Drawing from a year-long ethnographic study that follows four early adolescent girls (two sets of self-proclaimed best friends and their larger circle of girlfriends) from May of their sixth-grade year through the completion of seventh grade, this article examines how (a) focal students comply with and resist official institutional expectations, (b) participation in the classroom is influenced by the underlife present within the school, and (c) one's membership within groups regulates literate practices. The author argues that students' performances within the classroom cannot be free from sociopolitical tangles. As newcomers to junior high, these girls had limited ways in which to assert identity or seek power. Literacy proved a tangible means by which to document social allegiances, claim status, and challenge authority. In conclusion, this study challenges many of the commonly held assumptions about appropriate pedagogy for adolescents.
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