In this paper I examine the ways that three fifth-grade girls from different socioeconomic backgrounds formed and reformed their racial identities in a diverse urban public school. Although the girls were labeled as "White" by their parents and the school district, none identified as "White." Drawing on data from an ethnographic study of children's identification strategies, I look at the conjunction of race, socioeconomic class, and human geography to analyze their identity work. I find that at this particular site, Whiteness is both an abstract category and a personal, embodied identity for the girls and their peers. (Contains 6 footnotes.)