The cognitive discrepancy model predicts that loneliness occurs when individuals perceive a difference between their desired and actual levels of social involvement. Using data from a sample of high school sophomore students, the present investigation was designed to go beyond previous research that has tested this model by examining the predicted nonlinear relationships between desired and actual social contact and feelings of loneliness. Analyses indicated that support for the cognitive discrepancy model of loneliness was found only for measures of close friendships. Specifically, the discrepancy between the students' ideal number and actual number of close friends was found to be related in a nonlinear fashion to feelings of satisfaction with close friendships and loneliness after control for the number of close friends. Implications of these findings for theoretical models of loneliness are discussed.

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In this article, the authors draw on life-history methods to investigate the family, school, university, and teacher education experiences of three Latino teacher candidates in a large, midwestern, research-oriented university in the United States. They show how in university social experiences and in teacher education classes and field experiences, these young men often felt misinterpreted in interactions with white females in particular. Also evident is their strong desire to make personal connections with youth and families they teach. The authors offer suggestions for how teacher educators can be more responsive to prospective male elementary teachers and teacher candidates of color.

Historically, the institution of schooling-through forces of discipline (Foucault 1977)-has imposed notions of what counts as "being literate" in U.S. classrooms. State and district policies, classroom pedagogies, and text selection privilege particular ways of being, knowing, acting, and using language while negating others. Indeed, these forces seek to homogenize the understandings of policy makers, administrators, teachers, and students toward language and learning. Such forces also work to maintain cultural and linguistic segregation as well as trajectories of achievement by individuals affiliated with particular groups. However, as we explore in this paper, such attempts are never final, but always contested and negotiated.The tension between discipline and resistance has been a driving force in literacy studies over the past few decades. As Hull and Schultz (2002a, 2002b) claim, some of the most compelling work in literacy studies over the past 20 years has dealt with the "unofficial" and outof-school literacies of youth. This work has explored a range of literacy practices in family, community, and peer spaces outside of school