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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 Susan’s textbooks are outdated and are used donations from a white and affluent school across town.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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Towards the end of the scenario, a clear example of Du Bois term "double-consciousness" is worded about Suzette. It reads "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 ... 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 of who she is." Here, we are able to analyze a sense of "twoness" from Suzette's understanding of the divided perception of herself from the perspectives of her teachers. From observation, (and chosen language in this scenario) there 's a clear description that Suzette identifies as a Latina or Latin (Spanish speaking) women. Also, being enrolled in an underfunded secondary school, Suzette is perceived as low-class or poor. Suzette's feelings of academic struggle and demoralization is very similar to Du Bois battle with poverty and feelings of defeat against prejudice. In conclusion as to why this is happening to Suzette is because she is seen as a poor Hispanic woman receiving an education from middle class white women instructors who may feel a sense of superiority and lack understanding of cultural diversity due to their ascribed race and level of socioeconomic status.

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W.E.B. Du Bois's theory of double consciousness refers to the internal conflict experienced by marginalized groups in navigating multiple, often conflicting, identities. It is particularly associated with Black Americans, who experience life through the lens of their own identity while also being forced to view themselves through the often distorted and prejudiced perspectives of a dominant white society. This dual awareness creates a psychological burden, as individuals constantly juggle their authentic self-perception with how they are perceived by the dominant group.

So in Suzettes case, it would be two contemplating identities. This is seen where on one hand, we have her true-self, rooted in her language, culture, family, and community, which she values deeply. On the other hand, we have her imposed identity, which was shaped by the predominantly white, middle-class teachers and school system, who view her through a lens of deficit, as disengaged, unmotivated, and hindered by her language and background. We also see how the marginalization forces Suzette to see herself through the negative perceptions of her teachers, creating an internal conflict. She is aware of how her teachers view her: as disengaged, unmotivated, and coming from a community that does not value education. Yet, Suzette knows this is not true. She values education, works hard, and has meaningful connections with her family and culture. This gap between her own self-understanding and the way she is perceived by the teachers mirrors the tension Du Bois described in double consciousness.

Du Bois's theory of double consciousness explains the emotional and psychological conflict Suzette experiences as a Latine student in a predominantly white, underfunded school system that fails to recognize or value her identity. Suzette is forced to see herself through the lens of teachers who misunderstand and devalue her cultural and linguistic background, creating an internal struggle between her self-perception and the distorted perception imposed on her by the dominant group. This duality results in feelings of demoralization and frustration, as Suzette works hard but is not seen or valued for who she truly is.

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Social and Cultural Reproduction Tradition can be applied to Suzette's situation in the class with her teachers. Her teachers are white middle-class women who do not attempt to understand and engage with Suzette. The underlying misconceptions about students of color explain Suzette's behaviors and attitudes. In the Wingfield article, she discusses the underrepresentation of women of color in education. Wingfield explores the systematic racism and patriarchal norms that limit the scope of women of color in the field to be disseminated or not taken seriously.

Suzette's experiences in the classroom can be shared with women of color in sociology because of the lack of knowledge that white men and women have when it comes to understanding different races and nationalities.

CRT may be the solution to help both groups understand and properly engage with one another in Suzette's classroom. By applying CRT to the Social and Cultural Reproduction Tradition, the teachers might better understand Suzette, her classmates, and their community.

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Suzette is Latine, and Spanish is her first language. She experiences the challenge of living between two different social worlds—a concept W.E.B. Du Bois called double consciousness. Growing up in an economically disadvantaged community, Suzette developed a “second sight,” an ability to see herself through the eyes of others, particularly those in the dominant culture. She struggled academically, not only because of the systemic barriers that came with being from a marginalized group but also because she wasn’t given the resources needed to assist her as a Spanish-speaking student. This constant balancing act of navigating two identities—her Latine heritage and the expectations of the broader American society—created ongoing tension in her academic and personal development.

Du Bois’ theory of double consciousness explains how non-white individuals, like Suzette, are often forced to see themselves through the lens of a society that devalues their language, culture, and experiences. This internal conflict, coupled with the lack of support, hinders progress. Du Bois’ research showed that people of color, particularly those from economically disadvantaged backgrounds, face additional struggles. Society is often reluctant to acknowledge that race and class intersect in ways that create significant barriers for people who are not white. Despite this, Du Bois stressed the importance of perseverance—urging individuals not to give up, because even in a world that systematically disadvantages them, they can still make a difference.

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what I could mostly understand between the W. E. B. Du Bois reading and suzettes experience is kind of denying that others factors affect the experience and school environment of students. like suzettes shows to us her different identity it could show us something similar to what happen to Du Bois, with a minimal struggle they will not offer assistance or help by not being the main value that sociey (in this case societal institution) values were made for in the beginning,.

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W.E Dubois's theory of double consciousness explains the internal social and psychological conflicts that African Americans experience throughout their lives. This theory remains highly relevant in discussing modern race, identity, and social justice.

Suzette, a high school Latina student in Divest Community, suffers from many disparities. She is conflicted Between her Identity and her desire to learn with the perception that her lack of experience white middle-class teachers have about her culture and race. These teachers view her as disengaged and unmotivated. The stereotyping of her culture by the teachers has hindered her educational attainment. She grapples Between our culture and her desire to learn. Susan continues to struggle academically and feels the marginalization of her culture and the teacher’s indifference to her social-emotional and psychological needs. This is a clear example of what W.E. DuBois described in the excerpt from “The Soul of a Black Folk.”

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W.E.B. Du Bois discusses the theory of double consciousness, which relates to what Suzette is feeling and experiencing in her education. According to the reading, she is part of a minority community where money and resources are not readily available, relying on outdated materials and donations. Additionally, Suzette's first language is Spanish, which creates a disconnection between what she is learning and how she receives her lessons, despite the hard work she puts in to improve. It all worsens due to the teachers in her school. Suzette continues to suffer and struggle in school due to feeling demoralized because of her teachers' perception of her. The teachers believe that the students they teach in the lower class are unmotivated, lack parental education, and do not feel that school is important. For that reason, she believes the school is not for her due to how she thinks the teacher views her. Du Bois and Suzette have a similar experience because, in the case of Du Bois, he always felt judged and devalued by whites for who he was and tended to look at himself from the view of a different set of eyes and questioned himself, much like Suzette.

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The Communist Manifesto: Suzette’s underfunded school represents the proletariat in the broader system of inequality. The wealthier school across town, with its better resources, AP courses, and extracurricular activities, symbolizes the bourgeoisie, whose economic advantages allow for a higher quality education. The disparity in funding and opportunities reflects systemic inequality where resources are concentrated in affluent communities, leaving working-class and economically disadvantaged students like Suzette at a severe disadvantage.

Suzette's teachers function as part of the broader capitalist system that reinforces inequality. Their indifference or inability to question why students are disengaged is indicative of how the education system, underfunded in working-class areas, reproduces societal inequalities rather than challenging them. They attribute poor student performance to a lack of motivation or family background, without recognizing the systemic barriers (like lack of funding, outdated textbooks, and inadequate educational resources) that are the real causes.

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“He simply wishes to make it possible for a man to be both a Negro and an American, without being cursed and spit upon by his fellows, without having the doors of Oppurtunity closed roughly in his face.” W.E.B. Dubois. In my opinion, The Double Consciousness Theory helps to explain Suzette's situation, and the quote is in a way a reflection of her thoughts while she experiences these setbacks and limitations. She already attends school in a poor part of town, she already has outdated books, she already has disinterested teachers, she already has teachers ill-equipped to engage the students, she is already viewed from a skewed perspective. English is also not her first language. To feel a sense of defeat, or wanting to give up school under those circumstances is understandable. You (by you I mean the government, state and or city) are not providing her and students like her with the opportunity to be great. To even hold these students to the same standards is outrageous.

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Nicole Mobley

For this scenario Dubois theory of the veil and double consciousness are at play. The veil represents a hindering force between Suzette and the teachers.   This veil obscures the view of the school faculty as most of the teachers are far  removed from the demographic that they are serving. They do not value their funds of knowledge, they do not understand their culture, nor the things that Suzette and those like her hold as valuable. This lack of cognizance  creates the divide.  It could also be held as the primary reason why there  is no meaningful progress.  This hindering  force is propelled by  biases already held by those in “power”. This separation or barrier  could, as it pertains to the teachers, be related to the “have and the have not” view held by Marx.

The theory of double consciousness (which is closely related to the veil) is prevalent as Suzette is aware of inequality, essentially based on the tools and resources available at the school. The outdated textbooks, no extra curricular activities, etcétera.  lack of funding is something that physically manifest, as it is tangible . This lack can also translate to things that are intangible —that is to say emotional attachments. These emotional attachments are a response to the environment and it is here that the double consciousness is activated. Suzette is aware of how she is viewed academically and personally by her interactions within the school and with faculty. Seeing yourself (negatively) through the lens of another has a psychological impact. Once again, these interpersonal relationships are the reflection of the views held by the teachers. These views will ultimately  begin to shape how she begins to regard herself. Despite Suzette putting forth her best effort, she now feels that it is  futile because of the duality of who she is and how she is perceived.

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Karl Marx's Theory of Marxism and this ideology of the bourgeois taking advantage of the proletarians is represented here. The fact that Suzette's teachers feel that there is a disinterest among the students and they are not questioning, how to improve their understanding of the curriculum is a form of oppression. There is a lack in funding and lack of extracurricular activities which does not only effect the students now but as well as when they head off to college. This unfair system creates a systematic inequality in the towns, and similar to what Marx believed during his time, (the unfairness between the rich and the poor could cause a revolution), this can cause, not necessarily a revolution in education, but can lead to conditions where the neglect of an equitable education system can lead to hopefully parents who speak up and acknowledge the disparities.

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The scenario displays the systemic challenges faced by students like Suzette in underfunded schools, where cultural and language diversity is not acknowledged or valued. The lack of resources, experienced teachers, and support systems contributes to a cycle of disengagement and misunderstanding. This is also a clear example of Dubois concept of "double consciousness". Double Consciousness refers to individuals of marginalized groups who have conflicts within in themselves due to having to subscribed themselves to two identities. One identity shaped by culture and the other shaped by dominant society. Suzette is a Latine, spanish speaking individual who attends school in an economically dispossessed community. This school has majority white teachers, leaving Suzette to have to navigate there perceptions and expectations. Her having awareness to the way her teachers view her creates a conflict within her and leaves her to feelings of alienation and demoralization. Suzette is forced to navigate two worlds one with her culture and language and the other one that devalues it and makes her feel less then.

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The way I understands the story of Suzette is she is facing a difficult road in school because of the teacher whom disregard suzette culture and language because suzette did not understand or speaks English properly and the teacher only speaks English did not give any regards whether suzette gets the lesson or not, questioning her potential W.E. Du Bois discuss the double consciousness theory showing how unfair it is and show systemic inequality in education.

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W.E.B Dubois explained double consciousness as the struggle of seeing yourself through the eyes of a biased society which can possible lead to feeling alienated and insufficient. I think that we can use Dubois concept of double consciousness to analyze suzettes situation as a friction between her being a Latine student and the things that are pushed on to her by the educational system. I think that while suzette tries to balance her own culture and background while also having to hear all of the negative stereotypes that her teachers have about her and her culture and background, those teachers who are mostly white. I think that instead of realizing that suzette has all of these obstacles she must face, the teachers often he it has her being uninterested and detached. I think that this situation with the lack of support for her culture and also the lack of understanding definitely caused her to feel alienated and separated by her peers.

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I think that this situation is happening because Suzzette is being a victim of the disinterest and lack of desire to work of her teachers as well as the lack of funds, equipment and extracurricular activities that her school is going through. It is clear that Dubois' term Double Consciousness applies in this case since Suzzette is trapped between her personality and having to assume a double identity. No matter how much her efforts are great without the help of her teachers it will be a little difficult for her to emerge if the educators do not have the interest or the time to help her progress academically. I think that Suzzette's teachers are acting in a discriminatory way because just because she does not speak the language and has another culture she should not be treated that way. Suzzette feels frustrated by what changing schools is seen as a decision to be able to have a necessary education. Many inexperienced teachers work in low-income schools and at the same time prepare students for failure.

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Suzette works very hard in school, but she still has difficulties in her classes because she sees that her school doesn't have enough resources. For example, there aren't AP/honors courses, and there aren't as many extracurricular activities because of a lack of funds. This raises the idea of unfairness. Suzette is a latine whose first language was Spanish, which makes it difficult for her to integrate and pushes her to see herself as an outsider with her own distinct perspective. The individual experience of a feeling as though your identity is divided into numerous parts, making it impossible to have a single unified identity, is described by Deboid theory as a double consciousness. Debois brings this up in the reference to racial relations in the United State. However, this aids in our comprehension of both unequal distribution among schools and school-based segregation.

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It goes without saying that Suzette's experience is that of the double consciousness that W.E.B. Dubois speaks about. However, the fact that she knows that they dont see or understand her and she is contemplating leaving school also speaks to a sense of disappointment after what she knows. DuBois also makes mention of this disappointment after his discovery of the veil in his life and once believing that he can be above it, but that this contempt faded after realizing that they opportunities and worlds belonged to those on the other side. This is expressed by Suzette's contemplating leaving school and is a sad reality for many other minorities today. The disappointment of not meeting the standards and expectations placed on them lead to many drop outs. The labels and perspectives from white culture become some kind of outline that they feel they must follow after.

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Suzette's experience within the education system exemplifies W.E.B Du Bois's theory of double consciousness, even though she is working hard to improve her academic performance. All the odds are against her. The teachers are not providing the resources Suzette needs to perform well. And when that does not happen, she is labeled as a disengaged student who doesn’t want to learn. The teachers already have a preconceived notion of who she is based on her race. Because they are middle-class white women, they are not able to relate or care to understand her struggles. The teachers are not looking at the circumstances and challenges she faces to succeed. Suzette knew who she was and also recognized how her teachers viewed her. While many people would like to argue that we live in a post-racial society, there are still many inequalities based on race and socioeconomic status that make it difficult to reconcile their identities, especially as blacks and as Americans. Suzette was constantly trying to prove she belonged and that she was capable. She sees herself through the lens of a society that minimizes her culture, life experiences, and language. That is an example of what Du Bois was referring to in his theory of Double Consciousness. How can non-white individuals be expected to succeed when they are already at a disadvantage and struggling to catch up. ” To be a poor man is hard; to be a poor race in the land of dollars is the very bottom of hardship.” To be poor is one thing, but to also be part of a race that is considered less than Is even more difficult to overcome the challenges to succeed. A white man, although he’s poor, would be given more opportunities to find employment than a black man. Du Bois spoke about struggles that black men experience with self-identity in society but neglected to include the struggles of women. During that time, society did not recognize the importance of women and their contributions to society.

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W.E.B Du Bois describes double consciousness as having more than one social identity and how one preserves oneself and others. There was a want to become socially acceptable instead of outcast for people of color. The struggle they had with their identity and their culture to be able to fit in with white Americans.

In this case we are viewing Suzette and how double consciousness is being use. There is already a social and racial inequality between herself and her teachers who are mostly middle-class white women and Suzette is predominantly a Spanish speaker. We see there is a language barrier. Her school has inadequate funding with textbooks and classes being offered. Her school is underfunded and it is not being funded the same as the one across the street which is wealthier and has better quality of learning. Suzette lacks the resources and support becoming a limitation and disparities in her education. She won’t be able to have a successful education career due to the fear and pressure that she faces from every aspect of inequality that presents itself.

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Somehow I can relate to Suzette scenario because I have been in that position. The conflict of identity in a dominant culture can devalue you as a persona and make it try to fit in or lose your culture. Like Dubois concept of double consciousness, it highlights how hard is to navigate within different identities. I believe that Suzette feels like her identify is pulling part from who she is because of the expectations put in her school. The lack of dual language support forces her to put down or put aside her own language and cultural identity. Correct me if i am wrong, but i also feel like the school reflects structural inequalities thats treats unfairly this type of communities. The perceptions of the teachers have also a big impact on suzette because the assumptions of others made her struggle.