Across the eighteenth century in Britain, readers, writers, and theater-goers were fascinated by women who dressed in men’s clothing—from actresses on stage who showed their shapely legs to advantage in men’s breeches to stories of valiant female soldiers and ruthless female pirates. Spanning genres from plays, novels, and poetry to pamphlets and broadsides, the cross-dressing woman came to signal more than female independence or unconventional behaviors; she also came to signal an investment in female same-sex intimacies and sapphic desires. Sapphic Crossings reveals how various British texts from the period associate female cross-dressing with the exciting possibility of intimate, embodied same-sex relationships. Ula Lukszo Klein reconsiders the role of lesbian desires and their structuring through cross-gender embodiments as crucial not only to the history of sexuality but to the rise of modern concepts of gender, sexuality, and desire. She prompts readers to rethink the roots of lesbianism and transgender identities today and introduces new ways of thinking about embodied sexuality in the past.

In the early days of the city of Appleton, Wisconsin, twelve educated, civic-minded women established an organization to promote social and literary fellowship. In addition to the contributions of their organization to the establishment of Appleton society, the achievements of these individual women figure large in the history of Appleton and its civic, cultural, religious, and educational institutions. Their stories-often overlooked and previously untold-are examined in historical context.

When Dr. Elizabeth Cowrie shows up in Salem, Massachusetts, to study the witch trials, Hazel and her best friend, Roxy, are both instantly attracted to the workaholic professor. Roxy snags a date with Elizabeth first, but when their chemistry fizzles out, Hazel sees an opportunity to pursue Elizabeth herself—until she realizes Elizabeth is avowedly anti-magic. That’s definitely a problem since Hazel is a bona fide witch: rides a broom, has a black cat, brews love potions, lives in a haunted house, and has a vampire ex-girlfriend. Roxy is the only person who knows the truth, and Hazel has gotten used to hiding who she is, but she can’t live a lie with the person she loves most. Can Hazel give up magic to make it work with Elizabeth? Or will she give up on the love of her life instead?

The twenty-seven women featured in the book are names from the past and those currently engaged in making our community stronger and more responsive to those in need. It was my intention to memorialize those whose lives were dedicated in helping others including those who fought and struggled to win the right for women to vote. I have come to the realization, after visiting with these women and doing the necessary research and observing the lives of others I knew, that women are the prime movers of change in our society. It is my hope you will become acquainted with these women as I have.

Empower black boys to dream, believe, achieve Schools that routinely fail Black boys are not extraordinary. In fact, they are all-too ordinary. If we are to succeed in positively shifting outcomes for Black boys and young men, we must first change the way school is "done." That’s where the eight in ten teachers who are White women fit in . . . and this urgently needed resource is written specifically for them as a way to help them understand, respect and connect with all of their students. So much more than a call to call to action—but that, too!—The Guide for White Women Who Teach Black Boys brings together research, activities, personal stories, and video interviews to help us all embrace the deep realities and thrilling potential of this crucial American task. With Eddie, Ali, and Marguerite as your mentors, you will learn how to: Develop learning environments that help Black boys feel a sense of belonging, nurturance, challenge, and love at school Change school culture so that Black boys can show up in the wholeness of their selves Overcome your unconscious bias and forge authentic connections with your Black male students If you are a teacher who is afraid to talk about race, that’s okay. Fear is a normal human emotion and racial competence is a skill that can be learned. We promise that reading this extraordinary guide will be a life-changing first step forward . . . for both you and the students you serve. About the Authors Dr. Eddie Moore, Jr., has pursued and achieved success in academia, business, diversity, leadership, and community service. In 1996, he started America & MOORE, LLC to provide comprehensive diversity, privilege, and leadership trainings/workshops. Dr. Moore is recognized as one of the nation’s top motivational speakers and educators, especially for his work with students K–16. Dr. Moore is the Founder/Program Director for the White Privilege Conference, one of the top national and international conferences for participants who want to move beyond dialogue and into action around issues of diversity, power, privilege, and leadership. Ali Michael, Ph.D., is the co-founder and director of the Race Institute for K–12 Educators, and the author of Raising Race Questions: Whiteness, Inquiry, and Education, winner of the 2017 Society of Professors of Education Outstanding Book Award. She is co-editor of the bestselling Everyday White People Confront Racial and Social Injustice and sits on the editorial board of the journal, Whiteness and Education. Dr. Michael teaches in the mid-career doctoral program at the University of Pennsylvania’s Graduate School of Education, as well as the Graduate Counseling Program at Arcadia University. Dr. Marguerite W. Penick-Parks currently serves as Chair of Educational Leadership and Policy at the University of Wisconsin, Oshkosh. Her work centers on issues of power, privilege, and oppression in relationship to issues of curriculum with a special emphasis on the incorporation of quality literature in K–12 classrooms. She appears in the movie, "Mirrors of Privilege: Making Whiteness Visible," by the World Trust Organization. Her most recent work includes a joint article on creating safe spaces for discussing White privilege with preservice teachers.