When President Franklin Roosevelt formed the National Youth Administration (NYA) in June 1935, he declared that it would address "the most pressing and immediate needs" of American young people. In this book Richard A. Reiman explores the various, and sometimes conflicting, ways in which the NYA planners and administrators defined those needs and attempted to answer them. As Reiman notes, the NYA was established to assist the millions of youth who, during the Depression years, were out of school, out of work, and ineligible for the New Deal's own Civilian Conservation Corps. Contrary to popular belief, he argues, New Dealers did not envision the NYA primarily as a "junior WPA," a trigger for civil rights reform, or a springboard for the careers of liberal administrators. Rather, its designers saw it as a reform agency that would advance and protect democracy by countering totalitarian appeals to young people and by equalizing educational opportunities for rich and poor. Woven into the successive drafts establishing the NYA, these twin purposes united the programs of planners as disparate as Aubrey W. Williams, Mary McLeod Bethune, John Studebaker, Eleanor Roosevelt, Charles Taussig, and FDR himself. Like their separate agendas, Reiman shows, the planners' shared concerns for democratic values were the products of thinking that had arisen during the Progressive Era - a time when an awareness of the social effects of child development first occurred. During the 1930s, fears of fascism and totalitarianism added fuel to these concerns and shaped much of the nature of the NYA's prewar appeal. Based on a wide range of sources, including NYA-related documents at the National Archives and at the Franklin D. Roosevelt Library, The New Deal and American Youth is the first full-length study of this important agency. By showing how the NYA served as an instrument for realizing so many New Deal ambitions, it offers rich insights into both the NYA and the New Deal.

Examines the economic underworld of migrant farm workers, the aged, minority groups, and other economically underprivileged groups.

Impoverished young Americans had no greater champion during the Depression than Eleanor Roosevelt. As First Lady, Mrs. Roosevelt used her newspaper columns and radio broadcasts to crusade for expanded federal aid to poor children and teens. She was the most visible spokesperson for the National Youth Administration, the New Deal's central agency for aiding needy youths, and she was adamant in insisting that federal aid to young people be administered without discrimination so that it reached blacks as well as whites, girls as well as boys. This activism made Mrs. Roosevelt a beloved figure among poor teens and children, who between 1933 and 1941 wrote her thousands of letters describing their problems and requesting her help. Dear Mrs. Roosevelt presents nearly 200 of these extraordinary documents to open a window into the lives of the Depression's youngest victims. In their own words, the letter writers confide what it was like to be needy and young during the worst economic crisis in American history. Revealing both the strengths and the limitations of New Deal liberalism, this book depicts an administration concerned and caring enough to elicit such moving appeals for help yet unable to respond in the very personal ways the letter writers hoped.

Briefly traces the life of Theodore Roosevelt, from his privileged childhood through the personal tragedies he endured to his swearing in as the twenty-sixth president of the United States.

During the Great Depression, young radicals centered in New York City developed a vision of and for America, molded by their understanding of recent historical events, in particular the Great War and the global economic collapse, as well as by the events unfolding both at home and abroad. They worked to make their vision of a free, equal, democratic society based on peaceful coexistence a reality. Their attempts were ultimately unsuccessful but their voices were heard on a number of important issues, including free speech, racial justice, and peace. A major contribution to the historiography of the era of the Great Depression, Fighting Authoritarianism provides a new and important examination of U.S. youth activism of the 1930s, including the limits of the New Deal and how youth activists continually pushed FDR, Eleanor Roosevelt, and other New Dealers to do more to address economic distress, more inclusionary politics, and social inequality. In this study, author Britt Haas questions the interventionist versus isolationist paradigm in that young people sought to focus on both domestic and international affairs. Haas also explores the era not as a precursor to WWII, but as a moment of hope when the prospect of institutionalizing progress in freedom, equality, and democracy seemed possible. Fighting Authoritarianism corrects misconceptions about these young activists’ vision for their country, heavily influenced by the American Dream they had been brought up to revere: they wanted a truly free, truly democratic, and truly equal society. That meant embracing radical ideologies, especially socialism and communism, which were widely discussed, debated, and promoted on New York City college campuses. They believed that in embracing these ideologies, they were not turning their backs on American values. Instead, they believed that such ideologies were the only way to make America live up to its promises. This study also outlines the careers of Molly Yard, Joseph Lash, and James Wechsler, how they retracted (and for Yard and Lash, reclaimed) their radical past, and how New York continued to hold a prominent platform in their careers. Lash and Wechsler both worked for the New York Post, the latter as editor until 1980. Examining the Depression decade from the perspective of young activists highlights the promise of America as young people understood it: a historic moment when anything seemed possible.

Winner of the 2000 Outstanding Book Award presented by the American Educational Research Association Winner of the 2001 American Educational Studies Association Critics' Choice Award Honorable Mention, 2000 Gustavus Myers Outstanding Book Awards Subtractive Schooling provides a framework for understanding the patterns of immigrant achievement and U.S.-born underachievement frequently noted in the literature and observed by the author in her ethnographic account of regular-track youth attending a comprehensive, virtually all-Mexican, inner-city high school in Houston. Valenzuela argues that schools subtract resources from youth in two major ways: firstly by dismissing their definition of education and secondly, through assimilationist policies and practices that minimize their culture and language. A key consequence is the erosion of students' social capital evident in the absence of academically oriented networks among acculturated, U.S.-born youth.