Publications

Photo by: Dalia Beshir

"Nice Racism" Cover
"White Fragility" Cover
"Nice Racism" Cover
"What Does It Mean To Be White?" Cover
"Nice Racism" Cover
"Is Everyone Really Equal?" Cover
"Nice Racism" Cover
Peer-Reviewed Publications

Books

"Nice Racism" Cover

Seeing Whiteness: The Essential Essays of Robin DiAngelo

2023, Teachers College Press

Long before the widespread success of the 2018 book White Fragility: Why It’s So Hard for White People to Talk About Racism, Robin DiAngelo was breaking with white solidarity and writing, speaking, and teaching on the relationship among white supremacy, structural racism, and white identity. In this volume, DiAngelo has gathered a selection of her essays leading up to White Fragility. Speaking as a white person to her fellow white people, she seamlessly blends the personal with the political. The result is an engaging and provocative analysis of the sociopolitical forces of race that shape our lives. Collectively, these essays show how racism infuses our society and its institutions; it is a system that goes well beyond individual intentions or conscious acts of meanness. DiAngelo’s body of work provides a transformative framework for white identity and antiracist action.

"Nice Racism" Cover

The Facilitator’s Guide for White Affinity Groups:
Strategies for Leading White People in an Anti-Racist Practice

2022, Beacon Press

A first of its kind detailed handbook for leading effective white racial affinity groups, including:

  • Guidelines for setting up affinity groups in a variety of contexts
  • Skills and perspectives needed for effective facilitation
  • Scenarios to illustrate common challenges
  • An extensive list of common patterns and group dynamics and how to address them
  • Exercises, discussion prompts, and handouts
"Nice Racism" Cover

White Fragility: Adapted for Young Adults

2022, Beacon Press

A reimagining of the best-selling book by a multi-racial team who are antiracist educators in schools across the country. This developmentally appropriate adaptation for readers 14+ gives young adults across the racial spectrum the tools to ask questions, engage in dialogue, challenge their ways of thinking, and take action to create a more racially just world.

"Nice Racism" Cover

Nice Racism:
How Progressive White People Perpetuate Racial Harm

2021, Beacon Press

In White Fragility, Robin DiAngelo explained how racism is a system into which all white people are socialized, and challenged the belief that racism is a simple matter of good people versus bad. DiAngelo also made a provocative claim: white progressives cause the most daily harm to people of color. In Nice Racism, her follow-up work, she explains how they do so. Writing directly to white people as a white person, DiAngelo identifies many common white racial patterns and breaks down how well-intentioned white people unknowingly perpetuate racial harm.

“Citing deeply revealing and recurring anecdotes from her career as an anti-racist educator, DiAngelo analyses how white Americans who deem themselves inoculated against racism uniquely embody racist practices, including herself… Most potent is DiAngelo’s urgency to get the reader to consider whiteness: its illusions, promises, assumptions and casual narratives of self-importance.”
Koa Beck, theguardian.com

White Fragility:
Why It’s So Hard For White People To Talk About Racism

2018, Beacon Press

White people in North America live in a social environment that protects and insulates them from race-based stress. This environment of racial protection builds white expectations for racial comfort while at the same time reducing the ability to tolerate racial stress.  Although white racial insulation is somewhat mediated by social class, the larger social environment insulates and protects white people at the collective level through institutions, cultural representations, media, school textbooks, movies, advertising, and dominant discourses. Racial stress results from an interruption to this racial insulation, leaving white people ill-equipped to respond in constructive ways. I refer to this dynamic as White Fragility. This book explicates this dynamic and how white people might build our capacity in the ongoing work towards racial justice.

White Fragility spent three years on the New York Times Bestseller List, and has been translated into 13 languages.

What Does It Mean To Be White?
Developing White Racial Literacy

2012, Peter Lang Group

“Rarely will one find an analysis of whiteness (and the problems associated with it) that is as comprehensive as this one.”
Tim Wise, Author of White Like Me: Reflections on Race from a Privileged Son

What does it mean to be white in a society that proclaims race meaningless, yet is deeply divided by race? In the face of pervasive racial inequality and segregation, most white people cannot answer that question. Speaking as a white person to other white people, Dr. DiAngelo clearly and compellingly takes readers through an analysis of white socialization. She describes how race shapes the lives of white people, explains what makes racism so hard for whites to see, identifies common white racial patterns, and speaks back to popular white narratives that work to deny racism.

Is Everyone Really Equal?
An Introduction to Key Concepts in Critical Social Justice Education

2012, Teachers College Press (co-authored with Özlem Sensoy)

2012 Critics Choice Book Award from the American Educational Studies Association (AESA) for outstanding contribution to scholarship in the Social Foundations of Education field.

“Sensoy and DiAngelo’s book is to social justice what the Chicago Manual of Style is to the art of writing.
La’Ron Williams, Interfaith Council for Peace & Justice.

Accessible to students from high school through graduate school, this handbook book offers detailed and engaging explanations of key concepts in social justice education, including critical thinking, socialization, group identity, prejudice, discrimination, oppression, power, privilege, and White supremacy. Based on extensive experience in a range of settings in the United States and Canada, the authors address the most common stumbling blocks to understanding these concepts. They provide recognizable examples, scenarios, and vignettes and user-friendly features, including “definition boxes” for key terms, “stop boxes” to remind readers of previously explained ideas, “perspective check boxes” to draw attention to alternative standpoints, a glossary, and a chapter responding to common rebuttals There are discussion questions and extension activities at the end of each chapter.

Publications in Peer-Reviewed Journals

DiAngelo, R. & Sensoy, Ö. (2008). “But I’m shy!”: Classroom participation as a social justice issue.

Sensoy, Ö. & DiAngelo, R. (2017). “Diverse Candidates Encouraged To Apply…”: How Faculty Hiring Committees Reproduce Whiteness and Practical Suggestions for How They Can Change. Harvard Educational Review.

Thurber, A. & DiAngelo, R. (2017). Microaggressions: Intervening in three acts. Journal of Ethnic & Cultural Diversity in Social Work.

DiAngelo, R. & Sensoy, O. (2014). Calling in: Ways of speaking, thinking, seeing: Cultivating humility, curiosity, and vision in service of anti-racist practice. Journal of Understanding and Dismantling Privilege, 4(2).

Sensoy, Ö. & DiAngelo, R. (2014). Respect differences? Challenging the common guidelines in social justice education. Democracy in Education, 2(1)

Matlock, S. & DiAngelo, R. (2015). “We put it in terms of “not-nice”: White anti-racist parenting. Journal of Progressive Human Services, 26(2).

DiAngelo, R. & Sensoy, Ö. (2014). Leaning in: A student’s guide to engaging constructively in social justice content. Radical Pedagogy, 11(1).

DiAngelo, R. & Sensoy, Ö. (2014). Getting slammed: White depictions of cross-racial dialogues as arenas of violence. Race & Ethnicity in Education, 17(1) 104-128. DOI:10.1080/13613324.2012.674023.

Matias, C. & DiAngelo, R. (2013). Beyond the face of race: Emo-Cognitive Explorations of White Neurosis and Racial Cray-Cray. Journal of Educational Foundations, 2(1).

DiAngelo, R. (2012). Nothing to add: The role of white silence in racial discussions. Journal of Understanding and Dismantling Privilege, 2(2), 1-17.

DiAngelo, R. (2011). White Fragility. International Journal of Critical Pedagogy, 3(3).

Schroeder, C. & DiAngelo, R. (2010). Addressing Whiteness in Nursing Education: The Sociopolitical Climate Project at the University of Washington School of Nursing. Advances in Nursing Science, 33 (3) 244-255.

DiAngelo, R. & Flynn, D. (2010). Showing what we tell: Facilitating anti-racist education in cross-racial teams. Journal of Understanding and Dismantling Privilege, 1 (1) Article 2.

DiAngelo, R. & Sensoy, Ö. (2010). “OK! We get it! Now tell us what to do”: Why we can’t just tell you how to do critical multicultural education. Multicultural Perspectives, 12 (2) 97-102.

DiAngelo, Robin J. (2010). Why Can’t We All Just Be Individuals?: Countering the Discourse of Individualism in Anti-racist Education. InterActions: UCLA Journal of Education and Information Studies, 6(1), . Retrieved from: http://www.escholarship.org/uc/item/5fm4h8wm

DiAngelo, R. & Sensoy, Ö. (2009). We don’t want your opinion: Knowledge construction and the discourse of opinion in the equity classroom. Equity & Excellence in Education, 42 (4) 443-455.

Sensoy, O. & DiAngelo, R. (2009). Developing social justice literacy: An open letter to our faculty colleagues. Phi Delta Kappan. 90 (5), 345-352.

DiAngelo, R. (2006).  The production of whiteness in education: Asian international students in a college classroom. Teachers College Record. Vol 108(10), (p. 1960-1982)

DiAngelo, R. (2006). My class didn’t trump my race: Using oppression to face privilege. Multicultural Perspectives. Vol 8(1), (pp.51-56).

Sensoy, O. & DiAngelo, R. (2006). I wouldn’t want to be a woman in the Middle East: White female student teachers and the narrative of the oppressed Muslim woman. Radical Pedagogy. Vol. 8 (1).

DiAngelo, R. & Allen, D. (2006). My Feelings Are Not About You: Personal Experience as a Move of Whiteness. InterActions: UCLA Journal of Education and Information Studies. Vol. 2, Issue 2, Article 2. http://repositories.cdlib.org/gseis/interactions/vol2/iss2/art2

DiAngelo, R. (1997). Heterosexism: Addressing internalized dominance. Journal of Progressive Human Services, Vol. 8(1), (pp.5-22).

Book Chapters

When you do it to me, its racism (2017). In Uncommon Bonds: Women Reflect on Making and Maintaining Interracial Friendships. Smith, K. & Hall, M.R. Eds. New York: Peter Lang.

What does it mean to be a white teacher? (2017). In The Guide for White Women Who Teach Black Boys. Moore, E., Michael, A. & Penick-Parks, M. (Eds). Thousand Oaks, CA: Corwin.

The Sketch Factor: “Bad neighborhood” narratives as discursive violence (2016). In Fasching-Varner, Hartlep, Albert, Mitchell, Hayes, Martin, Matias, & Allen (Eds), The Assault on Communities of Color. New York: Rowman & Littlefield.

When nothing’s lost: The impact of racial segregation on white teachers and students (2015). In Russell, M., Haynes, C. & Cobb, F (Eds), Interrogating Whiteness and Relinquishing Power: White Faculty’s Commitment to Racial Consciousness in STEM Classrooms. New York: Peter Lang.

Teacher Preparation Critical Reflection and Pedagogy (2015). Encyclopedia of Diversity Education. NY: Sage.

White Teachers, Teacher Preparation for Diversity (2015)). Encyclopedia of Diversity Education. NY: Sage.

Culturally responsive teaching and urban education. In Koppleman, K. Understanding human differences: Multicultural education for a diverse America. Third edition. Section 4. New York: Pearson.

My class didn’t trump my race: Using oppression to face privilege. Reprinted in: Koppelman, K. (Ed.) (2009).  Perspectives on Diversity: Selected Readings, 340-344. Allyn & Bacon: New York.

“I’m leaving!”: White fragility in racial dialogue.  In B. McMahon & D. Armstrong (Eds). Inclusion in Urban Educational Environments: Addressing Issues of Diversity, Equity, and Social Justice (213-240). Centre for Leadership and Diversity. Ontario Institute for Studies in Education of the University of Toronto.

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