Romiette & Julio is award-winning author, teacher, and educational standards leader Sharon Draper's fusion of Shakespeare's classic tragedy, with a definitive West Side Story influence, and a late-twentieth century teenage romance/thriller. Set in Cincinnati, during an interesting slice of time in our rapid technological evolution - post-Internet but pre-cell phone - the protagonists' online experiences figure prominently not only in the plot, but also in the themes of perceived versus real threats and fears for the characters. Draper is known among young adult writers for tackling controversial topics, and Romiette & Julio is no exception in its depiction of the terrorizing threats posed by gangs in high schools and the racially motivated acts of intimidation and violence that they perpetrate. Perhaps even more controversial is Draper's treatment of the educational system's and media's response to rising gang activity - turning a blind eye until its too late. As a reader, this reviewer was maddened throughout the story at how the teenage characters under threat felt that they could not turn to adult authorities because adults were either apathetic, incredulous or ineffectual when it came to facing the realities of gang violence and racially motivated intimidation. The elements of "soul mate" romance and the Hollywood-style happy ending may seem overdone to more mature readers, but will likely appeal to young adult readers. For teachers who may want to include this work in their curriculums, a study guide is provided by the author at http://sharondraper.com/lessonsdetail.asp?lesson=5.

Two psychologists from Princeton University argue convincingly that life opportunities for Martha and Jared, two composite 5-year olds, would not be equal by the end of their educational career if they stay in the current social and educational system marred with its obvious and subtle gender-based digital divide.  The digital divide is defined as “the gap between those who have access to technology and those who do not; between those who have the expertise and training to utilize technology and those who do not” (p. 3). According to Cooper and Weaver, the divide is caused by interaction of multiple variables such as gender stereotype, unequal treatment based on gender, differential gender socialization, and inequitable resource allotment structure.  Not only parents and teachers, but also peers and the socio-cultural environment contribute to the divide.  The combination of these multiple variables and unaware contributors results in heightened computer anxiety, stereotype threat, lowered self-confidence, and self-fulfilling prophecy toward low performance for girls in computing.  The authors introduce a variety of pertinent psychological studies, mostly experimental, in the text to inform and convince the readers about the digital divide.  Two last chapters proffer broad as well as specific suggestions to parents, classroom teachers, and teacher educators to fight against the digital divide and improve gender equity in technological education.  This book could be an excellent supplementary text for undergraduate and graduate courses pertaining to gender equity in education.

The author opposes the imperialistic force of globalization and global culture that has arisen out of multiple factors such as “the spread of global capitalism, the weakness of local cultures, the political liberalization and democratization of the world, the spread of global media, the rise of multinational corporations, and the present power and politics of America” (p. 190).  According to Redner, the global culture is made up of Western and non-Western elements, both material and non-material, such as American McDonalds or Indian yoga, which easily and cheaply spread globally on the back of media and technology.  He laments that this overwrites the uniqueness of the local culture and disturbs the local ecology.  Its sweeping power of uniformity and homogeneity is what the author opposes about the global culture and globalization.  Although unapologetically critical of globalization, he does not foolishly dismiss its inevitability in the present and the future.  He suggests instead that parents, teachers, and society vigilantly resist the global culture in defense of the local culture and nature, and protect children and adolescents from the vast influence of computers.  His pessimistic view of technology or many overgeneralized statements, such as “Do-it-yourself or cure-yourself manuals and blockbuster novels dominate the best-seller lists in all countries” (p. 97), could be easily challenged.  Yet his vociferous warning against the homogenizing force of globalization, especially for non-Western cultures, is worth paying attention to.