Miller shows how government institutions changed the meaning of American citizenship during the World War II era. He considers the state's role in creating concepts of citizenship and subjectivity by analyzing the application within military and educational institutions of systems of discipline associated with Frederick W. Taylor and scientific management. Miller also explores a neglected aspect of Michel Foucault's concerns about citizenship and subjectivity when examining the power of institutions and bureaucracies in creating and precluding political identities. Of particular interest to scholars and students involved with American political history and theory and the sociology of work/education/war and conflict.

The politically conservative educators of World War II dramatically and rapidly altered policies, programs, schedules, learning materials, classroom activities, and the content of academic courses. They motivated students to salvage materials, sell war stamps, grow crops, learn about wartime issues, and take pride in patriotism. They prepared millions of people for the armed services and the defense industries. These accomplishments were possible because the educators were supported by an unprecedented alliance that included teachers, school administrators, industrialists, military personnel, government leaders, and the President himself. After the war, conservative educators continued to portray themselves as home-front warriors waging a life-threatening battle against enduring global dangers. A terrified public accepted this depiction and continued to back them for decades.