Under the banner of critical whiteness studies, scholars from across the disciplinary spectrum have spent the past several decades investigating whiteness and white racial identity, both in the United States and abroad. Of the numerous findings, perhaps none is more pervasive than that of white racelessness: the idea that whites do not see themselves in racial terms but instead think of themselves as just normal. This article complicates white racelessness by examining whiteness that is spatially situated as the racial minority. Using an inductive interview method, the author interviews 32 white teachers who currently work in urban, predominantly black schools. Despite previous socialization as the invisible norm, white teachers were effectively racialized by repeated and continuous symbolic interactions with black students and their families. Through a multistep and mutually reinforcing process, teachers went from thinking of themselves as the invisible, raceless norm to seeing themselves as the hypervisible, racial other. Findings also show that white teachers devised ways to navigate their personal racial identities, all while trying to remain effective teachers to nonwhite students. The experiential loss of white privilege is also discussed.

中文翻译：

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成为白人教师：主要是黑人学校的象征性互动和种族化的种族规范

在批判性白度研究的旗帜下，来自各个学科领域的学者在过去的几十年中，在美国和国外对白度和白人种族身份进行了调查。在众多发现中，也许没有哪个比白人无种族主义更为普遍：白人不以种族的眼光看待自己，而是认为自己是正常的。本文通过检查在空间上属于种族少数群体的白度，使白族的种族变得更加复杂。作者采用归纳式采访方法，采访了32名白人教师，这些教师目前在城市（主要是黑人学校）工作。尽管以前的社会化是无形的规范，白人教师通过与黑人学生及其家人的反复不断的象征性互动而有效地种族化了。通过一个多步骤，相辅相成的过程，教师从将自己视为一种看不见的，无种族的规范，逐渐将自己视为一种超见的，种族的他人。研究结果还表明，白人教师在设法保持对非白人学生的有效教养的同时，也设计出了导航自己的种族身份的方法。还讨论了白人特权的经验损失。