Contrasting two very different schools in different cities in the same region, the book argues that white racial identity formation must be understood by reference to processes of, "(1) association with people of color; (2) 'us-them' boundary making processes; (3) the …show more content…
Thus, white female students reminisced about a weeklong celebration of race/ethnic belonging, in which all were invited to wear and complete nametags that said, "I'm proud to be________." Conscious of the impossible position in which the racially-hierarchical United States had placed them--discursive asymmetry meant that "I'm proud to be white" could signify only white supremacism--they joked, remembering that one of them had completed her name tag, "I'm proud to be a virgin!"(pp.