Leaking Women: A Genealogy of Gendered and Racialized Flow

Through a feminist and critical race analytic, this paper theorizes the disruptions evoked by leaky women—actually doubly leaky women—those whose nipples, peri-menopausal uterus’ and mouths have “leaked” in ways that rupture/stain/expose the white-patriarchal-capitalist enclosure of work, home and the streets and then dared to leak again by suing for justice in court. In a closing coda, I address the race/class policing dynamics between she who leaks and the “respectable” [usually white] women recruited to plaster up the hole and cauterize the leaker

Disabled Women: Sexism without the Pedestal

The position of the disabled woman in current U.S. society deserves political, theoretical and empirical attention. In this paper we have delineated the economic, social and psychological constraints which place her at a distinct disadvantage, relative to disabled men and nondisabled women. We evaluate the ways in which having a disability is viewed as an impediment to traditional or nontraditional sex role development. The construct rolelessness is introduced, defined and examined. We conclude with reconmiendations for needed research and policy

Small Schools and the Issue of Scale

Wasley and Fine write this essay to respond to the oft-heard claim that small schools are not a systemic reform strategy. They argue, instead, that there is now a broad professional and community consensus for small schools; major policy moves within urban, suburban, and rural communities are being advanced to create and maintain small schools, and substantial social science evidence documents the efficiency and equity potential of small schools

Discipline Disparities Series: Overview

Disparities in the use of school discipline by race, gender, and sexual orientation have been well-documented and continue to place large numbers of students at risk for short- and long-term negative outcomes. In order to improve the state of our knowledge and encourage effective interventions, the Discipline Disparities Research to Practice Collaborative, a group of 26 nationally known researchers, educators, advocates, and policy analysts, came together to address the problem of disciplinary disparities. Funded by Atlantic Philanthropies and Open Society Foundations, the Collaborative has spent nearly three years conducting a series of meetings with groups of stakeholders -- advocates, educators, juvenile justice representatives, intervention agents, researchers, and policymakers -- in order to increase the availability of interventions that are both practical and evidence-based, and to develop and support a policy agenda for reform to improve equity in school discipline. The project has funded 11 new research projects to expand the knowledge base, particularly in the area of intervention, and commissioned papers from noted researchers presented at the Closing the School Discipline Gap Conference. A culminating report of the Collaborative's work is the formal release of the Discipline Disparities Briefing Paper Series, three papers on policy, practice, and new research summarizing the state of our knowledge and offering practical, evidence-based recommendations for reducing disparities in discipline in our nation's schools. This report is an overview of the research

Reinventing Central Office

This report presents a provocative description of a school system where resources, authority, and accountability reside primarily at the school level

Dropping Out of High School: An Inside Look

In September, 1984, I began an ethnography of student life in and out of a New York City public high school to figure out why urban students drop out of high school at such extraordinary rates. By December, why urban students stay in high school through graduation struck me as an equally compelling question

A Greene Imaginary

Maxine has just blown out the candles on her 90th birthday cake. With expected brilliance, she speaks to an adoring crowd, surrounding by swelling applause. And then, characteristically, she whispers to me: “Was that okay?” This is Maxine’s signature ending to a speech