At the library the other day, I picked up a copy of The Geeks Shall Inherit the Earth: Popularity, Quirk Theory, and Why Outsiders Thrive After High School by Alexandra Robbins. The book gives an inside view of what it’s like to be a member of the “cafeteria fringe” — marginalized kids who are ignored and/or tormented by other students. It follows six students and (spoiler alert) a marginalized teacher at different high schools — self-identified band geek, loner, new girl, gamer, loner, nerd, and “popular” girl trying to break out of her mean girl group and image. Robbins’ premise, which she calls “quirk theory,” is that the very characteristics that can lead a kid to be rejected by her/his peers — originality, outside-the-box thinking, passion and immersion in specialized interests — are traits that are valuable in the adult world.

The stories are sometimes heart-breaking reminders of the harrowing experience that high school can be, but instead of pitying these students, Robbins talks about their courage and resilience. In addition to telling the students’ stories, the book explores how the realities of adolescent development and the structure of high school combine to reinforce exclusion and social hierarchies. In discussing the high school elite, Robbins delineates “perceived popularity” — popularity as visibility, recognition, and influence (good or bad), as a very different concept (and experience) from using the word “popular” to mean well-liked.

If you’re browsing at the library for the hardcover version, here’s what it looks like.

The Geeks Shall Inherit the Earth is not just reportage — halfway through the year Robbins gives each of her characters an individualized challenge to change the way that others see them. The level of success that some of them have with this challenge provides a great example of how adults — especially adults in schools — can help marginalized kids feel valued and accepted. “Adults tell students that it gets better, that the world changes after school, that being ‘different’ will pay off sometime after graduation. But no one explains to them why.” We need to tell them why; reading this book is great inspiration for doing so. I think using it in a staff book discussion group could broaden awareness, make for lively conversation, and lead to positive changes.

Meanwhile . . . 

. . . here’s a right-now chance to read this book with other professionals! When I posted The Geeks Shall Inherit the Earth onto my “currently reading” list at Goodreads, I got a message saying that it is being featured in a Professional Development Group Read going on July 1-31. I joined the group and am looking forward to sharing and reading others’ comments. (Goodreads is a social networking/book cataloging site where you can keep track of books that you have read/are reading/want to read and where you can connect with friends to see what they are reading. I love this site for how it organizes my reading lists and because I love to see what my far- and near-flung friends are reading. If you join this discussion group you will find me by my name – I’m the Rebecca with the School Counseling by Heart photo. Feel free to connect with me there if you want.)

Now back to our story . . .

Robbins writes: “The most important thing a school can do is not attempt to ‘normalize’ outcasts — they are not the students in the wrong — but rather to focus on developing an atmosphere of acceptance and tolerance among all students. Students considered cafeteria fringe should be an essential part of the tapestry that defines every school.” Her tips for schools include:

• respect the significance of the cafeteria (and hallways)
• encourage teachers to offer safe havens
• create superordinate goals (group diverse students for teams and collaboration)
• monitor for relational as well as physical aggression
• employ social norms strategies
  
• treat ALL groups equally
• make credit requirements equitable
• encourage upperclassmen to support new students
• encourage unexpected introductions
• facilitate connections rather than imposing friendships
• offer teachers/advisors of marginalized students the chance to be visible
• ensure that student elections are fair
• don’t punish individuals by rewarding groups (no discounts for couples or groups to attend school functions)
• encourage teachers to reach out and talk with marginalized students
• fight to promote creativity
• improve clique relations among staff
• confront issues head-on
• have a well-known bullying procedure and contact person
  

This book is most applicable to the work of high school and middle school staff, but it’s a book I think elementary school staff would benefit from reading it as well. We are all laying the groundwork that can help (future or current) adolescents develop skills to respect differences, combat bullying, and value themselves and others. Also, it’s just a great read! I really just picked it up out of general interest and not as a professional read, but then look what happened!

I also highly recommend Robbins’ other books, The Overachievers: The Secret Life of Driven Kids and Pledged: The Secret Life of Sororities.

What are you reading, for professional or personal choice? Share your book recommendations here, on the School Counseling by Heart Facebook page, or on Goodreads!