2024/07/22 by Mo Torres · 1 voice · 3 citations
Social Sciences · #Critical Race Theory in Education #Race, History, and American Society #Urban, Neighborhood, and Segregation Studies
paper · doi:10.1093/socpro/spae044
openalex publication_date 2024/07/22 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/30
Abstract In the study of U.S. inequality, social scientists have long sought to tease apart the “effect of race” from the “effect of class” in our analyses. In studies of how individuals make evaluations of the social world, for instance, researchers have asked whether race or class demography shape individual perceptions, how each matters independent of the other, and ultimately which matters more. While this scientific practice is widespread, what I term the race-versus-class paradigm is only one way to analyze the relationship between race and class. The materialist tradition offers a competing approach, asking not how race matters independent of class, but how racism operates through structural, material conditions. To better explain the relationship between “race” and “class” in how individuals evaluate the social world, this paper proposes a theory of race as resource signal. In this alternative approach, race and class are interwoven, mutually constitutive, and dialectically constructed concepts unable to be meaningfully teased apart. I trace the differences in the two approaches through an empirical application, asking how individuals evaluate school quality based on neighborhood race and class demography in a video experiment.