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In this paper, we discuss the fundamental whiteness of educational spaces and detail the historical and contemporary mechanisms through which these spaces are created and perpetuate. We draw on Charles Tilly's concept of opportunity hoarding to detail how white racial actors and white-dominated institutions create and defend "white" spaces within education. We expand current educational scholarship in this area by theorizing connections between opportunity hoarding and sociological work on racial boundaries, institutional theory, and organizational routines and point the way toward more nuanced examinations of opportunity hoarding in education.

Today, race and ethnicity scholars generate a wealth of important research that documents the parameters of racial and/or ethnic inequality, how such inequality persists, and how it relates to, or intersects with, other dimensions of social life. Here we argue that these scholars should devote their abundant intellectual energies not only to illuminating the parameters and causes of racial injustice but also to producing work that might shift popular understandings and stimulate change. We ask, how can we collectively be more deliberate and strategic in grappling with how to do research that matters in the world? This is not a new question but places us within a long tradition of race scholars who were, and are, deeply invested in producing knowledge in service of societal transformation. In what follows we take up the question of how to do work that is intellectually rigorous and deeply engaged. Specifically, we offer a close examination of the intersection of racial and/or ethnic research and public policy. We begin by arguing for a much broader definition of public policy than typically gets deployed within academic institutions. We then turn to outlining some of the opportunities and challenges of trying to do this work. Finally we provide a number of concrete examples of how scholars of race/ethnicity can and do deploy their research in the world.

Adolescent girls must contend with several sets of competing expectations at the discursive intersection of sexuality, age, gender, and race. This article examines how a feminist mentorship program for early adolescent girls engaged the issue of sexuality. Despite the program's self-described feminist orientation, ethnographic analysis revealed its reliance on moralistic, age-based standards of appropriate sexual interest and behavior; the suppression of sexuality; and girl-as-victim discourse. These data bolster the call for reformed, sex-positive approaches to adolescent sexuality and reveal some of the complexities involved in cross-generational feminist interventions.

Recent scholarly and public conversations have given renewed attention to integration as a goal, an aspiration, and/or an "imperative." These calls for integration are infused with the conviction that segregation is a linchpin, if not the linchpin, of persistent racialized hierarchies. While the costs of persistent segregation remain clear, the call for integration as the unequivocal answer is more contested. In this article we grapple with some of these conundrums of integration, asking whether, in fact, integration furthers equity and if not, why not? To explore this issue we focus on an "integrated" space—Riverview, a successful high school known for its diversity—and drawing on theory from social psychology, we show how the promise of integration in such contexts is undermined. We conclude that while integration may well be a necessary condition to advance equity, it is not by itself a sufficient condition to ensure it.

The urinary tract is a common site of infection in humans. During pregnancy, urinary tract infection (UTI) is associated with increased risks of maternal and neonatal morbidity and mortality, even when the infection is asymptomatic. By mapping available rates of UTI in pregnancy across different populations, we emphasize this as a problem of global significance. Many countries with high rates of preterm birth and neonatal mortality also have rates of UTI in pregnancy that exceed rates seen in more developed countries. A global analysis of the etiologies of UTI revealed familiar culprits as well as emerging threats. Screening and treatment of UTI have improved birth outcomes in several more developed countries and would likely improve maternal and neonatal health worldwide. However, challenges of implementation in resource-poor settings must be overcome. We review the nature of the barriers occurring at each step of the screening and treatment pipeline and highlight steps necessary to overcome these obstacles. It is our hope that the information compiled here will increase awareness of the global significance of UTI in maternal and neonatal health and embolden governments, nongovernmental organizations, and researchers to do their part to make urine screening and UTI treatment a reality for all pregnant women.