ABSTRACT
This chapter aims to uncover how day-to-day school practices and classroom dynamics were racialized and gendered and in turn shaped women’s views about the role of education in their lives. It focuses on the macro-level organizational structure and the micro-level concrete lived experiences of young women. Through her classroom pedagogy, Ms. Gutierrez conveyed that she valued the cultural knowledge that students brought to the classroom, as she made their life experiences an integral part of the “official” curriculum. Ms. Gutierrez commended Rosalie, Rafelo, and Jardin for their performance and lauded them, saying that she would post their work on the bulletin board. Mr. Matos, a Latino man in his fifties who was the college advisor, confirmed that there were always more women in his office than men. The chapter focuses on young women’s experiences at Urban High School. In the aftermath of the women’s movement, schools have been one social space where feminist ideologies have been circulated and practiced.
