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This book is written for the Millennial Generation to educate them about what school desegregation was actually about—the struggle over white domination in the United States. The textbooks they read as high school students describe the heroic efforts of African Americans to achieve civil rights but do not describe who was denying them these rights—white Americans. The oral histories in this book reveal how individuals navigated efforts to achieve educational equity amidst efforts to reassert white domination. These accounts counter the textbook history the Millennial Generation read which omits the massive white resistance to school desegregation, the various ways whites used subterfuge to slow down and redirect school desegregation in what would more benefit whites, and the concerted white political backlash that has been ensconced in educational policy and reform beginning with A Nation at Risk and continuing in No Child Left Behind . That is, educational policy as we know it is all about asserting white domination and not about educating children, and thus the Millennial Generation is faced with undoing what their parents and grandparents have done. Cover image by Echo Lilly Wilson

Education research has seen a phenomenal growth in studies that explore the multiple, fluid, and changing complexities of culture and identity work. The nuanced, contradictory, and process-oriented nature of identity and identification has meant that the studies in education are largely, and appropriately, qualitative and ethnographic. However, because qualitative studies are marked by their focus on the particular, it has been difficult to discern exactly what these studies contribute to identity theory collectively. In 'Cultural Constructions of Identity,' a set of meta-ethnographic syntheses of qualitative studies addressing identity become the vehicle to speak across single studies to address cultural identity theory.

AbstractCritical race theory (CRT) is a relatively new theory that has been little used in evaluation practice. The authors explore an example of critical race evaluation working with James Comer's School Development Program. In this evaluation common tropes associated with CRT were used to construct a counternarrative of school reform. The authors conclude that CRT has a place in evaluation, but that it also makes some demands on evaluators and those being evaluated that may make it less likely to be used than other theories. © Wiley Periodicals, Inc., and the American Evaluation Association.

This volume will introduce the readers to an alternative nexus of education, equity and economy, pointing to economies and educations that promote a less stratified and exploitive world, and as the chapter authors demonstrate, this view has a wide range of applications, from technology, mathematics, to environmental catastrophes and indigenous cultures. This first volume in the new book series not only introduces the series itself, but also several authors whose chapters that appear here presage the in-depth analysis that will be offered by their volumes in the series. Education is invoked repeatedly in the 'class warfare' that pits the population against the elites as the investment that makes the difference, in terms of both policy and individual commitment, in the economy. The economy in this scenario is competitive, accumulative, exploitive and stratifying, implying education should mirror this, and prepare people to fit this economy. However, education has other historic goals of developing common cultures, national identities, and civic engagement that belie this form of economic determinism. This volume and the series will explore this new nexus of economy and education with equity

The effect of legal aid on disadvantaged groups and particularly on prison inmates has rarely been investigated. The few existing studies suggest it has a more systematically positive effect than other prison services. This paper examines this effect on women inmates and finds that the provision of legal services seems to promote rehabilitation.

Recently it has seemed that crime rates for women have been on the increase; however, there has been little systematic study of trends. Using Uniform Crime Report arrest data that was comparable for 1960 & 1970 & standardized for population shifts by sex & age groups, such trends were investigated. It was found that arrest rates for F's increased more than 4 times the rate of increase of M's. Adolescents, regardless of sex, increased more than adults with adolescent F's increasing more than adolescent M's. Adult women experienced increases more in property offenses than in violent offenses, while adolescent had about equal increases in both. The results seem to support other recently-published findings that suggest that the changing role of women in our society is reflected in increasing crime rates. 4 Tables. AA.