ABSTRACT
This chapter explores two dominant themes as they relate to the school experiences of Carla and Manny, the Latino students. The first is that of the hidden curriculum of school, specifically, the schools and their respective politics of language, teacher–student interactions, the mechanisms of discipline, presentation of school knowledge, and interracial conflicts. The second dominant theme has to do with issues of resistance and identity. The students faced major life issues related to their Latin heritage, such as escaping social stereotypes and finding a place in society. Their negative interactions with the perceived bad teachers and administrators as well as the selective and rigorous school's disciplinary policies were powerful constraints that worked against the achievement of their aspirations and the affirmation of their self-defined ethnic identities. Some researchers also maintained that in order to succeed academically, minority students developed dual identities: an academic identity and a neighborhood identity.
