An enduring history of how race and class came together to mark the course of the antebellum US and our present crisis. Roediger shows that in a nation pledged to independence, but less and less able to avoid the harsh realities of wage labor, the identity of "white" came to allow many Northern workers to see themselves as having something in common with their bosses. Projecting onto enslaved people and free Blacks the preindustrial closeness to pleasure that regimented labor denied them, "white workers" consumed blackface popular culture, reshaped languages of class, and embraced racist practices on and off the job. Far from simply preserving economic advantage, white working-class racism derived its terrible force from a complex series of psychological and ideological mechanisms that reinforced stereotypes and helped to forge the very identities of white workers in opposition to Blacks. Full of insight regarding the precarious positions of not-quite-white Irish immigrants to the US and the fate of working class abolitionism, Wages of Whiteness contributes mightily and soberly to debates over the 1619 Project and critical race theory.

This book explores the class experiences of white workers in Southern Rhodesia. In examining the roles of lower class whites in the production of race, gender and nationalism under minority rule, this research contributes to understandings of social identities, power and structural inequality in the settler colonial context.

This book offers the first comprehensive history of white workers from the end of the First World War to Zimbabwean independence in 1980. It reveals how white worker identity was constituted, examines the white labouring class as an ethnically and nationally heterogeneous formation comprised of both men and women, and emphasises the active participation of white workers in the ongoing and contested production of race. White wage labourers' experiences, both as exploited workers and as part of the privileged white minority, offer insight into how race and class co-produced one another and how boundaries fundamental to settler colonialism were regulated and policed. Based on original research conducted in Zimbabwe, South Africa and the UK, this book offers a unique theoretical synthesis of work on gender, whiteness studies, labour histories, settler colonialism, Marxism, emotions and the New African Economic History.

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"I recommend a book by Professor Williams, it is really worth a read, it's called White Working Class." -- Vice President Joe Biden on Pod Save America An Amazon Best Business and Leadership book of 2017 Around the world, populist movements are gaining traction among the white working class. Meanwhile, members of the professional elite—journalists, managers, and establishment politicians--are on the outside looking in, left to argue over the reasons. In White Working Class, Joan C. Williams, described as having "something approaching rock star status" by the New York Times, explains why so much of the elite's analysis of the white working class is misguided, rooted in class cluelessness. Williams explains that many people have conflated "working class" with "poor"--but the working class is, in fact, the elusive, purportedly disappearing middle class. They often resent the poor and the professionals alike. But they don't resent the truly rich, nor are they particularly bothered by income inequality. Their dream is not to join the upper middle class, with its different culture, but to stay true to their own values in their own communities--just with more money. While white working-class motivations are often dismissed as racist or xenophobic, Williams shows that they have their own class consciousness. White Working Class is a blunt, bracing narrative that sketches a nuanced portrait of millions of people who have proven to be a potent political force. For anyone stunned by the rise of populist, nationalist movements, wondering why so many would seemingly vote against their own economic interests, or simply feeling like a stranger in their own country, White Working Class will be a convincing primer on how to connect with a crucial set of workers--and voters.

The New York Times best-selling book exploring the counterproductive reactions white people have when their assumptions about race are challenged, and how these reactions maintain racial inequality. In this “vital, necessary, and beautiful book” (Michael Eric Dyson), antiracist educator Robin DiAngelo deftly illuminates the phenomenon of white fragility and “allows us to understand racism as a practice not restricted to ‘bad people’ (Claudia Rankine). Referring to the defensive moves that white people make when challenged racially, white fragility is characterized by emotions such as anger, fear, and guilt, and by behaviors including argumentation and silence. These behaviors, in turn, function to reinstate white racial equilibrium and prevent any meaningful cross-racial dialogue. In this in-depth exploration, DiAngelo examines how white fragility develops, how it protects racial inequality, and what we can do to engage more constructively.

How did immigrants to the United States come to see themselves as white? David R. Roediger has been in the vanguard of the study of race and labor in American history for decades. He first came to prominence as the author of The Wages of Whiteness, a classic study of racism in the development of a white working class in nineteenth-century America. In Working Toward Whiteness, Roediger continues that history into the twentieth century. He recounts how ethnic groups considered white today-including Jewish-, Italian-, and Polish-Americans-were once viewed as undesirables by the WASP establishment in the United States. They eventually became part of white America, through the nascent labor movement, New Deal reforms, and a rise in home-buying. Once assimilated as fully white, many of them adopted the racism of those whites who formerly looked down on them as inferior. From ethnic slurs to racially restrictive covenants-the real estate agreements that ensured all-white neighborhoods-Roediger explores the mechanisms by which immigrants came to enjoy the privileges of being white in America. A disturbing, necessary, masterful history, Working Toward Whiteness uses the past to illuminate the present. In an Introduction to the 2018 edition, Roediger considers the resonance of the book in the age of Trump, showing how Working Toward Whiteness remains as relevant as ever even though most migrants today are not from Europe.

A physician's "provocative" (Boston Globe) and "timely" (Ibram X. Kendi, New York Times Book Review) account of how right-wing backlash policies have deadly consequences -- even for the white voters they promise to help. In election after election, conservative white Americans have embraced politicians who pledge to make their lives great again. But as physician Jonathan M. Metzl shows in Dying of Whiteness, the policies that result actually place white Americans at ever-greater risk of sickness and death. Interviewing a range of everyday Americans, Metzl examines how racial resentment has fueled progun laws in Missouri, resistance to the Affordable Care Act in Tennessee, and cuts to schools and social services in Kansas. He shows these policies' costs: increasing deaths by gun suicide, falling life expectancies, and rising dropout rates. Now updated with a new afterword, Dying of Whiteness demonstrates how much white America would benefit by emphasizing cooperation rather than chasing false promises of supremacy. Winner of the Robert F. Kennedy Book Award

An examination of how curriculum choices can perpetuate White supremacy, and radical strategies for how schools and teacher education programs can disrupt and transform racism in education When racist curriculum “goes viral” on social media, it is typically dismissed as an isolated incident from a “bad” teacher. Educator Bree Picower, however, holds that racist curriculum isn’t an anomaly. It’s a systemic problem that reflects how Whiteness is embedded and reproduced in education. In Reading, Writing, and Racism, Picower argues that White teachers must reframe their understanding about race in order to advance racial justice and that this must begin in teacher education programs. Drawing on her experience teaching and developing a program that prepares teachers to focus on social justice and antiracism, Picower demonstrates how teachers’ ideology of race, consciously or unconsciously, shapes how they teach race in the classroom. She also examines current examples of racist curricula that have gone viral to demonstrate how Whiteness is entrenched in schools and how this reinforces racial hierarchies in the younger generation. With a focus on institutional strategies, Picower shows how racial justice can be built into programs across the teacher education pipeline—from admission to induction. By examining the who, what, why, and how of racial justice teacher education, she provides radical possibilities for transforming how teachers think about, and teach about, race in their classrooms.

Racial Situations challenges perspectives on race that rely upon oft-repeated claims that race is culturally constructed and, hence, simply false and distorting. John Hartigan asserts, instead, that we need to explain how race is experienced by people as a daily reality. His starting point is the lives of white people in Detroit. As a distinct minority, whites in this city can rarely assume they are racially unmarked and normative--privileges generally associated with whiteness. Hartigan conveys their attempts to make sense of how race matters in their lives and in Detroit generally. Rather than compiling a generic sampling of white views, Hartigan develops an ethnographic account of whites in three distinct neighborhoods--an inner city, underclass area; an adjacent, debatably gentrifying community; and a working-class neighborhood bordering one of the city's wealthy suburbs. In tracking how racial tensions develop or become defused in each of these sites, Hartigan argues that whites do not articulate their racial identity strictly in relation to a symbolic figure of black Otherness. He demonstrates, instead, that intraracial class distinctions are critical in whites' determinations of when and how race matters. In each community, the author charts a series of names--"hillbilly," "gentrifier," and "racist"--which whites use to make distinctions among themselves. He shows how these terms function in everyday discourses that reflect the racial consciousness of the communities and establish boundaries of status and privilege among whites in these areas.