Mixed Race Studies

The Octoroon: Early History of the Drama of Miscegenation

The Journal of Negro Education
Volume 20, Number 4 (Autumn, 1951)
pages 547-557

Sidney Kaplan, Instructor In English
University of Massachusetts

From the moment of its birth the American democracy has appeared to some of its best champions as the perfect subject for Aristotelian tragedy. Could the democracy with an overwhelming reservation be anything other than the hero with a fatal flaw? The essence of slavery, complained Jefferson at the close of the Revolution, was the “perpetual exercise of the most boisterous passions, the most unremitting despotism on the one part, and degrading submissions on the other”; he trembled for his country when he reflected that God was just and that his justice could not sleep forever. One ramification of this peculiarly American tragedy—the “problem” of passion between black and white—has been a staple of our stage for almost a century. From Boucicault’s The Octoroon in the decade before Gettysburg, through O’Neill’s All God’s Chillun in the era of the first World War, to Hughes’s The Barrier of the current guilty hour, the drama of miscegenation has packed box and balcony throughout the land.

Putting aside the question of its dramatic merit, it is easy to see why Boucicault’s play, from the historian’s point of view, is the most interesting of the genre; for not only did The Octoroon for the first time, effectively and sympathetically, place a Negro in the center of an American stage, but also, in the troubled time of its premiere, despite all its meagerness as play or tract, it became a small portent of impending crisis and irrepressible conflict. As Joseph Jefferson wrote, thirty years after its first night, The Octoroon “was produced at a dangerous time”; for the slightest allusion to the peculiar institution served then only “to inflame the country, which was already at a white heat.”

Three days after John Brown had been hanged in Virginia, the curtain arose on The Octoroon in New York. On the evening of December 6, 1859, just as Brown’s coffin began the last lap on the journey North to the quiet Adirondack farms, the Winter Garden…

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Casta Paintings: Inventing Race Through Art

The Tavis Smiley Show
National Public Radio
2004-06-30

Mexican Art Genre Reveals 18th-Century Attitudes on Racial Mixing

The Los Angeles County Museum of Art is hosting the first-ever major exhibition paintings that reflect what many upper-class Spaniards thought about race, class and skin color during the 1700s, when Mexico was a colony of Spain. NPR producer Nova Safo reports on the controversial exhibit.

The genre of art, called casta, reveals more about prejudices in Spain at the time than the reality in Mexico. One portrait of a family, used as the centerpiece of the LACMA exhibit, is typical of the genre: A mother with snow-white skin, a dark-skinned father and a daughter with skin tone in between the two appear as prosperous and well-dressed.

But the title of the portrait is curious: “De Espaniol y Albina, Torna Atras”—literally, “From a Spaniard and Albino, return backwards.” The prevailing theory at the time was that albinos were thought to be part African. So the union of an albino with a Spaniard was actually seen as a step backward, towards African heritage…

Read the entire article here.  Listen to the story (00:05:26) here in Real Media or Windows format.

I’ve got a Story to Tell: Critical Race Theory, Whiteness and Narrative Constructions of Racial and Ethnic Census Categories

Bowling Green State University
December 2010
245 pages

Candice J. LeFlore-Muñoz

A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy

This study examines the embedded nature of whiteness in the use of racial and ethnic categories on U.S. census forms. Specifically, this study focuses on people’s perceptions of racial and ethnic categories, how those categories have been historically used on U.S. census forms, and the relationship between this discourse on racial and ethnic categories and elements of whiteness. Like (Nobles, 2000), in this study, I argue that the rhetorical construction of race and ethnicity on census forms is not a trivial matter since the way that we structure these words and categories significantly influences how we understand them. Thus, this study practices critical rhetoric (McKerrow, 1989) and employs the use of critical race theory (Delgado & Stefanic, 2001) to investigate the relationship between the 20 counter narratives and the larger master narrative about racial and ethnic categorization in this country. Throughout this dissertation, I use Omi and Winant’s (1994) racial formation and racial projects to highlight several themes that emerge in the master narrative and counter narratives. By focusing on these themes, this analysis explores past, present, and future racial projects that may emerge in relation to the use of racial and ethnic categories on census forms and elements of whiteness.

Table of Contents

• INTRODUCTION
  • Unveiling Whiteness in Discourse
  • Chapter Breakdown
• CHAPTER ONE: EXPLORING RACE AND ETHNICITY THROUGH THE LENS OF WHITENESS
  • Muddled Memories of a Multiracial Past
  • Situating Race and Ethnicity within Whiteness Studies and Critical Rhetoric
  • Whiteness Studies: An Overview of Scholarship
• CHAPTER TWO: PAST TO PRESENT – TRACES OF RACIAL AND ETHNIC CATEGORIZATION
  • Early Racial Classification Systems
  • Race as a Biological Construction
  • Race as a Social Construction
  • Race, Power, and Dominance
• CHAPTER THREE: RACE, ETHNCIITY, AND THE U.S. CENSUS
  • Upholding Whiteness: Racial and Ethnic Classification on the U.S. Census
  • Self-Identification and Official Racial and Ethnic Categories
  • Check ONE Box: Monoracial Ideology and the U.S. Census
  • Hypodescent Racial Projects and Census Classification
  • Maintaining the Rigid Color Line: Anti-Miscegenation Laws and the U.S. Census
  • Free White Persons: Intersections of Citizenship, Whiteness, and the Census
  • Mark One or More: Census 2000
• CHAPTER FOUR: CRT AND THE PRACTICE OF A CRITICAL RHETORIC
  • Critical Race Theory (CRT)
  • Critical Rhetoric
  • Dismantling Power: Complimentary Aspects of Critical Rhetoric and CRT
  • Telling Whose Stories: Data Collection and Study Design
• CHAPTER FIVE: THE MASTER NARRATIVE
  • Box Checking and Socialization
  • Box Checking and Self-Identity/Self-Esteem
  • Defining Race and Ethnicity
  • Well What are You? Stereotyping, Social Rules, and Racial/Ethnic Categories
• CHAPTER SIX: COUNTER NARRATIVES, CATEGORIES, AND PRIVILEGE: HOW WHITENESS WORKS WITH BOX CHECKING
  • Privilege, Passing, and Box Checking
    • The White Category and Privilege
    • Minority Categories and Privilege
  • Passing for Privilege
    • Skin Color and Privilege
• CHAPTER SEVEN: SHATTERING THE PAST: CRACKS IN THE FOUNDATION OF THE MASTER NARRATIVE
  • What Race What Space?
  • Boxes Not Inclusive
    • Asian Groups – No Hyphen American
    • Cultural and National Identity
    • Boxes Not Inclusive for Whites
    • Boxes Not Inclusive for Latinos
  • Wording & the Use of Negro
• CHAPTER EIGHT: PRESERVING AND DISMANTLING THE AUTHORITY OF WHITENESS
  • Self-Identification, Public Policy, and Civil Rights Legislation
  • The Black/White Binary and Some Other Race
  • Possibilities for Change
    • Color Blindness
    • Honorary Whites and Collective Blacks
    • White Minority or White Majority?
  • Whiteness Deconstructed
    • Boxes Not Inclusive
  • Considerations for the Future
  • What Can Reasonably be Done?
    • Reducing Skepticism & Promoting Intersectionality
    • Limitations & Future Research
• REFERENCES
• APPENDIX A: LIST OF STUDY PARTICIPANTS
• APPENDIX B: RECRUITMENT FLYER
• APPENDIX C: CONSENT FORM
• APPENDIX D: NARRATIVE PROMPT
• APPENDIX E: CENSUS QUESTIONS HANDOUT
• APPENDIX F: INTERVIEW QUESTIONS

Introduction

Wondering…
1st grade: Wondering why my mom calls my light-skinned aunt Black, when I think she looks more White. 3rd grade: Wondering why Black and Native American are not considered mixed… wondering why my father is called Black when he is Native American too…

Acknowledging and Believing…
6th grade: Mutually acknowledging with one of my best friends from 1st grade (who is a White- appearing blond-haired, blue-eyed Native American boy) that we shouldn’t hang around each other because now the kids at school tend to hang out with the people who look like them and we are tired of getting teased. Middle school: Believing the one-drop rule… or that if you are anything mixed with Black, you are just Black. High school: Acknowledging that there are five “official” racial and ethnic categories—White, Black, Asian, Native American, and Latino. Knowing that White always comes first, but not fully understanding why… wondering why it is so easy for me to just say the five categories when there are other racial and ethnic categories out there.

Wondering and Questioning…
College: Being happy about the new Black golfer Tiger Woods even though he doesn’t describe himself as Black, but as multiracial. Wondering why he has to just be Black? Grad School: Being skeptical about all of the media referring to the new president (Barack Obama) as the first Black president… again because he is multiracial… then realizing that he refers to himself as Black. Questioning the very racial and ethnic categories that have framed so much of my life.

Since the first census in 1790, the United States has been a country that is obsessed with labels and the use of racial and ethnic categories. These labels have become a fundamental part of how individuals view the world, and they play a significant role in how reality is constructed. Whether a person identifies as Black or African American, Latina or Hispanic, Asian or Chinese American, these words have roots of significance far beyond the words that appear on the page. These labels carry their historical significance with them every time they are uttered, written, or seen on a page. Thus, given the fact that racial and ethnic labels enjoy widespread use, these terms are important in society and they become a central factor in how individuals craft their identity (Yanow, 2003)….

…Likewise, I also acknowledge the fact that my personal experiences with race and ethnicity have been undoubtedly shaped by their discursive constructions and the embedded nature of whiteness in our language system. As Fanon (1967) points out, “a man who has a language consequently possesses the world expressed and implied by that language” (p. 18). In their discussion of the importance of whiteness studies to rhetoric and composition studies, Kennedy, Middleton, and Ratcliff (2005) also highlight this when they point out that whiteness is prevalent in the ways in which it socializes how we talk about groups of people through our racially-inflected language. This reminds me of Lorde‟s (1984) warning that “the master‟s tools will never dismantle the master‟s house” (p. 112).

As a result, I feel that it is necessary to briefly address the problematic nature of using a language system which is inherently shaped by whiteness, while simultaneously maintaining the ultimate goal of trying to deconstruct it. Thus, while I do not systematically place words like race and ethnicity in quotation marks throughout this dissertation, I envision them to be this way in order to serve as a reminder of their socially constructed status and their historical connection to notions of White superiority and pseudo-scientific research. Likewise, this also applies to my use of multiracial and mixed race since they are premised on the idea that pure, distinct racial groups exist that can be mixed and result in multiracial people. Furthermore, I also acknowledge the problematic nature of using words like White, non-White, people of color, other, minority and majority since the use of these terms rhetorically re-centers whiteness and demonstrates how notions of whiteness are normalized in the current language system. Thus, despite my use of people of color, I also envision White as a color even as I search for ways in which to talk about non-White people without re-centering whiteness…

Read the entire dissertation here.

Counseling Today Online: Under the radar

Counseling Today Online
American Counseling Association
2010-11-19

Lynne Shallcross

Five ACA members discuss their efforts to reach out to and connect with client populations at risk of being overlooked and underserved

No ethical counselor enters the profession and anticipates skipping over or ignoring a group in need of help. But in reality, some client populations aren’t easily reached or don’t readily avail themselves of counseling services. And others are simply overlooked, for one reason or another.

To shed light on a few of these underserved groups, Counseling Today asked five American Counseling Association members to share their experiences of actively reaching out to, connecting with and advocating for client populations that too often fly under the radar.

Multiracial clients

At times, Derrick Paladino still gets choked up talking about the prayer he would say nightly while in elementary school. It was a prayer offered by a little boy who desperately wanted to fit in. “I wish I woke up White,” he would pray before going to sleep.

At that point, Paladino, whose mother was born in Puerto Rico and whose father was second-generation Italian American, was the only non-White student at his school in a small Connecticut town. Now an assistant professor and chair of the Department of Graduate Studies in Counseling at Rollins College, Paladino says he felt his “differentness” every day at school. The discriminatory remarks he heard from other kids didn’t help…

…Even when he entered college at the University of Florida, Paladino didn’t feel like he fit in anywhere. He received invitations to join Latino student groups but felt like a fraud because he didn’t speak Spanish fluently. “I wasn’t whole of anything,” he says.

But a few years later, sitting in a multicultural counseling class in his master’s program at Florida, he read about a biracial identity model developed by [Walker S.] Carlos Poston. It became Paladino’s “aha” moment. “It was me on paper,” says Paladino, who also runs a private practice in Winter Park, Fla. “It was making sense of how I pushed away from my mom, because being brown was bad where I lived, and how I figured out how to navigate through life and my environments. It was a moment of change when I figured out, ‘I need to focus on who I am and how this identity affects me, and I need to do more with it.’ I could then also celebrate my multiracial identity and see the strengths that come with it.”…

Read the entire article here.

Through Mixed Eyes: The Biracial Experience and The Current State of Race in America

Williams College
2009-05-22
163 pages

Riki McDermott

Thesis submitted in partial fulfillment Of the requirement for the Degree of Bachelor of Arts with Honors In Sociology

President Barack Obama became the 44th president of the United States on January 20, 2009. For many, this election served as a turning point in American history. His inauguration represented hope and change, and drew attention to the ways in which race relations have evolved with time. That being said, his election fails to tell the complete story. His presence distracts us from the racial injustices and inequalities that continue to plague American society. However, the case of biracial Americans draws our attention back to the controlling racial forces that proceed to haunt social institutions, interactions, and identities. Biracial Americans figuratively and literally serve as bridges between different races, thus signaling the importance of their interpretations of modern race relations. Through their eyes, we are able to better understand and assess the current state of race in America.

Table of Contents

• Abstract
• Dedications and Acknowledgements
• Table of Contents
• Introduction
• Chapter 1: Initial Identity Formation of Biracials
• Chapter 2: The Renegotiation ofBiracial and Ethnic Identity
• Chapter 3: The Transformation of Biracial and Multiracial Passing
• Chapter 4: Interpreting the Realities of Racial Misidentifications
• Bibliography

We are currently living in the era of multiracialism. Whether we are aware of it or not, American culture is becoming saturated by multiracialism. The United States 2000 Census revealed that out of 281,421,906 individuals, 6,754,126 of them self-identified as multiracial. The sheer number of individuals of mixed race currently existing within the United States can therefore serve as an initial illustration of how multiracialism is growing in American culture. With a growing number of mixed race individuals, the likelihood of coming into contact with multiracials increases, thus intensifying the presence of multiracialism in American life. However, the media furthermore contributes to the spread of multiracialism today. As Americans we’ve come to depend on the media to keep us connected to the world outside of our own realm of experiences, resulting in its highly influential nature. Thus, whatever the media chooses to focus on, or however the media decides to spin a story, it generally dictates what the general American thinks about. As a result, when the media decides to focus its attention on two highly respected and distinguished men in American culture, who just happen to be multiracial, America listens…

…Biracial and multiracial individuals occupy an interesting space within American society; a space in which many of these individuals are forced to think about race with great frequency, as a result of our society not accounting for and recognizing many of the specific racial make-ups of multiracial individuals. This is problematic for mixed race individuals who desire for their specific racial make-up to be socially acknowledged, but who find it difficult to assert themselves within a social context dominated by distinct monoracial categories. I have found that as a result of having to deal with this dilemma, individuals of mixed races dedicate a lot of time to thinking about the social realities and consequences of race. Furthermore, I think individuals of mixed races serve as a metaphorical turning point between the past and the future. The past of this country was monoracial individuals, despite the fact that biracial and multiracial individuals existed, who were socially unacknowledged as such. And the future of this country is multiracial individuals, many of whom will be unaware of their exact racial make-up, due to a long legacy of racial mixing. Thus, multiracial individuals are now living within a society that continues to be dominated by a monoracial mentality, even though we claim not to be.  I therefore view these individuals as being able to sympathize with the monoracial tendencies of the past and present, as well as the multiracial tendencies that have begun to surface and will continue to emerge in the future. For these reasons, I see biracial and multiracial individuals as a group whose insights about the present and future state of racial America are especially crucial for a sociological analysis…

Read the entire thesis here.

APA recognizes record number of student research projects

gradPSYCH Magazine
Volume 8, Number 3 (September 2010)
Page 7

J. Clark
 
The APA Science Student Council doubled its research prizes this year, awarding six $1,000 Early Graduate Student Research Awards to psychology doctoral students for their outstanding research.

“By recognizing the work of these students, we get to encourage them to pursue careers in research and continue producing knowledge that benefits society,” says Gabriel Lázaro-Muñoz, the Science Student Council chair.

The council received a record 159 applicants from students conducting innovative psychology research. This year’s winners worked on a variety of research projects, but all had one thing in common: scientific rigor that even a senior researcher could be proud of, says Lázaro-Muñoz. The award recipients are:…

…Jacqueline Chen, a social psychology student at the University of California, Santa Barbara, who investigates the ways monoracial people perceive multiracial people. In one study, she asked monoracial participants to categorize people as black, white or multiracial as quickly as possible. She found that they correctly identified multiracial people at rates significantly above chance…

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The People of Frilot Cove: A Study of Racial Hybrids

The American Journal of Sociology
Volume 57, Number 2 (September 1951)
pages 145-149

J. Hardy Jones, Jr.

Vernon J. Parenton

Frilot Cove is a color-conscious, semi-isolated rural community of 302 persons with an ante bellum cultural background, who, though they approximate Nordic and Mediterranean types, are classified as Negroes. Criteria of upper-class status are light skin, income, and family background. Discrimination by whites draws them to the Negro, but their concern is not with their personal, but with their group, situation.

This paper summarizes certain findings of a more comprehensive studyI which analyzed some sociologically important elements of a hybrid racial community of St. Landry Parish, Louisiana. The purpose of that study was to analyze social organization and social change in a semi-isolated hybrid rural community: Its historical origin; its population characteristics; its social, cultural, and economic characteristics; and the attitudes of its inhabitants to race. The principal sources of data were schedules, interviews, informal conversation, personal observations, attitude inventories, written materials obtained directly from community members, microfilm copies of old United States census records, and pertinent published materials.

The history of this community, Frilot Cove, is part of the long and interesting history of the state of Louisiana. The first explorers in Louisiana were the Spaniards, who were seeking riches; but they failed to establish themselves permanently in the country of the great Mississippi. Francewas the first to succeed in establishing colonies. Through the efforts of such men as De la Salle, D’Iberville, and De Bienville, Louisiana became an important part of the New World, Although Louisiana was returned to Spain for about forty years (prior to 1803, when the territory became a part of the United States), the French culture was predominant and is still much in evidence in the southern parts of the state.

In 1765 a military and trading post was established at Opelousas. The fertile prairie land surrounding the post soon attracted many settlers. In 1807, St, Landry Parish was formed and Opelousas became the seat of parish government. According to the United States marshal of the Western District, which included St. Landry Parish, there were 532 free colored persons and 4,680 white persons in this area in 1840. The census shows that there were among the free colored only thirty-three males to fifty-nine females in the twenty-four- to thirty-six-year age group. On the other hand, in the white group from twenty to forty years of age there were 835 males to 295 females—an extreme shortage of females. Under these circumstances it is not surprising that some of the white men took their wives from the free colored class.

By the end of the nineteenth century the parish had a population of 52,170 inhabitants, slightly over half of whom were counted as Negroes. This increase of the Negro population came about largely as a result of the many cotton plantations throughout the area.

Among these Negroes were many mulattoes, primarily the descendants of white men and colored women. Of the parents of these people, many were “free men of color” during ante bellum days and owned plantation…

Read or purchase the article here.

Biracial Identity

The Lion’s Roar
Issue 27-2 (September 2010)
Student-Run Newspaper of Newton South High School
Newton, Massachusetts

Caroline Rosa, Managing Editor

Rachel Leshin, Managing Editor

Approaching the lunch table where her black friends were seated, sophomore Kayla Burton tried beginning to bridge the racial gap between her friend groups. But when she tried to introduce her white friend, one black girl at the table told her “we don’t want her over here.”

She asked Burton to either tell her friend to go away or to leave with her. Burton, a biracial student who identifies as half black and half white, said she was shocked. “It was the most immature thing I’ve ever heard,” she said. She then told her friends, who were laughing, that it was the most judgmental thing she had ever heard in her life.

Burton, along with many other biracial students at South, has a unique viewpoint concerning race relations.

Despite the racism she has witnessed first hand, Burton said she embraces her identity. “I love being biracial because you get to see both points of views,” she said.

Senior George Kurosawa also said he finds being biracial beneficial. Kurosawa said it allows him to have “more in common with more people.”

Senior Jenny Gerstner said she is glad that she is is grateful for her half Korean, half white background as well. “I think when you grow up with having two different races it does make you more aware of other people, just because you’re exposed to more,” she said.

Burton thinks her mixed identity allows her to understand both sides of race issues. “It’s definitely helpful to be biracial because if a black person got mad at me, and they say ‘you white people’ they can’t say that because I’m black too,” she said.

Though Gerstner is mixed racially, people often classify her as white at first glance while acknowledging that “there’s something a little off about it,” she said. Gerstner herself identifies more as white.

Like Gerstner, Kurosawa said he connects more to one half of his background. “We live in America, so more often I fit into the white role,” he said. Kurosawa said the extent of his connection to Japanese culture is visiting family in Japan and eating large amounts of rice at home.

Contrastingly, junior Sam Russell, who has a black father and a white mother, connects more with his black identity. Having grown up in Newton, Russell often stood out as the one of the only black students in his elementary and middle school classes, and peers often assume him to be fully black. Russell identifies this way because “growing up in a white society, anyone with a different color kind of gets separated.”…

Read the entire article here.

The Monster Inside: 19th Century Racial Constructs in the 24th Century Mythos of Star Trek

The Journal of Popular Culture
Volume 31, Issue 1 (Summer 1997)
pages 23–35
DOI: 10.1111/j.0022-3840.1997.3101_23.x

Denise Alessandria Hurd

That is the ineffaceable curse of Cain. Of the blood that feeds my heart, one drop in eight is black—bright red as the rest may be, that one drop poisons all the flood. Those seven bright drops give me love like yours, hope like yours—ambition like yours—life hung with passions like dew-drops on the morning flowers; but the one black drop gives me despair, for I’m an unclean thing—forbidden by the laws—I’m an Octoroon!

Zoe in The Octoroon, 1859

Myself, I think I got the worst of each… that [my Klingon side] I keep under tight control… some times I feel there’s a monster inside of me, fighting to get out… My Klingon side can be terrifying, even to me.

K’Ehleyr from Star Trek: The Next Generation, 1989

Judging from the above two quotes, not much has changed in 130 years of racial image management, The language may have become less poetical by the time of Star Trek, and the “Other” race less specifically marked as an existing ethnic group, but the construction of the Other, especially the Hybrid Other, even down to the implication of an inevitable atavistic biological essentialism when two races are mixed, remains the same. In the world of Star Trek, the society of the future is a pattern card of egalitarian homogeneity. Prejudice is gone and brotherhood reigns supreme, at least theoretically. It is just those pesky “alien” cultures that repeat outmoded cultural conflicts. Or is it? In this article I wish to examine how this television series, whose original intent was to explore and disprove the encoded prejudices of contemporary society by displacing this debate onto a future and presumably Utopian society, still tends to reify a particularly loaded image from nineteenth century psychology and anthropology in the United States: The Tragic Mulatto.

Beginning with the character of Spock in The Original Series (TOS) and on down to B’Elanna Torres on the newest series. Star Trek:  Voyager, (STV) the following familiar crisis is enacted: A Hybrid character…

Read or purchase the article here.

In Memoriam: Peggy Pascoe (1954-2010)

Perspectives on History
November 2010

Estelle Freedman, Edgar E. Robinson Professor of History
Stanford University

Scholar of gender, race, and the U.S. West; 2009 winner of AHA’s William H. Dunning Prize and Joan Kelly Prize

Peggy Pascoe, the Beekman Professor of Northwest and Pacific History and professor of ethnic studies at the University of Oregon, died at home in Eugene, Oregon, on July 23, 2010. She leaves behind an exceptional professional legacy, not only in her prize-winning scholarship on women and multicultural relations in the West, but also through the careers of the students and colleagues she mentored over the decades…

Pascoe was part way through the manuscript for her book on miscegenation law when she learned in 2005 that she had ovarian cancer. Initially she did not think that she would be able to complete the study. In 2007, at a panel held in her honor at the annual meeting of the Organization of American Historians, several colleagues commented on her draft chapters, which helped inspire her to go back to work on the book even as she endured multiple rounds of chemotherapy. The scholarly result was stunning. What Comes Naturally: Miscegenation Law and the Making of Race in America (Oxford, 2009) provides a sweeping and detailed account of the criminalization of interracial marriage and resistance to that process from the 1860s through the 1960s. It is also a superb history of the shifting meaning of “race” in American culture and the ways that gender and race are always mutually constructed. One of the most acclaimed books in U.S. social, cultural, and legal history, it received the Ellis W. Hawley and the Lawrence W. Levine Prizes from the Organization of American Historians; the John H. Dunning Prize and the Joan Kelly Memorial Prize from the American Historical Association; and the J. Willard Hurst Prize from the Law and Society Association…

Read the entire article here.