Article Published in Religion and American Culture

This week, my article “Coloring Sound: Religion, Race, and Music in Radio’s Network Era” appeared in Religion and American Culture: A Journal of Interpretation. It explores how Black Christians and white Latter-day Saints broke into network programming lineups during the peak of radio’s national influence – and how that shaped how Americans came to hear both “race” and “religion.”

The article is behind a paywall, but if you don’t have access and would like a copy, I’d be more than happy to share it with you. Email me!

Here’s the abstract: During the 1930s and 1940s, powerful national radio networks influenced how Americans imagined themselves and their communities. This article examines how racial and religious outsiders, such as Black Protestants and white Latter-day Saints, infiltrated networks’ exclusive programming lineups. It argues that outsiders used sacred music to carve out space for themselves on network radio, profoundly shaping how Americans heard race and religion in the process. To get on the air and to stay there, outsiders skillfully navigated the demands of white industry executives and multiracial audiences. These often-conflicting demands produced a complex mixture of sounds that both challenged and reinforced the assumed whiteness of network radio and the nation it purported to reflect. Using network records, newspapers, listener letters, and a few extant recordings, the article illustrates the subtle yet integral role of sound in forming racial and religious identities, including the emerging category of “American religion.” It highlights how broadcasting’s so-called “religious ghetto” was home to radio’s largest concentration of nonwhite performers until the 1950s. Examining these marginalized programs reveals a more racially diverse radio audience than commonly assumed, as well as how nonwhite Americans listened closely and sought to influence these flawed yet beloved programs. This history underscores the complex promise and peril of cultural representation for underrepresented groups.

Image below: Gordon Parks, Orlando, Florida. Wings over Jordan, a popular Sunday morning radio program broadcast by Columbia Broadcasting System from station WDBO. President James A. Colston of Bethune-Cookman college speaking to a nationwide audience, February 1943. Courtesy of Library of Congress Prints and Photographs Division, https://www.loc.gov/resource/fsa.8d13672.

250 Years of US and 100 Years of Black History Month

As part of my African American history class, I invited Dr. Adam McNeil to give a public lecture on his work about enslaved Afro-Virginian women during the Revolutionary War. It was a wonderful lecture and an honor to host him at Randolph. Special thanks to support from Randolph’s Campus Events Committee and the Intercultural Center for supporting the event.Here’s my introduction to Dr. McNeil’s talk:

_One hundred years ago – to the day – Americans were in the midst of celebrating the very first Black History Month, or as it was known then, “Negro History Week.” Designed by historian Dr. Carter G. Woodson, Negro History Week was created to help remedy the systematic erasure of Black Americans from American history. Dr. Woodson did not envision Negro History Week as the only time people should learn about Black history. Instead, he imagined it as an opportunity for schools to demonstrate what students had learned all year–it was a call for intentional remembering.

As Woodson envisioned it, Negro History Week was not an exercise in memorization or a box to be checked. He understood that how we remember the past has profound implications for the present. After all, 1926 was the height of Jim Crow segregation. Membership in the Ku Klux Klan was at an all-time high. Lynchings remained prevalent. Nativist and anti-immigrant rhetoric saturated public discourse. In Virginia, the General Assembly was passing racial integrity laws that banned interracial marriage, enforced the so-called “one-drop rule,” and mandated segregation in public spaces.

Dr. Woodson knew what he was doing when he created Negro History Week. He believed that knowing the truth could tear down the walls of segregation, hatred, racism, and white supremacy. “There would be no lynching if it did not start in the schoolroom,” Woodson declared.

Fifty years later, in 1976, Negro History Week evolved into Black History Month. And of course, 1976 was also the bicentennial, the year that Americans celebrated the 200th anniversary of the Declaration of Independence. So at precisely the moment Americans were asking themselves, “What is America? Who is American? And what does “liberty and justice for all” really mean?” At that moment, Woodson’s intellectual descendants were pushing to recommit the nation to remembering Black history.

This collision – of both the intentional remembering of Black history and the nation – is here with us today, too. 2026 is, after all, the 250th anniversary of the Declaration. And we are once again living in a time when the history of the Revolution and the founding era is being debated. Just weeks ago in Philadelphia, the National Park Service removed signage addressing the history of enslaved people held at the President’s House where George Washington lived while serving as the first President of the United States. History is never just about the past.

And so, in this 250th anniversary year of the Declaration of Independence and the 100th anniversary year of Black History Month, we have not just the opportunity but a duty to examine the experiences of Black Americans during the American Revolution. That is what makes today’s conversation so timely—and why I’m so excited to welcome our speaker today, a leading young scholar of African American history and the Revolution.

Adam Xavier McNeil is a Postdoctoral Research Associate and Lecturer in the Carter G. Woodson Institute for African American and African Studies at the University of Virginia. Dr. McNeil is currently revising his award-winning dissertation into a book, Contested Liberty: Fugitive Women and the Shadow of Re-Enslavement and Displacement in a Revolutionary World. Contested Liberty is under contract with the University of Virginia Press.

Please join me in giving a Wildcat Welcome to Dr. Adam McNeil._

Nominated for 2026 Virginia Outstanding Faculty Award (Rising Star)

This fall I was nominated in the Rising Star category for the 2026 State Council of Higher Education for Virginia’s Outstanding Faculty Awards! As part of the nomination process, I had to solicit letters from supervisors, colleagues, students, and community leaders. Several letter-writers graciously shared their letters with me. What a treat! Regardless of whether I’m selected or not, I appreciate having a stash of letters I can turn to next time I’m feeling blue.

A few months earlier, the image below appeared on the college’s homepage. I was hoping my 15 minutes of fame would be a little cooler, but you take what you can get, I guess!

Paul Revere's Ride

This past spring, Admissions asked me to give a “sample class” for an Admitted Student Day. I decided to create a version of historian Cate Denial’s “What Do Historians Do?” exercise. It’s a fun activity for the first day of class because students think it is just a fun game but later realize the activity helped them think critically about narrative, evidence, and the archive. I thought it’d work well in this setting because it’s engaging and students don’t need to know anything about the topic prior to the exercise. The exercise makes clear to students that if they come to Randolph, they won’t just be memorizing – they’ll learn to become critical thinkers.

To set up the exercise, I decided to talk a little about the Revolution and how historians have told it in different ways at different times. Ms. Llewellyn, my fifth grade teacher, would be proud to know that I opened my talk with the first two stanzas of Henry Wadsworth Longfellow’s “Paul Revere’s Ride” – all from memory! After making fun of myself for clearly going to school in the 1900s, I have them do a little math to calculate that this is the 250th anniversary of “the eighteenth of April in (seventeen) seventy-five”.

I give them a heads up that they’re going to hear a lot about the American Revolution over the course of the next year. But I insist that telling the story isn’t just a matter of regurgitating facts. We have to tell the story; and in doing so, we’re making choices (whether we realize it or not) about what stories to include and how to frame them. How you tell the story of the Revolution shapes the contemporary lessons people draw from it. Is the Revolution about the evil of taxation… or about the necessity of overthrowing autocratic rulers? Well, it depends on how you tell the story. How we tell the nation’s origin story shapes how we think about our country in this moment.

I then pivot back to Longfellow’s poem. Like most people, I learned the poem in the Revolutionary War unit of my elementary history class. But that wasn’t when it was written. As I have since learned, the poem was published on the eve of the Civil War as Southerners had begun to secede from the union in order to preserve the institution of slavery. Longfellow was an ardent abolitionist. In other words, I’ve come to realize that the famous poem wasn’t just about Paul Revere. It was a powerful call to arms for the Union:

A cry of defiance and not of fear…
In the hour of darkness and peril and need,
The people will waken and listen to hear
The hurrying hoof-beats of that steed,
And the midnight message of Paul Revere.

The story of the Revolution isn’t just about the past; it has ramifications for us in this moment. I tell the students that unlike Henry Wadsworth Longfellow (who played fast and loose with some facts), historians use evidence to tell us what happened… cue transition to analyzing a set of Revolutionary-era political cartoons and coming up with the narrative they elicit!

Invited Talk at First Christian Church in Lynchburg

A few months ago, I was asked to preach at First Christian Church in Lynchburg, Virginia. My text was Jeremiah 2. Weaving tales of my grandmother, the Kingdom of Judah, and Lynchburg’s most famous civil rights sit-in, I argued for the importance of telling our love stories, even in hard times. You can listen to a recording of my sermon on YouTube.

The civil rights portion of my talk grew out of my earlier work preparing a co-lecture for Randolph’s first year experience program, Life More Abundant.

Talking Sit-Ins With Life More Abundant

I first heard about Randolph-Macon Woman’s College through a book I read in grad school, Journeys that Opened Up the World by historian Sara Evans. The book is a series of memoirs by sixteen women who were involved in the Student Christian Movement who later became activists in the civil rights movement, anti-war campaign, and the feminist movement. I found the book personally meaningful because several activists had been part of the United Methodist Church’s young adult service program – the same program that I joined after college (and where I met my spouse). One of the memoirs was written by Rebecca Owen, one of the leaders of the civil rights movement in Lynchburg and a student at Randolph-Macon Woman’s College. I paid special attention to Becky’s memoir in particular because she, like me, had grown up Methodist, became a leader in the denomination, and saw her activism as an outgrowth of her faith.

When I first applied for a job at Randolph, I decided to do my teaching demonstration on the sit-in movement. Though I didn’t talk about Becky Owen or the other members of the Patterson Six, I did reference their story at the end of my demonstration – in part to help make my point that the Civil Rights Movement was a grassroots movement.

After arriving at Randolph, I have continued to be fascinated by Becky’s story, assigning her memoir in my American Women’s History course and searching out any other material I can find on her.

This summer, I finally had the opportunity to sort through some of that research and put together a talk before Randolph’s first-year class (the largest in the college’s 130+ year history). The lecture was a co-lecture with my esteemed colleague, Dr. Amy Cohen of Classics and Theatre, where we wove Becky’s story with that of Antigone, the Greek play for this year.

The lecture went off really well. Though collaboratively creating anything can be more difficult, it can also be more fun – and I think our final product was both creative and compelling.

One story that I discovered while doing the research is that Becky attended a Student Christian Movement conference in the fall of 1960, right before the start of her senior year. She met Black activists who had pioneered the sit-in movement such as Rev. James Lawson, the young minister who taught John Lewis and others how to get in “good trouble.” “The imperative of the Denver conference was unambiguous,” Becky recalled in her memoir. “If you, Becky Owen, are serious about Christianity and injustice, get the hell back to Lynchburg and do something.” Upon returning to R-MWC, Becky reached out to Rev. Virgil Wood, pastor of Diamond Hill Baptist, and with the help of the YWCA they began organizing discussion groups that brought together college students and Black community leaders. A couple months later, six college students who’d been involved in the discussion groups headed to Patterson’s Drug Store in downtown Lynchburg…

If you want to hear the rest of the story, I gave a version of this talk the following Sunday at First Christian Church.

Lecture by Dr. Samantha Rosenthal

This fall I taught Queer American History. Every student in the class wanted to be there, wanted to do the readings, wanted to talk about what they were learning – it created a pretty magical learning environment!

One of the high points was a guest lecture by Dr. Samantha Rosenthal. With the help of the History Department and the Intercultural Center, I invited Dr. Samantha Rosenthal to join us on campus to talk about her book, Living Queer History: Remembrance and Belonging in a Southern City, published by UNC Press in 2021. The talk was wonderful – several students wrote in their senior capstones that they found it inspirational. Follow her substack if you’re not already!

One of the greatest treats as a teacher is when students decide they want to do their senior capstone on something pertaining to what they learned in your class. This year, two of the seniors in my class told me they’re now planning to write on queer history! One is even using the oral histories and digitized archive created by the Southwest Virginia LGBTQ+ History Project that Dr. Rosenthal helped lead.

Huge thanks to Dr. Rosenthal and to Kathleen, David, and Gail who helped make this course so special!