Gender inequality in the academic realm of higher education is well-documented. However, we know little about the production of inequality in the extracurriculum. This ethnography explores how college women do gender as they seek inclusion among peers. Findings indicate that students rely on gendered identity strategies to fit in with social groups. Although these strategies facilitate inclusion, they carry significant social costs. Efforts to police gender lock women into restrictive styles of self-presentation, obstructing opportunities to achieve the self-actualization promised by higher education. This study illuminates key mechanisms by which gender inequality is reproduced in college.

Borrowing Giddens?s concept of ?the reflexive project of the self?, this article articulates identity struggles of a group of ?privileged? ethnic Han youth with Tibet Household Registration along their mobility trajectories. These youth were privileged along their educational pathways compared to both ethnic Han at inland and ethnic Tibetans whose first language is not Chinese. Nevertheless, the price of these privileges is their constant involuntary mobilities, long time separation from home communities, senses of insecurities and marginalization, and emotional alienation with parents, which have stimulated a strong desire to escape possible future lifestyles entrapped in the privileged land of Tibet.

In this paper I ask, what are the educational methodologies used by Conservative Jews in Harrisburg, Pennsylvania for their adult religious education? This work in progress focuses not so much on the diverse cultural components themselves but on the use and application of different educational philosophies, pedagogical styles, and technologies or mediums for recording, sharing, and distributing symbols of culture. Jewish modes of teaching adults are culturally specific, and although comparable to academic methodologies and philosophies, they are more often unique productions of cultural practice.