Connor (education, City U. of New York) works from his case studies of eight nonwhite urban youths ages 18-23 who were labeled as learning disabled. Noting that nonwhite students are over-represented in special education classrooms but under-represented in academic research, Connor considers their narratives, drawings and poems carefully and applies a mix of theories to locate these students within the crush of combined expectations. The result says as much about how power works in society as it does about who chooses which pejorative label for whom in education. Annotation ©2008 Book News, Inc., Portland, OR (booknews.com)