This ethnography of teenage suburban drug dealers “provides a fascinating and powerful counterpoint to the devastation of the drug war” (Alice Goffman, author of On the Run). When we think about young people dealing drugs, we tend to picture it happening in disadvantaged, crime-ridden, urban neighborhoods. But drugs are used everywhere. And teenage users in the suburbs tend to buy drugs from their peers, dealers who have their own culture and code, distinct from their urban counterparts. In Code of the Suburb, Scott Jacques and Richard Wright offer a fascinating ethnography of the culture of suburban drug dealers. Drawing on fieldwork among teens in a wealthy suburb of Atlanta, they carefully parse the complicated code that governs relationships among buyers, sellers, police, and other suburbanites. That code differs from the one followed by urban drug dealers in one crucial respect: whereas urban drug dealers see violent vengeance as crucial to status and security, the opposite is true for their suburban counterparts. As Jacques and Wright show, suburban drug dealers accord status to deliberate avoidance of conflict, which helps keep their drug markets more peaceful—and, consequently, less likely to be noticed by law enforcement.

The basic elements of this book involve integrating five policy problems, and four fields of knowledge. The five policy problems are economic, technology, social, political and legal. The four developing regions are Africa, Asia, Eastern Europe and Latin America. The four fields of knowledge are natural science, social science, humanities and law.

In this completely revised edition, Bill Coplin continues to prepare the next generation of leaders to bring their hearts and minds to solving the many problems that we face in the twenty-first century. The book teaches students the essential components for public policy analysis; how to get information from published sources and individuals; how to survey stakeholders; formulate public policy; examine costs and benefits of a policy; develop political strategies; write a briefing paper; among other skills.

A 2022 SPE Outstanding Book Award Winner We Be Lovin' Black Children is a pro-Black book. Pro-Black does not mean anti-white or anti anything else. It means that this little book is about what we must do to ensure that Black children across the world are loved, safe, and that their souls and spirits are healed from the ongoing damage of living in a world where white supremacy flourishes. It offers strategies and activities that families, communities, social organizations, and others can use to unapologetically love Black children. This book will facilitate Black children's cultural and academic excellence. Meet the editors: https://youtu.be/q21_yZCblk8 Perfect for courses such as: Multicultural Education | Black Education | Urban Education | Culturally Relevant Teaching

2018 Frederic W. Ness Book Award, AAC&U How can educators ensure that young people who attain a postsecondary credential are adequately prepared for the future? Matthew T. Hora and his colleagues explain that the answer is not simply that students need more specialized technical training to meet narrowly defined employment opportunities. Beyond the Skills Gap challenges this conception of the “skills gap,” highlighting instead the value of broader twenty-first-century skills in postsecondary education. They advocate for a system in which employers share responsibility along with the education sector to serve the collective needs of the economy, society, and students. Drawing on interviews with educators in two- and four-year institutions and employers in the manufacturing and biotechnology sectors, the authors demonstrate the critical importance of habits of mind such as problem solving, teamwork, and communication. They go on to show how faculty and program administrators can create active learning experiences that develop students’ skills across a range of domains. The book includes in-depth descriptions of eight educators whose classrooms exemplify the effort to blend technical learning with the cultivation of twenty-first-century habits of mind. The study, set in Wisconsin, takes place against the backdrop of heated political debates over the role of public higher education. This thoughtful and nuanced account, enriched by keen observations of postsecondary instructional practice, promises to contribute new insights to the rich literature on workforce development and to provide valuable guidance for postsecondary faculty and administrators.