Furthermore, although it is true that building the capacity of families, schools, and communities to provide such supports is critically important, it should always be remembered that it is equally important to work toward the elimination of the broader social and structural inequities that create the context for studying resilient youth in the first place (Murray & Naranjo, 2008, p. 158).

The ending sentence in Murray & Naranjo’s (2008) article resonates a continuing conflict that I have undergone in my work as a previous tutor/mentor and as a future language teacher. There is clearly an unfortunate disparity between what a great educator can do and what the social realities of inequality can do to a student’s academic and personal integrity. Getting good grades or having a strong support system within the school, within the family, or within the community can definitely alter the path of a studying at risk youth. However, there are situations outside of these contexts (for example, SAT classes, academic trip opportunities, etc.) where an at risk student will face discrimination and/or limitations.

The passage confirms that as an educator, my responsibilities go beyond focusing on helping my students get good grades, but working on empowering them, becoming a social activist at the core to eliminate the social and structural constrictions my and future students will face. My question therefore is, how can a teacher do the latter without jeopardizing her/his reputation and position within a particular school district?