Barnett, B. M. (2020). Gerhard Lenski's Sociological Theories: Assessments, Extensions, New Directions. Routledge.

Barnett, B. M. N. (2004). Introduction: The life, career, and social thought of Gerhard Lenski - Scholar, teacher, mentor, leader. Sociological Theory, 22(2), 163-193.  link >

Feagin, J. R., & Barnett, B. M. N. (2004). Success and Failure: How Systemic Racism Trumped the Brown v. Board of Education Decision. University of Illinois Law Review, 2004(5), 1099-1130.

Barnett, B. M. (2003). Angela Davis and Women, Race, & Class: A Pioneer in Integrative RGC Studies. Race, Gender & Class, 10(3), 9-22.

Ait Belkhir, J., & Barnett, B. M. (2001). Race, Gender and Class Intersectionality. Race, Gender & Class, 8(3), 157-174.

Barnett, B. M., Brewer, R. M., & Kuumba, M. B. (1999). New Directions in Race, Gender & Class Studies: African American Experiences. Race, Gender & Class, 6(2), 7-28.

Barnett, B. M. (1999). Sisters in Struggle: Invisible Black Women in the Civil Rights Movement, 1945-1970. Routledge.

Barnett, B. M. (1995). Black Women’s Collectivist Movement Organizations: Their Struggles during the “Doldrums”. In M. Marx Ferree, & P. Yancey Martin (Eds.), Feminist Organizations: Harvest of the New Women's Movement (pp. 199-220). (Women in the Political Economy). Temple University Press.

Barnett, B. M. N. (1993). Invisible Southern Black Women Leaders in the Civil Rights Movement: The Triple Constraints of Gender, Race, and Class. Gender & Society, 7(2), 162-182.  link >

Barnett, B. M., Robinson, I. E., Bailey, W. C., & Smith, J. M. (1984). The status of husband/father as perceived by the wife/mother in the intact lower‐class urban black family. Sociological Spectrum, 4(4), 421-441.  link >

EPOL 395: Independent Study (EPOL 395) Designed for students who wish to do advanced readings and research in greater depth and to investigate further ideas and themes that have been explored in EPOL 199 and EPOL 201.

EPOL 409: Sociology of Education (EPOL 409) Education as a social process in various cultures and historical periods, emphasizing current systems in Westernized countries.

EPOL 410: Racial and Ethnic Families (EPOL 410) Sociological examination of how gender, race, ethnicity, cultural diversity and class function in the development of diverse American families, which are important foundations of education. Primary attention will be given to African American and Hispanic families. Secondary attention will be given to Asian American, Native American and other racial and ethnic family groups.

EPOL 590: Advanced Graduate Seminar (EPOL 590) Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education.

EPS 391: Thesis (EPS 391) Prerequisite: Senior standing.

EPS 420: Sociology of Education (EPS 420) Same as EPOL 409. See EPOL 409.

EPS 421: Racial and Ethnic Families (EPS 421) Sociological examination of how gender, race, ethnicity, cultural diversity and class function in the development of diverse American families, which are important foundations of education. Primary attention will be given to African American and Hispanic families. Secondary attention will be given to Asian American, Native American and other racial and ethnic family groups. Same as AFRO 421, EPOL 410, and HDFS 424. 3 undergraduate hours. 2 or 4 graduate hours.

EPS 590: Advanced Graduate Seminar (EPS 590) Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education.