This study examines the extent to which the racial composition of a congregation moderates explanations for Black/White inequality among White, Black, and Hispanic congregants. Using nationally representative data from General Social Surveys and National Congregations Studies, we find that religiously affiliated Blacks and Hispanics tend to hold different racial attitudes than religiously affiliated Whites, but these differences largely disappear inside multiracial congregations. Importantly, we find that attending a multiracial congregation is unassociated with Whites' explanations for racial inequality, and Blacks who attend multiracial congregations are actually less likely to affirm structural explanations for Black/White inequality than Blacks in nonmultiracial congregations or Whites in multiracial congregations. We find little evidence that multiracial congregations promote progressive racial views among attendees of any race or ethnicity. Rather, our findings suggest that multiracial congregations (1) leave dominant White racial frames unchallenged, potentially influencing minority attendees to embrace such frames and/or (2) attract racial minorities who are more likely to embrace those frames in the first place.

Classes of hundreds pose special challenges for teaching and learning. Notable among these challenges is the tendency for students to feel like anonymous spectators rather than active, collaborative participants. To combat this tendency, we used the popular social networking site Facebook to cultivate a sense of community among 200-plus students in an Introduction to Sociology course. The Facebook Group proved a powerful tool for community-building and learning. We describe our Facebook Group, present evidence of its benefits in the course, and discuss the pedagogical potential of social media.