Focusing on the schooling of diverse girls and women in the United States, this book highlights topics of gendered curricula, racialized experiences of standardized testing, and dominant cultural socialization. By weaving critical education theories with sociological analyses of race, class and gender, Moore provides historical and contemporary illustrations of "hostile hallways" for students and the devaluation of teaching as a profession. In suggesting feminist and anti-racist pedagogical models of empowerment, Schooling Girls, Queuing Women presents several potential solutions to the problem of classroom inequality for diverse women and girls.

An essential handbook to the unwritten and often unspoken knowledge and skills you need to succeed in grad school Some of the most important things you need to know in order to succeed in graduate school—like how to choose a good advisor, how to get funding for your work, and whether to celebrate or cry when a journal tells you to revise and resubmit an article—won’t be covered in any class. They are part of a hidden curriculum that you are just expected to know or somehow learn on your own—or else. In this comprehensive survival guide for grad school, Jessica McCrory Calarco walks you through the secret knowledge and skills that are essential for navigating every critical stage of the postgraduate experience, from deciding whether to go to grad school in the first place to finishing your degree and landing a job. An invaluable resource for every prospective and current grad student in any discipline, A Field Guide to Grad School will save you grief—and help you thrive—in school and beyond. Provides invaluable advice about how to: Choose and apply to a graduate program Stay on track in your program Publish and promote your work Get the most out of conferences Navigate the job market Balance teaching, research, service, and life

Social Inequality and Social Stratification in US Society uses a historical and conceptual framework to explain social stratification and social inequality. The historical scope gives context to each issue discussed and allows the reader to understand how each topic has evolved over the course of American history. The author uses qualitative data to help explain socioeconomic issues and connect related topics. Each chapter examines major concepts, so readers can see how an individual’s success in stratified settings often relies heavily on their access to valued resources—types of capital which involve finances, schooling, social networking, and cultural competence. Analyzing the impact of capital types throughout the text helps map out the prospects for individuals, families, and also classes to maintain or alter their position in social-stratification systems.

This book draws together evolving models across disciplines (queuing theory, materialist feminism, racial colonization and standpoint theories linked to critical education models) as these intersect with current research and policy issues in schooling women and girls in the United States. The diverse forms of social ...

This volume is a provisional account of the origins and subsequent work of the Bureau of Sociological Research (BOSR) at the University of Nebraska-Lincoln (UNL). This study was prepared at the request of Julia McQuillan, Chair of the UNL Department of Sociology and a past BOSR Director, for the 50th anniversary celebration of the Bureau in April 2014. The Bureau of Sociological Research, established in 1964, was founded as a formal organization within the Department of Sociology at the University of Nebraska-Lincoln. It is part of a departmental heritage that is now more than a century long. Directors of the Bureau have included Herman Turk, Alan Booth, David R. Johnson, Hugh P. Whitt, Lynn K. White, Helen A. Moore, D. Wayne Osgood, Laura A. Sanchez, Dan R. Hoyt, Julia Mcquillan, Philip Schwadel, and Jolene D. Smyth.

Published in the year 2005, World Yearboook of Education 1984 is a valuable contribution to the field of Major Works.

This retrospective offers a first hand account on internal conflicts in ZANU during the 1970s, which resulted in the defeat of its left wing. Chung's narratives include her experiences in two guerrilla camps. She recalls her encounters with the charismatic Josiah Tongogara, a legendary military commander during Zimbabwe's liberation war (known as the ©second chimurenga♯), who died at the threshold to Independence. The personal recollection of a transition to national sovereignty concludes with an incisive analysis of developments after Independence. It ends with Chung's vision for the Zimbabwe of the future. Fay Chung served within the Ministry of Education in post-colonial Zimbabwe for a total of fourteen years, at the end as the Minister of Education and Culture. Her autobiographical account has the childhood experiences in colonial Rhodesia as a point of departure. Like many other Zimbabwean intellectuals she joined the liberation struggle. From the mid-1970s she worked within the ZANU-organised educational sphere.