Examines dropouts from U.S. high schools, with particular attention to gender, social class, and race/ethnicity. Considers dropping out as a critique of education and labor market conditions and looks at the portrayal of dropouts in the popular, social science, and teacher preparation literature. Examines a group of dropouts in New York City.(CMG)

Explores multiple and dynamic intersections of gender with race, culture, and class in psychosocial identity formation to minimize the risk of homogenizing or polarizing understanding of these characteristics. Seeks to promote dialogue among helping professionals concerning the pivotal role of these simultaneous intersections in affecting clients'…

The belief that large segments of the population cannot learn what others learn, or do so much less rapidly, is predominant in our educational system. For schools to educate all children effectively, changes must occur in school ideology, structure, and instructional practices. (GC)

Research on educational choice suggests that students do better in schools that their families choose, that this is especially true for lower income and disadvantaged students, and that permitting choice does not adversely affect racial balance but may actually promote racially balanced schools. (Author/GC)