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Draws directly on insights from teens to reframe our understanding of bullying in the age of social media and why anti-bullying campaigns have been unsuccessful in combating it.
 
Fitting in and standing out is an eternal rite of passage for teenagers. Increasingly, their struggles to establish hierarchies and regulate social norms are labeled under the umbrella of “bullying.” This phenomenon is considered such a significant problem that all fifty states have passed anti-bullying legislation, and many schools now engage prevention programs that promote tolerance, kindness, and active bystander interventions. Despite these efforts, bullying remains as widespread as ever. Why is that? The answer lies in a unique challenge faced by teens today: social media.

In The Tolerance Generation, sociologist Sarah Miller explores how youth grapple with bullying in the digital age alongside the anti-bullying industry. Drawing on two school years with students at a Northeastern high school, Miller reveals how institutional efforts to curb bullying are no match for the many online interactions in which bullying thrives. She charts teens’ experiences as they confront not only bullying, but also sexting exposures, school shooting threats, and viral cancel culture, illustrating the escalating pressures social media places on youth. Yet the school’s anti-bullying campaigns are a mismatch. They are engineered to address individual instances of explicit conflict, not to change the culture that contributes to bullying, nor to help marginalized students who are most likely to be targeted. Miller captures how exclusion and harm spread through the interplay of teens’ on and offline lives and shows how this is due, in part, to school practices that both reinforce—and fail to address—bullying as a systemic problem. 

But while social media can foster conflict, it can also be a tool for building a youth culture of care. Miller shows how many teens harness digital culture to develop their own prevention strategies, going beyond tolerance to use social media as a site for education, conflict resolution, and resistance. Ultimately, Miller argues that the anti-bullying movement is an inadequate training ground for youth to learn how to deal with American inequalities. However, by addressing the structural factors that produce bullying, and by listening to teens’ wisdom on how best to handle it, schools can create a more effective curriculum. 
 

How special education used disability labels to marginalize Black students in public schools

The Unteachables examines the overrepresentation of Black students in special education over the course of the twentieth century. As African American children integrated predominantly white schools, many were disproportionately labeled educable mentally retarded (EMR), learning disabled (LD), and emotionally behavioral disordered (EBD). Keith A. Mayes charts the evolution of disability categories and how these labels kept Black learners segregated in American classrooms.

The civil rights and the educational disability rights movements, Mayes shows, have both collaborated and worked at cross-purposes since the beginning of school desegregation. Disability rights advocates built upon the opportunity provided by the civil rights movement to make claims about student invisibility at the level of intellectual and cognitive disabilities. Although special education ostensibly included children from all racial groups, educational disability rights advocates focused on the needs of white disabled students, while school systems used disability discourses to malign and marginalize Black students.

From the 1940s to the present, social science researchers, policymakers, school administrators, and teachers have each contributed to the overrepresentation of Black students in special education. Excavating the deep-seated racism embedded in both the public school system and public policy, The Unteachables explores the discriminatory labeling of Black students, and how it indelibly contributed to special education disproportionality, to student discipline and push-out practices, and to the school-to-prison pipeline effect.