This interaction was really interesting because of I know that girls are more often commented on their appearance. Meanwhile boys are not praised on appearance as much. However the difference was how appearance is even judged on their school work like handwriting or formatting. While I knew this to be true in physical appearance, the way in which their intellectual work is judged was surprising.

This is interesting because students would likely benefit from receiving support and discussion from their teachers. It makes me wonder if teachers maybe scared from sharing their criticism of their students work. And if they are scared, how has and can it affect her students work. In other words, how is it impacting their ability to improve or understand material in the long term if they are not given criticism or little praise from their teachers.

It is interesting to know how girls approach certain classroom behaviors, and how the Sadkers defined these interactions as "girl pause". In other words, this form of acting sis on the basis of ones gender and impacts ones own identity on being able to create their identity. But these means that for educators they would be tasked with creating a certain environment that asks for collective contribution from students.

This point makes me think about how teachers and educators are working to try to improve the level of comfort in this class, and ensure how girls, minorities, and new English speakers are able to participate in a class. While this is a significant role for teachers to tackle, but is necessary for them to address issues that could determine a students ability to develop confidence and academic skills.

It was important for the author to include this portion of the implications of immortalizing homosexuality, especially in schools because that is where students begin to foster their own ideas and identities. But what is important to point to is how ethnicity or race effects gender and sexuality identity. For communities of color, it is more difficult for young adults to share their identity with their family because of their histories where anything but being heterosexual would cost ones life. This is not to say that it is not prevalent in white populations, however people of color are increasingly at risk of night finding the right resources or support because they are historically underserved.

One experience that dissimilar to the sexualize policing girls in high school both Latinas and Black girls were instantly impacted by this in school. During the hottest days of the year, where our school was located would be in 90s to 110s, and many girls would wear tank tops, shorts, skirts, and other pieces. But many of us would be dress coded because it was "showing too much skin". Our school had bad air conditioning and old classrooms, and with little ventilation being in class would be uncomfortable. However the same was not said to our male counterparts who had shorts. This demonstrated how the dress coding was because we were being sexualized and therefore targeted. The only time were we supported was when a few teachers posted on their doors they would not be taking part in dress code because it was targeting and sexualizing girls.

This becomes even more true once in middle or high school as girls of color are affected by discriminations of their bodies. But the persistence of these practices are created to uplift male and/or white dominated spaces. In other words, aptriahcal systems commonly target girls and women of color as uncontrollable and can only be stopped by a white man. As a result, the controlling of Latina, Black, Asian, and Indigenous bodies are learned by men who teach one another to stereotype girls and women.

The study's focus of Latinas at SCHS to understand their schooling and mechanisms throughout high school is interesting because of the growing popualtion of Latinx students across the country. By focusing on Latinas, it targets both gender, ethnicity, and at time immigration status. More importantly, the focus on gender helps identify how gender roles and forms of oppression begin in public schooling that continue into adulthood. As explained by the author, commonly are sexualized. This creates danger for Latinas, and of course Black, Asian, and Indigenous girls who are sexualized on the basis os stereotypes because of their skin color and connotations.

These tactics are common in schools with predominantly Black and Latino schools in low income communities. As result, many of these students are constrained to the life to prison like schools. This is because of attempts to control crime however, this socializes students who are commonly targeted as being guilty of crimes to be socialized into that role. Instead of providing the right and sufficient resources to improve attendance, or completion of k-12 the they are targeted.

The teachers insights into the interactions between boys and girls, and how gender is practiced in classrooms can be troubling. This is because interactions could either be addressed or need to be retaught in order to change see harassment as rites of passage. This is because students would likely replicate these interactions and learned behaviors once older. If unlearned, it would increase and continue normalized behavior of intimate partner violence and aggressiveness.

In addition to the obsession of achieving a perfect image is the culture within communities of color but also white supremacy in media and in institutions like schools. Within Latino households, girls are commonly affected by colorism that promoting dangers and unhealthy expectations for young women and girls. As result, Latinas are raised to perform under whiteness only because of learned behavior and beliefs that families place pressure on girls.

This was interesting observation from Ephron as she reflects on her own interactions with other students at a young age. When we discuss the gender roles in schools, because of socialization and peer pressure it is explains certain behaviors. But even more astonishing was the way in which Ephron held herself back academically because of her social environment and interests. For Ephron, she provides an interesting insight into the way she understood her interactions at 15 and how she either fit herself into a role.

This was interesting obersvation among the girls, while they each were apart of their own Asian community they managed to find one language to share amongst themselves. But what I found even more interesting is how English was not the pan-language that they highlighted. It seemed as though they wanted to ensure that they had their culture highlighted through common interests. This demonstrates how they are able to celebrate their similar, but still different, in an American school. While still thriving despite the racial segregation that is amongst students. But I believe this to be the same for other ethnic and racial groups of students like the ESOL group, because they likely are comfortable with others of similar backgrounds and even experiences.

The researcher's comment on their positionality and how her immersion into the world of the girls was interesting but necessary. Similar to another study, this helps the students to be comfortable and have that relatability to the researcher. Otherwise, students would perform in front of them and not provide an accurate obersvations of the students.

The author does well in highlighting how young Asian American students with their limited freedom and amongst themselves they are able to find their own self identify to access their desires and creatively think. But it does well in identifying that just as being limited to their parents's supervision, they are also limited to their own culture. However their own socialization and learning amongst one another, they manage to develop these agencies.

What I really like about this conclusion is highlighting how bilingual specifically Latinxs, have managed to use their cultural and social surroundings to improve their education. This helps promote bilingual education to be apart of the curriculum especially for students from diverse populations. For districts with a significant amount of students speaking another language would be supported to get the resources to improve both their English and native language.

When we consider the historical consideration of speaking another language where Spanish speaking students were unable to, even amongst themselves. This has been the same case for native students who were forced into schools to be "Americanized". This practice was ensuring that students were in some ways colonized. But since then, this section demonstrates how language has and can liberate students from white supremacy. Luckily, for Yamaira and other students are supported in being bilingual.

Before this reading I had not heard of this from of being bilingual before, but they us of translanguaging seems to be more accurate of defining both the cultural and social experiences of student speaking more than one language. The author describes this as bilingual readers being able to leverage all forms resources and meaning from texts to engage with bodies of writing. This reminds me of how when speaking, bilingual speakers commonly switch in and out of language in order to express certain emotions and/or expressions. Similarly, it seems when they read bilingual readers look to be able to be able engage with readings and formats to effectively make their own connections.

The author does well in pointing out the differences among the two children and how they are exposed to different spaces where they can still get educate. What this points to is how either informal or formal practices for different families, they are able to adapt to what resources they have at hand. As well as using their environments to help their children. This is necessary to note because it helps support students to not be limited in formal education such as paid tutoring sessions, but successfully adapt to what they have around.

This interaction between Benny, his grandmother, and brother Kenny demonstrates how these literacy spaces are different from a common American one, and how this family adapted to the resources they had. But they also maximized the roeusrces such as the Google Maps in order for Benny to know about Puerto Rico. While it not may have the intention of Benny to learn, he used what his family gave him and likely learned something.

This reminds me of a personal experience, being apart of what is known as the first germination, my mom growing up would ensure that I was learning something at all times. Either that be math, geography, or reading she would be given materials that would teach me a new skill. One particular experience was when she had me learn multiplication on my own, as my mom only uses English a little and was not able to finish school. But in that instance I was not wanting to learn, but she would make sure I could not leave until I had everything right. But similar to Gina, there was no praise instead moving onto the next one.

I wonder on what claim and support that Benny and Miguel's community had few "reading materials". While there seemed o be no mention about how researchers came to this conclusion, I assume that the definition of reading materials is written by common materials by those with he capital and/or are white Americans, This is because is did not consider the various forms of reading materials that could be used and actually be an advantage for students. This would also support how immigrant students without common resources are in fact able to access different tools.

What is interesting about this piece is their emphasis of culture being in the middle and playing a significant role in the construction of a person. For us, immigrant students are the focus and a major actor because they soak up any and all information they are given that support their academic journey. By using their cultural experiences as a major player in their research, one can understand how students are processing their experiences as being undocumented but also growing up among native born peers.

The author wrote that undocumented students have to negotiate the separation of their community, and this is effective in describing how they are essentially left on their after public schooling. Without the presence and cotibkutions from an educator, students will not know what opproetunies are out there in order to receive support. Overtime the change into illegality is mentally and emotionally tolling on students no matter if high or lower achieving. Simply because the opportunity was never there and are unable to support themselves.

This is especially true for undocumented students because of the fact that they commonly require ESL courses and possibly need to catch up to an average performance if they had yet too. This goes back to the building of social capital with teachers, especially through encouragement and postive support. Since immigrant students are easily influenced, what I mean by this is that because of cultural and social differences, interactions with educators determine a students development.

This highlights how the limitations posed on undocumented students is not singular to legal difficulties, but also due to the public resources that they can access. Teacher's commonly lack the right resources to address their students needs especially when located in a population with a population. Native born students already have a difficulty having support for secondary schooling, we already know how this is intensified for students who need extra support and direction.

While the author attempts to make a distinction between "higher" and "lesser" achieving young adults, it is important to know that this lesser achievement is very likely due to limited chances to continue school. Similar to Flor who out of necessity needed to start working, the differences is not in their academic capability but their opportunity among their families. I mention this because without no change in documentation, no matter if high or low achieving they remain in the same place without documentation and limited opportunities.

The author's distinction to readers of what makes certain the first and second generation different, alludes to pointing out the difficulties of having an undocumented status. Second generation still share a set of struggles when it comes to education, however the first germination and parents are forced to deal with legal processes in order to stay in the country. This helps provide context as to how social and even political factors create difficulties in as students academic achievement.

Similar to students who are native born or 2nd generation, immigrant students too depend on the system of public schooling especially that of educators and administrators. As the most accessible authoritative and fusing figures, educators who are willing and can provide insight into schooling and opportunities after are necessary. But a major difference for immigrant students is that the social partial that is respective to American schooling and social life is limited or can not be found in their household. This is simply because their parents similar have had to navigate a new county and need support developing their social capital. Which why the support of quality teachers is necessary to their educational development.