INDEX
academic achievement, 16, 35, 43, 74–75, 92
academic excellence, 43, 75–78
achievement gap. See racial achievement gap
adolescence. See teenage kids
Advanced Placement courses, 31, 58–59, 69
advantages: fairness and, 69–73, 87, 229n6; minorities and, 73; parents and, 73, 93; racism and, 74–75, 91, 191. See also opportunities; privilege
agency, of kids, 2, 8, 10–11, 17, 22, 120
Alexander, Michelle, 68
Allport, Gordon, 113
American Dream, 14, 39, 104, 105, 181, 184, 185
anti-discrimination policies, 25
anti-miscegenation laws, 13
anti-poverty policy, 180
anti-racism, 62, 84, 133, 157, 208, 209; anti-racist praxis and, 231n15; objectification and, 130; of parents, 54, 118–23
anti-racist praxis, anti-racism and, 231n15
anxiety, white fragility and, 167–68
Association of Black Women Historians, 145
beatings, in schools, 102, 205
Becton, Dajerria, 205
Bieber, Justin, 2
birth certificates, race and, 13
birthday parties, 20, 96, 99, 211
black: culture, whites on, 38; families, 229n16; fathers, stereotypes of, 178; history, 183; hypervisibility of, 229n4; mothers, stereotypes of, 72; pretending to be, 174
#BlackGirlsMatter, 204
black kids: drugs and, 178–79; parents of, 48, 59; racial learning of, 28; at Saint Anne’s school, 88–89; white adults working with, 40–41; white demonization of, 35
Black Youth Project, 204
blogs, parenting, 205
Bobo, Lawrence, 23
Bonilla-Silva, Eduardo, 6, 12, 17, 167, 183, 232n7
book plan, 20–23
Bourdieu, Pierre, 17
Brown, Michael, 204
Bush, George, 138
Carey, Miriam, 204
celebrities, 2, 167–68, 219, 233n10
Charmaz, Kathy, 220
charter schools, lobbyists of, 59
child-centered research, 215
child development, 4, 6, 15–16, 128, 148, 216
childhood: color blindness and, 41, 111, 199; early, 6; middle, 6, 207, 216; obesity, 88; privilege and, 2, 17; racial context of, 20, 36, 41, 62–63, 74, 115, 122, 153, 155, 162, 169, 187, 199, 204, 208; racial socialization, 6; segregation of, 111; white, 8, 17
childrearing, 16
children. See kids
Civil War, 113
class, 15–16, 18, 48–49; clothing and, 172; diversity, 55; equality and, 57; inequality, 49; parents and, 158; privilege and, 53, 55, 187, 189, 207; race and, 57, 79, 115; racial learning and, 5; upper, 181; whiteness and, 77–78; working-class, 5, 225nn18–19
classification, of race, 164
classroom rules, racism and, 81
coaching, 155–58
college, 68–69, 104, 186–89, 194–95, 229n7
color blindness, 39, 40, 85, 94, 128, 154, 175, 185; childhood and, 199; in media, 145–46; parents and, 41, 54, 106, 143, 171; physical appearance and, 165; racism and, 166; in Sheridan, 108; upholding, 108
color-conscious, 54, 62, 204, 208
color line, parents and, 129
community: advocacy and, 130; beliefs of, 86; demographics, 21; education and, 34–35; of Evergreen, 56; immersion in, 19; race and, 206; racial learning and, 123, 125–26, 132–33; schools and, 87; sense of, 28
community engagement, 127–28
comprehensive racial learning, 5, 11–12, 15, 18, 20, 28, 63, 98–99, 111, 123, 125, 143
consciousness, race, 189
conservative politics, 28, 29, 37, 41, 46, 49, 62, 90, 198, 230n16
conundrum of privilege, 55, 60, 121, 130–31
criminal justice system, 7, 150, 175, 177–78, 202–3
cultural appropriation, 153–54, 232n11
cultural diversity, 133–40
cultural racism, 94
cultures: exposure to different, 133–40; kids and, 179; popular, 1–2, 143–53; racial inequality and, 39; racism and, 156; of Sheridan, 29
current events, 7, 66, 149–53, 200, 205
dance, 141–42
data analysis, of research methodology, 220
data-collection, 217, 218, 220
day-care, 6
demilitarization, of public schools, 131
Democratic Party, 51
demographics: community, 21; Evergreen, 51; Evergreen High School, 34, 35; neighborhoods, 24; perception of, 41; Petersfield Metropolitan Area, 26–27, 40, 127, 216; of private schools, 229n5; of Saint Anne’s school, 86; of Sheridan, 26; of Sheridan High School, 34, 35; of Sheridan Middle School, 34; at St. Anne’s school, 88–89; of US, 227n1; of Wheaton Hills, 43–44, 44
detracking, 131
Diamond, John, 32
discipline, in schools, 7, 58–59, 176–77
discrimination, 26, 27, 120, 170, 182
diversity, 229n4; beliefs about, 85; class, 55; cultural, 133–40; definition of, 47, 86; in Evergreen, 51–53, 56–57; in friendships, 89; Gifted and Talented and, 70, 72; international, 89; in neighborhoods, 80; parents and, 46–47, 232n14; in private schools, 66, 76–77; race and, 57, 86; recognition of, 127; school choice and, 46–47; in Sheridan, 144; at St. Anne’s school, 86; teachers and, 57–58; in television, 148; in Wheaton Hills, 45
documentaries, 146
drugs, 8, 69, 90, 94, 100–101, 177–79, 192, 197, 203, 226n26
Du Bois, W. E. B., 2
economic inequality, 48
education, 27; community and, 34–35; enrichment programs, 133; equality in, 35; goals of, 68; inequality in, 130; of parents, 2, 215–16; privatization of, 59; privilege and, 76; public, 59; race and, 2–3; sex, 3, 109; shopping for, 32; social justice and, 68; system, racism of, 200–201
Edwards, Jordan, 204
Emanuel African Methodist Episcopal Church, 7–8, 205
empathy, 127
empowerment, privilege and, 194
entitlement, 65, 169, 186, 194
equal-status contact, 159–60
equal-status interactions, 159–60
Evergreen, 28; community of, 56; demographics, 51; diversity in, 51–53, 56–57; housing in, 50; local culture of, 50; parents of, 51–52, 56–57, 59, 63; politics of, 50–51, 56; privilege in, 192–95; racial context of, 50–62
Evergreen High School, 30, 31, 53; ACT scores at, 34; demographics, 34, 35; discipline policy at, 58; GPA at, 31; low-income students at, 36; parents tour of, 32–33; reputation of, 33–34; security at, 58
expectations, about college, 69
experience, of whiteness, 227n50
exploitation and tourism, 137
extracurricular activities, 22, 30–31, 54–55, 85, 99, 114, 130, 155–58, 186
fairness, 69–73, 87, 176–77, 229n6
family, 179; affluent, 15; background, 163; mixed-race, 18; norms of, 15; race and, 3, 22, 142–43; racism and, 8
feelings, of kids, 76, 167, 194
fighting. See violence
films, 144–48
food stamps, 38–39
forced interaction, 116
free will, of kids. See agency
friendships: diversity in, 89; groups, 198; interracial, 112–18, 127–28, 159, 194; parents and, 21, 99; peer culture, 107–10; race and, 98, 102, 103, 198; racial context and, 118; racism and, 110–12; role of, 103–7; stereotypes and, 111
Gaines, Korryn, 204
gangs, 15, 69, 94, 96, 102, 106–7
Garner, Eric, 201–2
gentrification, 60
geography, race and, 40
Gifted and Talented, 65–69; diversity and, 70, 72; implications of, 76; kids, 73–75; minority students, 70; parents of, 70, 76; privilege and, 78; at public schools, 74; social construction of, 73; tracking and, 71; whiteness and, 75
Glee, 147–48
government assistance, 38–39
grade point average (GPA), 31
guilt, privilege and, 128, 194, 206
habitus, white, 17
The Help, 144–45
heterosexual privilege, 2, 232n12
Hockaday, Meagan, 204
home ownership, 216
hypervisibility, of blacks, 229n4
ideologies, 14, 78, 209, 230n30
inclusion criteria, 215–16
inequality: abstract terms of, 78; class, 49; confronting, 54; economic, 48; in education, 130; fairness and, 70; forms of, 207; ideologies and, 14; parents and, 32; private schools and, 68; privilege and, 15; public schools and, 62–63; race and, 12; racial, 6, 8, 38–40, 47, 95, 175–82, 209; racism and, 48; reproduction of, 121; in schools, 3; social, 128, 133, 208; structural, 60, 159, 183, 230n30; teachers and, 105
infant mortality, 27
inheritance, 181–82
injustice, 207
innocence, of kids, 7, 8, 18, 151, 209
institutional racism, 39, 175–82, 185
interaction: forced, 116; kids and, 11–12, 21; with police, 176
interactive spaces, parents in, 22
intergenerational transfer of wealth, 7, 181, 185, 195
intergroup contact theory, 53–54, 113–14, 118, 122
international diversity, 89
interpretation, of race, 3, 5, 169
interpretation process, 20
interracial friendships, 112–18, 127–28, 159, 194
IRB recruitment process, 217–18
Islamophobia, 173
Johnson, Heather Beth, 14, 31, 184–85
juvenile (in)justice system, 2, 7, 179
kids: agency of, 2, 8, 10–11, 22, 120; culture and, 179; emotions of, 84; everyday lives, 19–20; feelings of, 76; free will of, 10–11; gender of, 219–20; Gifted and Talented, 73–75; gossip of, 97–98; happiness of, 76, 83; homes of, 2; hurtful actions of, 97; innocence of, 18, 151; interaction and, 11–12, 21; interviews with, 219; middle-class, 187; parents and, 179; parents messages to, 11, 18; parents observing, 158–60; parents preparation of, 16; participation of, 11; perception of segregation, 119–20, 122; playing, 96, 99; police and, 179; politics and, 118, 149–53; popular culture and, 1–2; privilege of, 2, 3, 83, 121–22; questions of, 129; race of, 1; racial context of, 41; racialized messages to, 132; racism and, 14, 16, 118–23, 142; racism perceived by, 1, 3; resources for, 5; rules and, 10, 117; sexuality of, 6; social environment for, 36; socialization of, 10; social life of, 121; social structure of, 22; teenage, 161–62; violence of, 77–78; white fragility in, 166–67; who attend public schools, fear of, 86. See also black kids
King, Martin Luther, Jr., 1, 170, 183, 187
Ku Klux Klan (KKK), 172, 173, 175, 205
law enforcement. See police
leadership, of parents, 155–58
learning disabilities, 82
Lewis, Amanda, 14, 18, 32, 71, 73, 215, 230n30
liberalism, 184
liberal politics, 26, 28, 29, 40–53, 68, 81, 203, 230n16
lived experience, privilege and, 190
lobbyists, of charter schools, 59
lunchroom, segregation at, 119–20
marriage, 229n16
Martin, Trayvon, 4, 15, 150, 151, 194, 204, 231n14
MAXQDA, 220
McDonalds, 9–10
mentoring programs, 124
meritocracy, 136, 181, 184, 191
middle-class kids, 187
minimization of racism, 165
minorities: advantages and, 73; Gifted and Talented students, 70; parents of, 72–73; power and, 127; socialization, 16
misogyny, 84
mixed-race families, 18
Mohamed, Ahmed, 205
moral superiority, 169
mortgages, discrimination and, 27
Moynihan Report, 229n16
multiculturalism, shallow, 47
names, race and, 142
nationalism, violence and, 7
neighborhoods, 20; demographics, 24; diversity in, 80; identification of, 216–17; parents and choice of, 186; police and, 178; racial context and, 21, 24–25, 87; schools and, 21, 25, 31, 88; wealth and, 31. See also residential segregation
news, 149–53
“New Sociology of Childhood,” 10
New York Times, 180
normativity, of whiteness, 163–64
norms, of family, 15
Obama, Barack, 7, 89, 133, 137–39, 191, 193
obesity epidemic, 88
objectification, antiracism and, 130
occupation, of parents, 215–16
Occupy Movement, 149
oil companies, 182
opportunities, 66, 75, 114, 127, 206, 230n21
opportunity hoarding, 230n21
origin, physical appearance and, 163–65
Ozawa, Takao, 13
parents: advantages and, 73, 93; affluence of, 215–16; antiracism of, 54, 118–23; behavior and, 79–80; of black kids, 48, 59; choices of, 20, 206, 207–8; class and, 158; coaching, 155–58; color blindness and, 41, 54, 106, 143, 171; color line and, 129; diversity and, 46–47, 232n14; education of, 2, 215–16; environment designed by, 20; of Evergreen, 51–52, 56–57, 59, 63; everyday process of, 207; extracurricular activities and, 99, 130, 155–58, 186; fear of, 92; friendships and, 21, 99; of Gifted and Talented, 70, 76; ideologies of, 209; inequality and, 32; in interactive spaces, 22; interviews with, 219–20; involvement of, 32; jobs of, 187–88; kids and, 179; leadership of, 155–58; living off of, 104; media and, 22, 150–51; messages to kids, 11, 18; of minorities, 72–73; moving to Sheridan, 41; neighborhood choice, 186; observing kids, 158–60; occupation of, 215–16; opportunities and, 206; politics and, 54, 79–80, 90; preparation of kids by, 16; priorities in, 208; private schools and, 62–63, 68; privilege and, 53, 72–73, 84, 94, 121–22, 193; public schools and, 44; race and, 5, 28, 37–40, 98, 105–6, 142, 158; racial common sense of, 65; racial learning and, 28; racial socialization of, 202, 231n11; racial views of, 21; racism and, 4, 61, 87, 161–62; relationships with school administration, 32; religion and, 90; rethinking white, 206–8; school choice by, 65, 68, 84, 86–88, 185, 186; segregation and, 120; of Sheridan, 58, 62; on sidelines, 153–60; social activities and, 99; tour of Evergreen High School, 32–33; values of, 88; wealth of, 2; Wheaton Hills and, 43, 49; white, 16; white privilege and, 37–40; work ethic of, 190
parent-teacher organization (PTO), 48, 55
Parks, Rosa, 183
parochial (school), 16, 65, 166
participant observation, 218–19
participation, of kids, 11
PBS, 150
peers, 98, 107–12, 123. See also friendships
Petersfield metropolitan area: anti-discrimination policies in, 25; crime in, 40; demographics of, 26–27, 40, 127; discrimination in, 26; local culture of, 25; politics and, 46; population, 216; poverty rate in, 26; private schools in, 43, 65; progressive feel of, 25–26, 40; public transportation in, 25; racial segregation in, 25–28; racism in, 26; residential segregation in, 27–28; Sheridan and, 29. See also Sheridan
physical appearance: color blindness and, 165; differences in, 165–66; facial features, 165; hair, 86, 107, 113, 114; origin and, 163–65; skin tone, 12, 53, 86, 88–89, 103, 106, 110, 113, 114, 162–65, 167, 174, 230n10
play dates, 158
playground, 117–18
polarization, of politics, 28, 53
police: fairness of, 176–77; interactions with, 176; kids and, 179; killings, 204; neighborhoods and, 178; race and, 2–3, 8; racial violence of, 15; racism and, 176–77, 199; in schools, 34; torture by, 7; violence, 7, 201–2, 203, 204
political engagement, 192–93
politics: of Evergreen, 50–51, 56; kids and, 118, 149–53; lifestyle and, 28; parents and, 54, 79–80, 90; Petersfield metropolitan area and, 46; polarization of, 28, 53; race and, 12–13, 137–39; racism and, 13, 61; residential segregation and, 27–28; school choice and, 46–47; segregation and, 216; of Sheridan, 29, 37; spectrum, 216
pollution, 27
population. See demographics
poverty, 34, 43, 130, 135, 227n1; antipoverty policy, 180; meritocracy and, 136; race and, 57; rate, in Petersfield metropolitan area, 26; rural, 137; tourism, 137; treatment from teachers and, 79
power, 47; dynamics, 22, 215; minorities and, 127; of peers, 123; privilege and, 5; race and, 8, 12, 129, 190–91; racism and, 174–75; social structure and, 8; of wealth, 185
pregnancy, 82–83
prejudice, 17–18, 79–80, 110, 121, 149, 170–71, 200
private schools, 21; college and, 69; demographics of, 229n5; diversity in, 66, 76–77; enrollment demographics of, 229n5; ideological impact of, 78; inequality and, 68; lessons from, 92–95; opportunities and, 66; parents and, 62–63, 68; in Petersfield metropolitan area, 43, 65; privilege and, 65, 74; progressive, 75–77, 81, 83–84; public schools and, 43, 46, 54, 66, 68, 79–80, 94; real-world issues in, 81–84; snobbery at, 64–65; status and, 94; tension of, 92; tuition, 83; in Wheaton Hills, 62; whiteness and, 84
privatization, of education, 59
privilege: acknowledgment of, 126; advocacy and, 60; awareness of, 136; childhood and, 2, 17; class and, 53, 55, 187, 189, 207; college and, 186–89, 194–95; conundrum of, 55, 60, 121, 130–31; criminal justice system and, 177–78; education and, 76; empowerment and, 194; in Evergreen, 192–95; examining, 15–19; gender and, 232n12; Gifted and Talented and, 78; guilt and, 194; hallmarks of, 140; heterosexual, 2, 232n12; human rights and, 193; inequality and, 15; intelligence and, 67–68; justification of, 78, 83–84, 92, 93; of kids, 2, 3, 121–22; lifestyle and, 208; lived experience and, 190; parents and, 53, 72–73, 84, 94, 121–22, 193; power and, 5; private schools and, 65, 74; race, 53, 92–93; racial, 2, 6; racialized distribution of, 13–14; resources and, 186; responsibility and, 126; in Sheridan, 187–90; structural, 3, 151, 207; success and, 186; tourism and, 137; tracking and, 71; understanding one’s own, 186–95; unearned, 127; in Wheaton Hills, 190–92; whiteness and, 151. See also white privilege
progressive politics, 25–28, 40, 56, 60–63, 68, 94–122
progressive private schools, 75–77, 81, 83–84
psychology, 4
PTO. See parent-teacher organization
public debates, about race, 7, 71, 180
public schools, 21, 30; avoidance of, 67, 74–75; bullying at, 90; cost of, 184; demilitarization of, 131; fear of kids who attend, 86; Gifted and Talented at, 74; improvement of, 54; inequality and, 62–63; integration, 73; learning in, 82; parents and, 44; perception of, 90–91; private schools and, 43, 46, 54, 66, 68, 79–80, 94; problems with, 77, 82; racism at, 77, 78–81, 83, 177, 191–92; real-world issues and, 82–83
public transportation, 25
race: behavior and, 129; beliefs about, 3–4; birth certificates and, 13; class and, 57, 79, 115; classification of, 164; community and, 206; consciousness, 189; at day-care, 6; definition of, 162–63, 165–66; diversity and, 57, 86; as divisive, 104; education and, 2–3; effect of, 2; family and, 3, 22, 142–43; friendships and, 98, 102, 103, 198; geography and, 40; health care and, 3; ignoring, 104; income and, 74; inequality and, 12; influence of, 12; interpretation of, 3, 5, 169; of kids, 1; language and, 163; law enforcement and, 2–3, 8; messages about, 86; names and, 142; obstacles from, 191; parents and, 5, 28, 37–40, 98, 105–6, 142, 158; politics and, 12–13, 137–39; poverty and, 57; power and, 8, 12, 129, 190–91; privilege, 53, 92–93; PTO and, 55; public debates about, 7; racial comfort and, 169; racial stress and, 167; racism and, 165–66; school choice and, 229n4; sex education and, 3; social geography and, 218; talking about, 107, 143, 167–68, 180, 205–6; tracking and, 71–72, 75; travel and, 125
race-related communication, 11
racial achievement gap, 69–70, 72, 74, 75, 91
racial apathy, 94
racial context: anxiety and, 166–67; Chablis family and, 41; of childhood, 20, 36, 41, 62–63, 74, 115, 122, 153, 155, 162, 169, 187, 199, 204, 208; of Evergreen, 50–62; friendships and, 118; of kids, 41; neighborhoods and, 21, 24–25, 87; of Sheridan, 28–41; shifting, 204–6; of Wheaton Hills, 41–49; white fragility and, 166–67
racial demographics. See demographics
racial desegregation, 46
racial differences, 85
racial ideologies, 5, 208, 216
racial inequality, 6, 8, 38–40, 47, 95, 175–82, 209
racialization, 13; of childhood, 8, 21, 83, 132, 209
racialized distribution, of privilege, 13–14
racialized messages, to kids, 132
racialized social system, 12–14, 17, 93, 169–70
racialized system of schools, 93
racial justice, 7, 128, 200, 201
racial learning, 4, 61–62, 130; of black kids, 28; class and, 5; community and, 123, 125–26, 132–33; comprehensive, 5, 11–12, 15, 18, 20, 28, 63, 98–99, 111, 123, 125, 143; parents and, 28; travel and, 137; volunteering and, 125
racially coded language, 153–54
racial parity, 39
racial power, 4
racial profiling, 181
racial slurs, 81
racial socialization, 4, 6, 11, 15, 16, 47, 125–26, 202, 231n11
racial stereotypes, 54
racial stress, 167
racial violence, 4, 13, 15, 151, 204–6
racism, 47; advantages and, 74–75, 91, 191; behavior of, 169–70, 171–72; beliefs and, 174; classroom rules and, 81; color blindness and, 166; criminal justice system and, 150, 202–3; cultural, 94; culture and, 156; at day-care, 6; definition, 107, 169–71, 184, 189; of educational system, 200–201; evidence of, 173; extracurricular activities and, 157; family and, 8; friendships and, 110–12; history of, 7; identification of, 61; incarceration and, 176–77; inequality and, 48; institutional, 39, 175–82, 185; as joke, 107–10, 166; kids and, 14, 16, 118–23, 142; laws and, 180–81; minimization of, 165; against Muslims, 90; parents and, 4, 61, 87, 161–62; in peers, 110–12; perceived by kids, 1, 3; in Petersfield Metropolitan Area, 26; police and, 176–77; politics and, 13, 61; power and, 174–75; prevalence of, 172–73; at public schools, 77, 78–81, 83, 177, 191–92; race and, 165–66; rejecting, 183–85; reproduction of, 14, 22–23; reverse, 39; in Sheridan, 107; stereotypes and, 75, 111, 156; structural components of, 203; of teachers, 78–79, 80–81; understanding of, 169–75, 232n7; witnessing, 161
real-world issues, 81–84, 104–5
rejecting racism, 183–85
religion, 14, 85–89, 90, 120, 124, 172–73
reputation, of schools, 31–34
research methodology, 19–20; data analysis of, 220; data-collection, 217, 218, 220; inclusion criteria, 215–16; interviews with kids, 219; interviews with parents, 219–20; IRB recruitment process, 217–18; participant observation, 218–19; researcher standpoint, 220–21; site selection and neighborhood identification, 216–17; snowball sampling, 217
residential segregation, 7, 27–28, 47–48, 115, 145, 185
resources, 5, 75, 83, 91, 181–82, 186, 210
responsibility, privilege and, 126
reverse racism, 39
rights, of women, 194
Rihanna, 106, 123, 154, 163, 166
road trips, 144
robbery, 102
Robinson, Tony, 204
role models, 201
Rutherford, Shakara, 205
Saint Anne’s school, 64, 85–89
same-sex marriage, 90
#Say-Her-Name, 204
school administration, parents relationships with, 32
school choice: of Chablis family, 37–38; diversity and, 46–47; of Lacey family, 52–53; of Norbrook family, 45–49; by parents, 65, 68, 84, 86–88, 185, 186; politics and, 46–47; race and, 229n4; of Schultz family, 30–31, 34–35
schools: beatings in, 102; college-placement rates, 31; community and, 87; discipline in, 7; environment, 84, 91; inequality in, 3; neighborhoods and, 21, 25, 31, 88; police in, 34; racialized system of, 12–14, 93; violence in, 34; word-of-mouth reputation of, 31
segregation, 71, 169, 182, 200–201; of childhood, 111; hypervisibility and, 229n4; kids perception of, 119–20, 122; at lunchroom, 119–20; parents and, 120; politics and, 216; residential, 7, 27–28, 47–48, 115, 145, 185; television and, 148
sex, 91
sexuality, 3, 6, 141–42, 153–54
Shelbourne Academy, 64
Sheridan: color blindness in, 108; culture of, 29; demographics of, 26, 37; diversity in, 144; housing in, 29; income in, 29; parents moving to, 41; parents of, 58, 62; Petersfield metropolitan area and, 29; politics of, 29, 37; privilege in, 187–90; racial context of, 28–41; racism in, 107; white flight and, 27
Sheridan High School, 34, 35, 36
Sheridan Middle School, 34, 37
site selection, 216–17
16th Street Church, 205
skinheads, 19
skin tone, 12, 53, 86, 88–89, 103, 106, 110, 113, 114, 123, 144, 162–65, 167, 174, 230n10
slavery, 1, 3, 13, 173, 181–82, 183, 200–201
slum tourism, 137
Snapchat, 199
snobbery, at private schools, 64–65
soccer, 155–58
social activities, parents and, 99
social construction, of Gifted and Talented, 73
social Darwinism, 71
social democracy, 83
social environment, for kids, 36
social inequality, 128, 133, 208
social injustice, teachers and, 103–4
socialization, 158; definition of, 10; gender, 232n12; of kids, 10; peers and, 123; racial, 4, 6, 11, 15, 16, 47, 125–26, 202, 231n11
social justice, 54, 55, 68, 79, 124, 146, 166, 193
social learning process, 10
social media, 7, 143, 159, 199
social stratification, 4, 74, 105
social structural models, 17
social workers, 131
Sounder, 113
special education, 71
“specialness of white kids,” 8, 21, 65, 69, 73, 75, 93, 95, 230n29
speech patterns, 167
sports, 103, 106, 114, 128, 141–42, 155–58, 160
Stanley-Jones, Aiyana, 204
St. Anne’s school, 86–89
stereotypes, 106–7, 120, 170; of black fathers, 178; of black mothers, 72; friendships and, 111; racial, 54; racism and, 75, 111, 156; reinforcement of, 121, 142
structural inequality, 60, 159, 183, 230n30
structural privilege, 3, 151, 207
students, 71, 199. See also kids
student-teacher ratio, 66
student unions, 189
suburbanization, 27
summer camps, 114
talking, about race, 143, 167–68, 180, 205–6
tax money, 39
teachers: behavior of, 117, 121; diversity and, 57–58; inequality and, 105; poverty and treatment from, 79; racism of, 78–79, 80–81; real-world issues and, 105; social injustice and, 103–4
teenage kids, 42, 96–97, 197–207
test taking, learning and, 66
text messages, 102
That’s So Raven, 147, 148, 232n13
This American Life, 146
Tillman, Cameron, 8
Tilly, Charles, 230n21
tourism, 133–40
tourist gaze, 125
tracking, 55–59, 70–72, 75, 122
Trump, Donald, 7
Underground Railroad Museum, 134
understanding: institutional racism, 175–82; one’s own privilege, 186–95; racial inequality, 175–82; of racism, 169–75, 232n7
upper class, 181
values, 18, 34, 43, 54–55, 62, 73–76, 87–91, 208
violence: of kids, 77–78; of law enforcement, 7; nationalism and, 7; police, 7, 201–2, 203, 204; racial, 4, 13, 15, 151, 204–6; in schools, 34. See also racial violence
volunteering, 124–25, 131–32, 136, 157
voyeurism, tourism and, 137
wage labor, 225n18
wages of whiteness, 2, 7, 185, 195
walkouts, 199
Wall Street Journal, 150
War on Drugs, 3
wealth, 84–85; hostility and, 53; indicators, 216; intergenerational transfer of, 7, 181, 185, 195; neighborhood and, 31; of parents, 2; power of, 185
Wheaton Hills, 28, 41–49, 44, 62, 80, 92, 190–92
Wheaton Hills High School, 45, 69–70, 72, 197
white: adults working with black kids, 40–41; black culture on, 38; blame for racial inequality, 38; childhood, 8, 17; common sense, 40; demonization of black kids, 35; integration and, 35; parenting, rethinking, 206–8; working-class, 5, 225nn18–19
white families, travel and, 133–40
white flight, 27
white fragility, 166–69
whiteness, 18–19, 230n9; class and, 77–78; criminal justice system and, 177–78; everydayness of, 215; experience of, 227n50; Gifted and Talented and, 75; hip hop and, 232n11; innocence and, 7, 8, 151, 209; normativity of, 163–64; private schools and, 84; privilege and, 151; tourism and, 133–40; wage labor and, 225n18; wages of, 2, 7, 185, 195
white privilege, 5, 8, 37–40, 193–94, 227n50
white racial power, 4, 194, 209
white savior complex, 145, 158, 209, 231n4
white supremacy, 13, 14, 23, 40, 173, 208, 209
Winkler, Erin, 11–12, 20, 28, 125
word-of-mouth reputation, of schools, 31–33
working-class, 5, 225nn18–19
working poor, 15
youth. See kids