我觉得第二篇文章很有影响的是布兰切特、克林格和哈里的《种族、文化和残疾的交集》。Implications for Urban Education。这篇文章为种族、文化和残障的交汇带来了新的见解，尤其是在城市地区。我一直经历着郊区环境下的教育。我在郊区上学，也在郊区学校教书，因此，我从未考虑过学校的多样性与城市、郊区或农村环境的关系。读了这篇文章后，我对这些情况下的学生每天所经历的事情有了新的理解。这篇文章的大部分内容将许多非裔美国学生每天必须面对的问题凸显出来。例如，许多非裔美国学生被置于双重危险的境地。在这些情况下，学生们感受到了教育不平等的影响，因为他们生活在高贫困地区，学校资金不足，而教育不平等则源于被贴上残疾的标签。从阅读这篇文章，我收集到许多非裔美国学生在社会和学校中面临着这些不平等，因为，社区以外的人被集中到某个群体中（无论是阶级区分还是能力水平），并将他们对该群体的假设投射到学生身上。因此，许多非裔美国人（或任何少数族裔）的学生在城市学校里得不到其他学生所接受的公平教育。我认为，对于城市地区的教师来说，开放和公平的教学需要 “熟悉并承认群体内的种族、文化、语言和社会阶层的差异”(Blanchett et al., 2010, p.404)。因此，不能因为一群人有共同的文化或种族背景就对他们做出假设，而是要理解他们每个人都是一个独特的人，应该得到相应的对待。
The second article that I found to be impactful was Blanchett, Klinger, and Harry’s The Intersection of Race, Culture and Disability: Implications for Urban Education. This article brought new insights to the intersections of race, culture and disability particularly in urban areas. I have always experienced education in a suburban setting. I went to school in the suburbs and student taught in suburban schools, therefore I never considered diversity in relation to a school’s urban, suburban or rural setting. Reading this article brought a new level of understanding about what students in these situations experience daily. Much of this article brought the issues many African-American students must deal with daily to prominence. For example, many African-American students are put in double jeopardy situations. In these instances, students are feeling the effects of educational inequities due to living in high poverty areas with schools that are underfunded, and educational inequities that stem from being labeled as having disability. From reading this article, I gathered that many African- American students face these inequities in society and in school because, those outside of the community are being clustered into a certain group (whether that be class distinction or ability levels) and projecting their assumptions about that group onto the students. Therefore, many African-American (or any minority) students in urban schools do not receive the equitable education that other students receive. I think that for teachers in urban areas, teaching with openness and equity would entail becoming “familiar with and acknowledge within-group ethnic, cultural, linguistic and social class differences” (Blanchett et al., 2010, p.404). Thus, not making assumptions about a group of people because they share a cultural or ethnic background, but by understanding that each of them is a unique person and should be treated accordingly.