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What as usually been taken...as the racist 'exception' has really been the rule; what has been taken as the 'rule'...[racial equality] has really been the exception."  White supremacy is "the unnamed political system that has made the modern world what it is today."

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What as usually been taken...as the racist 'exception' has really been the rule; what has been taken as the 'rule'...[racial equality] has really been the exception."  White supremacy is "the unnamed political system that has made the modern world what it is today."

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Quoted on page 29 from his book The Racial Contract

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Prejudice
• Discrimination
• Racism
• Ideology
• White privilege
• Whiteness
• White supremacy

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Chapter 2 outlines key information about racism and white supremacy in the United States. The author
emphasizes that race is socially constructed; however, the belief that race and differences associated with
it are biological is deep-seated. Race is an evolving social idea that was created to legitimize racial inequality and protect white advantage. Historically and contemporarily, being perceived as white carries
legal, political, economic, and social rights and privileges that are denied to others. White supremacy is
the overarching political, economic, and social system of domination that describes the culture we live
in and that positions whiteness as ideal. Naming white supremacy makes the system visible and shifts
the locus of change onto white people, where it belongs. Challenging complicity with and investment in
racism is life-long work for white people.

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Ruth Frankenberg describes whiteness as multidimensional - a location of structural advantage; a standpoint from which white people look at ourselves, at others, and at society; and a set of cultural practices that are not named or acknowledged

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Ruth Frankenberg describes whiteness as multidimensional - a location of structural advantage; a standpoint from which white people look at ourselves, at others, and at society; and a set of cultural practices that are not named or acknowledged

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To say that whiteness is a structural advantage is to recognize that to be white is to be in a privileged position within society and its institutions -- to be seen as an insider and to be granted the benefits of belonging.  This position automatically bestows unearned advantages.
To say that whiteness is a standpoint is to say that a significant aspect of white identity is to see oneself as an individual, outside, or innocent of race -- "just human."  This standpoint views white people and their interests as central to, and representative of, humanity.
To say that whiteness includes a set of cultural practices that are not recognized by white people is to understand racism as a network of norms and actions that consistently create advantages for whites and disadvantages for people of color.
pp 27-28

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In 1946, a French reporter asked Richard Wright his thoughts on the "Negro problem" in the United States.  Wright replied, "There isn't any Negro problem; there is only a white problem."

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In 1946, a French reporter asked Richard Wright his thoughts on the "Negro problem" in the United States.  Wright replied, "There isn't any Negro problem; there is only a white problem."

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Quoted on pg 25

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"By according whiteness an actual legal status, an aspect of identity was converted into an external object of property, moving whiteness from privileged identity to a vested interest.  The law's construction of whiteness defined and affirmed critical aspects of identity (who is white); of privilege (what benefits accrue to that status); and, of property (what legal entitlements arise from that status).  Whiteness at various times signifies and is deployed as identity, status, and property, sometimes singularly, sometimes in tandem." 

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"By according whiteness an actual legal status, an aspect of identity was converted into an external object of property, moving whiteness from privileged identity to a vested interest.  The law's construction of whiteness defined and affirmed critical aspects of identity (who is white); of privilege (what benefits accrue to that status); and, of property (what legal entitlements arise from that status).  Whiteness at various times signifies and is deployed as identity, status, and property, sometimes singularly, sometimes in tandem." 

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quote on pp 24-25

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Birdcage metaphor - if you stand too close to the cage you don't see the other bars.

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Birdcage metaphor - if you stand too close to the cage you don't see the other bars.

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Quoted on page 23

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Dr. J.Kehaulani Kauanui quoted pg. 20

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"The beneficiaries of slavery, segregation, and mass incarceration have produced racist ideas of Black people being best suited for or deserving of the confines of slavery, segregation, or the jail cell.  Consumers of these racist ideas have been led to believe that there is something wrong with Black people, and not the policies that have enslaved, oppressed, and confined so many Black people."

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"The beneficiaries of slavery, segregation, and mass incarceration have produced racist ideas of Black people being best suited for or deserving of the confines of slavery, segregation, or the jail cell.  Consumers of these racist ideas have been led to believe that there is something wrong with Black people, and not the policies that have enslaved, oppressed, and confined so many Black people."

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Ibram Kendi quoted pg 17

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"Race is the child of racism, not the father."

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"Race is the child of racism, not the father."

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Ta-Nehisi Coates quoted pg. 16

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Sorry, but the Irish were always White (and the Jews, Italians, and so on)

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Sorry, but the Irish were always White (and the Jews, Italians, and so on)

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Washington Post

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How has race impacted your life? If you are struggling to answer the question, why?

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Review the racial breakdown of people who control our national institutions on p. 31. What specific conclusions can be drawn from this list?

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The author asks several questions about racial socialization and schooling on p. 35, including
“Why is it important to reflect on our teachers in our effort to uncover our racial socialization
and the messages we receive from schools?” Answer that question and consider answering a few
other questions from p. 35.

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Practice explaining the differences between racism, prejudice, and discrimination in your own
terms. Why is it important for students of all races to understand these concepts and the differences between them? What are historical or current examples of racism, prejudice, and discrimination that students can understand?

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How does your school or classroom reinforce a racist ideology? How do you know?

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Who or what benefits from the biological myths associated with race? How are biological racist
myths perpetuated in school?

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Describe some of the broader implications of our complicity and investment in racism.

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How can the learning from this chapter be converted into an action item for your colleagues or
students?