Jeanne Drysdale Weiler is an Assistant Professor in the Department of Educational Foundations at Hunter College, CUNY.

"This book uniquely compares processes of identity formation among three groups of young women—white, African American and Puerto Rican, and Latinas. The inclusion of racialized minorities like Puerto Ricans as well an non-white immigrants is particularly important." — Catherine Raissiguier, author of Becoming Women/Becoming Workers: Identity Formation in a French Vocational School"I found the author's careful and convincing portrayal of how race/ethnicity, gender, and social class collectively influence identity among these girls fascinating. The whole notion of identity construction—and particularly the role that schools play in its evolution—is underdeveloped in the educational literature. This book has important ramifications." — Ann Locke Davidson, author of Making and Molding Identity in Schools: Student Narratives on Race, Gender, and Academic Engagement

• List of Tables Preface Chapter 1Introduction Chapter 2Social Class, Race/Ethnicity, Gender, and Schooling: A Theoretical Overview Chapter 3The Social, Economic, and Educational Status of African American, Latina, and White Women in the United States Chapter 4Young White Working-Class Women: Envisioning Adult Lives Chapter 5Young Women of African American and Puerto Rican Descent: Anticipating Lives As Adult Women Chapter 6Young Women of Dominican and South American Descent: Constructing Possibilities for the Future Chapter 7Redefining Relationships to Schooling Chapter 8The Formal Curriculum Chapter 9The Social Construction of Gender Within the School Chapter 10Conclusions Postscript Appendices Notes Bibliography Index

Jeanne Drysdale Weiler is an Assistant Professor in the Department of Educational Foundations at Hunter College, CUNY.

"This book uniquely compares processes of identity formation among three groups of young women—white, African American and Puerto Rican, and Latinas. The inclusion of racialized minorities like Puerto Ricans as well an non-white immigrants is particularly important." — Catherine Raissiguier, author of Becoming Women/Becoming Workers: Identity Formation in a French Vocational School"I found the author's careful and convincing portrayal of how race/ethnicity, gender, and social class collectively influence identity among these girls fascinating. The whole notion of identity construction—and particularly the role that schools play in its evolution—is underdeveloped in the educational literature. This book has important ramifications." — Ann Locke Davidson, author of Making and Molding Identity in Schools: Student Narratives on Race, Gender, and Academic Engagement

• List of Tables Preface Chapter 1Introduction Chapter 2Social Class, Race/Ethnicity, Gender, and Schooling: A Theoretical Overview Chapter 3The Social, Economic, and Educational Status of African American, Latina, and White Women in the United States Chapter 4Young White Working-Class Women: Envisioning Adult Lives Chapter 5Young Women of African American and Puerto Rican Descent: Anticipating Lives As Adult Women Chapter 6Young Women of Dominican and South American Descent: Constructing Possibilities for the Future Chapter 7Redefining Relationships to Schooling Chapter 8The Formal Curriculum Chapter 9The Social Construction of Gender Within the School Chapter 10Conclusions Postscript Appendices Notes Bibliography Index

Jeanne Drysdale Weiler is an Assistant Professor in the Department of Educational Foundations at Hunter College, CUNY.

"This book uniquely compares processes of identity formation among three groups of young women—white, African American and Puerto Rican, and Latinas. The inclusion of racialized minorities like Puerto Ricans as well an non-white immigrants is particularly important." — Catherine Raissiguier, author of Becoming Women/Becoming Workers: Identity Formation in a French Vocational School"I found the author's careful and convincing portrayal of how race/ethnicity, gender, and social class collectively influence identity among these girls fascinating. The whole notion of identity construction—and particularly the role that schools play in its evolution—is underdeveloped in the educational literature. This book has important ramifications." — Ann Locke Davidson, author of Making and Molding Identity in Schools: Student Narratives on Race, Gender, and Academic Engagement

• List of Tables Preface Chapter 1Introduction Chapter 2Social Class, Race/Ethnicity, Gender, and Schooling: A Theoretical Overview Chapter 3The Social, Economic, and Educational Status of African American, Latina, and White Women in the United States Chapter 4Young White Working-Class Women: Envisioning Adult Lives Chapter 5Young Women of African American and Puerto Rican Descent: Anticipating Lives As Adult Women Chapter 6Young Women of Dominican and South American Descent: Constructing Possibilities for the Future Chapter 7Redefining Relationships to Schooling Chapter 8The Formal Curriculum Chapter 9The Social Construction of Gender Within the School Chapter 10Conclusions Postscript Appendices Notes Bibliography Index