Carl A. Grant is Hoefs-Bascom Professor of Teacher Education at the University Wisconsin-Madison and Professor in the Department of Afro American Studies. He has served as President of the National Association for Multicultural Education (1993-1999), Editor of the Review of Educational Research (1996-1999), and member of the National Research Council’s Committee on Assessment and Teacher Quality (1999-2001), and chair of AERA™s Publication Committee. Dr. Grant is the recipient of the Angela Davis Race, Gender & Class Award from the Race, Gender & Class Project (1991), the Multicultural Education Award from National Association for Multicultural Education (1991), and the University of Wisconsin School of Education Distinguished Achievement Award (1997).Thandeka K. Chapman is Assistant Professor of Urban Education in the Department of Curriculum and Instruction at the University of Wisconsin, Milwaukee. Her research focuses primarily on the implementation and documentation of multicultural education practices, the effects of school desegregation policy on urban students and teachers, and tracking student success factors in urban high schools. Dr. Chapman's scholarly interests include ethical issues concerning the roles of the researcher in field research and the applications of critical race theory in education. Dr. Chapman was a recipient of the University of Wisconsin, Madison Graduate School Academic Opportunity Fellowship and the Carrie Barton Scholarship from the Department of Curriculum and Instruction. She is also a founder of the FRONT program (Fearless Recruitment of New Teachers) at University of Wisconsin, Madison

• Volume II: Foundations and Stratifications Introduction PART 1 Society and Schools as Targets of Change 1 Cultural pluralism—Its origins and aftermath (1977) 2 Social and educational justice (1977) 3 Cultural pluralism: A philosophical analysis (1977) PART 2 Multicultural Education: 1970s (a) Assimilation and schooling 4 Cultural identity: Problems and dilemmas (1973) 5 The foundations of multicultural education (1977) 6 Deficit, difference, and bicultural models of Afro-American behavior (1971) (b) Deficit and difference 7 Social expectations and cultural deprivation (1964) 8 Student social class and teacher expectations: The self-fulfilling prophecy in ghetto education (1970) 9 Early childhood intervention: The social science base of institutional racism (1970) 10 From racial stereotyping and deficit discourse toward a critical race theory in teacher education (2001) PART 3 Multicultural Education: 1980s 11 The other side of the hidden curriculum: Correspondence theories and the labor process (1980) 12 Seeing education relationally: The stratification of culture and people in the sociology of school knowledge (1980) 13 Silencing in public schools (1987) 14 Rethinking liberal and radical perspectives on racial inequality in schooling: Making the case for nonsynchrony (1988) 15 Multiethnic education: Historical developments and future prospects (1983) 16 Issues in multicultural education (1981) 17 An analysis of multicultural education in the United States (1987) 18 Learning disabilities: The social construction of a special education category (1986) PART 4 Multicultural Education: 1990s 19 Race, social class, and educational reform in an inner-city school (1995) 20 Bleeding boundaries or uncertain center? A historical exploration of multicultural education (1999) 21 Detracking: The social construction of ability, cultural politics, and resistance to reform (1997) 22 Challenging the myths about multicultural education (1994) 23 The canon debate, knowledge construction, and multicultural education (1993) 24 The progressive development of multicultural education before and after the 1960s: A theoretical framework (2000)

Carl A. Grant is Hoefs-Bascom Professor of Teacher Education at the University Wisconsin-Madison and Professor in the Department of Afro American Studies. He has served as President of the National Association for Multicultural Education (1993-1999), Editor of the Review of Educational Research (1996-1999), and member of the National Research Council’s Committee on Assessment and Teacher Quality (1999-2001), and chair of AERA™s Publication Committee. Dr. Grant is the recipient of the Angela Davis Race, Gender & Class Award from the Race, Gender & Class Project (1991), the Multicultural Education Award from National Association for Multicultural Education (1991), and the University of Wisconsin School of Education Distinguished Achievement Award (1997).Thandeka K. Chapman is Assistant Professor of Urban Education in the Department of Curriculum and Instruction at the University of Wisconsin, Milwaukee. Her research focuses primarily on the implementation and documentation of multicultural education practices, the effects of school desegregation policy on urban students and teachers, and tracking student success factors in urban high schools. Dr. Chapman's scholarly interests include ethical issues concerning the roles of the researcher in field research and the applications of critical race theory in education. Dr. Chapman was a recipient of the University of Wisconsin, Madison Graduate School Academic Opportunity Fellowship and the Carrie Barton Scholarship from the Department of Curriculum and Instruction. She is also a founder of the FRONT program (Fearless Recruitment of New Teachers) at University of Wisconsin, Madison

• Volume II: Foundations and Stratifications Introduction PART 1 Society and Schools as Targets of Change 1 Cultural pluralism—Its origins and aftermath (1977) 2 Social and educational justice (1977) 3 Cultural pluralism: A philosophical analysis (1977) PART 2 Multicultural Education: 1970s (a) Assimilation and schooling 4 Cultural identity: Problems and dilemmas (1973) 5 The foundations of multicultural education (1977) 6 Deficit, difference, and bicultural models of Afro-American behavior (1971) (b) Deficit and difference 7 Social expectations and cultural deprivation (1964) 8 Student social class and teacher expectations: The self-fulfilling prophecy in ghetto education (1970) 9 Early childhood intervention: The social science base of institutional racism (1970) 10 From racial stereotyping and deficit discourse toward a critical race theory in teacher education (2001) PART 3 Multicultural Education: 1980s 11 The other side of the hidden curriculum: Correspondence theories and the labor process (1980) 12 Seeing education relationally: The stratification of culture and people in the sociology of school knowledge (1980) 13 Silencing in public schools (1987) 14 Rethinking liberal and radical perspectives on racial inequality in schooling: Making the case for nonsynchrony (1988) 15 Multiethnic education: Historical developments and future prospects (1983) 16 Issues in multicultural education (1981) 17 An analysis of multicultural education in the United States (1987) 18 Learning disabilities: The social construction of a special education category (1986) PART 4 Multicultural Education: 1990s 19 Race, social class, and educational reform in an inner-city school (1995) 20 Bleeding boundaries or uncertain center? A historical exploration of multicultural education (1999) 21 Detracking: The social construction of ability, cultural politics, and resistance to reform (1997) 22 Challenging the myths about multicultural education (1994) 23 The canon debate, knowledge construction, and multicultural education (1993) 24 The progressive development of multicultural education before and after the 1960s: A theoretical framework (2000)

Carl A. Grant is Hoefs-Bascom Professor of Teacher Education at the University Wisconsin-Madison and Professor in the Department of Afro American Studies. He has served as President of the National Association for Multicultural Education (1993-1999), Editor of the Review of Educational Research (1996-1999), and member of the National Research Council’s Committee on Assessment and Teacher Quality (1999-2001), and chair of AERA™s Publication Committee. Dr. Grant is the recipient of the Angela Davis Race, Gender & Class Award from the Race, Gender & Class Project (1991), the Multicultural Education Award from National Association for Multicultural Education (1991), and the University of Wisconsin School of Education Distinguished Achievement Award (1997).Thandeka K. Chapman is Assistant Professor of Urban Education in the Department of Curriculum and Instruction at the University of Wisconsin, Milwaukee. Her research focuses primarily on the implementation and documentation of multicultural education practices, the effects of school desegregation policy on urban students and teachers, and tracking student success factors in urban high schools. Dr. Chapman's scholarly interests include ethical issues concerning the roles of the researcher in field research and the applications of critical race theory in education. Dr. Chapman was a recipient of the University of Wisconsin, Madison Graduate School Academic Opportunity Fellowship and the Carrie Barton Scholarship from the Department of Curriculum and Instruction. She is also a founder of the FRONT program (Fearless Recruitment of New Teachers) at University of Wisconsin, Madison

• Volume II: Foundations and Stratifications Introduction PART 1 Society and Schools as Targets of Change 1 Cultural pluralism—Its origins and aftermath (1977) 2 Social and educational justice (1977) 3 Cultural pluralism: A philosophical analysis (1977) PART 2 Multicultural Education: 1970s (a) Assimilation and schooling 4 Cultural identity: Problems and dilemmas (1973) 5 The foundations of multicultural education (1977) 6 Deficit, difference, and bicultural models of Afro-American behavior (1971) (b) Deficit and difference 7 Social expectations and cultural deprivation (1964) 8 Student social class and teacher expectations: The self-fulfilling prophecy in ghetto education (1970) 9 Early childhood intervention: The social science base of institutional racism (1970) 10 From racial stereotyping and deficit discourse toward a critical race theory in teacher education (2001) PART 3 Multicultural Education: 1980s 11 The other side of the hidden curriculum: Correspondence theories and the labor process (1980) 12 Seeing education relationally: The stratification of culture and people in the sociology of school knowledge (1980) 13 Silencing in public schools (1987) 14 Rethinking liberal and radical perspectives on racial inequality in schooling: Making the case for nonsynchrony (1988) 15 Multiethnic education: Historical developments and future prospects (1983) 16 Issues in multicultural education (1981) 17 An analysis of multicultural education in the United States (1987) 18 Learning disabilities: The social construction of a special education category (1986) PART 4 Multicultural Education: 1990s 19 Race, social class, and educational reform in an inner-city school (1995) 20 Bleeding boundaries or uncertain center? A historical exploration of multicultural education (1999) 21 Detracking: The social construction of ability, cultural politics, and resistance to reform (1997) 22 Challenging the myths about multicultural education (1994) 23 The canon debate, knowledge construction, and multicultural education (1993) 24 The progressive development of multicultural education before and after the 1960s: A theoretical framework (2000)