ABSTRACT
Two dominant themes emerged from the interviews with Carla and Manny presented in earlier chapters. The first is that of the hidden curriculum of the school, specifically, the schools and their respective politics of language, teacher–student interactions, the mechanisms of discipline, the presentation of school knowledge, and interracial conflicts. The second dominant theme has to do with issues of resistance and identity. This chapter explores these pervasive themes as they relate to the school experiences of Carla and Manny, the Latino students in this study. Then it compares and contrasts the themes in the students’ narratives with the educators’ responses derived from the analysis of questionnaires.
