“Helping Students Meet the Challenges of Academic Writing” by Fernsten and Reda is an interesting study of how reflective writing practices can be helpful to marginalized students, who struggle with “negative emotions. the identity of the writer. Possible causes according to Fernsten & Reda are "issues such as race, class, and gender that are marginalized factors for many foundational writers", in addition to the expectations of dominant academic culture. However, even though Fernsten & Reda highlighted “potential conflicts” within academia, they failed to provide conclusive evidence supporting their argument regarding their solution. Their reliance on outdated research that provides a one-sided historical perspective may no longer accurately reflect current socio-economic issues. Additionally, education has shifted toward an inclusive teaching approach, as immigrant children enter the school system in record numbers. “There are approximately eleven million people who obtained legal permanent status in the United States between 2000 and 2010” (Homeland Security, p. 10/2010). Fernsten & Reda's reliance on their own limited teaching practices without legitimate comparables from empirical study leads to their underlying assumptions about the true effectiveness of reflective writing strategies and the causes they believe are associated with social background. /economic of the student. Reda's article lists the many obstacles students face academically due to their socioeconomic background. Factors include "a negative self-identity consisting of believing they are ineffective and incompetent writers and internalizing some aspects of instructors' negative self-talk." (Fernsten and Reda). Additional confirmations in the middle of the article......practices could be implemented, to build an anti-bias program and inclusive environment. Works cited1) Carbone II, Steven A. (2010). Race, class, and oppression: Solutions for active learning and literacy in the classroom. Student Pulse, 2.01. Extract from: 2) Routio, Pentii. (2007). Planning an empirical study and a normative perspective.http://www2.uiah.fi/projects/metodi3) Kenneth Tyler | Ruby Stevens | Aesha Uqdah. (2003-2009). PREVALENCE OF CULTURALLY PREJUDICED EDUCATION. The Gale Group, Inc. All rights reserved http://www.education.com/reference/article/cultural-bias-in-teaching/4) Homeland Security. (2010) 2010 Yearbook of Immigration Statistics. Bureau of Immigration Statistics. http://www.dhs.gov/xlibrary/assets/statistics/yearbook/2010/ois_yb_2010.pdf