n o t e s Introduction 1. Christina Hoff Sommers, The War against Boys: How Misguided Feminism Is Harming Our Young Men, 1st Touchstone ed. (New York: Simon & Schuster, 2001). 2. Victor M. Rios, Punished: Policing the Lives of Black and Latino Boys, New Perspectives in Crime, Deviance, and Law Series (New York: New York University Press, 2011). 3. Anthony L. Brown, “‘Same Old Stories’: The Black Male in Social Science and Educational Literature, 1930s to the Present,” Teachers College Record 113 (2011): 2064. 4. Michelle Alexander, The New Jim Crow: Mass Incarceration in the Age of Colorblindness (New York: New Press, 2010). 5. Stanley Cohen, Folk Devils and Moral Panics: The Creation of the Mods and Rockers, 3rd ed. (New York: Routledge, 2002). 6. David B. Tyack and Larry Cuban, Tinkering toward Utopia: A Century of Public School Reform (Cambridge, MA: Harvard University Press, 1995). Tyack and Cuban have noted the lack of attention paid to progress in public education’s expansion to greater portions of the population. 7. Emma Smith, “Failing Boys and Moral Panics: Perspectives on the Underachievement Debate,” British Journal of Educational Studies 51 (September 2003): 282–95. 8. Alexander, New Jim Crow. 9. Gilberto Q. Conchas and James Diego Vigil, Streetsmart Schoolsmart: Urban Poverty and the Education of Adolescent Boys (New York: Teachers College Press, 2012), 5. 10. Institute on Education Sciences, “Youth Indicators 2011, America’s Youth: Transitions to Adulthood,” http://nces.ed.gov/pubs2012/2012026/tables/table_14.asp. 11. Catherine Y. Kim, Daniel J. Losen, and Damon T. Hewitt, The School-to-Prison Pipeline: Structuring Legal Reform (New York: New York University Press, 2012), 35. 12. Data is from the National Association for Single Sex Education, www.singlesex schools.org/schools-schools.htm, accessed January 17, 2013. 13. Catherine Gewertz, “Black Boys’ Educational Plight Spurs Single-Gender Schools,” Education Week 26 (June 20, 2007), 3. 14. American Civil Liberties Union, Prepared for U.S. Department of Education, Office of Civil Rights, Preliminary Findings of ACLU “Teach Kids, Not Stereotypes” Campaign (New York: American Civil Liberties Union, 2012), 4, www.aclu.org/files/assets/doe_ocr_ report2_0.pdf. 192 Notes to Pages 4–14 15. Pedro Noguera, The Trouble with Black Boys: And Other Reflections on Race, Equity, and the Future of Public Education, 1st ed. (San Francisco: Jossey-Bass, 2008); Gewertz, “Black Boys’ Educational Plight,” 5. 16. Michael Gurian, Boys and Girls Learn Differently! A Guide for Teachers and Parents, rev. 10th anniversary ed. (San Francisco: John Wiley & Sons, 2010). 17. For an overview of this research see Joan C. Chrisler and Donald R. McCreary, Handbook of Gender Research in Psychology (New York: Springer, 2010). 18. To be fair, there are currently many researchers who are questioning the antifeminist assumptions at the root of this work. See, for instance, Marcus Weaver-Hightower, “Dare the School Build a New Education for Boys?” Teachers College Record, February 14, 2005, www.tcrecord.org/content.asp?contentid=11743; and Smith, “Failing Boys and Moral Panics.” 19. American Civil Liberties Union, “Teach Kids, Not Stereotypes” Campaign. 20. David Tyack and Elisabeth Hansot, Learning Together: A History of Coeducation in American Public Schools (New York: Russell Sage Foundation, 1992). 21. For some recent data, see National Information Center for Children and Youth with Disabilities, Who Are the Children in Special Education? NICHCY Research Brief, July 2003, 6, which finds that boys make up two-thirds of the children in special education. In 1999, Oswald, Coutinho, Best, and Singh found that blacks were 2.4 times more likely to be identified as educable mentally retarded and 1.5 times more likely to be identified as seriously emotionally disturbed. See Donald P. Oswald, Martha J. Coutinho, Al M. Best, and Nirbhay N. Singh, “Ethnic Representation in Special Education: The Influence of School-Related Economic and Demographic Variables,” Journal of Special Education 32 (1999): 194. The historical statistics have been garnered from my perusal of the statistical reports of the various school districts of Detroit, Chicago, Cleveland, Philadelphia, Boston , and New York. 22. Joseph L. Tropea describes the informal rules that have governed boys’ dispositions in an important essay on special education, “Bureaucratic Order and Special Children : Urban Schools, 1890–1940s,” History of Education Quarterly 27 (Spring 1987): 29–53. 23. Jeffrey Mirel, The Rise and Fall of an Urban School System, Detroit, 1907–1981 (Ann Arbor: University of Michigan, 1993). 24. Ira Katznelson, When Affirmative Action Was White: An Untold History of Racial Inequality in Twentieth-Century America, Reprint (New York: W. W...