This first biography of W. Glenn Killinger highlights his tenure as a nine-time varsity letterman at Penn State, where he emerged as one of the best football, basketball and baseball players in the U.S. Situating Killinger in his time and place, the author explores the ways in which home-front culture during World War I-focused on heroism, masculinity and sporting culture-created the demand for sports and sports icons and drove the ascent college athletics in the first quarter of the 20th century.

This second edition offers strategies, tips, and guidance on how to promote equitable student growth across content areas. The essays in this book complement the work of school board members, administrators and community stakeholders in school districts with diverse student populations. Authors offer both empirically-based and auto-ethnographic accounts about equity policy frameworks, school counseling, resource officers in urban schools, trauma-informed practices and bias disruptors. Each of the 12 essays provides templates for educators and administrators across age ranges and institution types. As demographics grow more diverse, school leaders will look for ideas to improve campus policy and practice. The contributors to this work deliver actionable steps across departments.

The minstrelsy play, song, and dance "Jump, Jim Crow" did more than enable blackface performers to spread racist stereotypes about Black Americans. This widespread antebellum-era cultural phenomenon was instrumental in normalizing the N-word across several aspects of American life. Material culture, sporting culture, consumer products, house-pets, carnival games and even geographic landmarks obtained the racial slur as a formal and informal appellation. Music, it is argued, was the catalyst for normalizing and disseminating those two ugly syllables throughout society, well beyond the environs of plantation and urban slavery. This weighty and engaging look at the English language's most explosive slur, described by scholars as the "atomic bomb" of bigoted words, traces the N-word's journey through various music genres and across generations. The author uses private letters, newspaper accounts, exclusive interviews and, most importantly, music lyrics from artists in the fields of minstrelsy, folk, country, ragtime, blues, jazz, rock 'n' roll and hip hop. The result is a reflective account of how the music industry has channeled linguistic and cultural movements across eras, resulting in changes to the slur's meaning and spelling.

In 1935, W.E.B. Du Bois asked, "Does the Negro need separate schools?" His stunning query spoke to the erasure of cultural relevancy in the classroom and to reassurances given to White supremacy through curricula and pedagogy. Two decades later, as the Supreme Court ordered public schools to desegregate, educators still overlooked the intimations of his question. This book reflects upon the role K-12 education has played in enabling America's enduring racial tensions. Combining historical analysis, personal experience, and a theoretical exploration of critical race pedagogy, this book calls for placing race at the center of the pedagogical mission.

Almost 200 years after public schools moved toward free education for all children, educators are still exploring the best approaches for promoting equitable student growth. In early 2020, COVID-19 operational changes and the challenge to confront America's most profound racial problems exposed many equity issues in schools. As a result, educators were called to reimagine the field of education as the curtain closed on the first quarter of the 21st century. The essays in this book challenge classroom instructors to consider new approaches to education theory, classroom praxis and teaching content. The chapters herein draw on mixed-methods and narrative form essays to provide practical tools and techniques for building equitable schools. Viewing schools as extensions of society-at-large, this book delivers innovative curricular approaches to STEM education, the Humanities and applied theater. The authors offer methods for empowering student voices, managing moments of crisis, increasing representation in computer science and implementing restorative justice disciplinary practices in learning institutions. Essays provide all educators with proven instructional models for curricular equity with the goal of moving America closer to a multi-racial democracy.