Dimensions peculiar to urban life, such as high population density, proximity to power centers, heterogeneity of residents in terms of class and ethnicity, susceptibility to political action, and tensions between rich and poor, have considerable impact on educational policies. Important studies have been conducted on urban conditions in the developed world, but few studies on education in Third World cities have appeared. This volume looks at urban problems related to education cross-nationally, beginning with a careful definition of what is distinctly urban in educational settings. Chapters on trends and issues, bureaucratic dynamics, disparities and inequities, goals, neighborhood movements, politics, and the experience of women and marginal students round out this internationally contributed volume.