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In this paper we bring together the literatures on frame analysis, the meaning of race and campus racial climate to analyse the race frames – lenses through which individuals understand the role of race in society – held by white students attending elite US universities. For most, the elite university experience coincides with a strengthening or emergence of the diversity frame, which emphasizes the positive benefits of cultural diversity. Still, many also hold a colour-blind frame, which sees race groups as equivalent and racial identities as insignificant. We highlight the ambivalence that these divergent frames create for student perspectives on affirmative action and interracial contact on campus. Our findings demonstrate the mutability of race frames. We also highlight the impact that institutions may have on individuals' race frames. The paper is based on in-depth interviews with forty-seven US-born white undergraduates attending Brown University and Harvard University. [ABSTRACT FROM AUTHOR]

This paper examines what white, middle-class parents report saying to their children about racial tension and racial protest when events like Michael Brown's death and the Ferguson protests are the top news stories. The data come from interviews with forty white, middle-class parents in 2014-15. The study results indicate that few parents recalled speaking with their children about racial tension or racial protest even when such discussions were highly visible in the news and on social media. I argue parents' silence stemmed from a desire to create a protected, worry-free childhood combined with an inability to understand how such subjects related to their white life. However, not all parents were silent. Twelve participants reported speaking with their children about these subjects via a neutral or a defensive colour-blind frame. Only two participants drew attention to issues of power and privilege. [ABSTRACT FROM AUTHOR]

Individuals are claiming greater scope for choice in their racial identities. But how they are seen and classified by others is not necessarily changing in a similar way. Racial appraisals are the way that people classify the race of others, both particular individuals and larger groups. In this paper, I make a case for the study of racial appraisals as a field of sociological inquiry. I map out the different analytical levels and methodological approaches for this field and discuss how these can be used to understand observed race, norms of racial classification, and societal norms of the racial order. I present an example of how societal norms and logics of racial classification can be analysed in real time through survey research, using 2015-16 data on 866 White Americans’ reactions to Rachel Doležal’s racial identity claims. I present an agenda for studying changes in racial boundaries and classification norms through the longitudinal tracking of racial appraisals. [ABSTRACT FROM AUTHOR]

Recent scholarship has declared multiculturalism to be in retreat, yet multiculturalist discourses and practices remain salient in many realms of social reproduction. This paper explores multiculturalism in predominantly white churches in the U.S. South, a region that has seen significant demographic transformations due to immigration. Church outreach to immigrants draws on theologies that reject racial prejudice and that call for the accommodation and celebration of cultural differences. Drawing on qualitative research with pastors and congregants, this article explores how multiculturalist practice is both re-working and reinforcing existing social relationships in Christian faith communities. Multiculturalist practices, we show, disrupt racialized hierarchies long embedded in white churches. But they simultaneously leave racialized distinctions and inequalities intact, in part by maintaining separation between immigrants and non-immigrants. This case illustrates the everyday politics of multiculturalism and the ways in which the boundaries of social membership take shape in ordinary, seemingly non-political spaces. [ABSTRACT FROM AUTHOR]

Immigration has dramatically changed the face of the nation in the last thirty years, yet it is unclear how children currently define “Americanness” in light of these demographic and cultural shifts. This research explores how elementary students define what it means to be American in the context of immigration-driven diversity. Based on a survey of fourth and fifth graders in an elementary school located in a high-immigrant community, the author shows that despite the diversity of the school and local surroundings, and the multicultural ideology espoused by school staff, students predominately defined “American” in ethnocultural terms – specifically, as white, US-born, and English-speaking. At the same time, a small group of students challenged this narrative and defined Americans in pluralist terms. This study suggests that schools aiming to create inclusive learning communities in an increasingly diverse nation may need more direct approaches to teaching a culturally pluralist model of America. [ABSTRACT FROM PUBLISHER]

Using a nationally representative sample of adults in the US, this study examines the majority and minority’s positive views of the country in terms of nativity status, race and ethnicity, and religion. The results suggest that the majority–minority differences vary by demographic characteristics and attitudes examined. Although non-US citizens have a lower level of regard for the US as the best country in which to be a citizen than their counterparts, they have no less favourable views in other respects. Among ethnic minorities, only blacks have more negative views of the US than whites do. While religious minorities also have less regard for the country than the majority, individuals with no religious affiliation hold lower levels of most national attitudes. These findings suggest that the associations between minority status and views of the country go beyond race and ethnicity, which previous research has overlooked. [ABSTRACT FROM PUBLISHER]

How does the convergence of national and religious identities potentially fortify white racial boundaries in the USA? Focusing on openness to racial exogamy as an indicator of racial boundaries, we examine the link between Christian nationalism and white Americans' views towards their hypothetical daughter marrying an African American, Latino, or Asian. Drawing on insights from social identity complexity theory, we argue that the convergence of religious and national identities serves to reinforce in-group boundaries, thereby fortifying notions of white purity, and consequently, strengthening whites' discomfort with potential race-mixing in marriage. Multivariate analyses of national survey data demonstrate that Christian nationalism is strongly associated with an increase in white Americans' discomfort with a daughter marrying any racial minority, and particularly African Americans. We demonstrate how the convergence of religious and national identities in Christian nationalism influences whites' regulating of racial boundaries (evidenced in intermarriage attitudes) above and beyond the independent effects of political conservatism or religious exclusivism. [ABSTRACT FROM PUBLISHER]

While the frequency of overt racism has decreased in most public spaces, being replaced by more subtly racialized narratives, the Internet appears to be an exception where explicit racism continues to proliferate. Online message boards dedicated to US collegiate basketball are sites where groups dominated by white male users discuss the lives and performances of young, primarily black, student-athletes. Against this backdrop, the current study investigated the racialized nature of discourse on college basketball message boards in cases where players were involved in disciplinary incidents. We found that, although overt mention of race was rare in these spaces, racialized assumptions and expectations often still shaped interpretations of players' actions. Reasons for the presence of such ‘colour-blind’ discourse are discussed. [ABSTRACT FROM PUBLISHER]