ABSTRACT
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.
