The first time I read A Wrinkle in Time, it was part of a 4th grade reading assignment, where each student had to choose a book that all the other students would then take turns reading. I’ll be honest. A Wrinkle in Time, chosen by the only kid in class who could spell Czechoslovakia (which was both still a country at that time and quite the feat of spelling), fell somewhere between the books Soup on Wheels and Freckle Juice, both of which resonated with my 9-year-old bookish self a bit more than A Wrinkle in Time.
With its more complex character development and themes of love and individuality that seemed beyond my years or at least beyond Soup on Wheels, that initial reading didn’t leave me feeling all that inspired. That said, I fortunately returned to the book just a few short years later and have since read it at least half a dozen times. With each new reading, more of the book’s magic and wisdom is revealed to me, largely through its oh-so-relatable 13-year-old protagonist and my personal geek girl hero, the plucky Meg Murry.
Written by Guest Contributor Regina Barber DeGraaff
With all the excitement surrounding the film adaptation of A Wrinkle in Time, I wanted to discuss the ideas of diversity that the book explores and how the ideas of what is “different” and “normal” has affected my life as an academic in science.
Not long ago, I was an PhD astrophysicist who had never read A Wrinkle in Time. Madeline L’Engle’s book was beloved by many of my academic colleagues due to the physics references; however, literature that everyone else read in childhood was always a touchy subject for me. I remember being a sophomore in college when several fellow physics majors said to me “You haven’t read The Lord of the Rings? You haven’t even read The Hobbit?!” That summer I spent the entire break reading the Tolkien series in the Shire-esque landscape of the Pacific Northwest. Being a female, Mexican/Chinese American, first-generation college student in physics, I was already wary about my appearance and “class,” so I did anything to belong.
I did not grow up in a house with books for children or adults. My mother was always nervous about her English due to growing up in Taiwan and never wanted to read English books. When I would visit my father during the summer, he tried to encourage my sister and I to read, but he was self conscious about his own reading skills. I remember the crippling dread when teachers would ask me to read out loud. This is probably one of the many reasons I moved towards STEM (Science, Technology, Engineering and Math).
