Wizard was an expressive, curious, and active seventh grade student who enjoyed science classes. He was also an inclusive student. This article explores Michele Hollingsworth Koomen’s study of Wizard and his understanding and experience in class. He is characterized by many names: friend, adolescent, black, and an exceptional student who simply wanted to learn and be smart. Wizard’s identity is represented by the way he saw himself. The study shows that Wizard’s identity was juxtaposed with his classroom experience. One could reason that Wizard’s race was not considered relevant to Koomen’s initial study. The article in whole explores Koomen’s research and discusses why Wizard’s race would be brought up throughout the study, yet not addressed
