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  1. Review Essays: Prophetic Research and Postracial Policy

    Adia Harvey Wingfield reviews Repositioning Race: Prophetic Research in a Postracial Obama Age, edited by Sandra Barnes, Zandria Robinson, and Earl Wright.

  2. The Social Structure of Criminalized and Medicalized School Discipline

    In this article, the author examines how school- and district-level racial/ethnic and socioeconomic compositions influence schools’ use of different types of criminalized and medicalized school discipline. Using a large data set containing information on over 60,000 schools in over 6,000 districts, the authors uses multilevel modeling and a group-mean modeling strategy to answer several important questions about school discipline. First, how do school- and district-level racial and ethnic compositions influence criminalized school discipline and medicalization?

  3. Ruptures in the Rainbow Nation: How Desegregated South African Schools Deal with Interpersonal and Structural Racism

    Racially diverse schools are often presented as places where students can learn to challenge racist discourse and practice. Yet there are a variety of processes through which such schools reproduce the very hierarchies they are meant to dismantle. Drawing on 18 months of fieldwork in two racially diverse South African high schools, I add to the literature by analyzing moments that threatened to undermine harmonious race relations. First, I focus on racially charged interpersonal incidents at school.

  4. Studying Race and Religion: A Critical Assessment

    The authors provide an analytical review of the past 115 years of scholarship on race, ethnicity, and religion. Too often work in the study of race and ethnicity has not taken the influence of religion seriously enough, with the consequence being an incomplete understanding of racialization, racial and ethnic identity, and racial inequality. The authors examine key works in the field; conduct an assessment of articles published on race, ethnicity, and religion in six journals over a five-year period; and outline where scholarship should head in future years.

  5. "I Have More in Common with Americans Than I Do with Illegal Aliens": Culture, Perceived Threat, and Neighborhood Preferences

    In this article, I explore different forms of perceived threat posed by the presence of minority groups and how threat impacts residential segregation and neighborhood preferences. I extend previous research by exploring non-Hispanic white residents’ preferences regarding black and Latino neighbors using qualitative data from in-depth interviews with white adults conducted in multiple neighborhoods in Buffalo, New York, and Ogden, Utah. My findings suggest that white residents perceive threat differently for blacks and Latinos.

  6. Formula Narratives and the Making of Social Stratification and Inequality

    Sociological research on inequality has increasingly moved beyond the examination of inequalities as they presumably exist to explore the generic narrative processes that perpetuate that inequality. Unfortunately, however, this research remains concentrated on either individual or ideological grand narratives and ignores the fact that the work narratives do, including the production and structuring of inequality, occurs at multiple levels: cultural, structural, organizational, and personal, and never exclusively at just one of these.

  7. Memorializing Lynch Victims: Countering Colorblind Ideologies with Experiential Learning

    This article describes a class project designed to develop students’ abilities to use their sociological imagination to better understand the structural sources of racial inequality. The event consisted of a memorial reading of the names of more than 4,000 documented lynch victims in the United States. Authors conducted a pretest and posttest on racial attitudes in large Introduction to Sociology courses. Posttest responses evidenced less support for "colorblind" ideologies and greater support for structural sources of inequality.

  8. Whither the White Working Class? A Comment on Khanna and Harris, "Discovering Race in a 'Post-Racial' World: Teaching Race through Primetime Television"

    Even though I recognize the value of using the mass media to teach sociological concepts and reveal racial biases, I caution against the use of classroom exercises that are developed solely in the context of whiteness studies. Overarching statements of white privilege mask complex race-class interactions generally and the mass media’s stereotypical depictions of the white working class specifically. In this "conversation," I explain why the use of the concept white privilege in and of itself obfuscates more than it reveals complex race-class interactions today.

  9. A Rebuttal to Jack Niemonen's "Whither the White Working Class?"

    Prof. Niemonen claims that the concept of white privilege is "anti-sociological" and "mask[s] complex race–class interactions." He highlights the importance of including social class in discussions of white privilege but focuses exclusively on the white working class, neglecting how race and social class also intersect for people of color. Further, while different social identities mediate how whites experience race privilege, race remains a key factor in shaping life chances and opportunities.

  10. Longitudinal Associations among Discordant Sexual Orientation Dimensions and Hazardous Drinking in a Cohort of Sexual Minority Women

    We examined differences between sexual minority women’s (SMW’s) sexual identity and sexual behavior or sexual attraction as potential contributors to hazardous drinking across a 10-year period. Data are from a longitudinal study examining drinking and drinking-related problems in a diverse, community-based sample of self-identified SMW (Wave 1: n = 447; Wave 2: n = 384; Wave 3: n = 354). Longitudinal cross-lagged models showed that SMW who report higher levels of identity-behavior or identity-attraction discordance may be at greater risk of concurrent and subsequent hazardous drinking.