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The book titled “The Souls of Black Folk,” by Du Bois reflects on the post-Civil War period and encapsulates the struggles of African Americans. The storyline covers the effects of war, the Ku Klux Klan’s atrocities and the complexities of societal disarray. Resonating amidst the chaos is a cry for freedom, but a new vision begins to emerge – that of pursuing education and knowledge. In his view, he argues that through this Fifteenth Amendment, the right to ballot becomes an instrument for liberty.

However, it is on an arduous journey towards emancipation, which only rests upon weary steps and a mist-covered horizon. It is self-examination and self-discovery, however.

Du Bois introduces “book-learning” as a path to enlightenment and empowerment. This narrative portrays societal prejudices and challenges faced by the African American community, emphasizing poverty burdens, lack of education and historical injustices. These struggles led him to profound self-knowledge, which inspired a new generation seeking their place in life.

Today’s context keeps Du Bois’s reflections relevant. Educational aspirations as well as the struggle against racism, remain central in shaping public discourse. This narrative provokes thought about the persistent problems experienced by marginalized populations.

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The scenario presented is very common in today's education system. The struggles that Suzette faces while trying to gain an education is what most minority students have experienced in the past and are still experiencing. Students are misjudged by their teachers simply because teachers do not understand who the students or the struggles they face daily. Teachers also do not want to understand minority students because they are set in their ways of stereotyping people of color without looking at them as a person. Suzette deals with being stereotyped as a student who doesn't want to learn because of the language barrier. Instead of the schools administration coming up with ways to assist Suzette and students like her they ignore her needs. In the reading, "The Souls Of Black Folks" DuBois states, "But the facing of so a vast prejudice could not but bring the inevitable self-questioning, self-disparagement, and lowering of ideals which ever accompany repression and breed in an atmosphere of contempt and hate." In this statement, DuBois is speaking about self-hate due to prejudice of others. Suzette experiences this because she initially shows interest in her education and wanting to improve but due to the lack of support and barrier of her language her feels shift and she wants to quit school. This shows that teachers have a big on effect on students wanting to achieve academically.

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While reading this article, I can feel the struggles of Suzette. She feels stuck in a system that will not give her the opportunities she wishes to stride in.

For her education, she was not able to connect with her teacher as her "instruction" was not much teaching. This type of system affects students mostly in low income households/ areas of the United States she is one of many who struggle because an educator is not able to work with the needs of students. Making the student then steer away from asking for help.

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While reading this article I began to relate with Suzette. Growing up, my schools had minimal resources, yet I was told everything was merit-based. Which links to the way America seems to be run as well. Everything is possible if you "pick yourself up by your bootstraps".

There was also the issue of Suzette's teachers not being able to relate to her or her culture. This will impact both her learning and her overall attitude towards school. The lack of regard for getting her comfortable in her environment and her way of learning may cause Suzette to withdraw from asking for help which can also be normalized at home.

I think Anna Julia Cooper's, theory is an example of what this article is talking about. There is a disconnect that can be seen in education and even communication when one is not fully understood. If Suzette is not being accommodated to, she is forced to be more adaptable and flexible, which may be beneficial in the future, but nevertheless making her upbringing in education more difficult.

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From reading this article, I related to suzette and how she feels at school, sometimes she doesn't know how to act and how to behave in school which give her trouble for her to focus on class, I've also related to when her teachers don't want to help not wants to give her guidance upon her education. Suzette feels like since she come from an uncommon background, she thinks it's hard for her to succeed. the education system wasn't made for kids to succeed in life, it was made for us to be brain wash in a way. in a way, there's Alotta kids that are the same way as suzette, but my question is would the education system ever be enough for a minority kid to succeed.

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There is this form of education we have inherited from colonial times and that educational system left us not included as a race and when that is occuring there is this feeling of how should I be in order to be accepted. This two way of looking at adjusting to an educational format that is not design for you ethnically or otherwise makes you feel left out as I had felt when being seen as a disruptive child when I was not. Then being bared from expressing myself allow me to draw away from an early banking way of learning things. Having to live in a two stage deliema as De'boise would say is so difficult when the emphasis is do as I say and not as you wish to express is hard. I see the reading as a suggestion towards that and what extremes it takes to make it as an American as an immigrant and still hold on to some you.

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Suzette is a prime example of what minorities face on a daily basis stemming from children in school to the adults in the work place. Although Suzette is a hard worker, its hard for her teachers to see the effort when her teachers look at her in a different light. Instead of perceiving her as a hard worker, they perceive her as uninterested and disengaged. This all makes her feel discouraged and no longer wants to attend school. I feel this is happening because the teachers have no experience or any interest on getting to know their students who are minorities. They're not taking the time out to educate themselves to create a culturally responsive classroom so that their students can feel comfortable. By doing this, it may create a teacher and student relationship which may help with students achieving their academic goals.

The theory that relates to this scenario in my opinion is the double consciousness theory from DuBois. This scenario connects with his theory because Suzette knew how hard of a worker she was and how she worked diligently to improver her academic performance. But based on how her teachers felt about her, it impacted her own thoughts of herself and she began to struggle. So not only did she view herself from her own perspective, she also viewed herself from her teacher's perspective of her.

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I would relate this scenario with the double conscious theory because it explains how suzette feels at school. She does not understand how to properly act or feel in school based on her family/ethnic background. She has trouble focusing in school because she feels that she isn’t making any progress and therefore she is re-thinking on her ability to succeed. The fact that her teachers and peers don’t help her also makes it hard for her to succeed, since she does not have any educational support. The educated system isn’t designed to make kids like suzette to succeed academically.

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Each one Teach on effectively-Nicole Carter

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Each one Teach on effectively-Nicole Carter

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Scenarios like these are so frequently common in underfunded school like the one Suzette has to deal with. She's almost already counted out because not only is she in a school that can't financial provide for their students, she is a Spanish speaking student who's primary language is Spanish. As a teacher providing cultural competency is important. Although the teacher does not control what languages are provided in the school, the school should offer some type of bilingual education classes.

I think its hard on both ends because she is being taught by a white teacher that most likely can not relate to her. The teacher is probably not engaging with her and she does not care. She teaches, she get paid and just repeats the cycle everyday. Her lack of offering is terrible and  makes Suzette hopeless and feel not important and her education needs are not being meet.

This Scenario made me connect with DuBois double consciousness. Suzette was facing racialism, her being a latine student hinder her to get the proper education. She felt discourage and probably not good enough. In this case the teach could had made a social change in the way she taught to meet Suzette educational needs.

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I feel like this scenario is very common. There are many kids like Suzette that are in schools where teachers and administrators abandon kids like her. Instead of fixing the problem and developing ways so that they could help these kids, they blame it on them not wanting to learn or them not taking school seriously or on their parents. They never put the blame on the actual school system that they are running. Suzettes' teachers are mostly middle-class white women how have never had to experience what she is experiencing in the classroom. They label them as students who are disengage and unmotivated, but they can't even translate the material for her to understand it better.

For this scenario I will be connecting it to Dubois double consciousness theoretical framework. The way the teachers at her school are viewing her doesn't truly represent who she really is. They are seeing her in a way that is negative. categorizing her as someone who doesn't want to learn, someone who isn't trying to learn because they see her language as a "hindrance" to the performance. Dubois mentions the "veil", these teachers and administrators are viewing Suzettes and her peers through this veil. They have all these negative views, and they aren't doing anything to change it. They are holding on to these beliefs while she is still working her to improve her academic performance. What she is experiencing is leading her to self-doubt. Dubois states, "For the first time he sought to analyze the burden he bore upon his back..." Suzette is questioning herself, her experience is making her question if school is even worth it by contemplating if she should leave. This situation has made her feel like some sort of burden to the people who are suppose help her.

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Suzette is the epitome of the struggles minorities undergo as they strive toward the "American Dream." Classical theorists' analysis of society demonstrates the relentless disparities engraved in our world, especially the educational system. According to Marx, the power dynamic between the bourgeoisie and the proletarian is integrated into vital aspects of society. Each group in the hierarchical system of the education system interacts with eachother is crucial in determining the success of students. In respect to Jean Anyon, the hidden curriculum works as an agent in distributing inequalities to students in the lower class. Students from a wealthy area were molded to be executives, as their syllabus pushed for analytical activities directed by mainly students. On the other hand, students from low-income communities are products of a robotic curriculum. These inequalities go beyond the micro-level. If Marx’s theory is applied to understand society as a whole, the incompetent wealth gap is used to explain the outdated books Suzette is offered at her school. Schools are funded through property taxes. In communities in the redline, their resources are old compared to communities outside the redline.

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The prompt explains that Suzette deals with is education inequality, teacher biasness towards ethnicity, financial inequality, lack of empathy from educational staff, and language barrier differences. Suzette coming from a low-income neighborhood and family, will not have the same type of education compared to her white middle to upper class counterpart. This can be shown with the second-hand books the school receives. The teachers do not take an extra incentive to help Suzette with her education by spending extra time to further explain the material despite Suzette’s attempts to get a better education. Adding to this, Suzette coming from a Latin background, has difficulties understanding English. The school itself, does not have the funds to support Spanish speaking students. The teacher’s biasness towards Suzette is due to multiple factors, the first being that they are white and Suzette does not relate to her teachers, second the teachers chalk Suzette’s poor participation/grades by blaming the parents for a lack of upbringing, the material being taught in class is unrelatable to her, finally Suzette’s teachers have a subtle disdain towards ethnicity as comparing it to their own to be less.

A theory that can best support this is by Anna Julia Cooper (1858-1964) A Voice from the South: By A Black Woman of the South. The theory suggests that Cooper argued that Black women’s and girls’ educational attainment was vital for the overall progress of Black Americans. This can correlate with Suzette’s situation, being a Latin girl, she makes advantageous efforts to improve her education. The progress of Suzette’s reflects the Latin population within the school, making efforts to improve both education and the hope of a better future with education. Suzette’s community is a positive force that drives Suzette forward through her educational pursuit. Despite the circumstances being bleak and working against Suzette, she strives forward with the support of her community, regardless of if her educational community does not give her the tools she needs.

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Ana Morel Diallo
According to Du Bois theory, the school sees Susan Spanish language as a barrier but wont accommodate Susan in order for her to improve in school. Making Susan question her ability to want to attend the remaining school year.

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The struggles that Suzette has been forced to deal with are ones that come as a product of the environment she is in.  Suzette is facing many challenges in school, and they are not due to her capabilities or lack thereof, but because of the system she is forced to operate in.  Suzette has teachers that do not understand her or her culture and do not have a desire to do so.  The school also lacks the funds to be able to provide Suzette and other kids like her with the proper programs that will ensure their success navigating through school.  Something that stood out to me is how Suzette does not relate to her teachers or their experience, which makes me assume she also does not relate to the class's content.  When reading “Best of 2019: Unearthing Black Woman’s Early Contributions to Sociology”, it speaks about the importance of teaching young black girls about how their predecessors have also made substantial contributions in sociology.  This can help kids in classes that feel disengaged from the teachings become more engaged in class and develop more of a desire to learn and do.  Overall, even with all these conditions Suzette works hard to achieve success, it would be great if her teachers, community leaders and school administrators worked just as hard to provide the appropriate environment.

When reading about Suzette’s experience in class it makes me consider DuBois’s theory of double consciousness to explain the struggles that Suzette is faced with as well as the teachers.  Suzette is forced to view herself through the lens of her white, middle-class teachers.  This experience brings feelings of being inadequate and what drives Suzette to want to quit and leave school.  Suzette also must view herself through the lens of opposing worlds, her reality, and her desires. When outside of school she has positive relationships with her community and her culture but in school she is misjudged.  DuBois says, “A people handicapped ought not to be asked to race with the world... allowed time to give thought to its own social problems.”   In this case, Suzette is the person handicapped, asking to prevail through a situation not ideal for her and thus being perceived as a failure by the outside world.

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Regarding the prompt, Suzette goes to a school in a poor neighborhood. Her school doesn't have enough money, so the books are old, and there are no advanced classes or fun activities like in the rich school nearby. The teachers at her school are mostly not familiar with her culture and background, which makes it hard for them to understand her and teach her well. They blame Suzette and her family for not doing well in school, but they don't realize that it's also because the school doesn't have the right resources. Even worse, Suzette's first language is Spanish, but the school only teaches in English. They don't appreciate her Spanish language, which makes her feel left out. All of this makes Suzette want to quit school because she feels like her teachers don't really understand her or her family. In simple terms, Suzette's struggles in school happen because her school doesn't have enough money or teachers who understand her culture and language. This makes it really hard for her to do well, even though she's trying her best.

In my view, Suzette's story teaches us that all students should have a fair chance in school, no matter where they come from. It's important to respect and value their different cultures and languages. Schools need enough money and good teachers to help all students do well. Suzette's story reminds me that we should work towards making the education system fairer and more inclusive for everyone.

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Suzette-Susan is the product of how our society views people from low-income communities. You don’t need a scholarly source to know that hard-working people in underserved communities aren’t given the resources they need to stay afloat. In this scenario, we see that Suzette-Susan is thinking about her identity and how people view herself, her family, and her peers. People who should be supporting her, instilling her with confidence, and respecting her language and culture are tearing her down and inhibiting her education. A theory that came to mind when reading this scenario is the theory of Double Consciousness. Her confidence has declined, and she is beginning to feel discouraged and is considering ignoring her studies because the adults in her life have shown her that’s who they believe she is. Suzette-Susan has accepted her teacher's view of herself and her peers. Over time, she may view herself in a better light, but this will take time and courage.

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I believe what is happening and being displayed in this situation  is the lack of education, knowledge and experience from both parties. The white stuck up teachers who never experienced or knows anything which the student is experiencing daily is a example of the lack of education. Not only is it a lack of education and knowledge but it is also an effect of lack of perspective taking. The teachers are also not even willing to get to understand nor help the students either. With the lack of effort by the teachers, it might even leave the students more vulnerable to mental health issues.

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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.