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I am grateful for the funding of this longitudinal project through the Gender and Education Association Early Career Researcher Award, a University of Georgia Faculty Research Grant, and the Teachers College, Columbia University Diversity Fellowship. I would like to thank Jane Miller, Lesley Bartlett, Lane Clarke, Karen Spector and Lalitha Vasudevan for reading earlier drafts of this manuscript and offering their insights into the complexities of identity, power, and education.
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