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Many sociologists have considered the intersection of race and gender in the production of social life, but while works on “intersectionality” have offered a useful paradigm for analyzing the experience of individual persons, a model for understanding how structures interact remains unclear. Appropriating Sewell's (1992) argument that structures consist of cultural schemas applied to resources, this article develops a more nuanced approach to intersectionality. It presents the argument that because the basis of race and gender as social structures is the inscription of cultural schemas on bodies, and because racial reproduction is predicated on the continued creation of these culturally inscribed bodies, race and gender as social structures necessarily intersect at the level of biological reproduction. The study uses this theoretical insight to analyze how physicians and suffragists contested the meaning of, and policy regarding, abortion in nineteenthcentury America. While most histories of abortion argue that nineteenth-century abortion politics concerned gender relations, this article argues that what was at stake was Anglo- Saxon control of the state and dominance of society. Abortion politics contested the proper use of a valuable social resource, the reproductive capacity of Anglo-Saxon women.

Scholars have documented the emergence of apparently race-neutral discourses that serve to entrench racial stratification following the elimination of de jure segregation. These discourses deny the existence of both present-day racism and the contemporary effects of histories of racial oppression. Researchers posit that individuals are socialized into these views, but little empirical attention has been paid to the processes through which such socialization occurs. Focusing on the South African case study, I draw on five months of daily observations in seventeen 9th-grade history classrooms, content analysis of notes distributed in class, and 170 in-depth interviews with teachers and students to document how and why students are taught not to attend to the effects of apartheid on their society. To mitigate race-based conflict in their local school context, teachers told “both sides of the story,” highlighting that not all whites were perpetrators and not all blacks were victims. By decoupling the racialized coding of victims and perpetrators, and sidelining discussions of beneficiaries, teachers hindered students’ abilities to make connections to the present. In outlining how and why individuals are taught about the irrelevance of the past, this study contributes to literatures on race, education, collective memory, and transition to democracy.