Sarah X. (she/hers) is a Chinese-American senior at Boston Latin School and a youth leader at the Boston Chinatown Neighborhood Center (BCNC). She enjoys exploring the arts with filmmaking and photography, where she is able to challenge her creativity and weave in her culture and heritage. In her downtime, she enjoys reading YA novels, hiking in New Hampshire and Vermont, and playing music on her guitar and ukulele. Sarah looks forward to attending Boston University, forging her bright and vigorous future with opportunities to travel and study abroad to expand her horizons.
When I was young, I learned about gentrification and its negative impact on my neighborhood. I used to play with my friends on Albany Street, which were Chinatown’s hills, but that was out of the question when the company One Greenway decided to build apartment complexes overtop. Knowing other parts of my community’s foundation could be stripped away, I felt embarrassment and shame when associated with Chinatown, the neighborhood I have grown up in. And yet, I had no time to process these frustrations as I dealt with the uncertainties of starting high school. I was a fish out of the water, stepping out of my comfort zone and meeting new faces from different neighborhoods, schools, cultural identities, and racial backgrounds. Eventually, I searched for comfort in a familiar face, my best friend, to ground myself.
She encouraged me to learn more about Asian American history, culture, and heritage, as well as contemplate how to give back to the community that supported me throughout my life. I was naïve and oblivious to the vast availability of resources, such as the Josiah Quincy Elementary School, Red Oak childcare center, South Cove clinic, and Ming Supermarket for years now. I decided this should not be the case anymore, and so I took steps to explore various organizations making up Chinatown’s infrastructure.
I reached out to the neighboring organization, the Chinese Progressive Association (CPA), which taught me the history of, and their role in, progressive social movements within Chinatown. CPA started protests, which fought against large property management companies not associated with the local neighborhood. While Chinatown is small, it has its methods to defend its community buildings. In addition to exploring CPA, I joined the Boston Chinatown Neighborhood Center’s youth leadership program, YouLead, which fostered self-confidence and leadership.
In YouLead, I practiced public speaking and magnified my newfound voice, previously hidden behind insecurities about being associated with Chinatown, by creating interactive workshops on Chinatown air and land pollution, impacts of social media, and youth empowerment through the arts. I was consistently empowered to bring youth together because I recognized how my actions within a larger team could make an impact. I was coming to terms with who I am as a young Chinese American woman and what I represent: the community of Chinatown.
With heightened anti-Asian racism targeting this fragile community during the pandemic, I joined a group of Asian American students to co-write a petition addressed to school superintendents to condemn the racism. During class discussions, there was a stigma to avoid associating COVID-19’s origins with China, which could easily lead to anti-Asian rhetoric. The week leading up to mandatory school closure caused tense anxiousness, which overshadowed my chance to voice my feelings. This situation changed once the petition was in the Boston Globe as my school administrators contacted me immediately to discuss how to achieve necessary transformations. As a result, I have a larger platform to share my narrative about how I have come to where I am and about the history of discrimination against Asians in America that prevails in today’s society.
Having done all this, I realize there is nothing wrong with being Asian American. Although Chinatown is subject to gentrification along with other dangers, such as air pollution and poor resident health, there exists a secure support system for it. I am now proud, more than anything, of being a resident of the neighborhood because I am more in-tune with my identity. I will continue to advocate for this tender community I have come to love so dearly. My goal is to be able to return the support my mentors, program coordinators, friends, and family gave me by addressing and fighting against various social and environmental issues that present themselves as threats to Chinatown. Chinatown is my one and only home, after all.
No materials available for download.
by Keyshana, Grade 11, 826CHI
Black strength, beauty, and pride soar in this poem as a student discusses overcoming brutality and discrimination.
Virginia Walker, age 18, 826 Boston
A student writes to a grandmother she never met.
by Elsy M.E., Grade 11, 826 Valencia
A poet imagines a better and more harmonious world.
by Abby S., Grade 11, 826 Boston
An author reflects on their correspondence with their friend from the past.
by Katya Torres, The 826 Dallas Project
This bilingual poem explores the harrowing story of a boy working while in school to save his mother.
by Bianca Morcho, 826 MSP
A personal essay that explores the different shades of the Black Lives Matter movement.
by Camille, 826LA
A student finds her wings in unexpected places in this piece about the transition to college.
by Jordan, 826 New Orleans
Crawfish, crayfish, or mudbugs. Whatever you call them, the writer of this poem doesn't like them.
by Jesus Sanchez, The 826 Dallas Project
This creative short horror piece explores the mysteries and danger of a night in the woods.
by Shayne Williams
Discover what one student experiences when they tuck their phone away for a whole day.
by Helen, Grade 12, 826 MSP
In this letter from the Essential Words lesson, a senior at South High School in Minneapolis offers words of support to healthcare workers across the country, including her own mom.
by Michaiah Anderson, The 826 Dallas Project
In this poem, a student describes their family origins with an intimate point of view
by Soraya, 826NYC
This student’s powerful piece reveals the essence of racial injustice.
by Tina N., Grade 12, 826 Boston
A student describes their shark like imaginary friend.
by Karina Centeno, Grade 12, 826 Dallas Project
This poem takes an honest look at two sides of the writer's culture.
by Lucas Hu, 826 Boston
A poem about staying true to yourself during a challenging transition
by Kaleo V.C., Age 17, 826 Valencia
A student looks back on their first day of kindergarten and how they've changed.
by Isaiah, 826 New Orleans
This student reveals the mysterious origin story of the king cake. Hint: it includes Big Freedia, DJ Chicken Wing, and a massive party.
by Melody Marcano, 826 Boston
In this poem, a student reflects on their roots and their desire to grow.
by Timothy T., Age 17, 826 Valencia
A student tells the story of how his family has influenced his life.
by Arianna R., Grade 11, 826 Boston
A beautiful ode to home and self.
by Colin Y., Age 17, 826 Valencia
A student describes how volunteering saved him from his online prison.
by Junaynah R., Grade 11, 826NYC
Full of exquisite imagery, this poem explores the idea of second chances.
by Sharoya Bracey, 826NYC
In this memoir, the narrator recounts the struggle of being the bigger person in a very small space.
by Jizelle Villegas, Grade 12, 826 Dallas Project
The stunning and vulnerable poem processes feelings of loss, grief, and hope for the future.
by Steysi Hailee, 826LA
A student reflects on a small moment and single sacrifice that transformed her outlook on giving.
by Nhu N., Grade 12, 826 Boston
A young writer reconciles their sexuality with the beliefs of their community.
by Raheem, 826 New Orleans
A student compares themself to the place they live, New Orleans, as both evolve through great obstacles.
by Terry Velasquez, Grade 12, The Bronx, NY
In this letter from the Essential Words lesson, a student shares gratitude for the dedication of nurses and gives “credit where credit is due.”
by Cristina, 826CHI
A student recounts separation with a beloved friend through a nostalgic lens.
by Earl Williams Jr., The 826 Dallas Project
A powerful poetic piece about the experience of being Black in America.
by Kailyn Espinosa, 826NYC
In this letter from the Essential Words lesson, a student shares how essential workers’ courage and compassion center her during these hectic times.
by Maria, Grade 12, 826 Boston
In this public narrative, a student makes the case for creating community change by building youth centers in her neighborhood.
by Henry F., Grade 12, 826CHI
In this poem, a student reflects on identity.
by Riti Shrestha, 826NYC
In this poem, metaphor is used to describe who the narrator is.
by Gisel J., 826LA
The power of public speaking shines through this student's memoir.
by Jonas K., 826 National
A student explores the paradox of how technology is used amongst teenagers.
by Julianna Cruz, 826 Dallas Project
This narrative piece contemplates the struggle of immigrants during the pandemic.
by Leydi Di Villanueva, The 826 Dallas Project
This creative narrative imagines how the coronavirus views humanity during the pandemic.
by Alanis T., Age 17, 826 Boston
A student reflects on how her relationship's with her parents has influenced her life.
by Brandon R., 826LA
A student recounts the epic highs and lows of high school track and cross country.
Yamilet J., 826LA
A student reflects on the fear and wonder of becoming a mother.
by Sarah X., Grade 12, 826 Boston
A student shares how they've uplifted their community.
by George S., Grade 11, 826 Boston
A writer implores people to get outside and touch grass because you never know what you might find!
by Maya M., Grade 11, Newburg, OR
A student reflects on the memories they made while backpacking.
by Quardasha Mitchell, The 826 Dallas Project
In this compelling poem, the author navigates her relationship with America as a young African-American woman.
by Jeremy Hsiao, 826 National
From the forthcoming anthology, Poets in Revolt!, this poem reminds activists that "to change everything, we need everyone."
by Sylvia C., 826 Valencia
A poet demonstrates their devotion to love.
by Jennifer Alcocer, The 826 Dallas Project
This personal narrative addresses the struggles of students graduating high school during the pandemic.
by Sian Laing
When Instagram becomes an unsightly battlefield.
by Oriel, 826NYC
In this poem, an echoing question strikes a chord and reveals the tragic loss held within systemic injustice.
by Sergio M, 826 Valencia
This piece reminds us that a smile is not always what it seems.
by Kayla Wayne, Grade 11, 826NYC
In this poem, a student reflects on their first encounter with forced assimilation.
by Jahruwach Hamilton, 826NYC
In this rousing poem, a student asserts her strength and worth as a woman.
by Izzy T., 826 Valencia
A student reflects on memories of home and what binds her special community together.
by Justis Porter, age 16, 826 Boston
A neighborhood ode filled with sights and sounds of the poet's street.
by Corazón, 826 New Orleans
In this essay, a student threads their identity across cultures, histories, and places, engaging with legacies of violence and the movement of people.
by Terra C., Grades 10-11, 826NYC
A student recalls their journey on how they discovered their LGBTQIA+ identity.
by Lukoiy V.R.G., Grade 12, Woodburn, OR
A poet speaks out as a voice for change and all those who cannot speak.
by Sally Phan, 826 Boston
A memoir that questions the idea of home and how it changes with time.
by Matthew Inoa, 826 NYC
In this letter from the Essential Words lesson, a student describes how essential workers are the pulse of New York, fueling the city’s hope.
by Rockelle Rodd, Grade 11, 826NYC
This poem uses analogies to describe all of the pieces of the writer's personal history.
by Joanne H, 826 Valencia
In this poem, a student’s experiences in two countries meld together as she seeks out her true home.
by Jesus C., Grade 12, 826LA
A poet identifies with a trapped ocelot at the zoo.
by Numan Khan, age 16, 826 Boston
A bilingual "I am" poem filled with conviction and courage.
Kenya G., 17, 826LA
A poet relates her experience as a queer woman in the closet to a peacock in the zoo.
by Jazlyn Moses, 826 National
One student explores their online persona and the lasting importance of conscientious social media practices.
by Albin C., Age 18, 826 Boston
A student recalls how he was able to take charge and turn his life around.
by Franny, 826CHI
A student spins through space and a treasure trove of memories in this poem.
by Kayla, 826 Boston
This poem offers a very-real answer to "What do you want to be when you grow up?"
Cate H, Grade 12, 826CHI
A poet sets the stage to showcase her reflections on being trans.
by Karla M., 826LA
A poem for lovers of love and the moon.
by Ryan, Grade 12, 826 Boston
In this public narrative, a student illustrates the hardships his uncle has faced to argue for a path to citizenship.
by Johnny Vasquez, 826 MSP
A family interview reveals a mother's painful past and shines a light on her persistence.
Annasian Walters, Grade 11-12, 826NYC
A student explores gratitude and love through sharing food.
by Vanessa Ramon-Ibarra, 826DC
Living in the digital world can create unwanted attachments, as one student laments.
by Lisbeth M.F., 826NYC
A story about how Marcus becomes Marcela.
by Alexis G., Grade 11
In this narrative, the author uses vibrant language to explore their identity, in all its complexity, through different landscapes.
by Samuel Wang, Grade 10, 826NYC
A poem about the complexity of love exchanged during the holidays.
Henry F., Grade 12, 826CHI
A trans student reflects on their desire to be male.
by Salma Khalif, 826 MSP
A powerful poem that lifts up Black women.
by Ryker, 826michigan
Liner notes that showcase the meaning and musicality of the Jimmy Ruffin song “What Becomes of the Brokenhearted.”
by Tammy Fong, 826NYC
A soccer-filled, feud-fueled memoir.
Rosman A., age 18, 826CHI
Smells swirl about a student walking around an ice cream shop.
by Augustus Griffith Jr., 826 National
From the forthcoming anthology, Poets in Revolt!, this poem explores the aftermath and lasting impacts of school shootings.