Under the uniformity that constitutes the institution's common goals, boundaries for personal, professional, and institutional advancement need to be in place. Being fully immersed in the boarding school culture While I am still adapting to the boarding experience, I am constantly challenged with circumstances that arise at any time of day. These circumstances have made me question my boundaries with students, faculty, and staff. I really enjoy the flexibility that comes with living in the place I work at. I rarely have a meal alone, there are always invitations to socialize with faculty, and I can make myself available to students at various times. I remember how unusual it felt the first time I asked a student to meet me for breakfast at the dining hall on a Saturday morning for additional help. I felt that I was pushing my boundaries with the female student by taking away her personal time outside the regular school hours. Nonetheless, we met, and she ended up scoring high on her chapter exam. After this meeting, I became available to my students during meals, nights, and weekends. 

As I continued to explore my experience in the boarding school, I noticed various intersectionalities between race, class, gender, and nationalities. The complexity of sharing spaces beyond the classroom augmented the need to recognize my personal intersectionalities in comparison to those of the students, faculty, and staff. Thus, I began to examine my identity in the total institution that Loomis Chaffee fabricated with its boarding school model to better find boundaries that allowed the preservation of my identity as a first-generation Salvadorian immigrant from a low-income class, and learn more about how I could contribute to the community and best serve them. In the paper below, I explore my journey of finding my identity at Loomis Chaffee using the literature of Evan Goffman in Essays of the Social Situation of Mental Patients and Other Inmates, Lorene Cary (1993) in Black Ice, and Tobias Wolf (2005) in Old School to illustrate my experience as a teacher, coach, and advisor to students who both boarder and commuted as day students.