bell hooks reference	Relevance to your writer  your research site
(paragraph 1) Class in the classroom: hooks claims that class is ignored in the university classroom	Are class differences present in this workplace? If so, are they ignored? Do people acknowledge class differences in any ways?
(1) Democracy: hooks says we think, perhaps wrongly, that the classroom is an equal, “democratic space”; unspoken class differences can make it more democratic and fair for some than for others	Is the workplace you're studying a democratic space in terms of class differences? Aside from bosses or managers who tell others what to do, do the modes of communication privilege those from some backgrounds more than those from other backgrounds?
(2) Class background: hooks describes her “non-materially privileged background” and some of its effects on her	If your writer is willing to talk about this: is your writer from a non-materially privileged background, or would he or she describe it in some other way?  Does the background of your contact have any relevance to his or her choice of occupation? or to the way he or she operates and relates to others in a work environment?
(3) Decorum: hooks says that class is more than merely finances; it's also a matter of decorum, of behaving in ways deemed proper for a particular social setting	Is there a high value placed at your worksite on decorum, either in "proper" modes of writing, dress, environment, or language?  If so, might these values be talked about in terms of social class?
(3-5) Social censorship: hooks explains the censoring process that reinforces acceptable values and mores	Are certain acceptable values, beliefs, and behaviors enforced at the worksite you are observing?  If so, how?  If not, why not?
(10-12) Adaptation: hooks writes of the difficulties that students from non-materially privileged backgrounds have adapting, and how they do so	Do you see evidence that your writer has had to adapt in the ways hooks explains?
(16) Finding a voice: hooks writes about the efforts of those who have been silenced to  “come to voice,” and the forms of "privilege" that grant "authority" to some voices more than others	Does your writer feel that he or she has had similar difficulties "finding a voice" in this workplace?  Has this person had to learn certain acceptable ways to speak out and be heard? Has this person's background been a factor either way in this regard? That is, might this person have been raised in an environment that made it easier or more difficult to speak and interact appropriately in this work setting?
(20-21) Coercive hierarchies: "I was teaching in institutions that affirm it is fine to use power to reinforce and maintain coercive hierarchies. Fear of losing control in the classroom often leads individual professors to fall into a conventional teaching pattern wherein power is used destructively," leading to an insistence on "bourgeois decorum as a means of maintaining a fixed notion of order . . ."	Do such hierarchies exist in your writer's workplace? Does your writer feel subtly "coerced" into acting (or writing) in certain ways in his or her work environment? Might other ways actually be more efficient, or easier, or better in some other way? Is there actually a need in this workplace for an authority figure who enforces some form of orderly behavior? On the other hand, might there be too much of this sort of control in this workplace?