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In this chapter, we use the concepts of emotional labor or emotion work to examine the experiences of transracial families – white families rearing Black adoptees. We focus on the emotion work done by the parents to inculcate and develop positive racial identities for their adoptive children as their adoptees experience racial mistreatment. We also use the concept of white racial framing to examine strategies for effectively coping with racial mistreatment. African Americans have more emotion work than the members of dominant group because of their status as stigmatized minorities in American society. African Americans adopted by white families have even greater emotion work because they tend to have the extra burden of living in predominately white communities where there are fewer people of color to serve as positive role models in the socialization process.

The monograph argues that American racism has two colours (white and black), not one; and that each racism dresses itself not in one clothing, but in four: (1) “Minimal” negative, when one race considers another race inferior to itself in degree, but not in nature; (2) “Maximal” negative, when one race regards another as inherently inferior; (3) “Minimal” positive, when one race elevates another race to a superior status in degree, but not in nature; and (4) “Maximal” positive, when one race believes that the other race is genetically superior. The monograph maintains that the needs of capitalism created black slavery; that black slavery produced white racism as a justification for black slavery; and that black racism is a backlash of white racism. The monograph concludes that the abolition of black slavery and the civil rights movement destroyed the social and political ground for white and black racism, while the modern development of capitalism is demolishing their economic and intellectual ground.

In this study, a teacher-researcher examined his students’ conceptions of Whiteness within U.S. history courses at an ethnically and economically diverse urban high school. Using critical race theory as the lens, this mixed method study found most students could explain the role of race in history. Students of color were more likely to express racism is common in the current day, while White students were more likely to express racism as uncommon. Whites were more likely to express racism as on a dramatic decline or the result of a few individuals. This study highlights the positive impact a race-conscious social studies classroom can have on all students. It also shows the many barriers teachers face in helping White students understand their roles in a system privileging them because of their skin color.

As part of its inquiry on the future growth potential of air traffic in South Africa, the National Institute for Transport and Road Research of the C.S.I.R., asked me at the beginning of 1985 to conduct an inquiry on the local tourist market. The main points to investigate were:

The purpose of this chapter is to invite readers into a discussion of experiences with and perspectives on creating safer spaces in education. Dialog has been used to demonstrate analytical processes and meaning-making, as well as aspects of “space” in education research. This dialog represents a safe space to share and access insights, experiences, and reactions to the ways in which we can foster safer spaces in education for our students and ourselves.

We provide a new characterization of the equality of two positive-definite matrices A and B, and we use this to propose several new computationally convenient statistical tests for the equality of two unknown positive-definite matrices. Our primary focus is on testing the information matrix equality (e.g. White, 1982, 1994). We characterize the asymptotic behavior of our new trace-determinant information matrix test statistics under the null and the alternative and investigate their finite-sample performance for a variety of models: linear regression, exponential duration, probit, and Tobit. The parametric bootstrap suggested by Horowitz (1994) delivers critical values that provide admirable level behavior, even in samples as small as n = 50. Our new tests often have better power than the parametric-bootstrap version of the traditional IMT; when they do not, they nevertheless perform respectably.

This study explores how a group of middle school social studies teachers at a school, whose student population is primarily affluent and white, include multicultural content in their curriculum. Interviews and observations along with an analysis of the textbooks, state standards, and the school’s scope and sequence were the main sources of data collection. Three common themes arose in this study in relation to the incorporation of multicultural content into the social studies curriculum: (a) There is a discrepancy between teachers’ perceptions and practices; (b) the teachers’ background in multicultural education is limited, and (c) though there is some inclusion of multicultural content, it is not put into practice in any substantial way because it is not seen as applicable to their school environment.

While many see the 1960s as the era of a “rights revolution” in American law, this article looks back from the present moment of conservative legal dominance to better understand the ways in which conservative ideas began to grow during the heyday of legal liberalism. Using recent histories of post-1945 grassroots conservatism, the author argues that conservative rights claims – while often legally questionable – constituted for many a powerful and persuasive understanding of the Constitution. Due to this popular conservative jurisprudence's endurance and influence, its existence in the 1960s forces reconsideration of understandings of the 1960s as the era of the “rights revolution.”