Whiteness Interrupted: White Teachers and Racial Identity in Predominantly Black Schools

Review

Peer reviewed

Whiteness Interrupted: White Teachers and Racial Identity in Predominantly Black Schools

American Journal of Sociology, Vol.129(1), pp.276-278

07/01/2023

DOI: https://doi.org/10.1086/724790

Metrics

19 Record Views

Details

Title: Whiteness Interrupted: White Teachers and Racial Identity in Predominantly Black Schools
Creators: Derron Wallace - Brandeis University
Publication Details: American Journal of Sociology, Vol.129(1), pp.276-278
Publisher: The University of Chicago Press
Identifiers: 9924275722201921
Academic Unit: Interdepartmental Program in Education; Department of Sociology; Department of African and African American Studies
Language: English
Resource Type: Review