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Suzette is a Latine student who works really hard in school. She attends a secondary school in an economically dispossessed community. Susan’s textbooks are outdated and are used donations from a white and affluent school across town. Unlike the wealthier school across town, Susan’s school does not offer AP or honors courses (no money for that) and there are very few extracurricular activities for the students to partake in. In other words, Suzette’s school is underfunded.

Suzette’s teachers are mostly middle class white women who have been teaching for a couple of years and lack adequate experience, interest, and knowledge to relate to their students and convey the course material. Many of Suzette’s teachers are indifferent and perceive Suzette and her peers as disengaged. The teachers chalk student disengagement up to disinterest, apathetic parents, and students who simply do not care. The teachers do not question what is pushing students out of the classroom or the reasons why they are disengaged. If anything, the teachers attribute student grades and performance to unmotivated students, parental attitudes and beliefs that school is not important, and lack of parental education.

Furthermore, Susan’s first language is Spanish and the school does not offer any dual language immersion programming or value her language in any meaningful way-- instead, the teachers and administration perceive Susan’s Spanish language as a hindrance and all of the classes are taught in English.

Despite working diligently to improve her academic performance and having strong, valuable, and meaningful connections to her family, community, and culture, Susan continues to struggle and feels demoralized because of her interactions with her teachers and their perceptions of her. At this point, she is contemplating leaving school. She knows what her teachers think about her and her family, and she knows that they do not see or understand her or her family for who she is.

Analyze the above scenario using one of the theories you read about. In other words, explain WHY the above situation is happening the way it's happening. For example, if you choose DuBois you'd be using  double consciousness as a theoretical framework to analyze Susan's educational experiences. In other words, apply the theory to better understand and explore what is happening in the above vignette.

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Karl Marx's theory of the proletariat is largely supported. Marx's Proletariat shows that working-class (poor) people have little access to resources. As in Suzette's case, her textbooks are old, or her school gets donations from wealthy schools. The bourgeoisie controls the capital (in this case the resources that Suzette needs). For example, in the Manifesto of the Communist Party Marx argues that it is the bourgeoisie that gives production and consumption to the world marketplace (Marx and Engels, 1848, p.16). The evidence somewhat supports Suzette's learning experience, but it does support that the bourgeoisie control "production" like textbooks that Suzette's school needs. On the other hand, the vignette shows that most of Suzette's teachers are white and middle-class. Just like the bourgeoisie, where the class controls the middle and upper and its wealth. Marx's theory of social class plays a big role in Suzette's education since the bourgeoisie holds the resources, which are distributed to middle and upper-class neighborhoods and schools. While Suzette's school is in a working-class (poor) neighborhood, so they cannot often afford textbooks or AP courses. Also shows how the bourgeoisie exploits the proletariat and working-class (poor) and Suzette’s education outcome.

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DuBois's theory of double consciousness is an excellent theory of understanding why Suzette is feeling demoralized and contemplating leaving school because as a POC and a Latinx student whose main language is Spanish, Suzette is constantly concerned with how other people view, judge, and understand her, especially in a society full of discrimination. As a Latinx student who struggles to speak English, in an underfunded school, constantly around white middle-class teachers who lack both experience and interest, have peers who are detached from society, and lacks any support from her school. It's quite obvious why Suzette is feeling this way. After all, she is constantly around others and a school that does not care for her or wishes to see her succeed, influencing how Suzette is beginning to see herself and starting to believe that there is no point in continuing this strong academic path or caring for herself because no one else does or supports her. Similar to Erving Goffman's theory on social interactions; an individual's beliefs, attitudes, and behavior are influenced and altered based on their personal experiences and interactions. With Suzette's interactions with her teachers and peers and her time in an underfunded institution, she understands the social roles of those around her and herself and the situation(s) she is faced with as a non-English speaking Latinx student.

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Suzette, a Latina girl at a resource-poor school, struggles with balancing her identity and cultural assimilation. Suzette might experience pressure from the curriculum and texts to conform to the prevailing Anglo culture. However, her desire to appreciate her Latina identity and culture equally creates a conflict within her, a split awareness. Racialization and racism.

Racial discrimination and racism. One could argue that Suzette lack of resources and money in comparison to the affluent. To hate school across town represents an institutional or persistent prejudice that identifies Suzette and the academic institution primarily based on race/ethnicity rather than need.

This reinforces the idea that one is constantly viewed via a racialized pistol. Changing numbers. To negotiate the differences between her town and school and the dominant culture portrayed in textbooks and society, Suzette might discover herself adopting the contextual code-switching behaviors and viewpoints that Dubois discusses developing. She becomes twice as aware as before. Hybridity of cultures. Suzette most likely possesses a hybrid cultural identity that draws from Latina and American cultures due to her bicultural upbringing and experiences. "In this meaning, he wishes neither of the old selves to be lost." (p4). In reality, Suzette wants to maintain her roots in who she is.

However, the uneven resources provided by her institution cause an internal struggle or doubling of self as they push and tug these two aspects of her identity. A feeling of "differentiation."Suzette is probably painfully aware of how she and her community are perceived as other in comparison to the wealthy, white institution because she attends an underfunded, lower-resourced school. Due to her differing points of view, this makes her feel alienated even in her community. Suzette's complex, therefore, serves as a practical example of Dubois' theories of double consciousness.

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I chose W.E.B. Du Bois' concept of double consciousness to provide my perspective on Suzette's educational experiences.

First I'd like to say that Suzette's story sounds familiar to me. At my school, there are many Suzette's, black and brown students who are mostly taught by white women, some with little or no care/concern if the student is understanding.

In Suzette's case, she is Latina and attends an underfunded school in an impoverished community. She faced many challenges such as a lack of resources, outdated textbooks, no advanced courses, or extracurricular activities. The circumstances Suzette faced made her feel excluded and treated less importantly. These experiences for Suzette made her feel like she didn't belong.

Something that struck me was Suzette's teachers - who are mostly white middle-aged women lacking the necessary experience and knowledge to even connect with the students, noticed Suzette's disengagement, but instead of finding out why Suzette and her peers were disengaged, they assumed the students just lacked interest, had apathetic parents, and a lack of care. Suzette's first language is Spanish yet the school didn't even consider that by offering her some kind of dual language immersion program. This made me see that Suzette's language was not valued at all. This disregard for her language and the use of English in classes contribute to her sense of double consciousness.

DuBois' theory of double consciousness helps me understand what is happening in Suzette's school. She doesn't have enough resources, and her teachers don't understand her or value her language. This makes her feel like she doesn't belong and that her experiences are not important. It also shows me that there are unfair systems in place that are affecting the educational system right here in NYC.

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Professor Lyons

Soc 335/Spring

Padlet 1

In Suzette's sad unfortunate story, there are many students going through similar situations today. Suzette is a Latina but just like black folks we are still considered minorities in society. She attends a secondary school in an economically dispossessed community. Today many of our kids, nephews, nieces, and neighbors' children attend these public schools. With what Suzette mentions about her outdated textbooks and used donations from a white and affluent school across town, many schools are using materials just like this. The same way she compares the wealthier schools across town that do offer AP and honor classes due to them having the resources. Unlike her school not offering such courses because of financial problems and the school being underfunded. We see the unequal educational system and we can compare what Dubois said in regards to “offering double-consciousness as a theoretical framework for understanding the self in relation to the experiences of Black folks. Double-consciousness is about how Black folks identify in relation to white folks’ perceptions and interpretations AND in distinct contrast to those perceptions and interpretations! Double consciousness is a dual awareness of how the white imagination constructs Blackness and how Black folks imagine, define, and construct Blackness outside of the white imagination”. We can say that Suzette was imagining a better educational journey or experience comparing those in a higher society and better opportunities. “Then it dawned upon me with a certain suddenness that I was different from the others; or like, mayhap, in heart and life and longing, but shut out from their world by a vast veil”. Dubois caught my attention with this specific sentence because that is exactly how many scholars feel today. Very much alienated from the world and everything that doesn’t look or fit to their everyday accustomed daily lives. Suzette according to the reading was feeling very much different, for numerous reasons. Such as language barrier, her ethnicity, economic dispossession! Which in the view of society already stigmatizes us in a disadvantage before even spoken to as minorities. Sometimes in life our difficult circumstances and situations lead us to put on a mask to fit in and look apart or even feel normal at times. Although we can try to keep up with putting on that mask everyday to please society, we're humans and become tired. A great observation Dubois makes regarding the veil/mask is “I had thereafter no desire to tear down that veil, to creep through; I held all beyond it in common contempt, and lived above it in a region of blue sky and great wandering shadows.” This is what Suzette was trying to do in the reading. Another point Dubois makes here that we can compare is this sentence “The veil, according to DuBois, is a partition that divides the Black and white worlds”. In addition, it divides all minorities or other ethnicities from the white world. The knowledge his people needed was a twice-told tale to his white neighbors, Double aims is about the internal struggle experienced by Black folks to meet the needs, wants, and desires of Black people while also trying or having to to appease white folks’ distorted and misguided expectations. Sadly Suzette in her personal life was experiencing this struggle in school and her life. The white folks in this reading are her judgmental professors who cannot relate or empathize with her. They put students according to their looks, engagement under a low assumption, such as disinterested, apathetic parents, and students who to their knowledge simply did not care. Who were unmotivated, when in fact that was not the issue on the contrary they were having other difficulties like comprehending due to the language barrier. For example in Suzette’s case her first language was Spanish and the school staff showed no interest or care about that. Even after knowing all the courses were given in English, the school still had no language immersion programs to help! Suzett’s demoralization and feelings due to her interactions with her teachers and their personal perspectives she still worked diligently. Even after trying hard but still struggling leads to what happens in society today. Suzette said it perfectly, she reached the point where she was contemplating leaving school, feeling so misunderstood and unseen! In many different cases this still goes on today students dropout of school, professors continue getting paid. Funded schools with rich parents funding them continue to see their students excel in life. One question though: who's taking the time out to help those struggling? Due to poverty, ethnicity, language barriers, or lack of resources. There are so many Suzette’s today who are seeking better but need help.

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DuBois article of Double Consciousness speaks on exactly what many students are still experiencing in today's society especially when it comes to education. Working in the school system I unfortunately see many little Suzettes, we have many children come in with english not being their first language and teachers not being bilingual or trained to help. Working in a low budget school we do not have the books or resources to help the students who are looking for that support, they are being seen as defiant, unmotivated, lack of home etiquette, no parent support but what is really happening is they are not being heard or even seen. How can Suzette be motivated to learn or show interest when the resources to help her are lacking which is pushing her to just give up because she feels the educators have already given up on her without even trying.

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For me I see Marx’s theory "the bourgeoisie are the people who control the means of production in a capitalist society, the proletariat are the members of the working class" in this reading. Unfortunately, many people in the world go through what Suzette went through. She is a minority, who is intelligent and her potential is overshadowed by many barriers in her life. Being that Spanish is her first language this could be a huge barrier to success, seeing as the administration think of it as a burden, rather than working on ways to incorporate this in daily school life. She is going through a lot just to be able to receive adequate education, like many people in poor black and brown communities today. Being forced to except outdated books and teachers who have no hope for her future. She would rather leave school than be subject to the continuous opinions and unhealthy interactions with her teachers. She tries hard to work towards her goals in a place where no one seems to be working hard to understand her or her background. Her resilience to compete in a world where she is perceived as inferior to everyone else is being overpowered by her teachers’ negative opinions of her and her family, despite her continued hard work to maintain connections to her family, community, and culture. The society we live-in lower-class people are subject to many disparities in education. These disparities often lead down a road of many barriers to living a life without hardship where black and brown people have to work ten times as hard as our counterparts to achieve success.

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After reading about the Dubois theory I understand why His writing on Double Consciousness speaks about what people were dealing with then and are still dealing with it now. As a hispanic student I lived what Suzette and many of my classmates have gone through. We may have all had teachers that didn't have that much experience but because of how they looked they had the job given to them. Throughout my elementary school years I attended a school where I was the one out of maybe 10 hispanic/black kids in the school. I attended a school where every student was white,it was a public school but it was so racist looking back at it. As i reached high school that was where it got more diverse but you could see the school was in need of funding and better teachers. The teachers we had looked like they just graduated high school as well and acted just as immature as the students. Any little bit of older teachers were just angry at how the new teachers were acting with the students and not keeping us in line.

Now that my sons attend my old elementary school, I see all those teachers that I had begin to retire and I worry that their school will soon lose control of their students.

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The scenario of Suzette’s experience in school is a manifestation of the deeply ingrained racial constructs that exist within our society. These constructs lead to the stigmatization of individuals belonging to marginalized communities, particularly people of color. In the context of Suzette's experiences at school, Dubois' theoretical framework of double consciousness and the veil can serve as a useful sociological lens for understanding the structural inequalities perpetuating within education, particularly regarding race. By analyzing Suzette's situation through this theoretical framework it gives insight into the nature of social structures and their impact on individual experiences.

As proposed by Dubois, the concept of double consciousness is a way to understand how race and identity are perceived in American society. This theory suggests that people of color often feel a sense of "twoness," or the need to balance their personal sense of self with how the larger society views them. For Suzette, this dynamic plays out in her interactions with her teachers, who sometimes view her and her peers as lacking motivation or having disinterested parents despite her efforts to excel academically.  She is determined to succeed, but her middle-class white teachers often place blame on Suzette and her classmates rather than acknowledging the systemic issues that impact their performance, such as underfunding. Teachers must take responsibility for their biases and the reasons behind their perceptions of students like Suzette and her peers.

Suzette's school has been described as underfunded, and as a result, they have received donated books from a neighboring school. However, this neighboring school is not only affluent but also predominantly white. When comparing the lack of funding for Suzette's school to the resources available to her white counterparts, we can see evidence of Dubois's theory of the veil. This veil is a partition that separates the Black and white worlds. We can see it in the discrepancy of updated textbooks between the schools.  This further supports the stance taken by Dubois regarding the veil, which he believed was formulated and perpetuated by white people to uphold injustice and retain resources for their benefit at the expense of the black population.

Additionally, the practice of withholding resources in Suzette's school, as described by Dubois' veil, is mirrored in the lack of experienced teachers. Based on my experiences, many predominantly white affluent schools do not hire teachers with just a few years of experience. Instead, they prefer teachers with many years of experience, as this ensures their students a higher quality of education. A veteran teacher brings with them a wealth of knowledge and expertise, which has the potential to translate into a better quality of education for their students. Unfortunately, Suzette and her peers did not have access to such teachers. This argument highlights the imbalance of power and resources between the two groups and the need for reform and equitable distribution of resources for all students.

The school administration and teachers' inability to understand Suzette as an individual reflects the concept of double consciousness. Suzette recognizes the value of her family connections, culture, and fluency in another language. Yet, those in charge of her education see her as unmotivated and lacking a supportive network outside of school. This discrepancy in perception is indicative of a more significant issue of racial and socioeconomic discrimination that many students of color face in schools, and this further widens the gap in the inequality that is seen in American education.

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I choose DuBois theory of double consciousness to understand this scenario. As a Latin student I partially understand Suzettes struggle with the language barrier. Coming to a country where another language is spoken and you feel like you will not learn and are not being helped can be very hard on you and not motivational. In this story there are many reasons as why Suzette feels like she couldn't keep going. For starters the lack of resources, no help to second language English learners and instead of her teacher helping out they just think she doesn't want to learn. In a school where white woman are teaching they are not being sensitive with her situation and even also blame the parents. This drives Suzette into thinking she's not being understood and that her best option is to leave school. It's sad how teachers are supposed to not only teach but motivate you to give your all but instead sometimes they pray for your downfall.

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I will choose WEB Du Bois theory of double consciousness. I used to work in school about 2 years ago where i will say 90% of the staff were white and 90% of the students were black or hispanic and just like Suzette's teachers "that were mostly white women and lack adequate experience, interest and knowledge to relate to their students and convey the course material" I saw this in this school, alot of the behaviors were exaggerated or seeing "weird". the lessons were taught one way but not convey or modified according to that child's need. Parents in the same way as Suzette's were judge or seeing as unfit parents or parents who just neglected their child and didn't care about the child or the child's education. Suzette is Latina and just like my students she is in a school that is underfunded and does not offered opportunities for the students or the help the student needs her language is also hindering her and the school does not have teachers that can help with her language. she begins to feel discourage and sees no help or hope that things will get better doesn't matter how hard she tries things just don't get better and also how she herself and her family are seeing so she is contemplating the chances of leaving. This is where WEB Du Bois concept of double consciousness comes in where Suzette knows who she is and where she comes from and what she is capable of doing but because of the circumstances that she is facing or the hardship in school she conforms or adjust to their ways.

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Suzette's experience is all too familiar for many students in the education system. It is a system where teachers play the victim role, with students being perceived as the problem. The opening question of the "Souls of Black Folk" article, "How does it feel to be a problem?" seems to be tailor-made for this situation. Unfortunately, Suzette knows firsthand what it is like to be labeled as the problem, while her teachers refuse to take responsibility for their part in this cycle. Sadly, some educators enter the profession seeking benefits without being willing to make the necessary effort to help all their students succeed.

In his article, W.E.B Du Bois argues that those who are oppressed are not allowed to understand their true selves fully but must view themselves through the lens of the dominant culture. He introduces the concept of double consciousness to describe the experience of seeing oneself both as an individual and as others see them. Du Bois explains that African Americans face the challenge of preserving their connection to their culture while navigating the white majority's expectations.

Suzette, who originates from a Latinx background and solely speaks Spanish, has been subjected to stereotypes by her educators. Unfortunately, her teachers have preconceived notions that students of Latinx descent lack interest and are disengaged. It is disheartening that in this situation, the teachers attribute student disengagement to the students and their parents not valuing education.

Looking at Du Bois' theory of double consciousness, Suzette is well aware of her teachers' stereotypes about her. She is aware of the interactions that she has had with her teachers daily. So much so that Suzette is considering dropping out of school; also, she knows what her teachers think about her and her family. On the other hand, she is also aware of herself in this situation. The scenario mentions Suzette as a hard-working and committed student who continues to try her best despite the barriers she faces. These barriers include language, outdated textbooks, and inexperienced teachers. She is well aware of the socioeconomic discrimination that she is facing, and she continues to persevere through it.

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Suzette's situation is not far-fetched. Unfortunately, even in today's society, Children are still struggling in this aspect. Yearly, children from all over, migrate to the United States with a dominant second language or live in the United States and have parents and family members who speak a second language. Not all schools can accommodate children who need ESL, or Language Arts classes.

In Dubois's double consciousness, he explains the struggle of the working class. In his writing, "Of our spiritual strivings" he states, "To be a poor man is hard, but to be a poor race in a land of dollars is the very bottom of hardships."

Suzette's first language is Spanish and not only does her school not accommodate her with the resources that she needs to succeed in school, but her teachers are stereotypical. The teachers see Suzette as apathetic and disengaged based on her ethnicity. When a child struggles with language, it is a challenge to instruct or guide them. Dual language is a must in schools. This is what prepares children for the real world. I currently work with a child whose parents are affected by this, as they are Spanish-speaking. The child is bilingual and has an IEP. It is difficult to assist with all that he needs, especially since where he is lacking, an interpreter is needed to relate to his parents.

Finally, DuBois wanted to be seen as being Negro and American, without being 'cursed and spit upon by his fellows.'

The Barrier that Suzette struggles with is getting the education she deserves without being categorized because of her background. Her teachers do a disservice by making her feel uncomfortable and unworthy. She should be allowed to thrive.

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W.E.B. DuBois's "double consciousness" theory is a perfect example of Suzette's educational experiences. The theory basically touches base on the feel of having two distinct sides in your identity. When I apply this theory to Suzette, I compare it to her feeling oppressed; like she doesn't belong due to her being Latina and from a lower-class community. I can only imagine how this impacts Suzette's education and ability to learn, so it's unfortunate to see that her teachers don't realize that. Her school lacks resources and couldn't afford extracurricular activities, her teachers are predominantly White and inexperienced, and I notice that this happens a lot, even in my personal experience being in school; teachers seem to not understand the student, they rather blame them for being unmotivated instead of finding the root of that feeling. This causes Suzette to feel bad about herself and she starts to internalize those perceptions. Overall, Suzette's school experience is tough and the systemic barriers she and her classmates are facing is what stops them from doing well academically. Applying Dubois's double consciousness theory helps us further understand the factors contributing to Suzette's struggles and gives us an insight on how we can help students like her, who are facing the same issues, all over the world.

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After reading this prompt, I see instances where Suzette/Susan being failed by the Schools' Administration to accomodate her. There is no accountability for the school because staff don't seem to understand her or take steps to translate. There seems to be no dual language immersion program and no translator to help her succeed. However, teachers also don't seem to advocate for any issues' she may have. This disconnect has been recorded and been active for years. This brings me to W.E.B Du Bois' famous excerpt 'The Souls of Black Folks' which discusses the two different America's that are prevalent even in today's society. I believe that many ethnic groups besides white people have less resources and not enough motivational factors for people to believe in. The double consciousness Du Bois talks about gives this situation something to work with. Suzanette does all she can with what she is given. Stories like hers is just like plenty of people within the New York City's public Schools, plenty of people who come to learn but are not given the same educational experiences compared to charter and other private institutions. The allure of being in New York City can bring out the best in prospective students but the teachers and administration don't try their hardest to close the gap. Most of the issues that faces black and brown student's today only have been amplified now with the ongoing Asylum Seekers crisis. We still believe that there is a moment where we can bridge the gap in educatioon but there is still a long way to go.

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Sally Flores                                             SOC  335

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Sally Flores                                             SOC  335

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Susan current situation is very unfortunate and unfair. Unfortunately, she is in a school that doesn't try to engage or encourage there students. Her class is run by a white teacher and even though they have their hands full with the different races and diversity in their classroom. They refuse to try to anything extra from work scope to support and try to uplift there students. The teachers assume that the Susan language barrier makes her disengage or disinterested which is otherwise.

W.E.Dubois spoke about the double standard. "Why did god make me an outcast and stranger in mone own house". I feel like this statement relates to Susan because she suppose to be able to receive an education without judgement and its instead her lack of capalibilites are being used against her.

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When understanding Suzettes situation, I think about Dubois article on double consciousness. One point that Dubois highlights is his feelings of unbelonging. Due to the language barrier at school and the teachers attuites towards her and other students can potentially create feelings of alienation for Suzette. Another point that Dubois makes is how ones self perception can be distorted due to looking at himself through the eyes of others. From her culture being unvalued, to teachers deeming her and others as unmotivated and lacking parental support can negatively affect how a student (ie Suzette) feels about themselves and their education. In essence, the schools inability or unwillingness to understand the demographic that they serve will lead to a disconnect between students and teachers; resulting in disengagement or even disenrollment.

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In Suzette's story I know a few students who I am still cool with who are having these issues in present day. Also I Believe it is not to fair because students o not get a choice to be understood or be engaged in class due to the fact of their home circumstances being a factor in their classroom performance. Not to mention with these teachers not having the experience of having to overcome the challenges not only at school but in the comfort of your home. In my opinion this I choose the DuBois article of Double Consciousness because this has to do it with African Americans struggling to face to remain true to black culture while at the same time conforming to the dominant white society. Individuals with double consciousness are constantly aware of how they are perceived by others, particularly in interracial interactions. They may feel the need to navigate carefully, adapting their behavior and speech to conform to societal expectations, which can be emotionally taxing and limiting.

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In Suzette's educational journey, DuBois's double consciousness concept illuminates the complex dynamics at play. She grapples with the challenge of reconciling her cultural identity with the expectations imposed by a predominantly white educational system. Suzette faces disparities in resources and opportunities compared to students in more affluent schools, fostering feelings of alienation and inferiority. Her interactions with teachers who lack understanding and appreciation for her cultural heritage further exacerbate her sense of otherness within the system. This conflict between Suzette's own identity and societal expectations undermines her confidence and engagement with education. DuBois's framework highlights how systemic inequalities and cultural biases perpetuate educational disparities for students like Suzette, calling for a deeper examination of institutional barriers and societal prejudices.

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To describe how people of color see themselves through the eyes of society that treats them unfairly, W.E.B DuBois' concept of double consciousness is used.  In other words, people of color have to balance two identities: their own and how they are perceived by others.

Double consciousness helps us understand why Suzette is having a lot of difficulty despite working really hard. Being a Latina student in an underfunded school where the teachers can't understand her experiences and are mostly middle-class white teachers, makes it hard for Suzette on a daily basis. These teachers look at Suzette and her classmates as students who are disengaged and don't want to learn.

There are also language barriers that Suzette has to deal with at school because her school doesn't support her first language. She realizes this and it just adds to her struggles in the school.

Even though Suzette has strong connections with her family, she can't help but feel unappreciated because she isn't valued by her teachers. The teachers having negative perceptions of her makes her feel misunderstood and is a huge reason why leaving school has become a consideration. Being aware of how her teachers view her and her family definitely affects her self-esteem and her success in school.

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Marx's idea, was basically stating rich people (bourgeoisie) control stuff in a society, while regular folks (proletariat) work hard. Now, Suzette.is  smart but faces tons of problems because she's a minority who speaks Spanish first. School doesn't care about her background and gives her old books and teachers who don't believe in her. It's hard for her to stay motivated when everyone doubts her. She's trying her best, but it feels like she's fighting against the odds. And it's not just Suzett many people from poor black and brown communities have the same struggles. Many struggles black children face have to do with their behavior or their attitudes. They aren't given the same grace as the rest of the world because they are often perceived as angrier or more aggressive.

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DuBois's concept of double consciousness provide a lens through which we can understand Suzette's feelings of discouragement and her thinking of leaving school. As a Latinx student and a person of color whose primary language is Spanish, Suzette constantly struggles with the fear of being misunderstood or judged by those around her. In a society that deals with discrimination, this concern making her aware of how she is perceived by others. At her underfunded school, Suzette encounters white middle-class teachers who often lack the experience or motivation to engage with her cultural background. This disconnect creates a learning environment where she feels un seen and of course unsupported. Her classmates, too, seem detached.

Suzette's surroundings contribute significantly to her emotional state. She is in a setting that appears indifferent to her success, molding her self-perception and leading her to question the value of her hard work.