In this critical ethnography, interpretivist methods were used to focus on the perspectives of African American, Latina, and Native American girls in an urban middle-school classroom to better understand how they constructed social identities of gender and race through their experiences with literacy. Because the enacted curriculum lacked critical awareness of the sociocultural contexts of gender and race, the perspectives of the girls in this classroom were largely missing from transactions with literacy. Consequently, girls' efforts to make intertextual links to their own lived stories were not taken up in meaningful ways. Transactions with literacy created a felt sense of fractured or compartmentalized social identities, and the girls in this study learned to separate their public, academic lives from their private lives. As a result, the girls did not take up the literature in ways that could potentially enable them to realize social and cognitive transformation in their lives.
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