These autobiographical and analytical essays by a diverse group of professors and graduate students from working-class families reveal an academic world in which "blue-collar work is invisible." Describing conflict and frustration, the contributors expose a divisive middle-class bias in the university setting. Many talk openly about how little they understood about the hierarchy and processes of higher education, while others explore how their experiences now affect their relationships with their own students. They all have in common the anguish of choosing to hide their working-class background, to keep the language of home out of the classroom and the ideas of school away from home. These startlingly personal stories highlight the fissure between a working-class upbringing and the more privileged values of the institution.

Although transgender people are increasingly represented in academic studies and popular culture, they rarely have the opportunity to add their own voices to the conversation. In this remarkable book, Jackson Shultz records the stories of more than thirty Americans who identify as transgender. They range in age from fifteen to seventy-two; come from twenty-five different states and a wide array of racial, religious, and socioeconomic backgrounds; and identify across a vast spectrum of genders and sexualities. Giving voice to a diverse group of individuals, the book raises questions about gender, acceptance, and unconditional love. From historical descriptions of activism to personal stories of discrimination, love, and community, these touching accounts of gender transition shed light on the uncharted territories that lie beyond the gender binary. Despite encounters with familial rejection, drug addiction, and medical malpractice, each account is imbued with optimism and humor, providing a thoughtful look at the daily joys and struggles of transgender life. With an introduction and explanations from the author, this work will appeal to transgender individuals, their significant others, friends, family, and allies; health-care providers, educators, and legal professionals; and anyone questioning their own gender, considering transition, or setting out on their own transition journey.

In 1889, Sitting Bull addressed the formal, Western-style education of his people. "When you find something good in the white man's road, pick it up," he intoned. "When you find something that is bad . . . leave it alone. We shall master his machinery, and his inventions, his skills, his medicine, his planning, but we will retain our beauty and still be Indians."

Sitting Bull's vision—that cultural survival and personal perseverance derive from tribal resilience—lies at the heart of Tribal Strengths and Native Education. Basing his account on the insights of six veteran American Indian educators who serve in three reservation schools on the Northern Plains, Terry Huffman explores how Native educators perceive pedagogical strengths rooted in their tribal heritage and personal ethnicity. He recounts their views on the issues facing students and shows how tribal identity can be a source of resilience in academic and personal success. Throughout, Huffman and the educators emphasize the importance of anchoring the formal education of Indian children in Native values and worldviews—in "tribal strengths."