Dear “good” schools: White supremacy and political education in predominantly white and affluent suburban schools

Abstract

ABSTRACT Affluent suburban high schools are often framed as success stories given their academic achievement outcomes including those on civic measures. Yet, more analyses are needed that interrogate how youth in these schools come to think and act politically. This article shifts the gaze onto these predominantly White schools to investigate the ideologies that circulate and are reproduced within educational spaces perceived as “good.” This article highlights vignettes submitted to student-created Instagram accounts created in response to the protests for racial justice in the spring/summer of 2020. Drawing attention to the hostile civic environments permeating their schools, I argue that White Supremacist ideologies shape the political education occurring in these school spaces and this has implications for what young people learn about politics and their roles as citizens. Lastly, I offer a rethinking of “at risk” in education to include students in these schools with affinities toward White supremacist politics.