Preface	5
	Contents	8
	About the Author	15
	1 General Introduction	16
	1.1 Introduction	16
	1.2 A Brief Biographical Narrative	20
	1.3 Creating Depth of Insight Through Developing Connectivity	24
	1.4 The Reality of Groupness	25
	1.5 Notions of Reflexivity	28
	1.5.1 A Realist-Oriented View	28
	1.5.2 A Constructivist-Oriented View	31
	1.5.3 A Trusting Constructivist View	35
	1.6 Contours of Professional Inquiry	39
	1.6.1 Discursively Accounting for Research Strategies	39
	1.6.2 Creating Publicly Available Material	40
	1.7 Outline of Chapters 29	42
	2 Conceptualizing New Racism in Relation to Old-Fashioned Racism: Concepts and Research Approaches	48
	2.1 Introduction	48
	2.2 New Racism in Relation to Old-Fashioned Racism	49
	2.2.1 Some Accounts of Old-Fashioned and New Racism in the USA	49
	2.2.2 Some Accounts of the Development of (Old and New) Racism in Europe	58
	2.3 New Racism	64
	2.3.1 Symbolic Racism	64
	2.3.1.1 The Development of (Questionnaire) Items to Measure Symbolic Racism	65
	2.3.1.2 The Issue of Socially Desirable Responses Elicited Through Surveys	69
	2.3.1.3 A Note on the Scope of Studies Exploring Symbolic Racism	69
	2.3.2 Modern Racism	70
	2.3.2.1 Symbolic/Modern Racism in Relation to Political Conservatism and Liberalism	73
	2.3.2.2 Symbolic/Modern Racism and Self- and Group-Interests	73
	2.3.2.3 Some Applications of, and Developments in, Symbolic and Modern Racism Theorizing	74
	2.3.3 Aversive Racism	81
	2.3.3.1 Aversive Racism and Liberalism	82
	2.3.3.2 Ways of Locating Aversive Racism and Its Social Effects: Investigating (White) People's Behavioral Responses	82
	2.3.3.3 Aversive Racism and Institutional Discrimination in the USA	84
	2.3.3.4 Aversive Racism Outside of the USA	87
	2.3.4 Cultural Racism	88
	2.3.4.1 Globalization and Cultural Racism in Europe	91
	2.3.4.2 A Note on Cultural Racism and Xenophobic Attacks in South Africa	96
	2.3.5 Institutional Racism	99
	2.3.5.1 Connections Between the Terms Cultural and Institutional Racism	102
	2.3.6 Color-Blind Racism as Systemic	104
	2.4 The Use of Concepts Across Geographical Contexts	108
	2.5 Conclusion	115
	3 Experimental Research: Studying Variables to Examine Causal Effects in Terms of Mitigating Against the Potential of Racism	118
	3.1 Introduction	118
	3.1.1 Some Considerations Around Experimentation as a Research Design	120
	3.1.1.1 Traditional Conception of Scientific Experimentation as Guided by the Logic of Deduction	121
	3.1.2 Examples Discussed and Revisited	122
	3.2 Nier et al.s Experiments in Relation to Common Group Identity (Delaware, USA)	123
	3.2.1 Study 1: The Laboratory Experiment	123
	3.2.1.1 The Design of the Experiment	123
	3.2.1.2 Nier et al.'s Discussion of the Results of Study 1	126
	3.2.2 Study 2: The Field Experiment	129
	3.2.2.1 The Design of the Field Experiment	130
	3.2.2.2 Nier et al.'s Discussion of the Results of Study 2	131
	3.2.2.3 The Perspective of Aversive Racism to Explain Whites' Reactions (Apparently Non-discriminatory)	132
	3.2.3 Nier et al.'s Conclusions: Benefits of Recategorization	133
	3.3 Related Work on Recategorization	133
	3.3.1 Dual Identity Representations, Decategorization, and Recategorization	137
	3.3.2 Dovidio''s Exposition of the ''Normality'' of Social Categorization	139
	3.4 Revisiting the Experiments and Their Theoretical Framing	140
	3.4.1 The Experimental Reliance on Racial Group Categorization	140
	3.4.2 Providing for Alternative Interpretive Frames in Processes of ''Knowing''	144
	3.4.3 Implications of the Status of Nier et al.'s Conclusions for Practical Recommendations	150
	3.5 Complementary Work on Crossed Categorization (In Various Geographical Contexts)	152
	3.5.1 Further Exploring the Common Ingroup Identity Model (In Relation to Crossed Category Groups)	154
	3.5.2 Revisiting Work on Crossed Categorization in Relation to Group Categorization	156
	3.5.2.1 Group Membership as a Seemingly ''Obvious'' Conceptualization	156
	3.5.2.2 Reviewing the ''Empirically Observed'' Everyday Use of Categories Such as Race and Gender: Posing an Intersectional Alternative	158
	3.6 Decategorization in Relation to the Understanding of Group Categorization	160
	3.7 Monteith, Voils, and Ashburn-Nardos Experiment: Exploring White Peoples Reactions to Implicit Racial Bias (Kentucky, USA)	162
	3.7.1 The Social Context of the Experiment and Its Goals	163
	3.7.2 Monteith, Voils, and Ashburn-Nardo's Discussion of Results Generated via the Research	166
	3.8 Ashburn-Nardo et al.s Related Work with African American Participants (Kentucky, USA)	168
	3.9 Revisiting Monteith, Voils, and Ashburn-Nardos and Ashburn-Nardo et al.s Experiments	170
	3.9.1 Revisiting the Experiment with White Participants	170
	3.9.2 Revisiting the Experiment with African American Participants	173
	3.10 Some Other Experimental Work on the IAT: The Influence of the Stimulus Items	176
	3.11 Conclusion	179
	3.11.1 Revisiting Researcher Accountability in Experimental Research	181
	3.11.2 Extending Research Options	182
	Figure Credits	184
	4 Survey Research: Examining Expressed Feelings and Views on Racial(ized) Issues as Variables Along with Other Variables	185
	4.1 Introduction	185
	4.1.1 Examples Discussed and Revisited	188
	4.2 Rabinowitz et al.s Survey Exploring the Relationship Between Egalitarianism and Affective Bias (Los Angeles, USA)	189
	4.2.1 The Social Context of the Research	189
	4.2.2 The (Societal-Level) Focus on Egalitarian Beliefs	190
	4.2.3 Possible (Hypothesized) Mediators of Prejudice: Strength of Ingroup Ethnic Identity and Outgroup Orientation	192
	4.2.4 Rabinowitz et al.'s Discussion of Results	193
	4.2.4.1 Implications for Diversity in Education	194
	4.2.4.2 Implications for Affirmative Action in Education	195
	4.3 Revisiting Rabinowitz et al.s Research	196
	4.3.1 Rabinowitz et al.'s Conception of Multicultural Education	198
	4.3.2 Possibilities for Developing Reframing	202
	4.3.3 Accounting for Framing in Relation to Affirmative Action	204
	4.4 Haley and Sidaniuss Survey Exploring the Positive and Negative Framing of Affirmative Action (Los Angeles, USA)	207
	4.5 A Comment on Haley and Sidaniuss Survey	209
	4.6 Dunn and Geeraerts Survey in Australia	211
	4.6.1 Dunn and Geeraert's Discussion of Results	214
	4.7 Revisiting Dunn and Geeraerts Approach: Probing Their Proffered Student Activities	216
	4.7.1 ''Activities'' for Reviewing the Constructs of Culture and Race, and Possible Links to Racism	216
	4.7.2 Inviting Audience Participation: A Novel Style of Write-Up?	219
	4.7.3 Some Final Points on Dunn and Geeraert's Scholarship	222
	4.8 Conclusion	224
	4.8.1 Revisiting Researcher Accountability in Survey Research	225
	4.8.2 Extending Research Options	226
	5 Intensive Interviewing as Research: Generating In-Depth Talk to Explore Experiences/Cognitions of Racism	229
	5.1 Introduction	229
	5.1.1 Backdrop to My Discussion of Examples	231
	5.1.2 Examples Discussed and Revisited	233
	5.2 Esseds Intensive Interviewing	233
	5.2.1 Focusing on Experiences/Insights of Black Women	233
	5.2.2 The Link Between Lay People's and Professional's Understandings	236
	5.2.3 Analytic Induction Combined with Structural Interpretation for Theorizing	237
	5.2.4 Essed's Discussion of Research Results	242
	5.2.4.1 An Example from the Netherlands	242
	5.2.4.2 An Example from the USA	244
	5.2.4.3 Comparing Various Examples	245
	5.2.4.4 Some Pointers to the Macro Context in the Two Countries	249
	5.3 Revisiting Esseds Discussion	251
	5.3.1 Essed's Nondirective Interviewing Approach	251
	5.3.1.1 Some Contention Around Hammersley and Atkinson''s Approach to the Issue of ''Reactivity''	255
	5.3.2 Essed's Theorizing in Relation to the Narrations (Storying) of the Interviewees	258
	5.3.3 Essed's Account of Converging Systems of Oppression	260
	5.4 Focus Group Discussion as Intensive Interviewing	262
	5.4.1 Some Conceptions of Focus Group Communication	262
	5.5 Romms Organization of a Focus Group Discussion Around Post-apartheid Friendships	265
	5.6 Reviewing Romms Focus Group Interviewing Approach	271
	5.6.1 The Social Significance of Focus Group Inquiry to Deliberate on Nonracism	273
	5.7 Conclusion	278
	5.7.1 Revisiting Researcher Accountability in Intensive Interviewing	279
	5.7.2 Extending Research Options	280
	6 Ethnographic Research: Exploring the Quality of Social Life in Social Settings	282
	6.1 Introduction	282
	6.1.1 Controversies Around a Case Study as Reported by Hammersley	284
	6.1.2 Criticism of Hammersley's Methodological and Theoretical Orientation: Moving Beyond Middle Range Theorizing	287
	6.1.3 An Alternative Provided by Discourse Ethnography	291
	6.1.4 Examples Discussed and Revisited	294
	6.2 DeCuir and Dixsons Study of a High School in the USA	295
	6.2.1 Writing Up the Results in Relation to CRT Literature	296
	6.2.1.1 Permanence of Racism	296
	6.2.1.2 Whiteness as Property	297
	6.2.1.3 Interest Convergence	298
	6.2.1.4 Critique of Liberalism	298
	6.2.2 DeCuir and Dixson's Summary Discussion: Implications for Practice	299
	6.3 Revisiting DeCuir and Dixsons Approach	300
	6.3.1 The Status of Stories and Counter-Stories	300
	6.3.2 The Link Between Theorizing and Quests for Social Justice	303
	6.3.2.1 Considering and Extending Habermas's View of Social Discourse and Its Democratic Potential	305
	6.3.2.2 Returning to DeCuir and Dixson's Case: Further Commentary	310
	6.4 Some Views on Autoethnography as Social Inquiry	312
	6.5 Romms Involvement in a Case of Felt Discrimination at a University in the United Kingdom	314
	6.6 Review of Romms Autoethnographic Report	321
	6.7 Conclusion	324
	6.7.1 Revisiting Researcher Accountability in Ethnographic Research	325
	6.7.2 Extending Research Options	325
	7 Action Research: Exploring in Action the Meaning of Research as Change in Complex Living Systems	327
	7.1 Introduction	327
	7.1.1 Action Research as an Inquiry Orientation in Relation to Alternatives	329
	7.1.2 Deliberations Around the Epistemological Underpinning of Action Research	331
	7.1.3 Strategies for Action Research as Living Inquiry	333
	7.1.4 Dearth of Examples of ''Race-Conscious'' Action Research	335
	7.1.5 Examples Discussed and Revisited	336
	7.2 Weil et al.s Action Inquiry Around Institutional Racism in Organizational Contexts in Britain	337
	7.2.1 Some Contextual Background	337
	7.2.2 The Through a Hundred Pairs of Eyes Program	339
	7.2.2.1 Some Scenes and Guideline Questions for Consideration	342
	7.2.2.2 Model of Facilitation	346
	7.2.2.3 Evaluation and Monitoring of Learning	347
	7.2.3 Douglas's Reflections on the Program	348
	7.2.3.1 Based Around Video Scenes	349
	7.2.3.2 Shared Analysis of Institutional Discrimination	349
	7.2.3.3 A Climate Conducive to Learning About Challenging Issues	350
	7.2.3.4 ''Doing with'' Not ''to''	350
	7.2.4 Weil's Reflections on the Program	351
	7.2.5 Summary Reflections on the Significance of the ''Trigger Method''	353
	7.3 Revisiting the Through a Hundred Pairs of Eyes Program	354
	7.3.1 The Pragmatic Intent of the Inquiry Process	354
	7.3.2 Evaluation of the Worth of the Program	357
	7.3.3 Theorizing Around Institutional Racism as Part of the Program	360
	7.4 Action Inquiry Toward a Peace Movement in Relation to Cyprus	362
	7.4.1 Some Contextual Background	362
	7.4.2 The Structured Design Process (SDP) Methodology	365
	7.4.2.1 Facilitation of the Co-laboratories: Process Facilitation	367
	7.4.2.2 Use of Abductive Logic in the Co-laboratories	369
	7.4.2.3 The Status of Meanings Produced: (Pragmatic) Creation of Narratives?	370
	7.4.3 Cyprus Peace Revival Inquiries: August--December 2006 (as Reported by Laouris et al., 2007)	371
	7.4.3.1 Reading the Map: Some Commentary from the Authors	372
	7.5 Revisiting the Inquiries	374
	7.5.1 Reconsidering the Role of Facilitators as ''Outside'' the Discussion Process	375
	7.5.2 Conceptualizing the Status of the Influence Tree Developed	378
	7.6 Conclusion	380
	7.6.1 Taking into Account Researcher Accountability in Action Research	380
	7.6.2 Extending Research Options	381
	Figure Credit	383
	8 Research Conducted in Terms of Retroductive Processes: Rethinking the Theorization of Racism	385
	8.1 Introduction	385
	8.2 Retroductive Logic: The Potential for Theorizing Around Structures	390
	8.3 Bonilla-Silvas Approach to Rethinking Racism via a Structural Interpretation	393
	8.3.1 The Marxist Focus on Class Analysis	394
	8.3.2 Bonilla-Silva0s Reconsideration of Marxist Analyses: Lacunae in Theorizing Racialized Social Systems	397
	8.3.3 The Standing of Bonilla-Silva's Theoretical Conceptualizations: Excavating Mechanisms Reproducing Racial Privilege	400
	8.3.3.1 Bonilla-Silva's Self-understanding of His Analytic Work	405
	8.3.4 Frames of Color-Blind Racism	409
	8.3.4.1 Abstract Liberalism	410
	8.3.4.2 Naturalization	411
	8.3.4.3 Cultural Racism	412
	8.3.4.4 Minimization of Racism	413
	8.3.5 A View of Things to Come	413
	8.3.6 Some Possibilities for Action	417
	8.3.6.1 Individual-Level Strategies	417
	8.3.6.2 Collective-Level Strategies	419
	8.4 Revisiting Bonilla-Silvas Approach to Theorizing	420
	8.4.1 A Note on Interpreting Texts	426
	8.5 A Way of Considering Racism in Latin America with Special Reference to Brazil	427
	8.5.1 Possibilities for Creating a Dialogue Around Issues of Racism	432
	8.6 Revisiting Bourdieu and Wacquants Concerns with Reference to the Brazilian Case	434
	8.7 Conclusion	436
	9 General Conclusion: Reviewing Research Approaches, Conceptualizing Mixed-Research Designs, and Writing into One Anothers Stories	440
	9.1 Introduction	440
	9.2 Summary Overview of the Book	440
	9.3 Mixed-Research Designs	447
	9.4 Some Concluding Notes	451
	9.4.1 A Note on the Terminology of ''Mixing'' in ''Mixed-Research Designs''	451
	9.4.2 A Note on Plurality of Cultural Expressions and of Methodological Approaches: Pluralism as an Opportunity for Learning	452
	9.4.3 A Note on the Discursive Intent of My Use of Categories	453
	9.5 Some Unexplored Areas for Further Inquiry	455
	9.5.1 Complicity by Africans in Africa Perpetuating Conceptions of White Superiority	455
	9.5.2 Not Only Black and White	457
	9.5.3 Black People--s Racial Labeling -- Connections with Racism	458
	References	462