Citation

Hardie JH, Tyson K. Sociol. Educ. 2013; 86(1): 83-102.

Copyright

(Copyright © 2013, American Sociological Association)

DOI

10.1177/0038040712456554

PMID

unavailable

Abstract

This article uses data drawn from nine months of fieldwork and student, teacher, and administrator interviews at a high school in the southern United States to analyze school racial conflict and the construction of racism. We find that institutional inequalities that stratify students by race and class are routinely ignored by school actors who, we argue, use the presence of so-called redneck students to plausibly deny racism while furthering the standard definition of racism as blatant prejudice and an individual trait. The historical prominence of rednecks as a southern cultural identity augments these claims, leading to an implicit division of school actors into friendly/nonracist and unfriendly/racist and allowing school actors to set boundaries on the meaning of racism. Yet these rhetorical practices and the institutional structures they mask contributed to racial tensions, culminating in a race riot during our time at the school.

Language: en