Following World War II, the Allied Powers occupied Japan from 1945 to 1952, leaving thousands of children of Japanese mothers fathered by men from Australia, the United States, New Zealand, India, and Britain. These mixed-race offspring, and often their mothers, faced intense discrimination. Based on interviews with or research on 150 konketsuji—a now-taboo word for "mixed-blood" Japanese—journalist Walter Hamilton presents vivid first-person accounts of these adults as they remember their experiences of childhood loss.

This ethnographic study brings together scholarship on the anthropology of childhood, tourism, consumption, and exchange to examine how and why children working as unlicensed peddlers and tourist guides along the waterfront of Banaras, India, a popular and iconic tourist destination, elicit such powerful reactions from western visitors and locals in their community and explores how the children themselves experience their work and render it meaningful.

Erin N. Winkler uses in-depth interviews with an economically diverse group of African American children and their mothers to reorient the way we look at how children develop their ideas about race. She shows the importance of considering this process from children’s points of view and listening to their interpretations of their experiences. The roles of gender, skin tone, colorblind rhetoric, peers, family, media, school, and, especially, place in developing children’s racial identities and ideas are also examined.

In Learning the Hard Way, Edward W. Morris explores and analyzes detailed ethnographic data to examine the purported gender gap between boys and girls in educational achievement at two low-income high schools—one rural and predominantly white, the other urban and mostly African American. He explains how race, class, and geographic location combine to influence and complicate the construction of gender identities in high school students and affect the respective academic performance of the students he studied.

In Learning the Hard Way, Edward W. Morris explores and analyzes detailed ethnographic data to examine the purported gender gap between boys and girls in educational achievement at two low-income high schools—one rural and predominantly white, the other urban and mostly African American. He explains how race, class, and geographic location combine to influence and complicate the construction of gender identities in high school students and affect the respective academic performance of the students he studied.

Valerie Leiter argues that there are crucial missing links between federal disability policies and youth’s lives. Her argument is based on thorough examination of federal disability policy and interviews with young people with disabilities, their parents, and rehabilitation professionals. Attention is given to the diversity of expectations, the resources available to them, and the impact of federal policy and public and private attitudes on their transition to adulthood.

Highlighting the works of William Bennett, Lynne Cheney, Bill O’Reilly, and others on the American political right, Michelle Ann Abate brings together such diverse fields as cultural studies, literary criticism, political science, childhood studies, brand marketing, and the cult of celebrity. Raising Your Kids Right dispels lingering societal attitudes that narratives for young readers are unworthy of serious political study by examining a variety of texts that offer information, ideology, and even instructions on how to raise kids right, not just figuratively but politically.