Grace worked as a classroom teacher, and she recounts how many Black students were placed in special education classes despite not having learning disabilities. She explains that these placements often stemmed from cultural misunderstandings, language differences, and low expectations from teachers and not necessarily from actual academic difficulties. In response, Grace and other Black educators organized collectively to advocate for these students and challenge the school board’s practices.  Grace describes how her BCSE had different strategies to support Black students, including confronting school administrators and creating educational initiatives such as summer programs that provided academic support. She explains that these programs helped many students who had been struggling or had dropped out to return to school and pursue successful careers. Grace also highlights the importance of representation, explaining that Black teachers often helped students feel more comfortable and confident in school. 

Grace reflects on leadership within her BCSE. She explains that she was comfortable not holding a leadership position as long as the male leaders were fair and committed to the work. In her view, leadership often required a certain level of “toughness” or “roughness,” which she felt some women were less inclined to adopt. She was happy to remain in the classroom with Black children to care for them there.  She also expresses that there were some internal challenges within her BCSE. She expresses concern that some Black individuals who reached positions of authority did not always support others in the community. Grace feels that recent BCSE efforts may not be as committed or effective as earlier initiatives. However, she expresses pride in the work that she has done in her BCSE.