Key Takeaways
1. A Prank Gone Horribly Wrong on the 57 Bus
In a moment, Sasha will wake inside a ball of flame and begin to scream.
Ordinary afternoon commute. On November 4, 2013, the 57 bus in Oakland, California, carried a mix of students and commuters home. Sasha, a senior at a private high school, was asleep near the back, wearing a gauzy white skirt. Richard, a 16-year-old junior from Oakland High, was joking with his cousin Lloyd and friend Jamal nearby.
Lighter flicked at skirt. As Sasha slept, Richard, seemingly influenced by Jamal, flicked a lighter near the hem of Sasha's skirt. Richard later claimed it was meant as a harmless prank, like on TV, expecting the fabric to just smolder briefly before Sasha woke up. However, the lightweight skirt ignited instantly.
Chaos and rescue. Sasha woke engulfed in flames, screaming in terror. Passengers panicked and fled, but two men rushed forward, tackling Sasha to the floor and smothering the fire with a coat. Sasha suffered severe second- and third-degree burns, requiring extensive hospitalization and multiple surgeries.
2. Sasha's World: Agender Identity and a Supportive Community
Sasha, like many gender-nonconforming people, wants to be referred to with the pronoun they.
Exploring identity. Sasha, diagnosed with Asperger's as a child, was highly intelligent and passionate about language, math, and imaginary worlds. They began questioning their gender in middle school, eventually identifying as agender—neither male nor female—and preferring the pronoun "they."
Finding acceptance. Sasha attended Maybeck High School, a small private school in Berkeley known for its acceptance of unconventional students. At Maybeck, Sasha felt comfortable exploring their identity, including wearing skirts, which they found comfortable and a way to express themselves.
- Maybeck had other gender-nonconforming students.
- Friends and teachers were generally supportive, making an effort to use correct pronouns.
- Sasha's parents, Debbie and Karl, were also supportive, though sometimes struggled with understanding and worried about Sasha's safety.
Visibility and vulnerability. While Maybeck was a safe haven, wearing skirts made Sasha conspicuous outside of school, particularly on public transit like the 57 bus. This visibility, while affirming for Sasha, also made them a potential target in a world less accepting than their school community.
3. Richard's Reality: Life in East Oakland and a Troubled Path
But life had a way of sticking its foot out, sending you sprawling.
Challenging environment. Richard grew up in East Oakland, a part of the city marked by high rates of poverty, violence, and crime. Despite being one of the most diverse cities, Oakland also had stark income inequality, with Richard's neighborhood facing significant disadvantages compared to wealthier areas.
Difficult background. Richard's young mother, Jasmine, worked hard but struggled financially. His father was often in and out of prison. Richard experienced personal loss and trauma, including the murder of his aunt and later, his best friend, Skeet.
- Richard had a previous juvenile arrest for fighting.
- He spent a year in a group home in Redding as a result.
- He struggled with school attendance and grades.
Seeking a better path. Despite his challenges, Richard was described as a good kid—goofy, loyal, and kind to those he cared about. He sought out positive influences, like his attendance officer Kaprice Wilson, asking to join her program to help him stay on track and graduate. He expressed a desire to make his mother proud and avoid the pitfalls that affected his friends and family.
4. The Incident: Peer Pressure and a Moment of Recklessness
“You might as well do it,” he said again.
Joking around. Richard, his cousin Lloyd, and friend Jamal boarded the 57 bus together. They were being loud and playful, typical adolescent behavior. They noticed Sasha, who was asleep and wearing a skirt.
Influence and action. Jamal pointed out Sasha and whispered something to Richard, then took out his phone, seemingly to record. Lloyd was distracted, trying to flirt with girls. Jamal urged Richard to use the lighter. Richard flicked it several times before the skirt caught fire.
- Richard later claimed it was a prank and he didn't intend serious harm.
- He thought the fabric would just smolder.
- Jamal's urging ("You might as well do it") played a role.
Immediate aftermath. As Sasha screamed and the skirt burned, Richard and Lloyd quickly exited the bus. However, Richard immediately returned to watch the scene unfold from the sidewalk before leaving again with Lloyd and Jamal. This moment of recklessness, fueled by peer presence and a desire for a "laugh," had devastating consequences.
5. Charged as an Adult: The Harsh Reality of the Justice System
Citing the severity of the crime, the district attorney will charge him as an adult, stripping him of the protections normally given to juveniles.
Swift arrest and charges. Richard was arrested the day after the fire. Due to the severity of Sasha's injuries, the Alameda County District Attorney, Nancy O'Malley, decided to charge Richard as an adult, bypassing the juvenile court system.
Serious felonies and hate crime. Richard faced two felony charges: aggravated mayhem and assault with intent to cause great bodily injury. Crucially, each charge included a hate-crime enhancement, alleging the crime was motivated by bias against Sasha's gender identity or expression.
- Charging as an adult meant Richard's name was released to the public.
- He lost the privacy and focus on rehabilitation typically afforded in juvenile court.
- If convicted as charged, he faced a potential sentence of life in state prison.
Immediate impact. The decision to charge Richard as an adult immediately placed him in a much more severe legal situation than if he had remained in the juvenile system. It highlighted the punitive nature of adult court compared to the rehabilitative goals of juvenile justice, especially for young offenders.
6. Hate Crime or Adolescent Folly? Debating Intent and Identity
“I’m homophobic,” Richard said at last. “I don’t like gay people.”
Police interview. During his interrogation, after initially denying involvement and then being shown video evidence, Richard admitted to flicking the lighter. When pressed for a motive, he stated, "I'm homophobic. I don't like gay people."
Contested motive. This statement became central to the prosecution's hate crime charge, but Richard's family and lawyer argued it didn't reflect his true character or the nature of the act. They suggested he was confused, trying to give the police an answer, or influenced by the officers' questioning.
- Richard had gay friends and family members.
- His lawyer argued he didn't even understand the term "homophobic."
- The defense characterized the act as a stupid prank, not premeditated hate.
Legal definition vs. adolescent behavior. The case raised questions about whether Richard's actions fit the legal definition of a hate crime or were a manifestation of adolescent impulsivity, peer influence, and perhaps an unthinking discomfort with difference, rather than deep-seated bigotry. The media often focused on the "homophobic" quote, framing the incident as a clear-cut hate crime.
7. The Justice System: Juvenile vs. Adult and Racial Disparities
The super-predator apocalypse was a myth.
Shift to adult court. Richard's case highlighted the consequences of laws like California's Proposition 21, passed in 2000, which allowed prosecutors to "direct file" certain juvenile cases into adult court without a judge's review. These laws were enacted during a period of fear about rising juvenile crime, fueled by the now-debunked "super-predator" theory.
Juveniles are different. Advocates argued that adolescents are fundamentally different from adults, citing brain development research showing teenagers are more impulsive, susceptible to peer pressure, and less capable of long-term thinking, especially under stress.
- The US Supreme Court had placed limits on harsh sentences (death penalty, LWOP) for juveniles, recognizing their capacity for change.
- Transferring juveniles to adult court often leads to harsher sentences and higher recidivism rates.
Racial disparities. The application of direct file laws has shown significant racial bias. Studies found that black and Latino youths in California were much more likely to be charged as adults than white youths for similar crimes, and more likely to receive state prison sentences. Richard, as a young Black male from East Oakland, fit the demographic disproportionately affected by these policies.
8. Community Response: Outrage, Support, and Division
We’re against hate and bullying,” basketball coach Orlando Watkins said when the team gathered in the locker room before the game, wearing their No H8 jerseys.
Shock and solidarity. The incident sparked widespread outrage and an outpouring of support for Sasha, particularly from the LGBTQ+ community and Sasha's school, Maybeck. Maybeck students organized events like "Skirts for Sasha" day and a march along the bus route.
Oakland High's response. Richard's school, Oakland High, also condemned the act and organized a "No H8" campaign, emphasizing that Richard's actions did not represent the school's values.
- Students and staff created banners and posters.
- The basketball team wore "No H8" jerseys.
- They raised money for Sasha's medical bills.
Conflicting perspectives. While many focused on supporting Sasha and condemning hate, Richard's friends and some community members felt his story and the complexities of his background were being overlooked. They saw him as a kid who made a terrible mistake, not a monster, and felt the media and public judgment were unfair, especially given his age and environment.
9. Families Grapple with Tragedy and Seek Understanding
“I don’t know what to say but sorry.”
Jasmine's anguish. Richard's mother, Jasmine, was devastated by what happened. She was shocked, ashamed, and heartbroken for Sasha and their family, while also fiercely protective of her son. She struggled to understand how he could have done such a thing and worried desperately about his future.
Debbie and Karl's pain and perspective. Sasha's parents, Debbie and Karl, were focused on Sasha's recovery but also grappled with the legal process and Richard's fate. Initially, they were consumed by the trauma but later expressed a desire for Richard to be treated as a juvenile, believing in his potential for rehabilitation.
- They were open to the idea of forgiveness.
- They didn't feel they had enough information to judge Richard fully.
- They worried about the impact of adult prison on a teenager.
A courthouse encounter. The two families had an emotional, unplanned meeting at the courthouse. Jasmine tearfully apologized to Sasha and their parents, and Richard's relatives hugged Sasha's family. This moment highlighted the shared human element of the tragedy, transcending the legal binaries of victim and offender.
10. Restorative Justice: An Alternative Path Explored
RJ isn’t a guarantee of leniency,” Baliga cautioned. “It’s about dispensing with punitiveness for its own sake and trying to produce an outcome that will be more healing for everyone involved.”
Seeking healing over punishment. Community advocates, including those from the Ella Baker Center and restorative justice experts, saw the potential for a different approach in this case, given the families' apparent openness. Restorative justice focuses on repairing the harm caused by crime and bringing together those affected to find a path forward.
Process and potential. Restorative justice often involves facilitated circles where victims and offenders can meet, share their experiences, and agree on steps the offender can take to make amends.
- It aims for healing for the victim and accountability and learning for the offender.
- Studies suggest it can reduce recidivism more effectively than traditional punishment.
- In juvenile cases, it can sometimes be used as an alternative to court (diversion).
Limitations in this case. Despite interest from advocates and some openness from the families, restorative justice did not ultimately divert Richard's case from adult court. The district attorney maintained that the severity of the crime required incarceration, limiting RJ's role to potentially facilitating dialogue rather than altering the sentence length.
11. Life After the Fire: Recovery, Incarceration, and Moving Forward
Apart from some scars, I’m all healed, basically,” Sasha said.
Sasha's recovery and future. Sasha underwent multiple surgeries and spent weeks in the burn unit, followed by months of physical recovery, including wearing compression garments. Despite the trauma, Sasha was resilient, focusing on healing and returning to school. They were accepted into MIT and moved across the country, finding a new community and putting the incident behind them.
Richard's legal outcome. After months of delays and negotiations, Richard accepted a plea deal. The initial offer of five years in juvenile facilities was changed at the last minute to seven years in state prison, with the possibility of reduction back to five years if he had good behavior reports before turning eighteen. This meant his fate hinged on his conduct while incarcerated.
Incarceration and reflection. Richard spent time in Juvenile Hall and was later transferred to N. A. Chaderjian Youth Correctional Facility (Chad), a state facility for young men. He engaged in educational and rehabilitative programs, reflecting on his actions and expressing remorse in letters to Sasha (which were delayed in reaching them). His incarceration became a period of structured living, contrasting sharply with the chaotic environment he came from, raising questions about whether the system would rehabilitate or further institutionalize him.
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FAQ
1. What’s "The 57 Bus" by Dashka Slater about?
- True Story of Two Teens: The book tells the true story of Sasha, a white agender teen from a middle-class neighborhood, and Richard, a Black teen from a low-income area, whose lives intersect on an Oakland city bus.
- A Crime That Changed Lives: The central event is when Richard sets fire to Sasha’s skirt while they sleep on the bus, resulting in severe burns and a criminal case.
- Explores Identity and Justice: The narrative delves into issues of gender identity, race, class, juvenile justice, and the consequences of impulsive actions.
- Multiple Perspectives: Slater presents the story from both Sasha’s and Richard’s viewpoints, as well as their families and communities, offering a nuanced look at the incident and its aftermath.
2. Why should I read "The 57 Bus" by Dashka Slater?
- Timely Social Issues: The book addresses contemporary topics like gender identity, hate crimes, and the juvenile justice system, making it relevant for readers interested in social justice.
- Empathy and Complexity: It challenges readers to empathize with both victim and perpetrator, avoiding easy answers and highlighting the complexity of human behavior.
- Educational and Accessible: Written in a clear, engaging style, it’s suitable for teens and adults, and is often used in classrooms to spark discussion.
- Real-Life Impact: The story is based on real events, providing insight into how a single moment can ripple through many lives and communities.
3. Who are the main characters in "The 57 Bus" and what are their backgrounds?
- Sasha Fleischman: A white, agender teenager from a supportive, middle-class family, passionate about language, public transit, and nonbinary identity.
- Richard Thomas: A Black teenager from East Oakland, raised in a loving but struggling family, who has experienced trauma, loss, and the challenges of growing up in a high-crime area.
- Supporting Figures: The book also features Sasha’s and Richard’s families, friends, teachers, and community members, each providing context and perspective on the central event.
- Key Adults: Notable adults include Kaprice Wilson, a school attendance officer who mentors Richard, and Sasha’s parents, who advocate for understanding and restorative justice.
4. What happened on the 57 bus that led to the central incident in Dashka Slater’s book?
- The Incident: On November 4, 2013, Richard, encouraged by peers, used a lighter to set fire to Sasha’s skirt while Sasha was asleep on the bus.
- Immediate Aftermath: Sasha suffered severe second- and third-degree burns and required multiple surgeries and a lengthy hospital stay.
- Legal Consequences: Richard was arrested the next day, charged with two felonies (including a hate crime enhancement), and faced the possibility of life in prison.
- Surveillance Evidence: The event was captured on the bus’s security cameras, providing clear evidence of what happened.
5. How does "The 57 Bus" by Dashka Slater explore gender identity and terminology?
- Sasha’s Journey: The book details Sasha’s realization and coming out as agender, including their preference for they/them pronouns and their exploration of gender-neutral language.
- Definitions and Terms: Slater provides clear explanations of terms like agender, genderqueer, cisgender, transgender, asexual, and more, making the book a resource for understanding gender diversity.
- Family and Social Reactions: The narrative shows how Sasha’s family, friends, and school community respond to and support their identity, as well as the challenges faced in a binary-gendered world.
- Broader Context: The book situates Sasha’s experience within larger societal changes, including legal and cultural milestones for nonbinary and transgender people.
6. What does "The 57 Bus" reveal about race, class, and inequality in Oakland, according to Dashka Slater?
- Contrasting Backgrounds: The book contrasts Sasha’s middle-class, racially diverse neighborhood with Richard’s experience in East Oakland, an area marked by poverty, violence, and limited opportunities.
- Systemic Inequality: Slater highlights disparities in education, safety, and resources, showing how environment shapes the lives and choices of young people.
- Intersectionality: The story explores how race, class, and gender intersect, affecting how individuals are perceived and treated by society and the justice system.
- Community Responses: The book also examines how different communities—school, family, city—respond to trauma, violence, and difference.
7. How does "The 57 Bus" by Dashka Slater address the juvenile justice system and the concept of "direct file"?
- Direct File Explained: The book explains how California’s "direct file" law allows prosecutors to charge juveniles as adults for certain crimes, bypassing juvenile court protections.
- Richard’s Case: Richard, at 16, is charged as an adult, facing harsher penalties and the possibility of adult prison, despite his age and lack of prior serious offenses.
- Critique of the System: Slater discusses the history and consequences of tough-on-crime policies, racial disparities in sentencing, and the debate over rehabilitation versus punishment.
- Restorative Justice Alternative: The book introduces restorative justice as a potential alternative, focusing on healing and accountability rather than retribution.
8. What is restorative justice, and how is it presented in "The 57 Bus" by Dashka Slater?
- Restorative Justice Defined: Restorative justice is a process that brings together victims, offenders, and community members to discuss harm, accountability, and ways to repair relationships.
- Application in the Book: Advocates and family members consider restorative justice as an alternative to traditional prosecution for Richard, though the legal system ultimately does not adopt it in this case.
- Benefits and Challenges: The book presents restorative justice as a way to foster empathy, understanding, and healing, but also acknowledges the limitations and resistance within the current legal framework.
- Real-Life Examples: Slater includes examples of restorative justice circles in schools and communities, illustrating its potential impact.
9. What are the key takeaways and lessons from "The 57 Bus" by Dashka Slater?
- Complexity of Human Behavior: The book shows that people are more than their worst actions, and that understanding context is crucial to justice and empathy.
- Dangers of Binary Thinking: Slater challenges readers to move beyond simple categories—good/bad, victim/offender, male/female—and see the full humanity of each person.
- Power of Community Response: The supportive reactions from both Sasha’s and Richard’s communities demonstrate the potential for healing and solidarity after tragedy.
- Need for Systemic Change: The story highlights the flaws in the juvenile justice system and the importance of alternatives like restorative justice and social support.
10. How does Dashka Slater use structure and style in "The 57 Bus" to tell the story?
- Nonlinear, Multi-Voiced Narrative: The book is divided into four parts, alternating between Sasha’s and Richard’s perspectives, as well as those of their families and communities.
- Short Chapters and Mixed Formats: Slater uses short chapters, poetry, social media excerpts, interviews, and factual asides to create a dynamic, accessible reading experience.
- Inclusion of Definitions and Context: The book provides clear explanations of key terms and background information, making complex topics understandable for a wide audience.
- Empathetic, Nonjudgmental Tone: Slater avoids sensationalism, instead focusing on empathy, nuance, and the search for understanding.
11. What are some of the most powerful quotes from "The 57 Bus" by Dashka Slater, and what do they mean?
- "There are two kinds of people in the world. Just two. Just two. Only two." – This quote critiques binary thinking and sets up the book’s challenge to simple categories.
- "I don’t really feel hated. Especially since after I was attacked, the whole world was supporting me. I felt like one person hates me—maybe." – Sasha’s reflection on the overwhelming support they received, emphasizing hope and resilience.
- "We don’t want you to come out of prison full of hate." – From Sasha’s family’s victim-impact statement, highlighting the importance of rehabilitation over retribution.
- "I’m not a thug, gangster, hoodlum, nor monster. I’m a young African American male who’s made a terrible mistake." – From Richard’s letter, expressing remorse and challenging stereotypes.
12. How does "The 57 Bus" by Dashka Slater contribute to conversations about gender, justice, and empathy today?
- Raises Awareness: The book brings visibility to nonbinary and agender identities, helping readers understand and respect diverse gender experiences.
- Promotes Empathy: By humanizing both Sasha and Richard, Slater encourages readers to look beyond labels and see the complexity in every person.
- Critiques the Justice System: The narrative questions the effectiveness and fairness of punitive approaches, especially for youth and marginalized communities.
- Inspires Dialogue: "The 57 Bus" is widely used in educational and community settings to spark conversations about identity, bias, accountability, and the possibility of change.
Review Summary
The 57 Bus is a powerful non-fiction book about two teenagers involved in a shocking incident on an Oakland bus. The story explores themes of gender identity, race, class, and juvenile justice. Many readers praise Slater's empathetic and balanced approach, giving insight into both Sasha's and Richard's perspectives. The book is commended for its educational value on LGBTQ+ issues and the criminal justice system. While some found the writing style challenging, most agree it's an important, thought-provoking read that encourages empathy and understanding.
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