This book investigates how gender dynamics influence the micropolitics of secondary school reform and the implementation of educational change. Amanda Datnow, an expert in educational policy and school reform, utilizes qualitative research to examine the internal power struggles within schools. By analyzing the interactions between teachers, the author argues that gender often serves as a hidden variable that dictates how reform initiatives are accepted, resisted, or subverted within the classroom environment.

Experts in educational sociology frequently cite this work for its granular look at the social barriers to institutional change. Readers often note the academic rigor of the case studies, which provide a clear view of how interpersonal politics can derail policy implementation.