Digital Divisions: How Schools Create Inequality in the Tech Era

society; sociology; health sciences; and more to showcase the benefits and need for more interdisciplinary conversations. Finally, Pollock asserts that Sickening is a resource that can be useful across a variety of audiences, from an undergraduate student to a social science researcher. At the end of the book, Pollock provides a template for how to recreate her analytic approach of close readings of public events to be used within a classroom setting. In addition to providing teaching materials, Pollock describes how readers can find opportunities to engage in additional action against racism in health within health care settings, local communities, social media, and political mobilization. While Pollock provides several examples of how people can participate in antiracism work, she acknowledges that her call for action provides a starting point, not a solution. Acknowledgement of the limitations of scope in her call for action was appreciated, as it seemed to point heavily to individual-level actions. Sickening is an important book to read and is one that I am grateful was written. Pollock draws on ‘‘extreme’’ public events to highlight the everyday anti-Black racism that many Americans encounter. Throughout the book, Pollock reiterates how Black bodies are routinely differentially protected in ways that contribute to an unequal burden of illness and death. In providing a template for how we can approach analyses of events, Pollock reminds readers that conversations about the event should ‘‘not be extricated . . . from the uneventful’’ (p. 77). This point is particularly relevant to our approach to framing the ongoing pandemic. To be clear, this book is not specifically centered on the impact of COVID-19 or the violence against racialized minorities that occurred in 2020 (and for many keeps occurring). Yet Pollock points to this global medical crisis to highlight the fact that our ‘‘analysis should begin with the outrage at these events and their ubiquity [but] should not end there’’ (p. 134). This reminder is of great importance as we seek to understand where we ‘‘go from here’’: be angry or sickened, but let that not be enough. Digital Divisions: How Schools Create Inequality in the Tech Era, by Matthew H. Rafalow. Chicago: University of Chicago Press, 2020. 224 pp. $22.50 paper. ISBN: 9780226726694.