all.