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themostrandomfandom · 6 years ago

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Hi! I found your blog the TKTD, and that fic and your theories have highkey gotten me back into glee :D your content is so interesting, thank you so much! I haven't read all of your analyses yet, so I may have missed something, but I'm still wondering a couple things 1. why did Brittany fail senior year? You've written a lot about her not being dumb (despite her intelligence being non-normative), and we know she's able to do at least very advanced math. It seems like her primary goal would be...

To move to the next stage of life with Santana, so why wasn’t avoiding failing out a bigger priority for her? Furthermore, as someone who was so involved with extracurriculars (Cheerios, glee), she must’ve needed to maintain reasonable grades to avoid academic suspension. So avoiding failing seems like something that would be on her radar? and 2. do you think brittany dropped the ‘if sex were dating santana and i would be dating’ line on purpose?

Hey, @savealtonrichards!

Sorry it’staken me so long to answer you! I don’t have much internet access these days.:p

If you’re infor a good ramble, it’s under the cut.

(WARNING:Here be griping about Glee writing—as one does.)

___

First thingsfirst:

Theout-of-universe stuff.

Glee is a show that’s difficult to categorize because while it ostensibly takes place withina realistic fictional universe (as opposed to say a fantasy or science fictionone), there are times when it noticeably deviates from reality.

Though thecharacters seemingly live in suburban Ohio in the early 2010s and areregular human beings living “regular lives,” there are certain aspects of theirexistences that absolutely strain credulity (even when one actively tries tosuspend disbelief).

Some ofthese breaches are obvious, like when Lord Tubbington is shown as being capableof using a computer. However, others manifest more as gaps in logic—the typesof minor “glitches” in believability that cause the viewing audience to go,“Wait a minute. That’s not how that plot development would play out in reallife.”

One exampleof this second type of breach is how between S4 and S6, the young charactersliving in New York, most of whom are supposedly tight on money, arenevertheless able to jet set back and forth to Lima seemingly every otherweekend, as if plane and train tickets are free and travel takes no time orenergy at all. Another is that Sue Sylvester could do all of the illegal,immoral, and just flat-out batshit insane things she does without ever being firedor prosecuted. Still another is that nineteen and twenty year-old kids likeBlaine, Finn, and Sam could be hired to coaching positions at their respectivehigh school alma maters, even though none of them holds a college degree orteaching certificate.

The breachin realism that is pertinent to our discussion has to do with Brittany’sacademic history—which as depicted in show canon is replete with gaps and holesand just doesn’t make much sense.

In episode1x07, we are told that for years Sue has been doctoring the grades of herCheerios, including perhaps Brittany’s. However, even after Will puts his footdown and flunks many of their teammates, the Unholy Trinity, including Brittany,continues to attend Cheerios practice. They are the only Cheerios who do.

How theyalone of the whole squad retain their academic eligibility is not clear.Santana may not be taking Spanish, as she’s not shown in the class. However,Quinn and Brittany most definitely are, so either they must be passing (whiletheir teammates are not) or else Will must have decided against giving them thefailing grades they would otherwise deserve, perhaps because he doesn’t want torender them ineligible for glee club.

WillSchuester is nothing if not a hypocrite, so honestly I wouldn’t put it past himto walk that particular low road.

In any case,the show never really clarifies to what extent Brittany may rely on Sue tomaintain a passing GPA.

ThroughoutS1, Brittany is reported to cheat off of Becky’s schoolwork in math class (seeepisode 1x09) and is shown attempting to cheat off of Quinn’s tests in Spanishclass (see episode 1x07), incidents which suggest that she does at timesstruggle with academic performance during her sophomore year.

However, herstruggles are not explored in depth, and her continued eligibility for theCheerios would indicate that either she somehow manages to make passing grades,struggles notwithstanding, or else that interference from Sue renders herstruggles moot.

Kurt alsoreports that Finn sometimes cheats off of Brittany’s math assignments (seeepisode 1x10). We don’t know if this cheating represents an isolatedincident or a pattern of behavior. However, if it’s the second option, then given that Finn maintains his academiceligibility for football even after having cheated off Brittany’s work, andconsidering that, unlike with Brittany, Sue is unlikely to have doctored Finn’sgrades, we can perhaps surmise that Brittany at least occasionally managesto earn passing grades on her own.

Even if Sueis pulling strings to keep Brittany on the field, come S2, the situationchanges, as in episode 2x11 Brittany quits Cheerios, at which point whatever“help” Sue had been giving her is almost certainly rescinded.

Shortlythereafter, in episode 2x13, Brittany remarks that hergrades are bad (“Totally. Most teachers think that by cutting class, I mightimprove my grades”), perhaps suggesting a drop-off due to a cessation in Sue’shelp.

Even so, it would still seem that Brittany isn’t altogether failing, asshe apparently passes the eleventh grade and commences thetwelfth grade with the rest of her class.

The shownever specifies to what extent Brittany and the other glee kids must maintaintheir grades in order to stay in show choir. On the one hand, glee club is notan athletic program, so the rules for eligibility may be different than withcheerleading or football. On the other hand, glee club is seemingly anextracurricular activity in which students may “letter,” and it does have itsown governing board and competition requirements, so perhaps its eligibilityrequirements are similar or even identical to those for prep sports. To whatextent there may be “house rules” specific to WMHS as opposed to district orstatewide rules for all competitive show choirs remains unclear.

My guess isthat there’s got to be some kind of statewide threshold for eligibility,particularly as we’re told, per Jesse St. James, that the Carmel High kids in VocalAdrenaline cheat and doctor their grades in order to maximize their practicetime and minimize their schoolwork.

Whatever thespecific requirements may be, the fact that Brittany remains eligible toparticipate in glee club throughout her junior year is another point that maysuggest that even without Sue’s interference Brittany maintains a passing GPA. ThatBrittany is eligible to rejoin the Cheerios come her senior year also suggeststhat her eligibility remains intact as she finishes out the eleventh grade.

However,things seem to take a sudden downshift from there, both in terms of Brittany’sprospects and in terms of narrative sense-making.

Come S3, we arefinally told that Brittany has a 0.0 GPA, though it’s never specified if that’sher semester, yearlong, or cumulative GPA. My guess is that it’s the secondoption, given that Brittany is told she must repeat the twelfth grade (asopposed to just making up a few credits during summer school or repeating multiplegrades).

That said,the situation surrounding her failure remains murky.

Prior to S3,Brittany has seemingly maintained a passing GPA, as is evidenced by heraforementioned progress through her freshman, sophomore, and junior years ofhigh school and her continued academic eligibility to participate in Cheeriosand glee club.

However, theshow never reveals how she has come by this passing GPA.

Our threemain options for explaining this phenomenon seem to be:

We can infer that Sue hasmanipulated Brittany’s grades in order to keep her academically eligible forvarsity sports.

We can infer that Brittanyhas achieved passing grades through her own efforts.

We can infer that perhaps somecombination of the above two options has taken place (i.e., that Sue hasmanipulated some of her grades, while others she earned through her ownefforts).

On the onehand, the show heavily implies that Brittany is a very poor student who wouldprobably be incapable of passing her classes if not for Sue manipulating thesystem on her behalf. On the other hand, given that Brittany maintains academiceligibility for Cheerios even when Will flunks many of her teammates in hersophomore year AND that she spends a significant portion of her junior year offthe Cheerios and still manages to pass, it would seem that Brittany is able tomake grades even during the times when Sue isn’t propping her up.

The questionsthen become: If Brittany can pass the eleventh grade “on her own,” then whydoes she fail the twelfth grade? Furthermore, how come Brittany is allowed toremain on the Cheerios and in glee club even once her grades start slipping?Why does her failure only come to light after it is essentially too late forher (or anyone else) to do anything about the problem? How come Sue, who hasnever had any qualms about manipulating her cheerleaders’ grades in the past,seemingly “allows” Brittany to fail her senior year? How come not a singleteacher or counselor at WMHS makes any efforts to help Brittany, even thoughshe is obviously struggling?

After all, Brittany’s 0.0 GPA seems to be a reflection of a chronic problem.

The firsttime we hear about said failing GPA is in episode 3x19, which is the sameepisode that features the WMHS senior prom.

For mostAmerican public high schools, prom takes place anywhere between March and June,which means that somehow Brittany is allowed to fail for at least one or two fullsemesters (or, more likely, given that many Midwestern American public schoolstend to run on the quarter system, two or even three full quarters) before Figgins tells her what’s up.

The school thenseemingly takes no action—at least as we see play out on screen—to helpBrittany course-correct for the final semester or two quarters of her senioryear.

She’s notput on academic monitoring or probation. She’s not assigned a tutor. MissPillsbury doesn’t set up any meetings with her to discuss her options or determineher future. No one writes her an IEP. She just crashes and burns until the endof the year, at which point she fails to graduate.

It strainscredulity that in today’s day and age Brittany could flunk out as “quietly” asshe did, without anyone—including her parents, coaches, guidance counselor,and/or girlfriend—realizing she was in trouble at any point along the way.

Where werethe midterm progress reports? The report cards? The summonses to MissPillsbury’s office? The failed tests that required the signature of her parent orguardian? Santana glimpsing an F on her Spanish essay and ripping Mr. Schue agoddamn new one because who is he to tell Brittany she isn’t conjugating verbsright when he can’t tell his own ass from an ñ?

Shouldn’tsomeone somewhere along the way have noticed something was wrong while therewas still time enough left to do something about it—and particularlyconsidering that Brittany is not only a student but a student athlete?

Per the OhioHigh School Athletic Association, a student must earn “passing grades in aminimum of five one-credit courses, or the equivalent, in the immediatelypreceding grading period” of athletic competition in order to be eligible toparticipate in a varsity sport, so in theory, after she fails that first term,Brittany shouldn’t be able to compete as part of the Cheerios squad at all, letalone be one of the senior leaders.

For therecord, the real life school districts in Lima, OH require a minimum GPAbetween 2.5 and 3.0 for student athletes.

One has towonder: Where is Sue in all this? How come she doesn’t intervene once she seesthat first bad report card?

After all,Sue has no qualms concerning academic dishonesty. By her own admission, she’s meddledwith her cheerleaders’ grades for years. Why shouldn’t she simply meddle in this case, too? Wouldn’tit be in her best interest to keep Brittany eligible to compete?

Come S4, Sueherself blames a “haze of pregnancy hormones” for preventing her from noticingBrittany’s S3 academic nosedive (see episode 4x02). Another contributory factor to her negligence may be her vicious congressionalcampaign against Reggie Salazar and Burt Hummel.

However,that Sue would allow Brittany to fail still presents a narrative problem, nomatter what her excuses for doing so may be, because the fact remains that academiceligibility is an issue that extends beyond her sole purview.

OnceBrittany fails the first academic quarter of the 2011-2012 schoolyear, shebecomes ineligible to compete in interscholastic competitions. The issue is outof Sue’s hands and into those of the Ohio High School Athletic Association.Some state official somewhere has the responsibility to mark her fileand bar her from any further participation in state cheer events.

—and yetthat never happens.

Somehow,Brittany remains a cheerleader (and member of the glee club) for the duration of the schoolyear, despite not passing a single class.

It’s one ofthose lapses in believability—those “Wait a minute. That’s not how thatdevelopment would happen in real life” instances—that takes Glee out of the realmof passingly realistic fiction and into the realm of exaggeration and camp.

There’s noway that Brittany could fail an entire year of school without facing anyacademic consequences—that’s just not the way that the American school systemworks, particularly when it comes to athletic eligibility.

How comeFiggins only notes Brittany’s failures in springtime? What is going on during the fall and winter?

For the record, episode 3x19 originally aired on May 8th, 2012. Within the universe of the show, the action of the episode may take place on the same date or at least a proximal one.

By allaccounts, someone somewhere along the way should notice what’s going on—if nota faculty member at Brittany’s own school, then some official on an athleticeligibility committee, or a college cheerleading coach scouting Brittany for anNCAA scholarship, or an auditor working for the superintendent, or a rivalcheerleading coach digging for dirt on Sue Sylvester’s stars.

Someone!

But no onedoes.

I mean,that’s what the show purports.

Figgins knows enough to inform Brittany thatshe’s failing, but he doesn’t do anything to help the situation except to lectureher for neglecting her duties as the senior class president and badger her intoplanning the prom.

Will and Emma, too focused on rescuing Puck from a similarfate, seemingly remain either oblivious to or unconcerned about Brittany’sacademic woes until she’s on the verge of failing her SECOND consecutive senioryear in S4.

And Santana? She’s blindsided. Somehow, even though she andBrittany take classes together and meet up during every passing block and spendall of their spare time in each other’s company outside of school, she has noidea that Brittany is in academic jeopardy—not until Brittany springs the newson her at BreadStix just before what should be their joint graduation.

Not untilit’s too late.

That’s canonas TPTB at Glee wrote it.

It makes nogoddamn sense, but it’s what we’re stuck with.

So.

Onto thesecond order of business, then:

Thein-universe stuff.

Returning toyour original questions: Why does Brittany fail her senior year—from asituational and character perspective? How come she doesn’t work harder not tofail?

Though earlyon, Glee at times tried to play Brittany off as an accidental or even dubiousgenius—such as in the scene in episode 4x22 where she’s first shown solvingcomplex equations for the researchers at MIT—they later fully committed to herprodigy, acknowledging it as the real deal.

By episode5x12, Baby Girl is shown as being capable of tackling the Riemann Hypothesis.Her work at MIT is serious. By S6, she’s doing complex math for fun, albeitwith kitty doodles drawn in the margins. The Brittany of episodes 6x03, 6x06,and 6x08 is able to slip in facts and impressive logical arguments alongsideher usual Brittanyisms and one-liners. Her intelligence is no longer subject todebate.

So what’sthe deal with her flunking out of high school? How can someone capable ofprocessing the most complicated calculus there is fail at high school algebra?

Here’s thething: While Brittany is indeed a certified math genius, there’s not always aneat one-to-one correlation between “raw intelligence” and “academicsuccess.”

Lots offolks who are plenty bright—including many who have impressive naturalaptitudes in certain areas—fail in traditional classroom settings, even inclasses that by all accounts they “should be good at.”

Some havebehavioral tendencies that are incompatible with the classroom culture. Others findthe course materials boring, either because they already know the materialbeing taught or else because the material is being taught in a way that isn’tconducive to their learning style. Still others learn at a different pace thanwhat the curriculum may allow for, working either faster or slower. Many simplytest poorly or have trouble focusing. Organizational issues, language barriers,home circumstances (which may interfere with one’s ability to complete homeworkor come to class rested and ready to learn), individual teacher-studentdynamics, problems with bullying at school, health or disability factors, etc.,etc. may also affect one’s ability to “make grades.”

Many of thesmartest people there are have failed in formalized academic settings. Conversely,many people of average or even below average aptitudes have found ways tosucceed in the classroom. Other factors such as one’s work ethic, connection toteachers and mentors, support networks, accommodations, etc. can also impacteducational success.

In Brittany’scase, there are myriad reasons why, despite her certified genius, she fails herclasses.

For onething, WMHS is a substandard learning environment, just to start out with.

Theatmosphere there is toxic. Bullying runs rampant, with the staff either whollyapathetic toward, powerless to intervene in, or even sometimes party to theperpetuation thereof.

The administration routinely mismanages its resources,spending an inordinate amount of money to support the cheerleading and footballprograms, though lacking certain other necessities—such as a functional specialeducation department, adequate handicap accommodations, and up-to-datetextbooks.

They also hire teachers who are both underqualified (such as Will,who teaches Spanish for years despite not actually speaking the language) andfrequently abusive (such as Sue, who should literally be serving jail time forthe way she treats the student body).

Multiple times, it’s stated that theirstudents test at below average reading levels.

While only a small percentage ofwhat Sue says should ever be believed, her claims that she doctors the gradesof her Cheerios to maintain their academic eligibility to participate in avarsity sport are seemingly accurate, as Will and Principal Figgins aver that such is this case.

Not a single permanentteacher, principal, or guidance counselor at the school, with perhaps theexception of Coach Beiste, appears competent to do their job.

The hijinks ofvarious staff members and students regularly interfere with the learning day.

Rememberthat old post about JennaB. Lacey, the Hogwarts student who just wants to get a proper education but isconstantly prevented from doing so because she has the misfortune of being inthe same year as one Harry Potter, whose adventures and misadventures areconstantly interrupting her lessons and preempting her exams? Just replace “Harry Potter” with “Rachel Berry” or “SueSylvester,” and you’re basically describing the life of your average WMHSstudent.

Though wedon’t spend a lot of time following the New Directions kids through theirregular classes, the few glimpses that we do get suggest that much of thecurriculum they are subjected to is either outdated or else straight upobjectively incorrect.

While theepisode plays the situation for laughs, Holly Holliday’s points about the sexeducation at WMHS being painfully inadequate aren’t at all off the mark. Mrs.Hagberg seems to experience episodes of dementia while teaching (and is aself-admitted painkiller addict). She frequently forgets her spatiotemporallocation and has on occasion been known to teach that the Nazis won WWII. Will speaksSpanglish and buys into racist stereotypes about Latinos. Sue promulgatesconspiracy theories and unsubstantiated revisionist history, purposefullyspreading misinformation as if she were the White House Press Secretary.

Later on, inS6, it’s shown that a complete overhaul is necessary to update the school’stechnology and curriculum in order for the students to start performing up tostandards on their state tests.

—and there’sBrittany, who learns differently than most people do, stuck in the middle ofall of this chaos.

Honestly,it’s a wonder that any of the kids at WMHS achieve any kind of mainstreamacademic success. That Quinn gets into Yale and Tina into Brown is kind of ascholastic miracle, all things considered.

So she’s upagainst a lot of impediments as barriers to her learning just as a baseline.

Then add inher individual difficulties on top of the other stuff.

Brittany’sis a unique mind. It is unclear to what extent book-learning and traditionaleducation work for her. She has a tendency to metaphorize concepts, suggestingthat she is an abstract thinker. Her flair for malapropisms also intimates thather mind is organized in “webs,” with various like-words grouped together byloose strings of associations. Though she is mathematically intelligent, she isalso emotionally intelligent and physically intelligent, as well.

Early on,her genius seems highly intuitive, as she is able to pull numbers out of theair, though she is not always equally able to explain how or by what means she hasdone so. In time, her methods seem to become more examined and deliberate, withtheory underlining what was once a more reflexive capability.

She isperhaps something of an autodidact, able, for instance, to teach herselfSpanish, though she apparently doesn’t fare well in the class in high school.

Though fewpeople on the show, save Santana, realize as much, she frequently runs abouttwo or three steps ahead of everyone else in terms of her conversations andsocial maneuvers. Her zany quips and seemingly innocent demeanor throw peopleoff, to the point where they don’t pick up on just how wily and keen she canbe.

On the onehand, this phenomenon affords her some social leeway—because, after all, she’sjust “Brittany being Brittany.” On the other hand, it sometimes results inthose who fail to understand her talking down to her, infantilizing her, andblowing her off.

Frequently, both Brittany and the people who engage with herwalk away from their interactions frustrated, Brittany because she’s beencondescended to, her conversation partners because they find herincomprehensible and off-putting.

So.

Considerthat many of her teachers—including Will—seem to be confused by the way shetalks and find her irksome to deal with and so tend to be dismissive of herduring classroom discussions.

Because herintelligence is non-normative, a teacher talking about A subject can get her thinkingoff on a tangent about B subject, C subject, and D subject, and pretty soonshe’ll be blurting out a question or comment about Z subject, which from herteacher’s perspective does not relate to the discussion topic at hand and mayeven derail the lesson, distracting the other students. The teacher then eitherreacts to Brittany’s question or comment with annoyance, shutting her down(such as Ms. Hagberg does in episode 3x02); or reacts with bafflement, ignoring her andglossing over what she’s said (such as Will does in episode 1x10). Either way, Brittanydoesn’t get her questions answered or her comments responded to in aconstructive manner, which means that, invariably, she doesn’t get what sheneeds to out of class.

By the timewe first meet her as a sophomore, Brittany’s reputation as a nuisance and“numbskull” precedes her.

Her teachersmake no effort to hide their low opinions of her intelligence.

In episode2x04, everyone ribs Puck for crashing his mom’s car into an ATM and gettingarrested. Brittany joins in the fun, remarking, “He may be the dumbest personon this planet—and that’s coming from me.” Though the moment is generallyjocular, the fact that Brittany’s teacher Will says nothing to defend her toherself speaks volumes. The incident is also not an isolated one, as later inthe season, in episode 2x17, Will directly questions Brittany’s intelligence toher face (“I get the three of you being on [the Brainiacs], but Brittany?”).

Tack on allthe instances when he responds to Brittany’s comments during rehearsals (andeven her later “cries for help” during S4) with bafflement at best and disdainat worst, plus the way he clearly talks down to her as if she were a youngchild rather than a teenager, and there’s no question that he thinks she’s adolt.

And he’s notthe only member of the WMHS faculty who feels that way, either.

SueSylvester is likewise a serial offender when it comes to calling Brittany dumband infantilizing her. Ditto for Hagberg and Figgins. Though we don’t get tosee Brittany interacting with many other members of the staff aside fromSheldon Beiste, Holly Holliday, and Shelby Corcoran—the last two of whom areonly at the school briefly—it stands to reason that there are other teacherswho share the same negative attitude toward her that the featured teachers do.

At onepoint, Brittany even says that her teachers have told her that her grades mightactually improve if she were to slough her classes.

Brittany’s“stupidity” is widely viewed as a given.

Time andtime again, the show depicts people taking her intelligence for granted andassuming the worst of her capabilities. Such attitudes undoubtedly influencethe way that her teachers approach educating her. If a smart kid like Quinn orArtie isn’t grasping a concept, then teachers will try changing their pedagogyup, teaching the lesson in a different, more effective way. The same is trueeven for an average student like Mercedes. If she’s struggling, a teacher’simpulse will be to show her patience because there’s a good chance thateventually (with some hard work and extra credit) she’ll get it. But not so with Brittany, whom most teachers seem to viewas an idiot. Why slow down a class for her? Why assign different readings? Whytutor her after school? Their assumption is that she is a lost cause.

Sue potentiallydoctoring her grades—and those of the other Cheerios—also exacerbates theproblem.

Thoseteachers who are aware of Sue’s meddling, and especially the ones who have beenbullied by her into being complicit, may feel a lessened sense of obligation toreally teach Brittany or attempt to accurately evaluate her learning because,after all, no matter how Brittany performs, she’s going to be handed a passinggrade in their classes anyway.

Conversely,those teachers who remain unaware of Sue’s meddling may believe that givingBrittany a failing grade will result in meaningful academic consequences forher, which will then lead to her getting the help and attention she needsvis-à-vis the systems that are in place to prevent kids from “falling throughthe cracks.”

Of course,because Sue changes Brittany’s grades after the fact, Brittany never receivesany such help.

The systemsdon’t attend to her. Nothing in her file gets flagged. No one pulls her aside.She just gets passed along from year to year and class to class without anyoneever really taking an interest in her learning.

Either way,she’s left ill-equipped to succeed in high school.

On top ofeverything else, Brittany may also have an undiagnosed learning disability,such as ADHD or ASD. Though of course the show never states that she does havea disability (undiagnosed or not), some neurodivergent fans see in Brittany a kindred spirit whose experiences inthe public school system resemble their own.

It’sdefinitely possible that she could benefit from some accommodations.

But as faras we know, they’re never offered to her—not only because, as we learn from Sueregarding Becky Jackson, WMHS doesn’t offer special education classes, but alsobecause everyone thinks that she’s just “Brittany being Brittany,” and she’s a hopelesscase from the get-go.

So howeversmart Brittany may naturally be, she’s got alot stacked against her at WMHS, including antagonistic teachers, theabysmally low expectations people set for her, Sue’s interference with hergrades (and then the sudden cessation of that interference), her non-normativelearning strategies, and other possible factors.

Add in thatduring her senior year, she’s also dealing with some extra pressures outside ofthe classroom, and what we have is a recipe for a disaster.

Note: Ofcourse, the show deprives us of hearing Brittany talk about the aftermath ofSantana’s outing, suspension, and disowning in her own words, but HeatherMorris’s nonverbal cues show that Brittany’s upset during this period is hardfelt. It’s a stressful time in Brittany’s life, and even after the initialwounds have healed somewhat, Brittany still devotes much of mental andemotional energy to trying to ameliorate the situation, to keep Santana in agood place, to help her smile, and carry on. That’s not to say that Brittana’srelationship or Brittany’s efforts to make Santana happy cause Brittany to failher classes. It’s just to say that Brittany’s senior year is one in which shehas a lot on her mind beyond the regular cares of just being a teenager.

Thesituation as it is, it’s perhaps unsurprising that she should struggle.

However, thequestion still remains: Why doesn’t she ask for help?

No one, includingher parents, teachers, or girlfriend, seems to notice she’s academicallydrowning until it’s too late. But just because they don’t notice on their owndoesn’t mean that Brittany can’t alert them to the situation, right? So whydoesn’t she turn to Mr. Schue and say, “I need some extra help on my historyhomework,” or confide in her parents that she’s just bombed another Englishexam, or ask Santana if they can perhaps study for chemistry class together?Wouldn’t it be in her best interest to do so? Shouldn’t she want to graduate sothat she can get on with her life (and follow Santana)? Why not just reach outto someone?

Easier saidthan done.

Brittany hasspent her whole life being disparaged for “not being smart enough.” Is shereally going to admit she’s struggling to many of the same people who are activelycontributing to her struggles?

Sure,ostensibly, Mr. Schue is her teacher, and he’s supposedly an advocate for her.But can she really turn to someone who has routinely made her feel like anidiot and confess to him that she’s not understanding her classes—andespecially when she’s fully aware that, even if she were to ask him for help,he is probably not the best person to offer it, considering that he’s not actuallya qualified teacher?

The samegoes for Sue, who habitually preys upon Brittany’s vulnerabilities and has beenknown to blackmail students whenever she has any sort of leverage over them.Brittany would have to be an even bigger fool than the one people take her forin order to ask a favor of a megalomaniac of Sue’s caliber.

If Brittanywere to turn to her, the best case scenario would be that she would once againresort to doctoring Brittany’s report card—which is not necessarily an outcomethat Brittany wants. The worst case scenario would be that she would find someway to make Brittany’s life hell for having even approached her.

Brittany has to wonder: Is there any good that could come of prompting Sue totake action if she hasn’t already done so (unprompted) yet?

Not evenEmma is a safe bet, considering that she seems completely oblivious toBrittany’s plight, even though it is literally her job to be on top of it.

She doesn’t pushWill to include Brittany in his Saturday Night Fever competition alongsideFinn, Mercedes, and Santana (see episode 3x16). She isn’t present to participatein the “come to Jesus” meeting Figgins calls Brittany in for before the prom (seeepisode 3x19). Nowhere along the line does she show any concern for Brittany’sGPA, even though she has access to Brittany’s records and presumably has aprofessional imperative to counsel with her concerning her future.

If she can’tbe assed to take an interest in Brittany’s academic struggles even though she’sbeing paid to do so, then Brittany’s not going to beg her to get involved.

Her inactionhas already sent the message loud and clear: Brittany is on her own.

As for whyBrittany doesn’t turn to her parents or Santana for help, things arecomplicated on that side, too.

Since wedon’t know much about Brittany’s relationship with her parents aside from thelittle we see of it in S6, it’s difficult to say why she doesn’t approach themfor help. Maybe she fears disappointing them. Maybe she feels that they won’tunderstand why she’s failing. (They might assume she’s being lazy or goofingoff rather than facing legitimate roadblocks to her learning.) Possibly,they’re dealing with some kind of crisis of their own at the same time thatBrittany realizes that she’s failing, so she doesn’t want to “bother them” withwhat she’s going through. Perhaps she does approach them but they either can’t or won’t helpher.

There’s alsothe possibility that Brittany is reluctant to involve her parents in her issuesbecause she fears the consequences if they find out that Sue has been doctoringher grades for years. How can she explain to them why she’s gone from having apassing (and perhaps even impressive) GPA in years past to having a failing(and even abominable) GPA this year? She’d have to admit that Sue’s been fudgingher report cards to preserve her academic eligibility—and doing so might resultin her parents asking her questions that she doesn’t want to answer.

Either shewould have to say that she had gone along with Sue’s meddling (even though sheknew what Sue was doing was wrong) OR she would have to admit that Sue hasbasically been abusing and blackmailing her and the other Cheerios, making herscared to come forward about the academic dishonesty. The first option oversimplifiesthe situation. The second option is the truth but one that’s probably difficultfor her to cop to.

In any case,for whatever reason, Brittany either doesn’t bring her problems to her parents’attention or she does but they can’t (or won’t) help her.

WithSantana, things are different.

Brittanyknows that if she approaches Santana with her problem, Santana will not onlycare but also understand all of the extenuating circumstances. Santana knowsabout the Sue stuff. She also sees how teachers and other staff members tend toreact to Brittany. She’s fully aware of the injustice. She’s also fully awarethat Brittany’s genius is misunderstood—that Brittany is smart, though her smarts don’t necessarily translate to hertopping the Honor Roll every semester. Santana has the full view of thesituation, and there’s no question that she’d be sympathetic to Brittany’sissues and do everything in her power to get Brittany help, if Brittany justsaid the word.

The troubleis that Brittany doesn’t want to say the word—not when Santana has been dealingwith her own troubles, which, on the whole, from Brittany’s perspective, seem so much bigger and moreagonizing than Brittany’s own.

Brittanycan’t bring herself to interject, “Um, excuse me, Santana, but can we take a break fromdealing with you being outed the entire state of Ohio, suspended from school,disowned by your grandmother, and homophobically bullied so that we can talkabout my algebra test?;” not when she knows that if she points out that she isfailing, Santana will pump the brakes on her own plans and ambitions in orderto stand by her side.

She doesn’twant to hold Santana back when Santana is on her way out of their stifling, gay-bashingtown, onto bigger and better things. She doesn’t want to drag Santana herpersonal turmoil, not when Santana is just finally getting clear from theturmoil in her own.

—andespecially not when Brittany views her own failure as inevitable.

Yeah, shecould tell Santana, and, yeah, Santana would try to move heaven and earth tohelp her. But in the end, there’d be nothing Santana could do. Brittany wouldstill fail, not due to any lagging efforts on Santana’s part, but becauseBrittany has never been able to succeed in school no matter how hard she tried,because the whole system is rigged against her and always has been. No matterhow much effort Brittany expends to show people she’s got a fine brain in herhead—by winning a quiz bowl championship, writing for the school newspaper,becoming class president, dishing out wise advice, etc.—no one except for Santanahas ever been willing to give her a chance. They always see her as an imbecileor a child. Even Santana can’t change the status quo. So why drag her into it?

InBrittany’s view, it’s better for her to help Santana pursue her dreams outsideof Lima than to do anything that might cause her to turn back or slow down.

ThoughBrittany often projects confidence, the truth is that just like the other twomembers of the Unholy Trinity, she has some serious and deep-seated self-esteemissues. After so many years of people calling her an idiot and treating herlike a child, part of her wonders if they aren’t perhaps right (see her speech in episode 4x22).

While shedoesn’t want to believe what the haters are saying, she also can’t help butfeel that maybe she is destined for Lima Loserdom. If so, then the last thingshe wants to do is drag Santana down with her—hence why she doesn’t mention herfailure to graduate until she’s sure that Santana leaving town and going toLouisville is already a done deal.

Is refusingto seek help from anyone a wise choice on Brittany’s part? No.

But havingdifficulty asking for help is a character flaw she comes by naturally. That agirl who’s been told “no” her whole life would be scared to ask anyone to takea chance on her and say “yes” makes sense. The behavior pattern is a consistentone that she displays throughout the show, such as, for example, in S4, whenshe stages not one but two separate public meltdowns in situations where sheneeds help but doesn’t know how to ask for it (see episodes 4x02 and 4x22).

Note: Thefact that Brittany actually brings herself to ask Santana if they can seekadult help regarding their relationship troubles in episode 2x15 shows just howmuch the issue means to her. Normally, Brittany would never suggest seekingoutside counsel, but in that case she wants so badly to set things to rightsbetween her and Santana that she petitions Santana to approach Holly Holliday.Her love for Santana outweighs her fear of making herself vulnerable.

Brittanydoes want to graduate high school. She does want to be with Santana andcontinue their relationship. She wants to escape Lima. She wants to prove thenaysayers wrong. She wants to start a new life somewhere where she’s notnegatively stereotyped and looked down on by everyone. She wants to livehappily ever after with the woman she loves. She wants all of these thingsdesperately, more than anyone really knows.

But she alsodoesn’t know how to get what she wants.

She feelsboxed in and like her situation is hopeless.

So she justtailspins until she crashes.

—and thetruly tragic thing is that nobody notices what’s happening with her until it’stoo late, either because they remain oblivious (like Santana) or because theyare apathetic (like Brittany’s teachers, coaches, and guidance counselors).

Per usual,Glee tried to play the situation for laughs, but there’s really nothing allthat funny about Brittany’s academic failures at all.

Like manystudent athletes, Brittany is a kid whose physical abilities have been valuedover her learning. As long as she’s helping the Cheerios to winchampionships—and make no mistake, like Quinn and Santana, Brittany is one ofSue’s superstars, whose dance and choreography talents are one of the main advantagesthat make the squad elite—then nobody cares if she struggles in her classes.It’s all about what she can do for the school and not what the school can dofor her.

Of course,in Brittany’s case, there’s even an added element of administrative apathy atplay beyond the usual “Just pass the girl so she’s competition eligible” bit.

Because ofthe way she thinks and acts, her teachers assume that she incapable of and/ordisinterested in learning. They allow their annoyance and exasperation with herto supersede whatever obligation they might feel to provide her with a realeducation.

The sad reality is that no one’s going to go out of theirway to teach a girl that they consider a) a nuisance to have in class; b)incapable of learning; and c) someone for whom grades don’t really matteranyhow, given that she’s one of the moving parts in Sue Sylvester’schampionship cheerleading machine.

So that’show Brittany makes it through grades nine, ten, and eleven: By being passedfrom hand to hand, with the faculty and administration turning a blind eye towhat’s happening because, ultimately, no one really cares about her educationanyway.

But thenBrittany enters grade twelve, and for whatever reason this system suddenlyfalls apart. Though she has previously made passing grades—some of themostensibly without Sue’s “help”—the coursework in her senior year gets thebetter of her.

Maybe thetwelfth grade material proves substantially more difficult than the eleventhgrade material. Maybe years of inadequate learning finally catch up to her. (Ifone never masters the basics of a given subject, then one can’t very wellnavigate more advanced material, after all.) Maybe the stress in her family andsocial life so distracts her from her schoolwork that she is no longer able to juggle it all, and she ends up dropping the academic ball. Maybe herteachers finally have enough of her antics and decide to grade her punitively. Maybea confluence of issues affects her.

Whatever thecase, she fails.

That no onein the WMHS administration takes an interest in her case is a tragedy. Thatshe doesn’t feel safe enough to ask any of her teachers or coaches for help isutterly heartbreaking. Particularly when we compare her story to Puck’s, thenumerous ways in which the system has failed her become painfully apparent.

No childshould flunk out of school because her teachers find her annoying.

—andespecially not when she is willing to learn, if only given the chance.

Throughouther time at WMHS, we frequently see Brittany taking notes in her classes andvolunteering answers during lectures, incorrect though some of those answerscertainly are. She isn’t a girl who sleeps through her schooldays or cutsclasses or goofs off. She’s trying her best. And as the way she really comesinto her own after she leaves WMHS proves, she isvery much capable of learning, albeit at her own pace and in her own way.

Imagine howvery different Brittany’s story could have been if even one teacher had realizedher potential—or had even just given her a chance of any kind.

Not onlywould it perhaps have been possible for her to graduate with the rest of herclass, but her genius could have been recognized sooner. The entire course of her life could have been changed for the better.

As thingsare, Brittany eventually succeeds inspite of her experiences in the education system, not because of them.

Hers remainsa sobering story.

Anyway.

Then, toanswer your second question:

No, I don’tthink Brittany drops the “—if it were, Santana and I would be dating” line onpurpose. I honestly think it’s a slip on her part.

Here’s thething:

ThoughBrittana don’t get a lot of foreground development during S1, they do have asubtle subtextual, “in the background” storyline that centers on the tension between howSantana thinks they need to be versus how they really are.

Whilethey’re both truly happiest when they’re monogamous with each other, Santanacontinually insists that they maintain publicly visible sexual relationshipswith popular boys at the same time that they’re sleeping with each other—youknow, to project at least the illusion of “straightness.”

However,despite her interest in appearing “heterosexual,” Santana is never able to keepup her sexual relationships with boys for long. Puck inevitably cheats on her.Finn inevitably turns back to Rachel. She invariably ends up back in amonogamous sexual relationship with Brittany, who is more than happy with thearrangement, given that she and Santana are actually in love. The cycle repeatsitself ad nauseum, until eventually, between episodes 1x10 and 1x13, Santanaand Brittany fall into a prolonged period of exclusivity with eachother.

During thistime, they’re sleeping together, plus doing all of their regular “best friend”things—you know, like sharing meals and going out to movies and sittingtogether in the back of the class and writing each other cute notes andcuddling and linking pinkies and generally being, you know, GIRLFRIENDS—whichis why Brittany feels confused about the status of their relationship.

Santana hastold over and over again that just because you’re having sex with someonedoesn’t mean you’re also dating them.

But she andSantana aren’t just having sex. They’re also doing all sorts of relationship-ystuff. Plus, you know, they’re in love with each other.

So doesn’tthat mean that they’re dating?

That’s thequestion that’s in Brittany’s mind going into the infamous party line scene inepisode 1x13.

To quoteextensively from thispost:

During S1,Santana feels secure in her arrangements with Brittany as long as she maintainsa sexual relationship with Puck and he brags about it around school. As long aseveryone knows that Santana has sex with a hot boy and “likes it,” then Santanafeels safe to also have sex with Brittany, per her own druthers. Even afterSantana and Puck officially break up circa episode 1x03, things are cool becausethey still keep having sex and Puck keeps broadcasting the fact that they do totheir peers.

But then circa episode 1x10, somethingshifts.

Though Puck and Santana continue to haveintermittent sex, Puck ceases to boast of their encounters starting around episode1x10, when he begins to woo Quinn in earnest, trying to prove his worthiness asa father and partner to her.

When Puck ceases to brag, Santana getsnervous and feels as if he has rejected her. Is she doing something wrong?Doesn’t he like it anymore? Does he know her secret?

In episode 1x11, Santana sexts Puck in adesperate attempt to rekindle his interest in her, but her efforts don’t panout. Pucktana likely stop sleeping together between episodes 1x11 and 1x13,and, when they do, it likely causes Santana to fear immensely for herreputation.

Ironically, though the thing Santana mostfears in losing Puck as her beard is that people will find out the truth abouther relationship with Brittany, Santana can’t help but run to Brittany when shefeels Puck’s attentions waning. She panics her way right into Brittany’s bed,seeking the approval, affection, acceptance, and validation there that shedoesn’t get from Puck. In so doing, she probably reveals some emotionalvulnerability or even neediness to Brittany.

Considering that Brittany is in love withher, it’s hard for Brittany not to read significance into her actions and thinkthat they signal something big.

Hint: They do.

Brittany starts thinking more and moreabout what’s going on between her and Santana. Since Santana isn’t dating Puckanymore, maybe Santana could date Brittany instead.

It’s because Brittany has the idea ofdating Santana in her mind—and heart—that she blurts it out to the group in1x13.

“Sex isn’t dating.”

“—if it were, Santana and I would bedating.”

It’s Brittany voicing what’s in her heartbefore she can really stop herself.

That she has no premeditated intention ofouting herself and Santana is clear from the look on her face the second thewords leave her mouth and she realizes what she’s just said. She spoke what wasmeant to be a private thought aloud, and she’s scared to death about what theconsequences might be now that she has. She immediately glances to Santana,gauging her reaction, wondering how badly she’s just fucked up theirrelationship. Though the conversation quickly moves on from that point, herheartbeat most likely doesn’t resume a normal pace for minutes afterward.

Anyway, I’ve jabbered for a good, ol’long while now.

Thanks for the questions!

#Crazy Brittanalyst Answers #savealtonrichards #Brittanalyzing #It's been a while kids #I just want queue

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