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Subtractive schooling can have lasting effects on Latinx learners’ lives that go beyond missed opportunities to develop academic literacies in English. Subtractive schooling itself can be a significant source of trauma for Latinx youth, complicating efforts to repair harm done to young people through the school-based remedies of culturally-responsive or trauma-informed pedagogies. Through analysis of narratives shared by a participant, Mariana, a high school student in the “second-chance” Conexiónes program, this study builds knowledge on one student’s sense of who she is in the multiple schooling spaces of her K-12 education. Specifically, this study documents shifts in Mariana’s figured world of schooling. With support, Mariana worked to navigate the social positionings of school itself, which are subtractive in nature and reflect broader discourses of ethnocentrism, racism, colorism, and class bias. Analysis of narratives shared by Mariana, an 18-year-old about to graduate from high school, demonstrates the importance of positionings by educators, relationships and community as secondary-level scholars work to create new meanings of their pasts and build desired life paths.

“Why Should I Bother if the School Didn’t Bother with Me?”: Navigating the Effects of Subtractive Schooling in an Alternative Learning Program