Margaret A Hagerman
Biographic Data
| ID | 178363 |
|---|---|
| NAME | Margaret A Hagerman |
| GIVEN NAMES | Margaret A |
| FAMILY NAME | Hagerman |
| SIGNATURE | HAGERMAN M A |
| AFFILIATIONS | Mississippi State University |
| ORCID | 0000-0001-9260-8221 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 135 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Good People and Getting Along: Young American Adults’ Perceptions of Politics and Romance
Whether Americans routinely seek to initiate relationships with politically similar partners amid intensive political polarization is settled, but why they commonly pursue relationships with those who share their politics has received limited consideration. Using 41 semi-structured interviews and 668 surveys, we explore young American adults’ explanations for why they sought to establish relationships with politically similar partners or were ope…
Children of a Troubled Time: Growing Up with Racism in Trump's America
Provides a child’s-eye perspective on how the culture wars are playing out in our nation’s schools Kids are at the center of today’s “culture wars”—pundits, politicians, and parents alike are debating which books they should be allowed to read, which version of history they should learn in school, and what decisions they can make about their own bodies. And yet, no one asks kids what they think about these issues. In Children of a Troubled Time ,…
Charles Mills Ain’t Dead! Keeping the spirit of Mills’ work alive by understanding and challenging the unrepentant whiteness of the academy
In this article, we draw upon Charles Mills’ powerful scholarly insights on the racial contract and epistemologies of ignorance and argue for keeping his spirit and theorizing alive through a relentless focus on the endemic reality of racism/white supremacy in our society and institutions – particularly in the institution in which he and we work, higher education. We believe that continuing Mills’ legacy requires pushing back against unrepentant …
Considerations for Future Research on Racial Learning Processes and White Youth
Studying white racial learning processes responsibly, accurately, and effectively requires scholars to build on existing empirical and theoretical work on race, racism, and whiteness across disciplines; embrace creative youth-centered qualitative methods; and remain focused on the larger purpose of this work-dismantling systems of racism and oppression. This comment explores these themes in relation to the special issue on whiteness and adolescen…
Racial Socialization and Racism
This chapter illustrates key connections between the traditional field of symbolic interactionism and the study of racial socialization and racism. When researching and writing about racial socialization and racism from a micro-level perspective, it is important to not lose sight of the mutually sustaining relationship between the shared meaning making processes that unfold in everyday life and the big, broad structures that shape and reinforce t…
Racial Ideology and White Youth: From Middle Childhood to Adolescence
The author explores how white youth interpret and produce racial ideologies in the United States from middle childhood (ages 10-13) to adolescence (ages 14-17). In Wave 1, interviews and ethnographic observations were conducted with 36 child participants living in three distinct "racial contexts of childhood" or racialized social environments. Four years later, in Wave 2, interviews were conducted with a subset of the initial youth participants. …
Conversations with kids about race
Social science research has shown us for decades that young children notice racial differences at very young ages and learn societal rules about race throughout childhood. Margaret Hagerman reviews some of the research into children’s understandings of race and shares her own observations from conversations with children across racial and class groups. Although their attitudes about race and racism varied, they were aware of the role race plays i…
Race scholarship “with, by, and for” children: How critical youth studies can inform research on race
Children's perspectives on race and their own racialized experiences are often overlooked in traditional social scientific race scholarship. From psychological and child development studies of racial identity formation, to social psychological survey research on children's racial attitudes, to sociological research conducted on children in order to quantify racially disproportionate child outcomes, the unique perspectives of young people are ofte…
White Racial Socialization: Progressive Fathers on Raising "Antiracist" Children
For the past 30 years, the definition of racial socialization has referred to how parents prepare children of color to flourish within a society structured by white supremacy. Drawing on ethnographic interviews with eight white affluent fathers, this study explores fathers' participation in white racial socialization processes. The article focuses on fathers who identify as "progressive" and examines the relationship between fathers' understandin…
Reproducing and Reworking Colorblind Racial Ideology: Acknowledging Children’s Agency in the White Habitus
What is the relationship between white children's interpretations of racial phenomena and dominant racial ideology? Do children passively adopt dominant racial ideological positions, the result of a "deep cultural conditioning" that happens to children? Do kids assertively challenge ideologies, rejecting adults' authoritative worldviews through enacting child agency? Or is something more dialectically complex occurring that includes both reproduc…
White families and race: Colour-Blind and Colour-Conscious Approaches to White Racial Socialization
This paper examines the role that social context plays in mediating racial socialization in upper-middle-class white families. Outcomes of white racial socialization, as well as the process itself, depend in large part on the distinctive racial contexts designed by parents in which white children live and interact. I examine variation in white middle-school-aged children's common-sense racial knowledge and discuss the importance of exploring the …
White families and race: Colour-Blind and Colour-Conscious Approaches to White Racial Socialization
This paper examines the role that social context plays in mediating racial socialization in upper-middle-class white families. Outcomes of white racial socialization, as well as the process itself, depend in large part on the distinctive racial contexts designed by parents in which white children live and interact. I examine variation in white middle-school-aged children's common-sense racial knowledge and discuss the importance of exploring the …
White Racial Socialization: Progressive Fathers on Raising "Antiracist" Children
For the past 30 years, the definition of racial socialization has referred to how parents prepare children of color to flourish within a society structured by white supremacy. Drawing on ethnographic interviews with eight white affluent fathers, this study explores fathers' participation in white racial socialization processes. The article focuses on fathers who identify as "progressive" and examines the relationship between fathers' understandin…
Reproducing and Reworking Colorblind Racial Ideology: Acknowledging Children’s Agency in the White Habitus
What is the relationship between white children's interpretations of racial phenomena and dominant racial ideology? Do children passively adopt dominant racial ideological positions, the result of a "deep cultural conditioning" that happens to children? Do kids assertively challenge ideologies, rejecting adults' authoritative worldviews through enacting child agency? Or is something more dialectically complex occurring that includes both reproduc…
Racial Ideology and White Youth: From Middle Childhood to Adolescence
The author explores how white youth interpret and produce racial ideologies in the United States from middle childhood (ages 10-13) to adolescence (ages 14-17). In Wave 1, interviews and ethnographic observations were conducted with 36 child participants living in three distinct "racial contexts of childhood" or racialized social environments. Four years later, in Wave 2, interviews were conducted with a subset of the initial youth participants. …
Charles Mills Ain’t Dead! Keeping the spirit of Mills’ work alive by understanding and challenging the unrepentant whiteness of the academy
In this article, we draw upon Charles Mills’ powerful scholarly insights on the racial contract and epistemologies of ignorance and argue for keeping his spirit and theorizing alive through a relentless focus on the endemic reality of racism/white supremacy in our society and institutions – particularly in the institution in which he and we work, higher education. We believe that continuing Mills’ legacy requires pushing back against unrepentant …
Considerations for Future Research on Racial Learning Processes and White Youth
Studying white racial learning processes responsibly, accurately, and effectively requires scholars to build on existing empirical and theoretical work on race, racism, and whiteness across disciplines; embrace creative youth-centered qualitative methods; and remain focused on the larger purpose of this work-dismantling systems of racism and oppression. This comment explores these themes in relation to the special issue on whiteness and adolescen…
Conversations with kids about race
Social science research has shown us for decades that young children notice racial differences at very young ages and learn societal rules about race throughout childhood. Margaret Hagerman reviews some of the research into children’s understandings of race and shares her own observations from conversations with children across racial and class groups. Although their attitudes about race and racism varied, they were aware of the role race plays i…
White families and race: Colour-Blind and Colour-Conscious Approaches to White Racial Socialization
This paper examines the role that social context plays in mediating racial socialization in upper-middle-class white families. Outcomes of white racial socialization, as well as the process itself, depend in large part on the distinctive racial contexts designed by parents in which white children live and interact. I examine variation in white middle-school-aged children's common-sense racial knowledge and discuss the importance of exploring the …
Reproducing and Reworking Colorblind Racial Ideology: Acknowledging Children’s Agency in the White Habitus
What is the relationship between white children's interpretations of racial phenomena and dominant racial ideology? Do children passively adopt dominant racial ideological positions, the result of a "deep cultural conditioning" that happens to children? Do kids assertively challenge ideologies, rejecting adults' authoritative worldviews through enacting child agency? Or is something more dialectically complex occurring that includes both reproduc…
Race scholarship “with, by, and for” children: How critical youth studies can inform research on race
Children's perspectives on race and their own racialized experiences are often overlooked in traditional social scientific race scholarship. From psychological and child development studies of racial identity formation, to social psychological survey research on children's racial attitudes, to sociological research conducted on children in order to quantify racially disproportionate child outcomes, the unique perspectives of young people are ofte…
White Racial Socialization: Progressive Fathers on Raising "Antiracist" Children
For the past 30 years, the definition of racial socialization has referred to how parents prepare children of color to flourish within a society structured by white supremacy. Drawing on ethnographic interviews with eight white affluent fathers, this study explores fathers' participation in white racial socialization processes. The article focuses on fathers who identify as "progressive" and examines the relationship between fathers' understandin…
Conversations with kids about race
Social science research has shown us for decades that young children notice racial differences at very young ages and learn societal rules about race throughout childhood. Margaret Hagerman reviews some of the research into children’s understandings of race and shares her own observations from conversations with children across racial and class groups. Although their attitudes about race and racism varied, they were aware of the role race plays i…
Racial Ideology and White Youth: From Middle Childhood to Adolescence
The author explores how white youth interpret and produce racial ideologies in the United States from middle childhood (ages 10-13) to adolescence (ages 14-17). In Wave 1, interviews and ethnographic observations were conducted with 36 child participants living in three distinct "racial contexts of childhood" or racialized social environments. Four years later, in Wave 2, interviews were conducted with a subset of the initial youth participants. …
Racial Socialization and Racism
This chapter illustrates key connections between the traditional field of symbolic interactionism and the study of racial socialization and racism. When researching and writing about racial socialization and racism from a micro-level perspective, it is important to not lose sight of the mutually sustaining relationship between the shared meaning making processes that unfold in everyday life and the big, broad structures that shape and reinforce t…
Considerations for Future Research on Racial Learning Processes and White Youth
Studying white racial learning processes responsibly, accurately, and effectively requires scholars to build on existing empirical and theoretical work on race, racism, and whiteness across disciplines; embrace creative youth-centered qualitative methods; and remain focused on the larger purpose of this work-dismantling systems of racism and oppression. This comment explores these themes in relation to the special issue on whiteness and adolescen…
Charles Mills Ain’t Dead! Keeping the spirit of Mills’ work alive by understanding and challenging the unrepentant whiteness of the academy
In this article, we draw upon Charles Mills’ powerful scholarly insights on the racial contract and epistemologies of ignorance and argue for keeping his spirit and theorizing alive through a relentless focus on the endemic reality of racism/white supremacy in our society and institutions – particularly in the institution in which he and we work, higher education. We believe that continuing Mills’ legacy requires pushing back against unrepentant …
Children of a Troubled Time: Growing Up with Racism in Trump's America
Provides a child’s-eye perspective on how the culture wars are playing out in our nation’s schools Kids are at the center of today’s “culture wars”—pundits, politicians, and parents alike are debating which books they should be allowed to read, which version of history they should learn in school, and what decisions they can make about their own bodies. And yet, no one asks kids what they think about these issues. In Children of a Troubled Time ,…
Good People and Getting Along: Young American Adults’ Perceptions of Politics and Romance
Whether Americans routinely seek to initiate relationships with politically similar partners amid intensive political polarization is settled, but why they commonly pursue relationships with those who share their politics has received limited consideration. Using 41 semi-structured interviews and 668 surveys, we explore young American adults’ explanations for why they sought to establish relationships with politically similar partners or were ope…
Critical Race Theory in Education (10 works) · Sociology (9 works) · Gender Studies (8 works) · Political science (8 works) · Gender Studies (7 works) · Psychology (7 works) · Racism (7 works) · Early Childhood Education and Development (6 works) · Politics (6 works) · Social Psychology (6 works)