Gender and Teaching provides a vivid, focused, and interactive overview of important gender issues in education today. This is aocomphshed through conversations among experts, practitioners, and readers that are informed by representative case studies and by a range of theoretical approaches to the issues. Gender and Teaching is the third volume in Reflective Teaching and the Social Conditions of Schooling: A Series for Prospective and Practicing Teachers, edited by Daniel P. Liston and Kenneth M. Zeichner. It follows the same format as previous volumes in the senes. Part I includes four cases dealing with related aspects of gendered experiences In schools (non-sexist elementary school curricula; gender and race implications of special education assignment practices; homophobia in high schools and classrooms; and teaching as a woman's profession), followed by reactions from preservice and practicing teachers, administrators, and professors. Part II is an elaboration of four "public argurnents"-conservative, liberal, women-centered, and radical-multicultural--pertaining to the issues raised in Part I. These arguments exemplify dusters of orientations, organized around general values rather than hard and fast principles. Part lii presents the authors' own interpretations of the issues raised throughout the book, and provides activities and topics for reflection and an annotated bibliography of additional resources.

"Gender and Teaching" provides a vivid, focused, and interactive overview of the important gender issues in education today. This is accomplished through conversations among experts, practitioners, and readers that are informed by representative case studies and by a range of theoretical approaches to the issues. "Gender and Teaching" is the third volume in the "Reflective Teaching and the Social Conditions of Schooling" series edited by Daniel P. Liston and Kenneth M. Zeichner. It follows the same format as previous volumes in the series.
Part I includes four cases dealing with related aspects of gendered experiences in schools (nonsexist elementary school curricula, gender and race implications of special education assignment practices, homophobia in high schools and classrooms, and teaching as a woman's profession), followed by a set of teachers', administrators', and professors' reactions to each case.
Part II is an elaboration of four "public arguments"--conservative, liberal, women-centered, and radical multicultural--pertaining to the issues raised in the cases in Part I. These arguments exemplify clusters of orientations, organized around general values rather than hard and fast principles.
Part III presents the authors' own interpretations of the issues raised throughout the work and provides activities and topics for reflection and an annotated bibliography of additional resources.
Content and Pedagogical Features:
*Readers are encouraged throughout to interact with the text. They can respond to each case and compare their responses to those of others in the field.
*The cases and discussions that follow help students begin to evolve their own "practical theories"; explore and perhaps modify some of their basic beliefs and assumptions; become acquainted with other points of view; and look further into the connections and intersections of gender with other structural dynamics and practices--those of race, class, and culture--as intrinsic to their explorations into the social conditions of schooling.
*The major strands in feminist theory about women and education are presented so that students can analyze the differences among them, come up with positions of their own, and learn to defend them.
*Although the authors draw on historical and sociological frameworks that show how women have historically been discriminated against in our schools and in our society, their goal is an education that is equally fair to everyone, boys as well as girls.
"Gender and Teaching" is pertinent for all prospective and practicing teachers at any stage of their training. It can be used in any undergraduate or graduate course that addresses issues of gender and teaching.

Most of what is written these days about young black men and women emphasizes incarceration and mortality rates, teen pregnancy, drug use, and domestic strife. This collection of sixteen autobiographical essays by African-Americans, Africans in America, Afro-Caribbean and biracial college students who have tackled significant obstacles to achieve success and degrees of self-understanding offers a broader, more hopeful portrait of the adolescent experiences of minority youth. Here are emotionally honest and reflective stories of economic hardship, racial bias, loneliness, and anger--but also of positive role models, spiritual awakening, perseverance, and racial pride.
In these essays, students explore the process of self-discovery and the realization of cultural identity. The pieces are accompanied by commentary from prominent African-American scholars, such as Jewelle Taylor Gibbs and Peter C. Murrell, Jr. Together they create a vivid portrait of what it is like to grow up as a black person in America, and offer a springboard to current debates about self-discovery, cultural identity and assimilation.
Often raw and painful, always honest and affecting, this collection of personal stories written by young people stands as an eloquent tribute to the courage of today's youth and to the power of their own words.

Shepherding children through the demanding years of adolescence can be a struggle for any parent. But black parents must also help their children confront the psychological fallout of racism. With this in mind, Dr. Janie Ward, who spent fifteen years researching the moral and psychological development of African-American boys and girls, offers parents a comprehensive four-step program -- Name it, Read it, Oppose it, Replace it -- that provides strategies for healthy resistance to negative social influences and complacency in children throughout the formative years. Ward offers parents advice on such topics as:

• Helping boys deal with and control emotions like anger, frustration, and fear
• Encouraging girls to appreciate their growing bodies for more than just looks, and to develop a healthy sense of identity
• Developing skills in teens that allow them to act effectively in social, academic, and business settings
• Teaching children to resist the power of peer pressure from those in their communities who believe there is only one way to be black
• Convincing teens that it is essential to develop their spirituality and participate in a spiritual community

In the fourteen articles collected in this volume, Gilligan and her colleagues expand the theoretical base of "In A Different Voice" and apply their research methods to a variety of life situations. The contrasting voices of justice and care clarify different ways in which women and men speak about relationships and lend different meanings to connection, dependence, autonomy, responsibility loyalty, peer pressure, and violence. By examining the moral dilemmas and self-descriptions of children, high school students, urban youth, medical students, mothers, lawyers, and others, the authors chart a new terrain: a mapping of the moral domain that includes the voices of women. In this new terrain the authors trace far-reaching implications of the inclusion of women's voices for developmental psychology, for education, for women, and for men.