After reading Mike Rose’s, Lives on the Boundary, I felt more relieved in taking this class amongst a class of avid readers. My bachelor’s was in Sociology, so I felt that this book tied student’s attitude and class participation into lives paved for after school. As found in second chapter, students’ participation defines the track that students are expected to do well in. Rose saw this from firsthand experience. He began in the vocational tract till it was recognized there was an error in his vocational placement. As he mentions, “”I lived in one world during the spring semester, and when I came back to school in the fall, I was living another” (30). For me, this sentence drew on my personal experience both in and out of school, and I believe this is the perception that Rose wants us to make clear. I believe that Rose’s book is an attempt to capture all students, even the ones that feel shunned or forgotten. This book points at these short comings that all students face, but either don’t have adequate help or have been made to feel ashamed of these short comings. Rose also makes it a point for effective educators to look at their own difficulties through coursework that have themselves struggled with. Rose knew from his early struggles that students who have not had a privilege education often freeze up when they see readings like these…they don’t have background knowledge or the conceptual grab bag…to make connections” (145). If students go into the class already aware of the language used, it becomes that much easier to participate in class. When students are ignorant to the jargon of the days lesson, they feel excluded and classified as “not academically inclined”, which becomes a self-fulfilling prophecy.