Nonetheless, he acknowledges PACHS as a space that he regards as being a refuge from these daily challenges.
However, students were also quick to point out that PACHS represented a respectful space in which they found a healthy escape from life on the streets.
For the PACHS participants, attending an alternative school that was created with the interests of DiaspoRican students in mind, these spaces were readily available within the walls of their school.
Moreover, PACHS is constantly working to revise their curriculum in order to raise consciousness around what it means to be DiaspoRican in an urban center like Chicago.
In the case of PACHS, students were highly encouraged to dialogue about race/ethnicity and its place in Puerto Rican history and in the context of the lived experiences of DiaspoRican youth.
Similarly, Damien compared his former Chicago public high schools with PACHS when he remarked:
As Melissa and Damien remarked, the PACHS school space was racially/ethnically and linguistically conducive to respecting students' DiaspoRican identities.
PACHS, which was established specifically to address the needs of DiaspoRican youth who were underserved by the traditional public school system, was dominated by relationships of mutual respect that made Puerto Rican youth feel welcome and worthy of investment.