The themes explored in this issue of Language Arts challenge readers to consider how literacy development is influenced, shaped, and created by inequities related to race, class, gender, and sexual orientation. The books reviewed in this column investigate conditions of classroom inequities from different perspectives: curriculum, educators, and policy. The first book, Children’s Literature and Learning: Literary Study across the Curriculum, written by Barbara A. Lehman, examines how educators can address issues of diversity and inequities, both through curriculum and by the kinds of literature they bring in to the classroom. The second book, Building Racial and Cultural Competence in the Classroom: Strategies from Urban Educators, edited by Karen Manheim Teel and Jennifer E. Obidah, offers a collection of articles intended to give teachers and teacher educators strategies for building cultural competence in future educators. And finally, Translating Childhoods: Immigrant Youth, Language, and Culture, by Marjorie Faulstich Orellana, challenges our understanding of the sociology of childhood for children from diverse backgrounds, raising new implications for wide-reaching education policy.