Chapter 9
A First Generation American Goes to West Point
The Pete Frometa Story
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| 2nd Lieutenant Pete Frometa, U.S. Army Standing at "Attention" as a Newly Commissioned Officer |
Pete was raised in a tough neighborhood where many of his peers—with whom he often spent time fraternizing and playing basketball after school—got mixed up with drugs, alcohol, sex, and gangs.
Fortunately, Pete's parents understood the importance of education and were willing to make whatever sacrifices were necessary to send him to a private school in a safer environment.
Just as importantly, Pete was willing to work hard in school to earn academic success.
He was an outstanding self-action leader.
When Pete was in high school, his parents moved back to the Dominican Republic. During his time at private school, Pete was involved in a choir where he serendipitously became acquainted with an upper-middle class couple living in Queens, New York. When they learned that his parents were returning to their homeland, they offered to take Pete into their home so he could complete high school in the United States.
Desiring the best possible education and future for their son, Pete's parents gratefully accepted this couple's caring and generous offer.
Pete's hard work and SAL eventually garnered him a Congressional recommendation to attend the United States Military Academy (USMA) at West Point, New York.Serving in the Third Infantry Division, Pete was deployed twice to Bagdad, Iraq, before resigning his commission to work in the private sector. With his resume rich in academic success and military experience, he was able to land a lucrative position with a Fortune 100 Company.
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| 2nd Lieutenant Pete Frometa Iraq Deployment |
In interviewing Pete for this chapter, I asked him a variety of questions about his personal and professional pathways. I also queried him regarding the influence that SAL-oriented principles and practices had on that journey.
These questions, and Pete's answers are included below.
QUESTION: As you were growing up, what did you specifically think about, say, and do to accomplish the goals you set for yourself?
ANSWER: Growing up in midtown Manhattan, I knew many people who didn't make anything of their lives and I didn't want to end up like them. For instance, I noticed a lot of people struggling or committing crimes just to get by. I knew that a good education and working hard at school would be something I could do right then and there as a teenager to make something of myself and earn a better future.
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| Pete receiving his 2nd Lieutenant Officer Bars from his Dominican father and NYC guardian. |
ANSWER: The most important variables were dedication, discipline, and the drive to succeed. Initially, it started off as a desire to please my parents and teachers, but later in life that dedication took on an entirely new purpose. I learned early on that hard work and dedication equated success. This pertained to getting better grades, reaching goals, and receiving awards and recognition.
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| Pete with his Mother at his West Point graduation. |
ANSWER: I think the most important thing is to not accept things the way they are and to always challenge the system if the system is flawed. If you don't try to challenge existing structural inequities, how will you know how far you can get, or what successes you might have achieved? Otherwise, it is not the system defeating you, but it is you defeating yourself.
QUESTION: What do you think is the most important thing that the "Powers-that-Be" (i.e. politicians, executives) can do to erode existing structural inequities?
ANSWER: The "Powers-that-Be" need to always invest in our educational system. Education has the power to tear down societal and economic barriers and open up new doors of opportunity for anyone willing to work for it.
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| Pete, Bernadette, and the Frometa Family Circa 2013 |
Do you know someone with a story similar to Pete Frometa?
What attributes and character traits does Pete (and people like Pete) have that you admire?
What do you think is possible in your life, career, and family if you were to diligently cultivate the same attributes and characteristics that Pete Frometa developed?
How can SAL principles and practices help people whose progress may be unfairly hindered by existing structural inequities in their nation, community, organization, or school?
Is SAL capable of compensating for, or transcending existing structural inequities in a person's nation, state, community, organization, and life? Why or why not?
—Dr. JJ
Author's Note: This is the 487th Blog Post Published by Freedom Focused LLC since November 2013 and the 277th consecutive weekly blog published since August 31, 2020.
Click HERE for a compete listing of the other 486 FF Blog Articles
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Click HERE to access the FULL TEXT of Dr. JJ's Psalms of Life: A Poetry Collection
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