Teach Out Project

 CHOOSE A TEXT:

One text that has really stayed with me is the Bad Bunny Super Bowl halftime show, along with the Facebook post we analyzed in class. I had a lot of strong feelings engaging with both, especially because they highlight themes connected to Puerto Rican identity and political realities. The Facebook post does a very good job breaking down the performance, explaining symbols, and cultural references that someone unfamiliar with Puerto Rico or who does not speak Spanish might completely miss. I think a lot of meaning can exist beneath the surface of something that might seem like just entertainment, and it is very important to have context in order to fully understand it. 

Another text that connects to this theme is Rethinking Schools on ICE. I have yet to complete the reading, but I am interested in how it will deepen my understanding of issues affecting my community. Based on the quick skim I did on the reading, it talks about how fear of ICE can directly impact students' sense of safety and their ability to learn. I think reading this alongside Bad Bunny's performance will be especially meaningful because both texts, in different ways, highlight the lived experiences and struggles of the Hispanic community. 

WHO DO YOU WANT TO SHARE IT WITH?

As of right now, I want to share these texts with both my brother and my best friend because they each bring different perspectives that would make the conversation deepen in meaningful ways. 

My brother is both Hispanic and Asian. He doesn't have a deep interest in anything political related beyond the many rants I have when talking to him. However, being an immigrant, I think his personal identity and lived experiences would make his perspective especially valuable. The first texts (Bad Bunny's performance and the Facebook post) would resonate with him culturally. However, I am more curious to see his reaction to the second text (Rethinking Schools on ICE) because he is not in the field of education. 

My best friend is an English teacher at a public high school in Providence. She is Asian and deeply connected to the Hispanic community. Because of her role as an educator, I think she would engage with both texts more pedagogically, meaning thinking about how these issues show up in her classroom. 

WHAT FORMAT MIGHT WORK FOR YOU?

The format that would work best for me in an individual interview. I would want to conduct two separate interviews and then compare their responses. I think this approach would allow each person to share their thoughts openly without being influenced by the others.

Queer Identities and Hispanic Culture

I had many feelings while reading Queering Our Schools. Recently, my school hosted an event for prospective parents and families interested in applying. The event included a student panel where families could ask students about their experiences, both the positives and the challenges of attending the school.

However, the conversation quickly shifted in a direction that was uncomfortable and upsetting. Instead of asking about academics, community, or student life, several parents began asking questions about how the school addresses LGBTQ+ topics and whether students are “exposed” to them. Some parents complained about their children’s current schools, saying teachers had LGBTQ+ flags in their classrooms or that students were reading books about families with two moms.

Sitting there and listening to those comments created a heavy, unsettling feeling. It was painful to watch our students be exposed to that kind of hostility and judgment. What should have been a welcoming space for conversation about education and community instead became a place where LGBTQ+ identities were framed as something controversial or inappropriate.

This moment felt especially jarring because my school prides itself on having a diverse staff and building an inclusive environment. Diversity among educators and students is something the school celebrates as a strength. Hearing parents react so negatively to the mere presence of LGBTQ+ representation made me think about how much work still needs to be done to ensure that schools remain spaces where all identities are respected and affirmed.

During undergrad, I researched the connection between homophobia and Hispanic culture. Being Cuban and queer, this was something I felt personally connected to and wanted to explore more deeply. Why do some cultures seem more open to queer people than others? 

One factor that often comes up in discussions of Hispanic culture is the influence of traditional gender roles, particularly the concepts of machismo and marianismo. Machismo emphasizes ideals of masculinity such as strength, dominance, and heterosexual identity, while marianismo encourages women to embody purity, self-sacrifice, and devotion to family. These cultural expectations can create rigid ideas about what it means to be a “proper” man or woman. Because masculinity is often closely tied to heterosexuality, men who do not conform to these expectations may face stigma or pressure to hide their identities. These strict gender norms can make it difficult for LGBTQ+ individuals to feel accepted within their communities.

Religion is another important factor that intersects with these cultural expectations. Many Hispanic communities have strong roots in Catholicism or other Christian traditions, which historically emphasize traditional views of marriage, gender roles, and sexuality. Religious teachings that define marriage as a union between a man and a woman can reinforce the same gender norms seen in machismo and marianismo. Because religion is often deeply connected to family life and cultural identity, these beliefs can shape how families respond to LGBTQ+ identities. In some cases, queer individuals may feel pressure to conform to religious and cultural expectations in order to maintain family harmony.

As a teacher in Rhode Island, where many schools serve large Hispanic communities, it is important to understand these cultural influences and how they shape students’ perspectives. At the same time, we have a responsibility to challenge harmful attitudes without attacking students’ cultural or religious beliefs. One way to do this is by creating classrooms where different identities and experiences are normalized and respected. Students should see queer identities represented as a normal part of society rather than something hidden or taboo, which can help reduce stigma. Schools should also establish clear norms about respect and language. When harmful language or slurs are used, teachers should address them directly and explain why that language is harmful (yay RIDE and public school policies for at least addressing this).

Within Hispanic communities specifically, it can also be powerful to have conversations about gender roles, stereotypes, and identity. These discussions can help students think critically about how ideas like rigid masculinity or traditional expectations can limit people and shape how others are treated. By encouraging empathy and reflection, teachers can help students question these norms while still respecting the importance of culture and family in their lives.

Ultimately, Queering Our Schools highlights the responsibility educators have in shaping school environments where all students feel safe, visible, and valued. As teachers, we cannot control every belief students or families bring with them, but we can control the culture of our classrooms. For many students, school may be the first place where they see their identities affirmed, and that affirmation can make a lasting difference in their sense of belonging and self-worth.

If you want to read more about how machismo and marianismo in Latin youth: How L.A.’s young, queer Latinos are redefining gender roles

Other People's Children

 In Other People's Children: Cultural Conflict in the Classroom, Lisa Delpit argues that schools operate within a “culture of power” shaped largely by white, middle-class norms. Because of this, students of color and working-class students who are not already familiar with these expectations often enter school at a disadvantage. According to Delpit, teachers must acknowledge these power dynamics and explicitly teach the rules of the dominant culture while also respecting and valuing students’ own cultural backgrounds.

What struck me most about Delpit’s argument is her emphasis on explicit instruction. I strongly believe that student-centered learning and independence are important in the classroom. However, Delpit argues that many teachers avoid direct instruction in the name of empowerment. The problem with this approach is that students who are already familiar with the dominant culture can navigate ambiguity and figure things out on their own. Students who are not familiar with those expectations cannot. When teachers refuse to explicitly teach the “rules,” they may actually be reinforcing inequality rather than dismantling it.

This idea made me reflect deeply. I do not think Delpit is arguing against student agency. Instead, she is arguing that agency requires access. Students cannot choose how to navigate a system if no one has ever clearly explained how it works. If students are going to critique systems of power, they first have to understand how to function within them. To me, that does not feel like assimilation; it feels like preparation.

Thinking back to our class discussion about the reading, we talked about how schools subtly showcase these rules. One example Tom shared was about cafeterias, what our students eat, and even how they eat it. That conversation made me reflect on when I first moved to the United States and was unfamiliar with the school system. The only idea I had of American schools came from television, which was mostly High School Musical.

Not knowing the rules made me feel powerless. I did not know that we had to stand for the Pledge of Allegiance every day. I did not understand how the lunch system worked, or that students transitioned from one class to another throughout the day. There were many aspects of American schools that I simply did not know. But once I learned those rules, I gained a sense of power and confidence in navigating the system.

A few years later, when my younger brother moved here, I explained these rules to him explicitly. Because he had that guidance, he was able to navigate the system much more easily. That experience made Delpit’s argument feel very real to me.

Ultimately, this reading pushed me to reconsider what equity actually looks like in education. Equity is not just about creating welcoming classrooms or encouraging student voice. It is also about making sure every student has access to the codes, language, and expectations that often gatekeep opportunity. Ignoring power does not erase it. Teaching students how to navigate it might.

I used AI to fix grammar and make my ideas flow more easily.