Loud on the Inside

Drawing on data gathered during a seven-month study of the literacy practices of a group of White, working-class girls who have successfully navigated their high school’s English curriculum, this ethnography investigates (1) how gender and class influenced the girls’ uses of literacy in the classroom and (2) how the girls used texts from English class to construct gender

Class (philosophy · Developmental psychology · Literacy · Literacy Education · Mathematics education · Pedagogy · Political science · Social class · Sociology · Working class · Gender Roles and Identity Studies · Gender Studies · Multilingual Education and Policy · Parental Involvement in Education · Psychology

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• Marginalized girls’ gendered experiences within a constructivist afterschool program (Reach)

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• Developing qualitative research questions

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• We Learn What We Do

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• Diagnostic accuracy of simultaneous evaluation of coronary arteries and myocardial perfusion with single stress cardiac computed tomography acquisition compared to invasive coronary angiography plus invasive fractional flow reserve

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• Women's ways of knowing

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• Whose Science? Whose Knowledge?

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• Ain’t No Makin’ It

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• Social Class and the Hidden Curriculum of Work

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• Meeting at the Crossroads

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• Social Class and School Knowledge

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• Learning to Labor

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• Jocks and Burnouts

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• Missing Stories, Missing Lives

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• The Resisting Reader

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• Reading the Romance

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• Ways with Words

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• Getting Smart

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• Gender Play

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• Social Class Differences in Family-School Relationships

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