How we can help the "forgotten middle" reach their full potential | Danielle R. Moss

譯者: Lilian Chiu 審譯者: Bighead Ge

So, I want to talk to you about the forgotten middle.

我想要和各位談談 被遺忘的中間人物。

To me, they are the students, coworkers and plain old regular folks

對我來說，他們是學生、同事，

以及通常會被忽視的一般人，

who are often overlooked

because they're seen as neither exceptional nor problematic.

因為他們既不特別， 又不會惹麻煩。

They're the kids we think we can ignore

中間人物包括我們認為 可以忽視的孩子，

because their needs for support don't seem particularly urgent.

因為他們對支持的需求 似乎沒有特別迫切。

They're the coworkers

中間人物還包括一種同事，

who actually keep the engines of our organizations running,

組織的引擎能持續運作 其實要仰賴他們，

but who aren't seen as the innovators who drive excellence.

但他們並不被視為 是讓組織更傑出的創新者。

In many ways, we overlook the folks in the middle

在許多層面上， 我們會忽視中間地帶的人，

because they don't keep us up awake at night

是因為他們不會讓我們難以入眠，

wondering what crazy thing they're going to come up with next.

擔心著他們接下來 會想出什麼瘋狂點子。

(Laughter)

（笑聲）

And the truth is that we've come to rely on their complacency

事實是，我們已經漸漸 依靠起他們的自我滿足

and sense of disconnection

和疏離感，

because it makes our work easier.

因為這樣讓我們比較容易做事。

You see, I know a little bit about the forgotten middle.

對於被遺忘的中間人物， 我略有所知。

As a junior high school student, I hung out in the middle.

讀高中時，我就混在中間地帶。

For a long time, I had been a good student.

我過去一直是個好學生。

But seventh grade was a game changer.

但七年級時發生了轉變。

I spent my days gossiping, passing notes,

我把時間花在聊八卦、傳紙條，

generally goofing off with my friends.

一般來說都是和我朋友 在遊手好閒。

I spent my homework time on the phone, reviewing each day's events.

我把做功課的時間拿來講電話， 回顧一整天發生的事。

And in many ways, although I was a typical 12-year-old girl,

在許多層面上，

雖然我是個典型的十二歲女孩，

my ambivalence about my education led to pretty average grades.

我對於我的教育有著很矛盾的 心理，導致我的成績非常普通。

Luckily for me, my mother understood something important,

我很幸運，我媽媽 了解一件很重要的事，

and that was that my location was not my destination.

那就是：我所在的位置 並不是我最終會達到的位置。

As a former research librarian and an educator,

身為前研究圖書館館員和教育家，

my mother knew that I was capable of accomplishing a lot more.

我媽媽知道我有能力 達到更高的成就。

But she also understood

但她也了解，

that because I was a young black woman in America,

因為我是身在美國的 年輕黑人女性，

I might not have opportunities out of the middle

待在中間地帶， 我可能不會有機會，

if she wasn't intentional about creating them.

除非她刻意去創造機會。

So she moved me to a different school.

所以，她把我送到另一所學校。

She signed me up for leadership activities in my neighborhood.

她幫我報名參加我們 鄰里中的領導力活動。

And she began to talk to me more seriously

她開始更嚴肅地跟我談

about college and career options I could aspire to.

我可以追求的大學和職涯選擇。

My mother's formula for getting me out of the middle was pretty simple.

我媽媽用來把我帶離 中間地帶的公式相當簡單。

She started with high expectations.

她從高期望開始。

She made it her business to figure out how to set me up for success.

她認為，想辦法讓我為成功 做好準備是她的責任。

She held me accountable

她協助我放手去做，

and, along the way, she convinced me that I had the power

在過程中，她讓我相信，

我有能力可以開創我自己的故事。

to create my own story.

That formula didn't just help me get out of my seventh grade slump --

這公式不僅協助我脫離了 我七年級的萎靡——

I used it later on in New York City,

後來我還把這公式用在紐約市，

when I was working with kids who had a lot of potential,

那時我要服務的是很有潛力 卻沒有很多機會

but not a lot of opportunities to go to and complete college.

可以上大學、完成大學學業的孩子。

You see, high-performing students

要知道，表現好的學生

tend to have access to additional resources,

通常比較能取得額外的資源，

like summer enrichment activities,

比如暑期成長營隊、

internships

實習機會，

and an expansive curriculum

以及廣泛的課程，

that takes them out of the classroom and into the world

讓他們能夠離開教室 到世界上去見識學習，

in ways that look great on college applications.

且把這些活動寫在大學 申請表上很有加分作用。

But we're not providing those kinds of opportunities for everyone.

但我們並沒有把那些機會 提供給每一個人。

And the result isn't just that some kids miss out.

結果並不只是 某些孩子損失了機會。

I think we, as a society, miss out too.

我認為，我們整個社會 也損失了機會。

You see, I've got a crazy theory about the folks in the middle.

關於這些中間地帶的人， 我有個很瘋狂的理論。

I think there are some unclaimed winning lottery tickets in the middle.

我認為在中間地帶 有一些無主的中獎彩券。

I think the cure for cancer and the path to world peace

我認為，癌症的解藥 以及通往世界和平的路

might very well reside there.

可能都存在於這個地帶。

Now, as a former middle school teacher,

身為前中學老師，

I'm not saying that magically everyone is suddenly going to become an A student.

我的意思並不是說人人都會

很神奇地突然變成優等生。

But I also believe that most folks in the middle

但我也相信，大部分的中間人物

are capable of a lot more.

都有能力可以做更好。

And I think people stay in the middle because that's where we relegated them to

我認為，中間人物會待在中間， 是因為我們把他們歸在那裡，

and, sometimes, that's just where they're kind of chilling

有時，他們只是 在中間地帶冷靜一下，

while they figure things out.

讓他們能想通一些事。

All of our journeys

我們所有人的旅程，

are made up of a series of rest stops, accelerations, losses and wins.

都是由一連串暫停、

加速、失敗，和獲勝所組成。

We have a responsibility to make sure

我們有責任要確保

that one's racial, gender, cultural and socioeconomic identity

一個人的種族、性別、

文化，和社經身分

is never the reason you didn't have access out of the middle.

絕對不是你沒有辦法 離開中間地帶的理由。

So, just as my mother did with me,

所以，就像我媽媽幫我的方式，

I began with high expectations with my young people.

我也在一開始就對 我接觸的年輕人採用高期望。

And I started with a question.

我用一個問題當開端。

I stopped asking kids, "Hey, do you want to go to college?"

我不再問孩子： 「嘿，你想要上大學嗎？」

I started asking them,

我開始問他們：

"What college would you like to attend?"

「你想要上哪一所大學？」

You see, the first question --

要知道，第一個問題——

(Applause)

（掌聲）

The first question leaves a lot of vague possibilities open.

第一個問題還留下很多開放空間， 有許多模糊的可能性。

But the second question

但第二個問題

says something about what I thought my young people were capable of.

傳達的是我認為這些 年輕人們能夠做到什麼。

On a basic level,

基本上，

it assumes that they're going to graduate from high school successfully.

這個問題就假設了 他們會順利從高中畢業。

It also assumed

它也假設了

that they would have the kinds of academic records

他們會有夠好的學業成績

that could get them college and university admissions.

讓他們能進入大專院校。

And I'm proud to say that the high expectations worked.

我能很驕傲地說， 高期望是有用的。

While black and Latinx students

雖然全國的黑人和拉丁裔學生

nationally tend to graduate from college in six years or less,

通常在六年以內就從大學畢業的

at a percent of 38,

比例是 38%，

we were recognized by the College Board

但美國大學理事會認可我們

for our ability not to just get kids into college

不僅有能力可以幫助孩子上大學，

but to get them through college.

同時也能幫助他們讀完大學。

(Applause)

（掌聲）

But I also understand that high expectations are great,

但，我也了解， 雖然高期望是很棒的，

but it takes a little bit more than that.

但光靠高期望還不夠。

You wouldn't ask a pastry chef to bake a cake without an oven.

你不會要求糕餅師傅 在沒有烤箱的情況下烘培蛋糕。

And we should not be asking the folks in the middle to make the leap

我們若要要求 中間地帶的人做出躍進，

without providing them with the tools, strategies and support they deserve

就必須要提供他們應得的 工具、策略，和支援，

讓他們能在生活中有所進步。

to make progress in their lives.

A young woman I had been mentoring for a long time, Nicole,

有一位女子叫做妮可， 我指導她好一段時間了，

came to my office one day,

有一天她到我的辦公室來，

after her guidance counselor looked at her pretty strong transcript

不久前，她的指導顧問 看了她很不錯的成績單，

and expressed utter shock and amazement

表示非常震驚和詫異，無法相信

that she was even interested in going to college.

她竟然對讀大學有興趣。

What the guidance counselor didn't know was that through her community,

那位指導顧問並不知道， 妮可透過她的社區

Nicole had had access to college prep work,

能夠參與大學先修班、

SAT prep and international travel programs.

SAT 備考班和國際參訪活動。

Not only was college in her future,

大學有在她的未來 計畫中，且不只如此，

but I'm proud to say that Nicole went on to earn two master's degrees

我可以很驕傲地說， 妮可從普渡大學畢業後，

接著又取得了兩個碩士學位。

after graduating from Purdue University.

(Applause)

（掌聲）

We also made it our business to hold our young people accountable,

我們也認為我們工作的一部分 是要教導我們的年輕人負責，

but also to instill a sense of accountability in those young people

還要灌輸這些年輕人一種責任感，

to themselves, to each other, to their families and their communities.

對他們自己負責、對彼此負責、

對他們的家人負責， 且對他們的社區負責。

We doubled down on asset-based youth development.

我們加倍投入在 以資產為基礎的青年發展上。

We went on leadership retreats

我們繼續做領導能力潛修營，

and did high ropes courses and low ropes courses

也開設了高低空繩索課程，

and tackled life's biggest questions together.

並一起處理人生中最大的問題。

The result was that the kids really bought into the notion

結果是，那些孩子真的買帳了，

that they were accountable for achieving these college degrees.

相信他們自己有責任 完成這些大學學位。

It was so gratifying to see the kids calling each other and texting each other

我感到很滿足，能夠看到這些孩子

打電話、傳訊息給彼此，

to say, "Hey, why are you late for SAT prep?"

說：「嘿，你怎麼沒準時來 SAT 備考班？」

And, "What are you packing for the college tour tomorrow?"

還有「明天的大學巡訪， 你要帶些什麼？」

We really worked to kind of make college the thing to do.

我們真的很努力把大學當作目標。

We began to create programs on college campuses

我們開始在大學校園裡 創立一些計畫，

and events that allow young people to really visualize themselves

舉辦活動讓年輕人能夠真正設想自己

as college students and college graduates.

成為大學生和研究生的樣子。

Me and my staff rocked our own college gear

我和我的成員用上了 我們所有的大學資源，

and had lots of fun, healthy competition about whose school was better than whose.

我們玩得很開心，有良性的辯論，

討論誰的大學比較好。

The kids really bought into it,

孩子們真的買帳了，

and they began to see that something more was possible for their lives.

他們開始看到自己的人生 還有更多的可能性。

Not only that -- they could look around at that college-going community

不僅如此——在這個 準備前往大學的團體中，

and see kids who came from the same backgrounds

他們可以看到和自己來自 同樣背景的孩子，

and the same neighborhoods

來自同樣的鄰里，

and who were aspiring to the same things.

也有著相同的熱望。

That sense of belonging was really key,

關鍵就是那種歸屬感，

and it showed up in a remarkable, beautiful way one day

有一天，那歸屬感以一種 很了不起、很美麗的方式現形，

when we were in the Johannesburg airport, waiting to go through customs

當時我們在約翰尼斯堡機場 等著過海關，

on our way to Botswana for a service learning trip.

準備前往波紮那， 那是一趟服務學習之旅。

I saw a group of kids kind of huddled in a circle.

我看到一群孩子，圍成一個圈圈。

Usually, with teens, that means something's going on.

通常，青少年這麼做時， 就表示有事發生。

(Laughter)

（笑聲）

So I kind of walked up behind the kids

所以我走到那些孩子的身後，

to figure out what they were talking about.

想知道他們在談什麼。

They were comparing passport stamps.

他們在比較護照上的印章。

(Laughter)

（笑聲）

And they were dreaming out loud about all the other countries

他們大聲說出他們的夢想，

希望將來能造訪哪些其他國家。

they planned to visit in the future.

And seeing these young people from New York City

看到這些來自紐約的年輕人

go on to not just become college students

接下來不只成為大學生，

but to participate in study abroad programs

還參與了國外進修的方案，

and to then take jobs around the world

接著在世界各地找到工作，

was incredibly gratifying.

這實在讓人心滿意足。

When I think of my kids

當我想到我的孩子，

and all the doctors, lawyers, teachers, social workers,

所有那些醫生、律師、老師、社工、

journalists and artists

記者和藝術家，

who came from our little nook in New York City,

他們來自我們在紐約市的小角落，

I hate to think of what would have happened

我實在不願去想， 如果我們沒有投資在

if we hadn't invested in the middle.

這些中間人物身上， 會發生什麼事。

Just think about all that their communities and the world

光是想想他們的社區和這個世界

would have missed out on.

會損失什麼就夠了。

This formula for the middle doesn't just work with young people.

為中間人物設計的這個公式， 不只適用於年輕人。

It can transform our organizations as well.

它也能夠轉變我們的組織。

We can be more bold

我們能夠更大膽，

in coming up and articulating a mission that inspires everyone.

想出並表達出一個 能夠鼓舞所有人的任務。

We can authentically invite our colleagues to the table

我們能夠真正邀請 我們的同事參與討論，

to come up with a strategy to meet the mission.

提出策略，來達成這個任務。

We can give meaningful feedback to folks along the way,

在過程中，我們可以提供 有意義的回饋意見，

and -- and sometimes most importantly --

還有——有時也是最重要的——

make sure that you're sharing credit for everyone's contributions.

確保你能夠分享大家的貢獻 所帶來的功勞。

What happened when my staff aimed high for themselves

當我的工作人員 把自己的目標設高時，

is that what they were able to do for young people

他們能夠為年輕人所做的事情

was pretty transformational.

能夠帶來很明顯的轉變。

And it's been so wonderful to look back and see all of my former colleagues

感覺真的很棒，回頭看這些， 還有我的前同事們

who've gone on to get doctorates

繼續取得博士學位，

and assume leadership roles in other organizations.

並在其他組織中擔任領導角色。

We have what it takes to inspire and uplift the folks in the middle.

我們可以做到鼓舞 和激勵中間地帶的人。

We can extend love to the people in the middle.

我們可以把愛延伸到中間地帶。

We can challenge our own biases about who deserves a hand-up, and how.

我們可以挑戰我們自己的偏見，

關於誰應該被拉一把 以及如何做的偏見。

We can structure our organizations, communities and institutions

我們在建構我們的 組織、社區，和機構時，

in ways that are inclusive and that uphold principles of equity.

可以採用包容並遵守 平等原則的方式。

Because, in the final analysis, what is often mistaken for a period

因為，歸根究底，

常常，我們誤以為 看到的是「句點」，

is really just a comma.

但它其實只是個「逗點」。

Thank you.

謝謝。

(Applause)

（掌聲）