Research reveals that racial hierarchies and "color-blind" racism is maintained through discourse. The current study utilizes exploratory data from focus groups in a predominantly white southern university in the United States to examine race talk, the Confederate Flag, and the construction of southern white identity. Drawing from critical discourse analysis, we answer the following questions: first, to what extent do discursive strategies surrounding the Confederate Flag reflect more subtle forms of racism? Second, what does discourse surrounding use of the Confederate Flag reveal about the construction of southern white identity? Findings reveal that whiteness remains largely an "unmarked" category as demonstrated via discursive strategies ("downplaying and defensive diversions versus race competence"). Educators, especially in the American south, may benefit from examinations of controversies over the US Confederate Flag in order to challenge racism in the classroom. (Contains 4 notes.)