While my father encouraged me to be a powerful woman, he also emphasized the importance of not overpowering others, creating a paradoxical expectation. This paradox became evident in a specific incident where my correction of his mispronunciation and improper use of a word led to punishment, highlighting the complex dynamics at play.

Over time, I have rejected certain gender role beliefs that serve no purpose and diminish my worth. Yet, I still cling to the notion of a prescribed feminine appearance, feeling the need to be impeccably dressed with heels, nails, and makeup. Despite my awareness that these expectations are constructs of the patriarchy, I find enjoyment in adhering to them.

However, I consciously resist aspects of the traditional female role that undermine my autonomy. I refuse to be obedient, as I reject the notion that men's voices are universally accepted while women's voices are marginalized. I refuse to accept the invalidation of my emotions and reject being treated as incompetent. These are the scenarios in which I choose not to participate, asserting my autonomy within the broader context of gender expectations.

Behaviors were shaped through interactions with teachers and peers. Group activities and collaborative learning experiences fostered social skills and cooperation, preparing me for future interactions within societal frameworks. The institution also imparted certain beliefs, such as the value of knowledge and the correlation between education and success. These beliefs influenced my perspective on the importance of academic achievements and personal growth.

Attitudes and values were cultivated through exposure to diverse subjects, encouraging an appreciation for different perspectives and cultures. The education system played a crucial role in shaping my attitude towards lifelong learning and the continuous pursuit of knowledge. The values of perseverance, critical thinking, and adaptability were instilled as essential tools for navigating the complexities of the broader societal landscape. The education system has been a significant institution in my socialization journey, shaping various aspects of my character, behaviors, beliefs, attitudes, and values to better integrate into the societal structure.

I, for the vast majority of my time in primary and secondary education, put a lot of my self-worth in my performance at school. I developed a perfectionist way of thinking, always wanting to produce work that exceeded my teacher's expectations and allowed me to receive high marks. Whenever I didn’t get 90s, I felt like I had failed myself. I’ve always been socially anxious and quiet, very sensitive to how people respond to me, so while behaving in class was never really an issue for me, I’d always feel like if I did something wrong in class, I’d get yelled at like my peers. While I never engaged in competitive behavior, I remember my other high-performing peers comparing their grades to mine and always taking light jabs at me when I did worse than they did (often by a point or two). I’ve struggled with coming to class on time for the past couple of years, as I struggle with time management, and this has done significant damage to my portfolio as a student. I’ve gone from being a straight-A student to struggling to pass on time with my peers because of absences and lateness. This made me feel like I ruined my life because I couldn’t meet these expectations that ultimately are meaningless, only serving to create youth that are obedient, timely, orderly, and high achieving. It worked, I became most of these things. I was put on a pedestal for it, by my peers and my teachers. It gave me a certain ego, making me think that because I had achieved these things I was somehow better. Just for, over the span of a year, that all to change, allowing me to realize how pointless this way of characterizing others and yourself is. 

Family institution behaviors include actively engaging in family gatherings where cultural traditions are kept and familial bonds are encouraged. These actions, such as commemorating holidays and having meals together, create a sense of belonging and connection among family members.

Beliefs established within the family institution center on the value of familial connection and support. There is a strongly established conviction in the concept of familia primero, which prioritizes the needs and well-being of the family before personal interests. This idea underpins attitudes of loyalty, sacrifice, and unity toward family.

Family institutions develop attitudes that prioritize respect for elders and a strong feeling of filial piety. From following parental guidance to seeking advice from grandparents, there is a deep respect for the knowledge and experience of previous generations.

The family institution transmits values such as toughness, persistence, and the preservation of cultural heritage. Despite the difficulties of adjusting to a new country, there is a strong will to preserve our Hispanic identity and pass along customs to future generations.

In summary, the family institution provides Hispanic immigrants with stability, support, and a sense of cultural identity, allowing them to navigate the intricacies of life in a new nation while keeping their traditions and beliefs.