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Theory suggests that teachers’ implicit racial attitudes affect their students, but large-scale evidence on U.S. teachers’ implicit biases and their correlates is lacking. Using nationwide data from Project Implicit, we found that teachers’ implicit White/Black biases (as measured by the implicit association test) vary by teacher gender and race. Teachers’ adjusted bias levels are lower in counties with larger shares of Black students. In the aggregate, counties in which teachers hold higher levels of implicit and explicit racial bias have larger adjusted White/Black test score inequalities and White/Black suspension disparities.

In recent years, content on social media and gaming platforms that promotes domestic violent extremism has influenced several high-profile attacks, according to experts and agency officials. Platforms that were once used to share photos of kids with grandparents are all too often havens of hate, harassment, and division. Facebook has Family and Friends Neighborhood, but it is right next to the one where there is a White nationalist rally every day. YouTube is a place where people share quirky videos, but down the street antivaxxers, COVID deniers, QAnon supporters, and Flat Earthers are sharing videos. Twitter allows you to bring friends and celebrities into your home, but also Holocaust deniers, terrorists, and worse. As a result, some social media and gaming companies, as well as federal agencies, are making an effort to understand and address online content that promotes domestic violent extremism.

2025 SPE Outstanding Book Award Honorable Mention Whiting Out: Writing on Vulnerability, Racism and Repairis an experimental text that seeks to collapse the space that white writers create between ourselves and our ideas when writing about race, identity, history, responsibility, positionality, power and the present. The book is written as a first-person meditation grounded in a poetics of vulnerability, undertaken as an author study in two major parts - fragmented first through the work of James Baldwin and then refracted through the writing of Gloria E. Anzaldúa. Whiting Outis for both aspiring and experienced teachers (especially white folks), as well as anyone open to writing new narratives and imagining new possible worlds. Perfect for courses such as: Introduction to Education; Introduction to Teaching and Learning; Introduction to Curriculum Studies; Education and Society; Education and Cultural Studies; Whiteness in Education; Critical Race Theory in Education; Race, Racism and Anti-Racism; Examining Race, Power and Privilege; Teaching and Learning in Diverse Contexts.

In Race and the Senses, Sachi Sekimoto and Christopher Brown explore the sensorial and phenomenological materiality of race as it is felt and sensed by the racialized subjects. Situating the lived body as an active, affective, and sensing participant in racialized realities, they argue that race is not simply marked on our bodies, but rather felt and registered through our senses. They illuminate the sensorial landscape of racialized world by combining the scholarship in sensory studies, phenomenology, and intercultural communication. Each chapter elaborates on the felt bodily sensations of race, racism, and racialization that illuminate how somatic labor plays a significant role in the construction of racialized relations of sensing. Their thought-provoking theorizing about the relationship between race and the senses include race as a sensory assemblage, the phenomenology of the racialized face and tongue, kinesthetic feelings of blackness, as well as the possibility of cross-racial empathy. Race is not merely socially constructed, but multisensorially assembled, engaged, and experienced. Grounded in the authors' experiences, one as a Japanese woman living in the USA, and the other as an African American man from Chicago, Race and the Senses is a book about how we feel the racialized world into being.

The Portuguese Colonial Empire established its base in Africa in the fifteenth century and would not be dissolved until 1975. This book investigates how the different populations under Portuguese rule were represented within the context of the Colonial Empire by examining the relationship between these representations and the meanings attached to the notion of ‘race’. Colour, for example, an apparently objective criterion of classification, became a synonym or near-synonym for ‘race’, a more abstract notion for which attempts were made to establish scientific credibility. Through her analysis of government documents, colonial propaganda materials and interviews, the author employs an anthropological perspective to examine how the existence of racist theories, originating in the eighteenth and nineteenth centuries, went on to inform the policy of the Estado Novo (Second Republic, 1933–1974) and the production of academic literature on ‘race’ in Portugal. This study provides insight into the relationship between the racist formulations disseminated in Portugal and the racist theories produced from the eighteenth century onward in Europe and beyond.

Contemporary scholars who study race and racism have emphasized that white complicity plays a role in perpetuating systemic racial injustice.Being White, Being Good seeks to explain what scholars mean by white complicity, to explore the ethical and epistemological assumptions that white complicity entails, and to offer recommendations for how.

The contemporary rethinking and relearning of history and racism has sparked creative approaches for teaching the histories and representations of marginalized communities. Cristina Stanciu and Gary Totten edit a collection that illuminates these ideas for a variety of fields, areas of education, and institutional contexts. The authors draw on their own racial and ethnic backgrounds to examine race and racism in the context of addressing necessary and often difficult classroom conversations about race, histories of exclusion, and racism. Case studies, reflections, and personal experiences provide guidance for addressing race and racism in the classroom. In-depth analysis looks at attacks on teaching Critical Race Theory and other practices for studying marginalized histories and voices. Throughout, the contributors shine a light on how a critical framework focused on race advances an understanding of contemporary and historical US multiethnic literatures for students around the world and in all fields of study. Contributors: Kristen Brown, Nancy Carranza, Luis Cortes, Marilyn Edelstein, Naomi Edwards, Joanne Lipson Freed, Yadira Gamez, Lauren J. Gantz, Jennifer Ho, Shermaine M. Jones, Norell Martinez, Sarah Minslow, Crystal R. Pérez, Kevin Pyon, Emily Ruth Rutter, Ariel Santos, and C. Anneke Snyder

Insights into the racialized fear of change in US society The standoff at Cliven Bundy's ranch, the rise of white identity activists on college campuses, and the viral growth of white nationalist videos on YouTube vividly illustrate the resurgence of white supremacy and overt racism in the United States. White resistance to racial equality can be subtle as well—like art museums that enforce their boundaries as elite white spaces, \"right on crime\" policies that impose new modes of surveillance and punishment for people of color, and environmental groups whose work reinforces settler colonial norms. In this incisive volume, twenty-four leading sociologists assess contemporary shifts in white attitudes about racial justice in the US. Using case studies, they investigate the entrenchment of white privilege in institutions, new twists in anti-equality ideologies, and \"whitelash\" in the actions of social movements. Their examinations of new manifestations of racist aggression help make sense of the larger forces that underpin enduring racial inequalities and how they reinvent themselves for each new generation.

Governing the Displaced answers a straightforward question: how are refugees governed under capitalism in this moment of heightened global displacement? To answer this question, Ali Bhagat takes a dual case study approach to explore three dimensions of refugee survival in Paris and Nairobi: shelter, work, and political belonging. Bhagat's book makes sense of a global refugee regime along the contradictory fault lines of passive humanitarianism, violent exclusion, and organized abandonment in the European Union and East Africa. Governing the Displaced highlights the interrelated and overlapping features of refugee governance and survival in these seemingly disparate places. In its intersectional engagement with theories of racial capitalism with respect to right-wing populism, labor politics, and the everyday forms of exclusion, the book is a timely and necessary contribution to the field of migration studies and to political economy.