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)

Proposes that literacy must be judged against social background. Analyzes the racial and social differences in the interpretations of a story by a working-class Black student, a working-class White student, and an upper-class White student. (FMW)

Considers the need to include gender in any consideration of job training programs. Summarizes recent studies of girls' experiences in schools and calls for a reconsideration of job training programs which will take into account the needs and experiences of girls as well as boys of varying class and race backgrounds. (CMG)