This dissertation investigates how the intersections of race, class, and gender operate in the everyday teaching and professional norms of middle-class White women teachers--particularly in schools such as the one in this study, where a majority of middle-class, White women teachers serve predominantly low-income, racially and ethnically diverse…

New Year's resolutions of middle-class sixth-graders were compared with those of Mennonite and Amish sixth-graders. Mennonite and Amish youngsters generally resolved to try harder, whereas middle-class youngsters resolved to do better. Certain sex differences were found in both cultures, but were more pronounced for Amish/Mennonite youth. (Author)