This series examines the interrelations of politics and society, bringing together articles from an international and interdisciplinary community of scholars. This title examines global perspectives on the political economy of race and ethnicity.

Revealing Britain's Systemic Racism applies an existing scholarly paradigm (systemic racism and the white racial frame) to assess the implications of Markle's entry and place in the British royal family, including an analysis that bears on visual and material culture. The white racial frame, as it manifests in the UK, represents an important lens through which to map and examine contemporary racism and related inequities. By questioning the long-held, but largely anecdotal, beliefs about racial progressiveness in the UK, the authors provide an original counter-narrative about how Markle's experiences as a biracial member of the royal family can help illumine contemporary forms of racism in Britain. Revealing Britain's Systemic Racism identifies and documents the plethora of ways systemic racism continues to shape ecological spaces in the UK. Kimberley Ducey and Joe R. Feagin challenge romanticized notions of racial inclusivity by applying Feagin's long-established work, aiming to make a unique and significant contribution to literature in sociology and in various other disciplines.

While much focus has been placed on Black Lives Matter activism in response to police and civilian murders of Black men and women, the contributors argue that Black activism in this era has addressed a broader range of issues in a wide array of settings, both on the street and inside institutions and communities. This Era of Black Activism includes chapters on this era of Black activism from 2000-2022. It describes how previous activism has influenced this generation, while showing innovations in political approaches, leadership and organizational formations, and the use of social and other media for movement purposes. Topics include the innovations of #BlackLives Matter as a movement; the Florida activist group Dream Defenders; policing and discrepancies in reporting on Ferguson; the role of citizen cameras in Black activism; social media for Black community coping and well-being; BIPOC Gay Power activism vs. Gay Pride; academic activism by Black and White professors; corporate responses to #BLM; #MeToo and healing within the Black community; Black health activism and the Covid pandemic; and bridging activism and policy for a new social contract. It also offers an additional bibliography on Black activism for environmental justice, athlete anti-racist activism, and the role of the Black Church in this era.

The Spanish Language in the United States addresses the rootedness of Spanish in the United States, its racialization, and Spanish speakers' resistance against racialization. This novel approach challenges the "foreigner" status of Spanish and shows that racialization victims do not take their oppression meekly. It traces the rootedness of Spanish since the 1500s, when the Spanish empire began the settlement of the new land, till today, when 39 million U.S. Latinos speak Spanish at home. Authors show how whites categorize Spanish speaking in ways that denigrate the non-standard language habits of Spanish speakers-including in schools-highlighting ways of overcoming racism.

The Spanish Language in the United States addresses the rootedness of Spanish in the United States, its racialization, and Spanish speakers' resistance against racialization. This novel approach challenges the "foreigner" status of Spanish and shows that racialization victims do not take their oppression meekly. It traces the rootedness of Spanish since the 1500s, when the Spanish empire began the settlement of the new land, till today, when 39 million U.S. Latinos speak Spanish at home. Authors show how whites categorize Spanish speaking in ways that denigrate the non-standard language habits of Spanish speakers-including in schools-highlighting ways of overcoming racism.

Who Killed Higher Education?: Maintaining White Dominance in a Desegregating Era offers a probing and unvarnished look at the causes of the substantial state defunding of public higher education over the last six decades. With the pandemic and cuts to social services, these challenges have only deepened, especially creating real dilemmas for first-generation, minoritized students seeking to complete a college education. Through extensive analysis of trends in public higher education funding, the book documents and lays bare the ways in which elite, neoliberal decision-makers launched a multi-pronged and attack on public higher education. It highlights the confluence of the enrollment of an increasingly diverse cohort of students in college with the efforts of conservative white legislatures to diminish funding support for public higher education. Who Killed Higher Education? is an important resource for students in courses on higher education, and diversity in education. It will also provide instruction for boards of trustees, institutional leaders, faculty and key campus constituencies in developing long-term strategies that ensure the access and success of a diverse and talented student body.

Who Killed Higher Education?: Maintaining White Dominance in a Desegregating Era offers a probing and unvarnished look at the causes of the substantial state defunding of public higher education over the last six decades. With the pandemic and cuts to social services, these challenges have only deepened, especially creating real dilemmas for first-generation, minoritized students seeking to complete a college education. Through extensive analysis of trends in public higher education funding, the book documents and lays bare the ways in which elite, neoliberal decision-makers launched a multi-pronged and attack on public higher education. It highlights the confluence of the enrollment of an increasingly diverse cohort of students in college with the efforts of conservative white legislatures to diminish funding support for public higher education. Who Killed Higher Education? is an important resource for students in courses on higher education, and diversity in education. It will also provide instruction for boards of trustees, institutional leaders, faculty and key campus constituencies in developing long-term strategies that ensure the access and success of a diverse and talented student body.

The first edition of this book offered one of the first social science analyses of Barack Obama's historic electoral campaigns and early presidency. In this second edition the authors extend that analysis to Obama's service in the presidency and to his second campaign to hold that presidency. Elaborating on the concept of the white racial frame, Harvey Wingfield and Feagin assess in detail the ways white racial framing was deployed by the principal characters in the electoral campaigns and during Obama's presidency. With much relevant data, this book counters many commonsense assumptions about U.S. racial matters, politics, and institutions, particularly the notion that Obama's presidency ushered in a major post-racial era. Readers will find this fully revised and updated book distinctively valuable because it relies on sound social science analysis to assess numerous events and aspects of this historic campaign.

The first edition of this book offered one of the first social science analyses of Barack Obama's historic electoral campaigns and early presidency. In this second edition the authors extend that analysis to Obama's service in the presidency and to his second campaign to hold that presidency. Elaborating on the concept of the white racial frame, Harvey Wingfield and Feagin assess in detail the ways white racial framing was deployed by the principal characters in the electoral campaigns and during Obama's presidency. With much relevant data, this book counters many commonsense assumptions about U.S. racial matters, politics, and institutions, particularly the notion that Obama's presidency ushered in a major post-racial era. Readers will find this fully revised and updated book distinctively valuable because it relies on sound social science analysis to assess numerous events and aspects of this historic campaign.

In this book, Feagin develops a theory of systemic racism to interpret the highly racialized character and development of this society. Generally, I ask what distinctive social worlds have been created by racial oppression over nearly four centuries and what this has meant for the people of the United States. Because it is the archetypal and prototypical racism in U.S. society, he focuses centrally in this analysis on white-on-black oppression. After an introductory chapter, he draws in later chapters on the commentaries of black and white Americans in three historical eras-the slavery era, the legal segregation era, and then those of white Americans. Feagin examines how major institutions have been thoroughly pervaded by racial stereotypes, ideas, images, emotions, and practices. This system of racial oppression was not an accident of history, but was created intentionally by white Americans. White Americans labored hard to bring it forth in the 17th century and have worked diligently to perpetuate that system ever since. While significant changes have occurred in this racist system over the centuries, key and fundamentally elements have been reproduced over nearly four centuries, and U.S. institutions today imbed the racialized hierarchy created in the 17th century. Today, as in the past, racial oppression is not just a surface-level feature of this society, but rather pervades, permeates, and interconnects all major social groups, networks, and institutions across the society.

In this book, Feagin develops a theory of systemic racism to interpret the highly racialized character and development of this society. Generally, I ask what distinctive social worlds have been created by racial oppression over nearly four centuries and what this has meant for the people of the United States. Because it is the archetypal and prototypical racism in U.S. society, he focuses centrally in this analysis on white-on-black oppression. After an introductory chapter, he draws in later chapters on the commentaries of black and white Americans in three historical eras-the slavery era, the legal segregation era, and then those of white Americans. Feagin examines how major institutions have been thoroughly pervaded by racial stereotypes, ideas, images, emotions, and practices. This system of racial oppression was not an accident of history, but was created intentionally by white Americans. White Americans labored hard to bring it forth in the 17th century and have worked diligently to perpetuate that system ever since. While significant changes have occurred in this racist system over the centuries, key and fundamentally elements have been reproduced over nearly four centuries, and U.S. institutions today imbed the racialized hierarchy created in the 17th century. Today, as in the past, racial oppression is not just a surface-level feature of this society, but rather pervades, permeates, and interconnects all major social groups, networks, and institutions across the society.

With the goal of building more inclusive working, learning, and living environments in higher education, this book seeks to reframe understandings of forms of everyday exclusion that affect members of nondominant groups on predominantly white college campuses. The book contextualizes the need for a more robust analysis of persistent patterns of campus inequality by addressing key trends that have reshaped the landscape for diversity, including rapid demographic change, reduced public spending on higher education, and a polarized political climate. Specifically, it offers a critique of contemporary analytical ideas such as micro-aggressions and implicit and unconscious bias and underscores the impact of consequential discriminatory events (or macro-aggressions) and racial and gender-based inequalities (macro-inequities) on members of nondominant groups. The authors draw extensively upon interview studies and qualitative research findings to illustrate the reproduction of social inequality through behavioral and process-based outcomes in the higher education environment. They identify a more powerful systemic framework and conceptual vocabulary that can be used for meaningful change. In addition, the book highlights coping and resistance strategies that have regularly enabled members of nondominant groups to address, deflect, and counteract everyday forms of exclusion. The book offers concrete approaches, concepts, and tools that will enable higher education leaders to identify, address, and counteract persistent structural and behavioral barriers to inclusion. As such, it shares a series of practical recommendations that will assist presidents, provosts, executive officers, boards of trustees, faculty, administrators, diversity officers, human resource leaders, diversity taskforces, and researchers as they seek to implement comprehensive strategies that result in sustained diversity change.

Author Biography:
Kenneth Bolton is Assistant Professor of Criminal Justice at Southeastern Louisiana University.

Joe Feagin is Professor of Sociology at the University of Florida, Gainesville. He is a past president of the American Sociological Association. He has published over 40 books.