LEADER 04267nam 22007094a 450 001 996211804903316 005 20230321165341.0 010 $a1-282-92020-0 010 $a9786612920202 010 $a0-8223-8365-9 024 7 $a10.1515/9780822383659 035 $a(CKB)1000000000757723 035 $a(EBL)1167828 035 $a(OCoLC)850217242 035 $a(SSID)ssj0000394599 035 $a(PQKBManifestationID)11263071 035 $a(PQKBTitleCode)TC0000394599 035 $a(PQKBWorkID)10387424 035 $a(PQKB)10324367 035 $a(OCoLC)191222363 035 $a(MiAaPQ)EBC1167828 035 $a(OCoLC)1139360397 035 $a(MdBmJHUP)muse80663 035 $a191222363 035 $a(DE-B1597)553124 035 $a(DE-B1597)9780822383659 035 $a(OCoLC)1226679121 035 $a(EXLCZ)991000000000757723 100 $a20080125d2002 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aShades of white$b[electronic resource] $ewhite kids and racial identities in high school /$fPamela Perry 210 $aDurham $cDuke University Press$d2002 215 $a1 online resource (281 p.) 300 $aDescription based upon print version of record. 311 $a0-8223-2892-5 311 $a0-8223-2877-1 320 $aIncludes bibliographical references (p. [243]-256) and index. 327 $aSchool life and social meanings. Valley Groves : "Normal. I'd say I'm just ... normal." -- Clavey High : "There aren't enough white kids here to have many skaters." -- Identity and culture. Situated meanings of "white" as a cultural identity -- Doing identity in style -- Identity and group position. The Million Man March -- The social implications of white identity -- Conclusion: Beyond whiteness. 327 $aSchool life and social meanings. Valley Groves : "Normal. I'd say I'm just ... normal." -- Clavey High : "There aren't enough white kids here to have many skaters." -- Identity and culture. Situated meanings of "white" as a cultural identity -- Doing identity in style -- Identity and group position. The Million Man March -- The social implications of white identity -- Conclusion: Beyond whiteness. 330 $aThrough ethnographic research and in-depth interviews of students in two demographically distinct U.S. high schools-- one suburban and predominantly white; the other urban, multiracial, and minority white-- Perry shares students' candor about race and self-identification. By examining the meanings students attached (or didn't attach) to their social lives and everyday cultural practices, including their taste in music and clothes, she shows that the ways white students defined white identity were not only markedly different between the two schools but were considerably diverse and ambiguous within them as well. Challenging reductionist notions of whiteness and white racism, this study suggests how we might go "beyond whiteness" to new directions in antiracist activism and school reform. Shades of White is emblematic of an emerging second wave of whiteness studies that focuses on the racial identity of whites. It will appeal to scholars and students of anthropology, sociology, and cultural studies, as well as to those involved with high school education and antiracist activities. 410 0$ae-Duke books scholarly collection. 606 $aChildren, White$zCalifornia$zSan Francisco Bay Area$xSocial conditions$y20th century 606 $aWhite people$xRace identity$zCalifornia$zSan Francisco Bay Area 606 $aHigh school students, White$zCalifornia$zSan Francisco Bay Area$xSocial conditions$y20th century 606 $aRace awareness in children$zCalifornia$zSan Francisco Bay Area 607 $aSan Francisco Bay Area (Calif.)$xRace relations 615 0$aChildren, White$xSocial conditions 615 0$aWhite people$xRace identity 615 0$aHigh school students, White$xSocial conditions 615 0$aRace awareness in children 676 $a305.235/09794/6 700 $aPerry$b Pamela$f1955-$0921861 801 0$bNcD 801 1$bNcD 906 $aBOOK 912 $a996211804903316 996 $aShades of white$92068371 997 $aUNISA