Flying Lessons & Other Stories

Every story in this collection explores the challenges associated with identity. The stories concern adolescence and are thus all, in varying ways, coming-of-age stories—a genre centrally concerned with the challenges of developing identity and self-awareness. These challenges are compounded when the protagonist is also dealing with racism, misogyny, anti-gay bias, and other forms of systemic oppression. Some characters struggle with this process, while others celebrate it.

Several stories address narrow, restrictive perceptions of gender and gender roles. In “The Difficult Path,” Lingsi faces societal norms that restrict her education and future, for girls were not educated in Imperial China, and their main role was to be subservient and marry. For Lingsi, neither of these are options she desires, so when she finds herself hostage on a pirate ship, she realizes that she cannot go back to the life expected of her. Lingsi requests to stay with the fleet and is met with shock. Although she is not surprised by their response, she thinks, “What did I have to return to? Being bossed by everyone, scrubbing chamber pots, and marrying FuDing? I shuddered at the thought” (36-37). The idea of being a wife with few rights causes a visceral reaction in Lingsi, for it is the last thing she wants. Fortunately, due to her ability to read, she can stay on the ship and be who she wants to be. Although several hundred years later, Sam in “Secret Samantha” also faces society’s limited understanding of gender. Although assigned female at birth, Sam does not relish most expectations of women and girls. In fact, when Sam looks at their mother, they think, “She always looks so dolled up but so uncomfortable. She’s the very opposite of me. I’d rather be plain and relaxed. If I could wear sweatpants to church, I would. If I could buzz off my hair, I would” (69). Sam’s mom subscribes to the expectation that women get dressed up and wear makeup, even if it causes discomfort. However, Sam would prefer the opposite. Because they state that they “would” only if they “could,” the implication is that Sam cannot dress this way because they are restricted by either their mother, society, or both. Later, Sam shares, “Nobody gets me” (80). This statement highlights a clash between Sam’s desires and society’s narrow view of gender. Centuries apart, both Lingsi and Sam struggle to embrace their authentic identities.

In addition to gender, class and race often contribute to characters’ internal and external conflicts. Merci Suarez in “Sol Painting, Inc.” is indignant at the disrespectful treatment she and her family receive from the white girls at Seaward Pines School, especially when they mock apologize in French and Spanish as if the Suarez’s cannot understand English. Furthermore, when Merci returns home, she looks at her condo pool with new eyes: “The deck chairs are lopsided, and the scummy water is warm enough to poach you. I think of the pretty office at Seaward Pines, the fountain with cherubs spitting water, and feel mad all over again” (58). Merci’s rush of emotions signifies her struggle to understand not just the disparity of wealth, but also why others view her as less worthy of respect than themselves. The ambiguous ending suggests that there is no simple solution to her conflict. In “Main Street,” Treetop, who is white, struggles to understand and stand up against the racial prejudice she witnesses in her town. Failing to speak out when so-called friends perpetuate bias and stereotypes, Treetop grapples with how to be an ally to her Black friend Celeste. Although coming from different experiences, both girls confront the struggles associated with class and race.

Unlike the characters who feel conflicted or angry, Turtle Kid, the narrator in “Choctaw Bigfoot, Midnight in the Mountains,” celebrates their cultural identity. Immersed in Uncle Kenneth’s story, Turtle Kid repeatedly emphasizes the nonverbal ways Choctaw communicate, whether it is in gestures or meaningful looks, saying, “We’re Choctaws and we have our own ways, trust me” (106). Instead of viewing their culture and traditions from the perspective of others, which we see in other stories in the collection, Turtle Kid presents their “ways” uninterrupted and without outside judgment. In fact, the sharing of Uncle Kenneth’s tale itself celebrates the rich tradition of storytelling among the Choctaw. While Turtle Kid and their family may face racism in many aspects of their lives, the story does not focus on those experiences; instead, the members of this family embrace their cultural identity in an unambiguously celebratory way.

Examining identity comes with struggle and celebration, and each of these characters experiences this process in different ways. Sometimes, like with Merci, there is not a simple answer to the conflict, while with Turtle Kid there is no conflict at all. These diverse representations of growing up suggest that there is no clear blueprint for how to navigate identity and social expectations.