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.

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.

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.

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.”

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.

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.

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.