A flashback to 2016 reveals that Jon’s interest in race began with curiosity about why he, a white person, looked different from Asian friends. Online research led him to websites ranking races by income and psychometric scores. He shared this “information” with friends, which they turned into “edgy” memes. Jon portrays his mistake not as believing false science, but as improperly sharing suppressed knowledge with others who used it for “bad fun.”

Jon defends his views, citing his belief in “differences in average cognitive ability” between racial groups as scientific “fact” (364). He claims he has no racist “agenda,” describing himself as a “realist,” and states his views don’t influence his behavior. He disapproved of Charles and Patrick turning these beliefs into public content.

The author explains “race realism,” scientific racism, or human biodiversity (HBD)—pseudoscientific ideas on websites designed to look legitimate while distorting modern genetics. Proponents frame themselves as truth-tellers speaking “forbidden knowledge.” The author traces this thinking to 18th-century taxonomist Carl Linnaeus, whose racial hierarchies justified the slave trade. Sociologist Dr. Ann Morning explains these are old racist ideas rebranded through the language of genetics. Most geneticists reject the notion that race predicts intelligence.

The author further debunks scientific racism. Any two humans share 99.9% DNA, and tiny variations occur mostly within populations, not between. There’s no evidence genetic variants associated with cognitive ability differ significantly between global populations. Environment—nutrition, healthcare, education—has deep influence, demonstrated by the “Flynn effect”—the steady 20th-century IQ rise. Education researcher Dr. Brian Donovan’s work shows how genetics teaching can reinforce or dismantle false racial beliefs. As a real-world example, the NFL’s former “race norming” practice assumed Black players had lower baseline cognitive function, making it harder to receive brain injury compensation until a 2021 lawsuit ended it.

Jon believes his ideas most influenced Patrick, citing Patrick’s college admissions presentation and a specific racist post as evidence. However, Murphy recalls that while Jon shared “fun facts,” the group didn’t take his ideas seriously. The author terms this the “Zone of Both” (375), a social space where racist ideas could circulate without being fully accepted or rejected, protecting the boys from being mocked.

Andrea feels labeled a “difficult” by students who believe the boys were treated too harshly. This ignores her private reality as an anxious, depressed teenager. Feeling like an outcast is reinforced at a party where she is left alone, drinks too much, and behaves with blunt honesty that cements her negative image.

This poem chapter captures a descent into isolation. The speaker begins by stating they are “not okay with racists” (381). This expands to people who tolerate racists, then people who tolerate those people. The widening spiral culminates in “I’m not okay / with people” and “I’m not okay” (381).

In September 2017, Patrick, Charles, and Jon are at a local street fair when confronted by two younger, larger Black students from their high school. One of the two boys choke-slams Patrick, punches him, and calls the group “Racist!” Afterward, the attacker told police he knew the boys were behind the @yungcavage account. The incident adds to fear among follower families. It has wider consequences when a white woman witness misidentifies two other Black teenagers who are wrongly detained by police.

Andrea’s mother, Natalie, urges her daughter to sue for justice. Andrea refuses, not wanting the battle to consume her life. Natalie takes her to meet Elizabeth Riles, a discrimination attorney. Despite the lawyer’s professional demeanor, Andrea remains firm.

Billie returns to school after intensive summer therapy but still feels like an outcast. Her counselor provides a solution: extra college-level classes to graduate a year early. This gives her a clear escape path.

Eren now attends a small private school but struggles to focus. He feels guilty over the expense and hates himself for lack of motivation while completing the previous year’s coursework. His only goal is finishing so he can leave town.

Leighton, a former follower, hosts a “backwoods hicks” themed party. While he and the other mostly white organizers see it as self-parody, others perceive racist undertones. Ana decides to attend, prompting a social media backlash from targeted girls. Ana defends herself, explaining she’s exhausted from constant anger and wants freedom to move on. She expresses frustration with people dictating how she, as a biracial person, should react.

Rina feels caught between diverging friend groups. Ana and Andrea have reconnected with Otis, a follower who wrote personal apology letters. But Lolia and Tiana maintain strict no-contact with all followers. Unsure and mistrustful, Rina devises a policy: only brief, public interactions with the boys, and never one-on-one.

The author describes the factors students used to decide on their social interactions: others’ opinion of their actions, belief in the boys’ capacity for change, and the social cost. Rosie explains that in her circle, befriending followers was seen as ignorant. She personally felt both sympathy and discomfort, resolving it by being polite but keeping distance.

Wyatt is in art history with Kerry, a mutual friend of his and Andrea’s. Their group project interactions lead Kerry to suggest he apologize, and Wyatt reaches out. Andrea suggests lunch, explaining she no longer wants to hold on to hatred. She believes Wyatt only went along with the followers because he was insecure and wanted to fit in. They begin hanging out, and the friendship feels easy. For Andrea, reconnecting provides “a little bit of healing” (394).

On November 29, 2017, a federal judge rules on the lawsuits. Applying the Tinker test, the judge finds the school had the right to intervene, ruling that “Students have the right to be free of online posts that denigrate their race, ethnicity or physical appearance or threaten violence” (395-96). The judge upholds punishments for six students, including Charles and Patrick, but rules discipline was improper for four, including Jon and Eren, who hadn’t liked or commented in ways supporting the posts.

When Eliza comes home for Christmas in December 2017, she finds her younger brother, Charles, aimless. Having earned his GED, he has no job or plans and spends most of his time in his room. Eliza urges him to move to Florida with her. Charles is reluctant to leave his remaining Albany friends. His stepfather gives him an ultimatum: get a job and pay rent, or move out. Charles flies to Florida in mid-January.