Race and Place considers the everyday experiences of community members throughout the process of school desegregation and how race, place, and truth came to matter in this process in Prince George’s County, Maryland from 1945 through 1973.

Between 1970 and 1985, lesbian, gay, and bisexual educators (LGB) formed communities and began advocating for a place of openness and safety for LGB people in America's schools. They fought for protection and representation in the National Education Association and American Federation of Teachers in New York, Los Angeles and Northern California.

An Age of Accountability highlights the role of test-based accountability as a policy framework in American education. Even after very clear disappointments no other policy framework has emerged to challenge its hegemony, and many Americans continue to believe that accountability remains a vital necessity, even if educators and policy scholars disagree.

In the first in-depth treatment of the foundational legal case Marjorie Rowland v. Mad River School District, authors Margaret A. Nash and Karen L. Graves tell the story of that case and of Marjorie Rowland, the pioneer who fought for employment rights for LGBTQ educators and who paid a heavy price for that fight. It brings the story of LGBTQ educators’ rights to the present, including commentary on Bostock v Clayton County, the 2020 Supreme Court case that struck down employment discrimination against LGBT workers.

As they were not underrepresented, Asian American students at the University of Illinois Urbana-Champaign were denied minority student services. Over many decades, Asian American students fought to be seen and heard, challenging the university’s narrow view of minority students, and changing campus resources for Asian Americans.
 

Students who attended desegregated schools in the 1980s actively engaged to make integration work while navigating segregated boundaries. Crossing Segregated Boundaries details the struggles that students, schools, and communities undergo to integrate, and highlights how Chicago’s implementation of desegregation focused on school choice and used public transportation to avert busing protests.

In Blaming Teachers, Diana D'Amico Pawlewicz reveals that historical professionalization reforms subverted public school teachers’ professional legitimacy. Policymakers and school leaders understood teacher professionalization initiatives as efficient ways to bolster the bureaucratic order of the schools rather than as means to amplify teachers’ authority and credibility.

Indianapolis began its secondary system with a singular, decidedly academic high school, but ended the 1960s with multiple high schools with numerous paths to graduation. Making a Mass Institution describes how this process created both a distinct youth culture and a divided and unjust system, one that effectively sorted students geographically, economically, and racially.