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Women in Music: A Research and Information Guide is an annotated bibliography emerging from more than twenty-five years of feminist scholarship on music. This book testifies to the great variety of subjects and approaches represented in over two decades of published writings on women, their work, and the important roles that feminist outlooks have played in formerly male-oriented academic scholarship or journalistic musings on women and music.

• Sales Rank: #6899568 in Books
• Published on: 2010-07-12
• Original language: English
• Number of items: 1
• Dimensions: 9.02" h x 1.81" w x 5.98" l, 2.85 pounds
• Binding: Hardcover
• 868 pages

About the Author

Karin Pendle has taught at Oberlin College, the University of Western Ontario (London), and the College-Conservatory of Music at the University of Cincinnati, from which she retired in 2004.

Melinda Boyd is Assistant Professor of Music History at the University of Northern Iowa. Her research focuses on women composers and performers of the nineteenth and twentieth centuries.

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Co-published by Routledge for the American Educational Research Association (AERA)

Educational policy continues to be of major concern. Policy debates about economic growth and national competitiveness, for example, commonly focus on the importance of human capital and a highly educated workforce. Defining the theoretical boundaries and methodological approaches of education policy research are the two primary themes of this comprehensive, AERA-sponsored Handbook.

Organized into seven sections, the Handbook focuses on (1) disciplinary foundations of educational policy, (2) methodological perspectives, (3) the policy process, (4) resources, management, and organization, (5) teaching and learning policy, (6) actors and institutions, and (7) education access and differentiation.

Drawing from multiple disciplines, the Handbook’s over one hundred authors address three central questions: What policy issues and questions have oriented current policy research? What research strategies and methods have proven most fruitful? And what issues, questions, and methods will drive future policy research? Topics such as early childhood education, school choice, access to higher education, teacher accountability, and testing and measurement cut across the 63 chapters in the volume. The politics surrounding these and other issues are objectively analyzed by authors and commentators.

Each of the seven sections concludes with two commentaries by leading scholars in the field. The first considers the current state of policy design, and the second addresses the current state of policy research.

This book is appropriate for scholars and graduate students working in the field of education policy and for the growing number of academic, government, and think-tank researchers engaged in policy research.

For more information on the American Educational Research Association, please visit: http://www.aera.net/.

• Sales Rank: #1209216 in Books
• Published on: 2009-04-04
• Original language: English
• Number of items: 1
• Dimensions: 10.75" h x 8.25" w x 1.50" l, 4.75 pounds
• Binding: Paperback
• 1064 pages

About the Author

Gary Sykes is a Professor of Educational Administration and Teacher Education at Michigan State University. He specializes in educational policy relating to teaching and teacher education. His research interests center on policy issues associated with the improvement of teaching and teacher education, on the development of leadership preparation programs, and on educational choice as an emerging policy issue.

Barbara Schneider is a John A. Hannah University Distinguished Professor in the College of Education and Department of Sociology at Michigan State University. She holds research appointments at the University of Chicago and NORC, where she is Principal Investigator of the Data Research and Development Center (DRDC). She has published 12 books and over 100 articles and reports on family, social context of schooling, and sociology of knowledge. Professor Schneider is currently conducting a collaborative study with the Michigan Department of Education on using administrative data to make state education policy decision. She was selected by the American Sociological Association as the editor of Sociology of Education.

David N. Plank is Executive Director of Policy Analysis for California Education (PACE), an independent policy research center based at the University of California-Berkeley, Stanford University, and the University of Southern California. He was previously a professor at Michigan State University, where he founded and directed the Education Policy Center. He received his Ph.D. from the University of Chicago in 1983. In addition to his work on education policy in the U.S., he has served as a consultant in the areas of educational policy and finance to international organizations including the World Bank, the UNDP, the OECD, USAID, and the Ford Foundation, and also to governments in Africa and Latin America.

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This book provides an introduction to covering crises, considering practice issues and providing guidance in preparing for and responding to calamities. It offers a concise overview for journalism academics and practitioners of covering disasters – not a "how to" handbook but a "how to prepare" reference to be used before a crisis occurs.

This essential resource is among the first to focus specifically and comprehensively on journalistic coverage of disasters. It demonstrates the application of scholarship and theory to professional practice, and includes a crash book template with logistical and information-collection requirements.

As a text for advanced reporting, broadcast journalism, and journalism ethics, or a reference for professionals, Reporting Disaster on Deadline provides key information for keeping on deadline in responding to crises.

• Sales Rank: #2255405 in Books
• Published on: 2012-06-16
• Released on: 2012-07-19
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x .35" w x 6.00" l, .50 pounds
• Binding: Paperback
• 152 pages

Review

"Reporting Disaster on Deadline reflects the experiences of those who have practiced the craft of crisis reporting and the insights of those who systematically study these transformational events. The authors have assembled a set of insightful contemporary observations about the role of communication in crisis from the canons of traditional journalism to the emerging world of digitally driven citizen reporting. This work occupies a special place in a world facing more disasters of greater consequence and a revolution in what we call journalism."

―Matthew W. Seeger, Professor of Communication, and Dean of the College of Fine, Performing and Communication Arts, Wayne State University

"Reporting Disaster on Deadline offers journalism professionals and students a ready reference outlining disaster coverage from every angle. Journalists, as First Responders at scenes of tragedies, play important roles as the public's eyes and ears. The book's authors have created a great tool for seasoned reporters or for those learning the craft."

―Doug Crews, Executive Director, Missouri Press Association

"Reporting Disasters on Deadline is an important book for practicing reporters and disaster researchers. Other books on disaster journalism are filled with case studies, with an occasional chapter on broader issues. However, this book presents many specific research-based planning and story suggestions that will improve reporters’ coverage of disasters."

―Mike Lindell, Professor, Landscape Architecture & Urban Planning, Texas A&M University, and Co-Editor, International Journal of Mass Emergencies and Disasters

About the Author

Marty Steffens is SABEW Chair of business and financial journalism at the University of Missouri. She was a newspaper reporter and editor for 30 years, including executive editor of the San Francisco Examiner, Binghamton (NY) Press and Sun-Bulletin. She's worked many disasters in working at other such newspapers as the Los Angeles Times, Dayton Daily News, St. Paul Pioneer-Press and Minneapolis Star.

Lee Wilkins is a former newspaper reporter and editor who studies media coverage of disasters and hazards. She has written or edited books and articles about the Bhopal, India, chemical spill, the 1993 mid-west flood, global climate change, and El Nino, among other events. She is now a Curator's Teaching Professor at the University of Missouri where she also teaches and writes extensively about media ethics.

Fred Vultee is an assistant professor of journalism in the Wayne State University Communication Department. He studies the ways in which traditional media and new media function in conflicts and crises. As a longtime newspaper journalist, he was frequently involved in the coverage of natural and technological disasters, and he may be the only member of the "Disasters on Deadline" team to have spent the night under a table in the newsroom during a hurricane.

Esther Thorson is Associate Dean of the School of Journalism at the University of Missouri-Columbia, and Director of Research for the Reynolds Journalism Institute. Thorson has published extensively on the news industry, advertising, news effects and health communication. Her scholarly work has won many research and writing awards and she has advised more than 40 doctoral dissertations. She is the only female Fellow of the American Academy of Advertising. She also consults extensively with newspaper companies and advertisers. Some of her latest work focuses on newspaper economics.

As Associate Professor in the Missouri School of Journalism and Executive News Editor at KOMU-8 TV, Greeley Kyle teaches reporting, interviewing, writing, visual storytelling and many of the intricacies of broadcast news. Previously (1984-1994), Greeley was the senior correspondent for WMC-TV in Memphis, Tennessee and headed the "Target 5" investigative team. As a journalist, he’s won several of UNDA's Gabriel awards, Sigma Delta Chi's first ever Golden Press Card as well as awards for spot and feature news coverage. As an educator, Greeley's been awarded the Maxine Shutz Distinguished Professor Award, the local NABJ Professor of the Year, and was selected a University of Missouri "Icon."

Associate Professor Kent Collins has been managing news stories and newsrooms for 40 years, in the small market, medium market, and large market. He has designed "crash books" to give radio and television newsrooms step-by-step instructions for covering disasters on deadline. Collins presents interactive disaster-on-deadline seminars for broadcasters associations nationwide.

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James Joyce’s preoccupation with space―be it urban, geographic, stellar, geometrical or optical―is a central and idiosyncratic feature of his work. In Making Space in the Works of James Joyce, some of the most esteemed scholars in Joyce studies have come together to evaluate the perception and mental construction of space, as it is evoked through Joyce’s writing. The aim is to bring together several recent trends of literary research and criticism to bear on the notion of space in its most concrete sense. The essays move dialectically out of an immediate focus on the phenomenological and intra-psychic, into broader and wider meditations on the social, urban and collective. As Joyce’s formal experiments appear the response to the difficulty of enunciating truly the experience of lived space, this eventually leads us to textual and linguistic space. The final contribution evokes the space with which Joyce worked daily, that of his manuscripts―or what he called "paperspace." With essays addressing all of Joyce's major works, this volume is a critical contribution to our understanding of modernism, as well as of the relationship between space, language, and literature.

• Sales Rank: #4947829 in Books
• Published on: 2011-05-06
• Original language: English
• Number of items: 1
• Dimensions: 8.00" h x 6.00" w x .50" l, 1.20 pounds
• Binding: Hardcover
• 252 pages

Review
"Making Space in the Works of James Joyce is every bit as assertive and sure-footed as its title. Those with interest in Joyce's numerous geographies will want to make a space for it on their shelf."- James Joyce Literary Supplement

About the Author

Valérie Bénéjam is Maître de Conférences in English literature at the Université de Nantes. She wrote her PhD under the supervision of Jean-Michel Rabaté at the University of Burgundy in Dijon, and has written numerous articles on Joyce. She is currently completing a book-length study of Ulysses entitled All About Molly, and is a member of the Board of Trustees of the International James Joyce Foundation.

John Bishop is Associate Professor of English at the University of California at Berkeley, specializing in 20th-century British and American literature. In addition to having written numerous articles on Joyce, he is the author of a study of Finnegans Wake that has become a classic of Joyce criticism, Joyce’s Book of the Dark (1986). He is a former member of the Board of Trustees of the International James Joyce Foundation.

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Expanding on the theoretical framework for studying and practicing public relations around the world, The Global Public Relations Handbook, Revised and Expanded Edition extends the discussion in the first volume on the history, development, and current status of the public relations industry from a global perspective. This revised edition offers twenty new chapters in addition to the original contents. It includes fourteen additional country- or regionally-focused chapters exploring public relations practice in Africa, Asia, Europe, and the Americas. Contributors use a theoretical framework to present information on the public relations industry in their countries and regions. They also focus on such factors as the status of public relations education in their respective countries and professionalism and ethics. Each country-specific chapter includes a case study typifying public relations practice in that country. Additional new chapters discuss political economy, activism, international public relations, and United Nations public affairs.

• Sales Rank: #1035839 in Books
• Published on: 2009-01-11
• Original language: English
• Number of items: 1
• Dimensions: 9.90" h x 1.70" w x 7.00" l, 3.70 pounds
• Binding: Paperback
• 992 pages

Review

'Practitioners, scholars, and students of public relations, international communications, or global business will find this work invaluable... Highly recommended.' - CHOICE

'The book takes the reader on an impressive, comprehensive journey through political, economic, and cultural contexts of the global practice of public relations--continent by continent ... From a variety of perspectives, this anthology is a "must read" for anyone interested in conducting a serious career in PR education.'
 - Richard T. Cole, Journalism and Mass Communication Educator

About the Author

Krishnamurthy Sriramesh, PhD, is Professor of Public Relations at the School of Business, Massey University, in Wellington, New Zealand. He taught previously at Purdue University, the University of Florida, and Nanyang Technological University, and has served as visiting professor at universities in three continents. In 2004, he was awarded the prestigious Pathfinder Award from the Institute for Public Relations (USA) for original scholarly research contributing to the public relations body of knowledge.

Dejan Vercic, PhD, FCIPR is a partner at Pristop agency and Associate Professor of Public Relations and Communication Management at the University of Ljubljana, Slovenia. Among his clients are governments, domestic and international corporations, and associations. He organizes the Lake Bled International Public Relations Research Symposia, held annually in Bled, Slovenia.

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0 of 0 people found the following review helpful.
Meh....
By RobGP
each chap has a different author, so there is a lot of uneven-ness, even in terms of the type of things covered.
Some chaps better than others. I highly recommend the Kindle eBook version (even if you have an iPad) though the charts and graphs are hard to read sometimes.

0 of 0 people found the following review helpful.
A complete overview of transnational public relations practices
By T. McCool
This hefty tome contains valuable information on cross-cultural public relations practices and the evolution of public relations in different cultural settings. The handbook is grouped by continent, and articles provide histories of PR in particular cultures, case studies, and practical information run through with public relations theory. It is however written from a euro-western perspective; the ideas and practices here are for white, Western and European public relations practitioners who need to operate and communicate within unfamiliar cultures. The final section focuses on the influencers, movers and shakers in global public relations. Not a lightweight read, but crammed full of useful information.

0 of 0 people found the following review helpful.
Great Reference
By Krishna Jackson
Great book to have on hand as a reference tool after class is over.

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* Free Ebook Language, Culture, and Teaching: Critical Perspectives (Language, Culture, and Teaching Series), by Sonia Nieto

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Distinguished multiculturalist Sonia Nieto speaks directly to current and future teachers in this thoughtful integration of a selection of her key writings with creative pedagogical features. Offering information, insights, and motivation to teach students of diverse cultural, racial, and linguistic backgrounds, this text is intended for upper-undergraduate and graduate-level students and professional development courses.

Examples are included throughout to illustrate real-life dilemmas about diversity that teachers face in their own classrooms; ideas about how language, culture, and teaching are linked; and ways to engage with these ideas through reflection and collaborative inquiry. Each chapter includes critical questions; classroom activities; and community activities suggesting projects beyond the classroom context.

Over half of the chapters are new to this edition, bringing it up-to-date in terms of recent educational policy issues and demographic changes in our society.

• Sales Rank: #124558 in Books
• Published on: 2009-08-30
• Original language: English
• Number of items: 1
• Dimensions: .60" h x 5.90" w x 8.90" l, .90 pounds
• Binding: Paperback
• 296 pages

Review

"This book is noteworthy in that through theory-grounded discussions and a few evidential narratives, it consistently encourages the readers to imagine and create an equitable reality, taking a proactive approach in social betterment instead of letting status quo paralyze us."--Education Review

About the Author

Sonia Nieto is Professor Emerita of Language, Literacy, and Culture, School of Education, University of Massachusetts Amherst.

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0 of 0 people found the following review helpful.
The beginning and middle of the book were the best. It was nice to finally see examples of ...
By Amazon Customer
The beginning and middle of the book were the best. It was nice to finally see examples of what has worked and what has not. The chapters feel long, but the material was easy to connect to.

2 of 3 people found the following review helpful.
Great resource for progressive educators
By J. Torneten
This book gives good insight into white privilege, racial issues in education in general, and how ti improve your classroom climate. I thought it didn't sufficiently cover class and issues of socio economics and the affect on students, Albeit, it was a great read.

0 of 0 people found the following review helpful.
I really like this book
By Meng Sun
I really like this book! It helps me to understand a lot of aspects of multicultural education. It's like the book which helped me to open my teaching world.

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## Free Ebook Yes We Can?: White Racial Framing and the 2008 Presidential Campaign, by Adia Harvey Wingfield, Joe Feagin

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This book offers one of the first sociological analyses of Barack Obama’s historic 2008 campaign for the presidency of the United States. Elaborating on the concept of the white racial frame, Harvey Wingfield and Feagin assess the ways racial framing was deployed by principal characters in the 2008 election. This book counters many commonsense assumptions about race, politics, and society, particularly the idea that Obama’s election ushered in a post-racial era. Readers will find this book uniquely valuable because it relies on sound sociological analysis to assess numerous events and aspects of this historic campaign.

• Sales Rank: #1454011 in Books
• Published on: 2009-08-20
• Original language: English
• Number of items: 1
• Dimensions: 8.90" h x .67" w x 6.00" l, .90 pounds
• Binding: Paperback
• 296 pages

Review

"Sociologists Wingfield (Georgia State) and Feagin (Texas A&M) analyze the 2008 presidential campaign through the theoretical framework of "systemic racism"...the authors provide an interesting, lucid sociological analysis of this historic campaign. Summing Up: Recommended." -- Choice, July 2010 

"Debunking the white-washed illusion that we are living in a "post-racial" America, the authors convincingly demonstrate that race continues to play a fundamental role shaping U.S. politics by placing the Obama Presidential campaign at the center of analysis. An excellent overview of how race and racism play out in contemporary U.S. society "―Jake Alimahomed-Wilson, Sociology, California State University, Long Beach

 

About the Author

Adia Harvey Wingfield is an assistant professor of sociology at Georgia State University. Her research focuses on the ways intersections of race and gender shape various groups' experiences in different occupations. Her recent work addresses the experiences of black male nurses, minority faculty at independent schools, and black female entrepreneurs

 Joe R. Feagin is Ella C. McFadden Professor at Texas A & M University. Feagin has done research on racism and sexism issues for forty-five years and has served as the Scholar-in-Residence at the U.S. Commission on Civil Rights. He has written 54 scholarly books and nearly 200 scholarly articles in his research areas, and one of his books (Ghetto Revolts) was nominated for a Pulitzer Prize.

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3 of 4 people found the following review helpful.
Yes We Can? Review
By Lauren
I read this for my sociology class, here is my book report...
In their book "Yes We Can? White Racial Framing and the 2008 Presidential Campaign, Adia Harvey Wingfield and Joe R. Feagin offer a sociological perspective on the campaign and election of the U.S.'s first African American president, Barack Obama. They argue that the presidential campaign and election were striking but that "this rosy view of the `end of racism' or a `post-racial America' is out of touch with everyday realities of continuing racial hostility and discrimination in this society" (pg. 1). Systemic racism and the concept of a white racial frame are utilized throughout the book to analyze the racial component of the 2008 campaign. The white racial frame consists of hard and soft framings; the hard framing is overtly racist and sees whites as superior and the white framing is covertly racist and says that racism is receding and society is becoming "color-blind" (pg. 23). Wingfield and Feagin argue that soft racial framing allows whites to ignore ways that race shapes social, economic, and occupational aspects of their lives (pg. 24).
The authors begin by demonstrating how racism is built into the framework of U.S. society through a history of sanctioned racial oppression and inequality. They effectively connect this systemic racism to today, providing evidence of the current inequalities between whites and minorities. Whites have more wealth, health, and higher incomes than blacks; a study found that white male elites justify this by saying that blacks are lazy, unintelligent, and dishonest (pg. 11). Historically, blacks were systemically excluded from politics. While more blacks participate in politics today, they are still less than two percent of U.S. elected officials (pg. 42). In chapter 2, Wingfield and Feagin turn their attention to the specific case of Barack Obama as a black politician. Media, heavily run by whites, insisted that Obama "transcended race" because he was visibly black but still had broad appeal to other races. The issue with this, however, is that Obama was painted as "too black" by some and "not black enough" by others. Throughout the book, the authors indicate that this was a constant struggle for Obama and remains so today. During the campaign he often conveyed his upbringing by his white mother and grandparents to show white voters that he had a "safe" racial status (pg. 36). Wingfield and Feagin say that Obama needed to work under a soft racial frame; he was acceptable to many whites as long as he minimized his racial status and reinforced the idea that racism is declining in significance. Under this frame, racial characteristics have become so insignificant in shaping life chances that for an "exceptional black American", his/her uniqueness so overcomes racial stigmas that being elected is not hard (pg. 47).
Next, in chapter 3, the authors go into detail about the role that sexism played in political history as well as in the 2008 primary campaign. Insightfully, a parallel is made between the white female suffragists of the late 19th and early 20th century and those of today. When their efforts at promoting women's rights are overpowered by a promotion of black's rights, they revert to "old racial framing" (pg. 70). A great example provided is of Hilary Clinton supporters who became upset when she lost the democratic primaries, considering it sexist. They vowed to vote for McCain in protest of Obama but neglected to realize that this meant they would be supporting white males (i.e. those who historically put black suffrage ahead of women's). The authors go on to explain how as Clinton was subjected to sexism in 2008, primarily by the media, she attempted to discredit Obama. She linking him to both Islam and Louis Farrakhan, evoking negative stereotypes of Muslims and connecting Obama to someone whom many whites consider to be a black extremist (pgs. 63-64). Wingfield and Feagin also criticize Obama for his constant and overzealous denials of being Muslim, confirming Clinton's implication of something being wrong with Muslims. A criticism can be made of chaper 3; in a chapter about sexism and it's relation to racism, no mention of Republican vice presidential nominee Sarah Palin was made. Like Hilary Clinton, she was subjected to sexism and utilized a white racial framing to imply that Obama was not "one of us" (Horowitz, 2008).
In chapter 4, the focus is on the difference between how Obama defined himself and how the media and others defined him. Obama defined himself as the "cool" black man, according to the authors, in order to define himself in "ways that resonate with general U.S. themes...someone within the white-normed mainstream, unquestionably patriotic, and with the capacity and strength to lead the nation" (pg. 81). Wingfield and Feagin assert that Obama needed to fit within the "white-normed mainstream" in order to win and thus frequently emphasized his white family background. While it is a fair statement to say this helped Obama to win white votes, the accusation that he methodically presented himself in such a way to gain votes portrays him as disingenuous. But, one of Obama's consistent strengths pointed out by the media was that he evoked sincerity throughout his campaign (Vatz, 2008). In chapter 4, the authors also describe how media and others defined Obama during the campaign. They portrayed him as being unpatriotic, different/dangerous, and unprepared to be president. The media heavily criticized Obama for not wearing a flag pin on his lapel and for not covering his heart during the National Anthem. Obama was also depicted as dangerous and essentially a threat to national security. A poignant example provided is the supposedly "satirical" cover of a 2008 Times magazine in which Obama and his wife are in the Oval Office wearing Muslim garb and standing next to a fireplace in which a U.S. flag burns. The media also criticized Obama's lack of experience. Wingfield and Feagin point out that despite this fact, he was still able to run a superior campaign to the seasoned McCain and Clinton (pg. 113) and this was not recognized by the white-run media. The authors also do a good job in describing how there is a history of blacks being represented as unpatriotic, dangerous, and unable to lead; thus, an old white racial framing was utilized against Obama in the 2008 campaign.
In chapter 5, the authors discuss how Obama was forced to discuss racial issues when his relationship with his "radical" pastor, Dr, Jeremiah Wright, was scrutinized by the media. They explain that Wright's comments were often taken out of context and used to make it seem as if Obama associated with extremists. Wingfield and Feagin go on to discuss Obama's well-received "A More Perfect Union" speech in which he said that the race issue shouldn't be ignored and that the U.S. did not work equally well for all citizens (pgs. 137,153). However, they say that Obama took on a white racial framed voice by playing down current racism and scolding Dr. Wright for being out of line (even though his words were taken out of context). Next, they discuss the black counterframe which was historically necessary as blacks fought against the whites' justifications for their slavery. The authors point out that Obama is the only major party presidential candidate in history to publicly legitimize the black counterframe, but that he undermined his own message by later "relying on a soft white-racial framing to explain blacks" anger at institutional racism (pg. 155).
In chapter 6, the focus is on how voters of color played into the primary election. The authors disparage the media for focusing on blacks and whites and only mentioning minorities when "pressured". And, even when media did mention minorities, they attributed their lack of support for Obama to be because of conflict between their ethnicity and blacks. Not only did this undermine minority's ability to choose a candidate based on political views, but it ignored the fact that the majority of Latinos and Asians initially supported Hillary Clinton but then eventually supported Obama during the general election. The authors explain that as a newcomer, voters of all colors did not know much about Obama so felt more comfortable voting for someone who had already been on the political scene for many years. The majority of blacks also initially supported Clinton because they doubted that Obama could gain enough support from white voters to win. Eventually, they switched soon after Obama proved his viability by winning the important Iowa primary. Wingfield and Feagin make a strong argument for the white racial framing of the media when pointing out that media ignored blacks' earlier support for Clinton, claiming they only supported Obama out of "racial solidarity" (pg. 165). While this was an interesting chapter, a main criticism of it is that it neglected to discuss Middle Easterners opinions of Obama. Given the extensive attention to Obama's connection (or lack thereof) to Islam throughout the campaign, it would have been interesting to analyze Muslim voters.
In chapter 7, Wingfield and Feagin provide statistics related to the November 4th, 2008 election of Barack Obama. Most likely due to the excitement surrounding Obama's candidacy, it was the largest election turnout ever of an astounding 31.2 million people (pg.175). The authors, however, boldly state that it if it was 1988, Obama wouldn't have won. He was able to win due to the growing size of the population of Americans of color, now 1/3 of the population (pg. 174). Statistics provided say that 95% of black youth (aged 18-29), 76% of Latino youth, and 54% of white youth voted for Obama. Other important proponents of Obama included Jewish Americans, white Catholics, and Arabs. Wingfield and Feagin then discuss why some whites operating under a racial framing were able to vote for Obama; they saw him as either an "exception to his race" or "sort of white" (pgs. 180,182). Ironically though, he is "sort of white"; an excellent quote by
Chris Hitchens is provided: "We do not have our first black president. He is not black. He is as black as he is white" (pg. 183). At times Wingfield and Feagin, themselves, forget to acknowledge this and see Obama as if he is fully black. For example, on pg. 340 they say "Like all African Americans who deal with the omnipresent white-dominated world that is the U.S., Obama has found himself caught between a clear personal understanding of the racial hostility faced by African Americans and his need to please white Americans to be elected". This perpetuates the divide between who is black and who is white, despite the fact that Obama is biracial. This quote also assumes that all blacks have an understanding of the hostility faced by African Americans, when it is possible that Obama does not due to the circumstances of his background. The remainder of chapter 7 discusses supporters of McCain and how despite the problems of the past 8 years associated with the Repubican party, many whites still voted for McCain. Wingfield and Feagin imply that the reason for this is racism against Obama (pg. 188). And, even though the Democratic party is considered an alternative anti-racist approach to the "white nationalist" Republican party, it has not recently worked on the behalf of anti-discrimination or inequality issues (pg. 197).
In Chapter 8, Wingfield and Feagin address the question "Is America a post-racial society after Obama's election?". While they acknowledge the astounding accomplishment of Obama moving from an unknown Illinois official to president in 5 years, they recognize that many whites still use an old white racial frame (pg. 201). Positive reactions came from all over the world, from Tiger Woods to Hillary Clinton to Mwai Kibaki, leader of Kenya. The authors note the difference between whites and blacks exuberance though; whites celebrated Obama because "he is color-less and doesn't think from a black perspective" and as a "president out of a movie", while blacks expressed how it affected them personally (pg. 209). While this is a notable difference, the authors seem to be criticizing the fact that whites did not celebrate from a personal perspective. Wingfield and Feagin try to further their point by mentioning a CNN poll which found that 80% of blacks agreed that Obama's election was a "dream come true" while only 28% of whites felt that way (pg. 211). It is understandable for whites to not react with such jubilation because they do not have to deal with the daily racial issues that blacks do. The authors slightly acknowledge this point on pg. 212 which is commendable.
Next, the focus shifts to reactions by conservative whites and extremists. Conservative commentators such as Rush Limbaugh expressed racism through the use of phrases like "Barack the Magic Negro" (pg. 212) and white nationalists expressed fears that blacks would now "take over the country" and whites should prepare for a "new civil war" (pg. 216). And, despite the idea that Obama's election meant society was becoming "colorblind", the authors note that the Southern Poverty Law Center counted 200+ racist incidents in the first 2 weeks after Obama's election, and more threats against him than any other candidate (pg. 213). Wingfield and Feagin conclude by saying that the U.S. is not post-racial and may actually become more polarized in the future. Interestingly, they point out that the belief in a post-racial society may actually cause racism to be minimized and important discussion to be stifled. They believe change is possible but it will continue to be difficult in a society led by those who, intentionally or not, see with a white racial framing. A noticeable flaw in the conclusion of the book is that there are no solutions or ideas offered for how to bring about change. Reading the book, one can recognize all the valid points Wingfield and Feagin make concerning modern racism in America. It is disappointing that they did not follow those points with ways in which readers can alter their own potential biases. The text seems to be aimed at anyone interested in seeing the 2008 election through a sociological perspective, and for the purpose of reminding people that Obama's idealistic slogan "Yes We Can" must be depicted through a more accurate historical context.

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