But in his new book, which is part memoir and apprenticeship guidebook, the first-time author lays bare his Baltimore City roots and rise from troubled youth, apprentice, businessman, to public servant.
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But in his new book, which is part memoir and apprenticeship guidebook, the first-time author lays bare his Baltimore City roots and rise from troubled youth, apprentice, businessman, to public servant.
Growing up, McCray knew rough neighborhoods gripped by “crushing challenges.” They languished, he says, in zip codes “built to fail” Black children and families. Though he had a high aptitude for math, McCray was considered a behavior problem and he spent a chunk of his youth expelled from public schools. The streets called and he was a hustler. Over weeks and months, McCray cycled through the Maryland juvenile justice system. His first arrest was at age 13, and twice before his 18th birthday, he faced adult charges.
Maryland State Senator Cory V. McCray
But McCray survived, received a high school diploma, and thrived. What made the difference? As the title of his book proclaims, it was apprenticeships, the “earn while you learn” education and workforce development programs that industry leaders say are undervalued and little-known in the U.S. Without the single mother and champion, who McCray says never gave up on him, the 18-year-old would not have had “a second chance” or pursued an opportunity that was transformative — an apprenticeship that trained him to be an electrician. Today, the master tradesman and International Brotherhood of Electrical Workers (IBEW) union member, is also a Maryland state senator, representing the 45th Legislative District that includes Baltimore’s eastside, where he grew up.
Sen. McCray spoke with The EDU Ledger about the power of apprenticeships to change lives and create new and alternative pathways to higher education and a career. This is an abbreviated interview.
EL: A higher education or apprenticeship pathway. Is one better? Must students and families have to choose?
CM: I believe in both. It’s never been either/or for me. I’m an advocate for apprenticeships because I’ve lived the impact they can have, especially for those who don’t see themselves reflected in the traditional college pipeline. That said, I’ve also supported young people in my community who chose college, trade school, or even the military.
What I emphasize is choice — informed choice. But the playing field isn’t level when guidance counselors, parents, and students only hear about one path forward. My goal is to make sure that apprenticeships are understood and respected as a powerful option — one that leads to high wages, benefits, and upward mobility without debt. Our young people deserve the full picture so they can make the best decision for their future. One of the most transformative parts of the apprenticeship journey is how accessible it is, especially for those who may not have the means to take on debt.
EL: What does racial diversity and representation look like in apprenticeship programs?
CM: The small number of Black people represented in apprenticeship programs is something I noticed early on. I don’t think it’s because the opportunity isn’t meant for us; it’s that we’re not being invited into the conversation. It’s an access issue. It’s an exposure issue.
A number of the students in apprenticeship programs, like the one I was in, had someone — a parent, uncle, neighbor — who introduced them to the trades. We need that same level of relationship capital and exposure in Black communities. That’s part of why I wrote The Apprenticeship That Saved My Life — to fill that gap and spark those conversations.
EL: Are the students you meet knowledgeable about apprenticeships and interested in the pathways they can offer?
CM: Students don’t object to the model, but there are gaps in the information they have about apprenticeships. When I visit schools and ask, “How many of you have heard of apprenticeship?” — maybe a third of the hands go up. And that’s a problem.
Their skepticism isn’t about the trades — it’s about not knowing that these opportunities exist or thinking they aren’t for them. But once students see that they can learn a skill, earn a paycheck, and build a future without taking on debt, the energy shifts. That’s why we must be intentional about meeting students where they are and bringing these programs directly to them.
B. Denise Hawkins’ reporting for this story was supported by The Institute for Citizens & Scholars’ Higher Education Media Fellowship.
