It can be seen that there is a deeper disconnect between institutional goals and reality of the students who grew with culturally divergent understandings of relationships. For many Mexican American teenagers, education is more than just cognitive but teacher more subtle lessons like respect and community. When schools require academic contribution before giving confidence to the students, they will be discouraged and thus do not understand the meaning of  learning in marginalized groups. To stop  this, they should be leading with real, culturally sensitive care that could restore confidence and engagement.

This part reveals a dangerous potential: the lower a teacher's expectations, the more they unintentionally would weaken a student's potential. The  compassion could actually an indirect type of neglect some times. This reflects how u nderprivileged children are incapable of handling intellectual challenge, therefore limiting their progress. In other words, high expectations will be based on the presumption of the students' actual talents, rather than their apparent limitations. In these situations, it makes it more unlikely that the underprivileged student could not receive the equitable education resources they need.

This quote highlights how classroom misunderstanding can stems from cultural conflict in communication methods rather than the personal conflicts of students themselves. When teachers use indirect language in resolving the conflict, it might unintentionally insinuate doubt against students from more direct speaking cultures. The key problem in this senario is the power dynamic rather than the behavior.

This shows the gap in culturally relevant schools that many Black students experience. Black historical narratives came late into the education curriculum. Without exposure to a diverse range of Black intellectual, political role models, students like Jon could only learn the idea that they are being alienated outside of the legacy. This delay in learning stifles the sense of belonging and accomplishment of black student. This again emphasizes the importance of including multiple narratives in early education to promote confidence and establish cultural identity.

This quote shows how systematic biases in education could create environments where racial identity is correlated with intellectual levels. The implicit teaching contained in tracking where teaches both White and Black students that high IQ and whiteness are closely linked. This further promoted the biased societal image that academic accomplishments do not belong to the black students. This not only will harms Black students' self esteem, but it also is being used as a tool for reinforcing racial hierarchy and meritocracy.