Racial and ethnic minority groups in the United States have been growing rapidly in recent decades. Projections based on census data indicate that, in coming years, white people will statistically dominate noticeably fewer regions and public spaces. How will this reversal of minority status affect ideas about race? In spaces dominated by people of color, will attitudes about white privilege change? Or, will deeply rooted beliefs about racial inequality be resilient to numerical shifts in strength? In An Unexpected Minority, sociologist Edward Morris addresses these far-reaching questions by exploring attitudes about white identity in a Texas middle school composed predominantly of African Americans, Latinos, and Asians. Based on his ethnographic research, Morris argues that lower-income white students in urban schools do not necessarily maintain the sort of white privilege documented in other settings. Within the student body, African American students were more frequently the "cool" kids, and white students adopted elements of black culture-including dress, hairstyle, and language-to gain acceptance. Morris observes, however, that racial inequalities were not always reversed. Stereotypes that cast white students as better behaved and more academically gifted were often reinforced, even by African American teachers. Providing a new and timely perspective to the significant role that non-whites play in the construction of attitudes about whiteness, this book takes an important step in advancing the discussion of racial inequality and its future in this country.

The many groups we belong to influence our lives in crucial ways.This volume provides a comprehensive overview of classic and contemporary issues in the field of group processes and will interest scholars in various disciplines, including social and organizational psychology, sociology, communication, economics, and political science.

Experts from a range of disciplines offer practical advice for conducting social science research in racial and ethnic minority populations. Readers will learn how to choose appropriate methods—longitudinal studies, national surveys, quantitative analysis, personal interviews, and other qualitative approaches—and how best to employ them for research on specific demographic groups. The volume opens with a brief introduction to the difficulty of defining a population and designing a research program and then moves to illustrative examples drawn from the contributors’ own studies of Blacks in the United States, the Caribbean, and South Africa. Case studies cover research on the media, mental health, churches, work, marital relationships, education, and family roles.

Antony Alcock recounts four stages in the history of regional cultural minority protection: protection of religious minorities and the rise of cultural nationalism before 1914; attempts to assimilate minorities between the wars together with the League of Nations' system of protection; neglect of the complex issues in minority protection after 1945, leading in many cases to violence; and finally the renaissance of cultural minorities in the west, while in the east the new states after the fall of communism have had difficulties in coming to terms with their minorities.

In Whiteness Interrupted Marcus Bell presents a revealing portrait of white teachers in majority-black schools in which he examines the limitations of understandings of how white racial identity is formed. Through in-depth interviews with dozens of white teachers from a racially segregated, urban school district in Upstate New York, Bell outlines how whiteness is constructed based on localized interactions and takes a different form in predominantly black spaces. He finds that in response to racial stress in a difficult teaching environment, white teachers conceptualized whiteness as a stigmatized category predicated on white victimization. When discussing race outside majority-black spaces, Bell's subjects characterized American society as postracial, in which race seldom affects outcomes. Conversely, in discussing their experiences within predominantly black spaces, they rejected the idea of white privilege, often angrily, and instead focused on what they saw as the racial privilege of blackness. Throughout, Bell underscores the significance of white victimization narratives in black spaces and their repercussions as the United States becomes a majority-minority society.

Movie stars, entertainers, game-show hosts, jugglers, plate-spinners, gospel choirs, corporate executives posing with over-sized checks, household name-brand products, smiling children in leg braces-all were fixtures of the phenomenon that defined American culture in the second half of the twentieth century: the telethon. Hundreds of millions watched these weekend-long variety shows that raised billions of dollars for disability-related charities. Drawing on over two decades of in-depth research, Telethons trenchantly explores the complexity underneath the campy spectacles. At its center are the disabled children, who, thanks to a particular kind of historical-cultural marginalization, turned out to be ideal tools for promoting corporate interests, privatized healthcare, and class status. Offering a public message about helping these unfortunate victims, telethons perpetuated a misleading image of people with disabilities as helpless, passive, apolitical members of American society. Paul K. Longmore's revelatory chronicle shows how these images in fact helped major corporations increase their bottom lines, while filling gaps in the strange public-private hybrid U.S. health insurance system. Only once disabled people pushed back in public protests did the broader implications for all Americans become clear. Mining insights from great thinkers such as Adam Smith, Edmund Burke, and Alexis de Tocqueville, along with contemporary cultural figures like Jerry Lewis, Ralph Nader, and several disability rights activists, Telethons offers a provocative meditation on big business, American government, popular culture, Cold War values, and "activism" both narrowly and broadly defined. As highly popular entertainment, telethons schooled Americans about how to feel about their bodies, fitness, health, and appropriate ways to interact with people whose bodies did not fit norms determined by advertisers. The programs also taught them about when to weep and how to cure guilt through "conspicuous contribution." Longmore's astute observations about psychology, economics, and society reveal how writing off telethons as kitsch and irrelevant has enabled many individual attitudes, corporate practices, and government policies to go unquestioned. Ultimately, Telethons reveals the passion, humanity, resistance, and triumph that were not center-stage on these popular telecasts by offering insights into the U.S. disability movement past and present.

This open access book assesses Non-Territorial Autonomy (NTA) in terms of its practical capacity to support the linguistic, cultural, and educational rights of national minority groups across Europe. The fact that 2023 marks the 25th anniversary of the coming into force of the Council of Europe Framework Convention on National Minorities (FCNM) and European Charter for Regional and Minority languages (ECRML) makes this book especially timely and relevant. Its numerous detailed empirical studies, one of which uses FCNM reporting as a benchmark, give a picture of the extent (or otherwise) to which international minority rights standards are actually being realized through various NTA arrangements. In keeping with the principles laid out in these foundational documents, the contributions to this volume acknowledge that when it comes to the effective delivery of linguistic, cultural and educational rights, NTA is best regarded not as an alternative but as a complement to territorially based arrangements. David Smith holds the Alec Nove Chair in Russian and East European Studies at the University of Glasgow, UK. Ivan Dodovski is Professor in Critical Theory, and Dean of the School of Political Science at University American College Skopje, North Macedonia. Flavia Ghencea holds the Fundamental Institutions of Administrative Law Chair at the Faculty of Law and Administrative Sciences at Ovidius University of Constanta, Romania.

Zsuzsa Csergö is Associate Professor and Head of the Political Studies Department at Queen’s University in Canada. She is also the President of the Association for the Study of Nationalities (ASN). Her research addresses questions of nationalism, democratization, and the influence of EU integration on state-minority relations in post-Cold War Europe. Ada-Charlotte Regelmann is a Project Manager at Rosa Luxemburg Stiftung, focusing on the social inclusion of marginalised groups in European societies. Previously, she was a lecturer at Queen’s University Belfast, UK, and Maynooth University, Ireland. Her research explores the impact of Europeanisation on nation-state-building and social integration in post-communist Europe.

A radical departure from previous chronicles of education for people with disabilities, this book views special education from a broader perspective. Its central thesis is that cultural values and expectations play a dominant role in understanding the structure and function of special education. While theories of the social construction of disability have been written about in a growing body of research since the 1960s, no attempt has been made to create a cross-cultural framework. This work offers such a framework. Eight chapters, written by educators in each country's educational system cover the following nations: China, Great Britain, Hungary, Japan, Iran, Pakistan, United States, and Zimbabwe. Historical discussions in each chapter provide a context for current practice. An index and illustrations are also included.