Sally A. Nuamah
Scholar, Advocate, Filmmaker

Book Projects

Book Projects


 Original Photo Taken by Sally in Ghana 2009

Original Photo Taken by Sally in Ghana 2009

Book Summary: 62 million girls are not in school. Still, the positive impacts of educating girls are clear; they raise healthier families, build stronger communities and develop more economic opportunities for themselves and others. Recognizing these positive outcomes, there have been a number of recent initiatives, most notably, the White House Let Girls Learn campaign, developed, “to open doors of education for girls around the world.” Yet, while these types of initiatives promote educational access, they barely address the specific approaches necessary to facilitate girls’ educational achievement. Additionally, both policy leaders and scholars rarely examine the connections between girls’ educational achievement and its broader political consequences.

This book examines the experiences of girls that attend non-elite schools both in the U.S. and Africa and highlights the specific role of schools, and public policy, as conduits of equity and democracy.

Harvard University Press, March 2019.

 Photo from theGrio

Photo from theGrio

Book Summary: Last year, nearly 2000 public schools were closed across the U.S. - twice the number of schools closed only a decade earlier. An increasing number of these closures occurred in large cities, such as Chicago and Philadelphia, where approximately 90% of those affected were either black or latino. The large number of closures, and its uneven consequences on blacks and latinos, raises serious questions about  how the American government distributes public goods and the impacts of these decisions on the political beliefs of citizens most directly affected. In particular, what are the consequences of school closure for democracy when schools are supposed to play such an integral role in reducing inequality, translating civic skills and improving political participation?

When Schools Close investigates what citizens attitudes towards school closure are and how race structures them; how policy attitudes towards school closure shape broader political attitudes, in particular political efficacy and political blame; and the effects of school closure for citizens’ political engagement. Finally, it addresses the normative implications of public school closure for issues of socio-economic and racial inequality. Altogether, the insights revealed in this work are critical for advancing the goals of improving citizens’ experiences with democratic processes and practices.