This book draws together evolving models across disciplines (queuing theory, materialist feminism, racial colonization and standpoint theories linked to critical education models) as these intersect with current research and policy issues in schooling women and girls in the United States. The diverse forms of social and cultural capital that students and teachers bring to campuses are analyzed, in contrast to traditional human capital models. Resistance forms of capital are also considered across topics of gendered curricula, hazardous hallways and heterosexist schooling capital. Implications of No Child Left Behind and standardized testing practices are discussed in detail to highlight class, race and gendered educational policies. The material and cultural devaluation of feminized teaching as a semi-profession is framed against the schooling contexts in which girls and women learn. In a concluding chapter, feminist and anti-racist pedagogies are identified as potential solutions to imbedded classroom inequalities and discrimination in educational policy.