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The purpose of this article is to share a year-long initiative of a predominantly white liberal arts college library that fostered relationality and inclusive culture through an understanding and critique of White Supremacy Culture.

This case study presents the development and implementation of a library-wide reading group to discuss Okun's (2021) White Supremacy Culture Characteristics through relational meetings (Chambers, 2003). Relational-cultural theory provided a guiding framework for implementation of relational meetings in the context of conversations about race.

After participation in the reading group, participants reported their ability to identify characteristics of White Supremacy Culture in their lives and a greater preparedness to participate in work related to diversity, equity and inclusion. The authors suggest vulnerability, consideration of power and privilege and observations of White Supremacy Culture within the local context frequently occurred in the reading group conversations.

This work operates as an opportunity for library staff to learn about White Supremacy Culture in a way that helps to undermine white privilege and, therefore, holds similar aims to anti-racist affinity work (Michael and Conger, 2009). However, the library staff only has one person of color and, therefore, the authors cannot speak to engaging a more racially diverse staff. The authors include reflections on how their racial identities impact their engagement in this work.

Attention to White Supremacy and white privilege is, according to Gulati-Partee and Potapchuk (2014), an overlooked part of diversity, equity and inclusion work. This case study demonstrates a path toward inclusive culture that focuses on the identification of White Supremacy Culture Characteristics (Okun, 2021) in the authors’ local context and provides rationale for utilizing relational meetings (Chambers, 2003) to emphasize individual and collective reflection.

In management studies, assumptions surround the fixed, categorical and binary nature of male, ethnic and other privileges. Compared to white, middle-class men, “others” are typically assumed not to experience privilege. The authors counter this assumption by applying intersectionality to examine privilege's juxtaposition with disadvantage. The paper offers an elaborated conceptualisation of organisational privilege and insight into the agency employed by individuals traditionally perceived as non-privileged. The paper aims to discuss these issues.

Using diaries and interviews, the paper analyses 20 micro-episodes from four senior minority ethnic women and men's accounts of intersecting ethnic, gender and senior identities. The paper identifies how privilege plays out at the juxtaposition of (male gender and hierarchical) advantage with (female gender and ethnic) disadvantage.

The fluidity of privilege is revealed through contextual, contested and conferred dimensions. Additionally, privilege is experienced in everyday micro-level encounters and the paper illustrates how “sometimes privileged” individuals manage their identities at intersections.

This in-depth analysis draws on a small sample of unique British minority ethnic individuals to illustrate dimensions of privilege.

It is often challenging to discuss privilege. However, the focus on atypical wielders of power challenges binary assumptions of privilege. This can provide a common platform for dominant and non-dominant group members to share how societal and organisational privileges differentially impact groups. This inclusive approach could reduce dominant group members’ psychological and emotional resistance to social justice.

Through bridging privilege and intersectionality perspectives, the paper offers a complex and nuanced perspective that contrasts against prevalent conceptions of privilege as invisible and uncontested.

Children and youth of color in White and adult-dominated societies confront racism and adultism that shapes their peer cultures. Yet, the “new” sociology of childhood lacks the theory and methodology to explore racialized peer cultures. Thus, this chapter aims to sharpen its research tools. Theoretically, this chapter draws from Technologies of the Self (Foucault, 1988) and Critical Race Theory (Delgado & Stefancic, 2012) to enhance Valentine’s (1997) “adult-youth binary” and Corsaro’s (2015) “interpretive reproduction.” Methodologically, it combines the “doing research with children” approach (Greig, Taylor, & MacKay, 2013) with Critical Race Methodology (Solórzano & Yosso, 2002) to do research with youth of color. These enhanced research tools are then used to explore how boys and girls of color (n = 150), 9- to 17-year olds, experience peer culture in suburban schools, under police surveillance, and on social media. In the field, interviewers navigated their adult privilege and racial/ethnic positionalities in relation to that of participants and the racial dynamic in the research setting, ultimately aiming to co-create a safe space for counter-storytelling. As a result, this chapter captured how White-dominated peer cultures used racial microaggressions against youth of color in suburban schools, boy peer cultures navigated racialized policing, and online-offline peer cultures curtailed protective and controlling racialized adult surveillance. Theoretically, the racially enhanced interpretive reproduction and adult-youth binary exposed the adultism-racism intersection that shapes youth peer cultures. Methodologically, counter-storytelling revealed the painful realities that youth of color face and that those with adult and/or White privilege would rather ignore.

Building on the notion of “White fragility,” this study aims to explore how Whites react and cope with perceived discrimination at work. Specifically, the authors explore whether: (1) Whites react more negatively than minorities when they perceive discrimination at work and (2) Whites are more likely than minorities to restore the status quo by leaving the situation when they perceive discrimination at work.

Data for this study were obtained from the Professional Worker Career Experience Survey. In total, 527 working professionals from multiple organizations across the central USA participated in the survey.

The authors find evidence that Whites experience more negative psychological effects (i.e. lower job satisfaction and higher work stress) from perceived discrimination than minority employees and are more likely to act to restore conditions of privilege by leaving their current job and employer. The stronger negative effects of perceived discrimination for Whites (vs minorities) were restricted to work outcomes (job satisfaction, work stress, turnover intentions from one's employer) and were not evident with respect to perceptions of overall well-being (i.e. life satisfaction), suggesting that White fragility may play a particularly influential role in work settings, wherein racial stress may be more readily activated.

Consistent with the notion of White fragility, the study’s results demonstrate that the deleterious impact of perceived discrimination on employee work outcomes may, in some cases, be stronger for White than minority employees.

In this chapter, the author critically examines the deeply entrenched practices and theories within counselor education, revealing their roots in historically dominant, Eurocentric, and often racially oppressive assumptions. This study brings to light the pervasive impact of these traditional approaches, illuminating their role in perpetuating racial oppression and disparities in mental health care. The author presents a compelling argument for adopting Critical Race Theory (CRT) as an effective pedagogical and clinical practice framework in the counseling profession, a step toward its much-needed liberation. CRT's tenets are examined as a robust alternative, promoting socially just outcomes in counseling and psychotherapy. The article highlights CRT's capacity to address the well-established relationship between racism, white supremacy, and minority mental health. It proposes a groundbreaking model for praxis, predicated on CRT, which holds potential not only to challenge and disrupt oppressive structures but also to pave the way for the liberation of both the oppressed and the oppressor. This seminal work prompts a re-envisioning of counselor education, asserting a call for a transformative shift toward a liberation-based, social justice pedagogy.

In many organizational settings, status hierarchies result in the conferral of privileges that are based on achievement. However, in the same settings, status may result in the bestowal of privileges that are unearned. We argue that these unearned privileges are often awarded based on ascribed characteristics, but are perceived to be achieved. We further argue that these misattributions occur because acknowledging that one has benefited from unearned advantages that are awarded in a meritocracy can be threatening to a person's self-identity. We propose that by studying unearned privileges in organizational settings, a more accurate assessment of status hierarchies may result.

The purpose of this paper is to consider the experience of a white teacher to attain greater understanding of racial identities, especially whiteness, and reconsider the current understandings of whiteness and whiteness pedagogy. The author argues that notions of whiteness are social constructions, and that reconstructions of conventional understandings of whiteness could provide more nuanced understandings of whiteness that might facilitate more sophisticated considerations of how race and whiteness continue to influence schooling practices.

This paper uses autoethnography, a version of narrative inquiry, to consider issues related to the intersection of whiteness and education. The author recounts, reflects on and interprets a body of experiential knowledge to illuminate the experience of being a white teacher in both a racially diverse school and one that was more homogeneously white. These experiences are interpreted and placed in the context of scholarly work to frame an argument regarding a more sophisticated conceptualization of whiteness and its position in efforts toward inclusive and mutli-cultural education.

This paper closes with the argument that whiteness needs to be troubled and understood in more sophisticated ways than a traditional white privilege framework has allowed and accounted for directly in school settings in the USA.

This paper is original and valuable, mostly because it uses narrative to share the unique and complex experience of a white teacher who attempted to account for and consider the presence of whiteness over the 30 years in his career.

This chapter seeks to open a conversation around the increasingly pressing question of what is the role of the white researcher in qualitative Critical whiteness Studies (CwS) research in higher education. While the past 30 years have seen an increase in scholarship that critiques the ways that whiteness operates in higher education at both individual and institutional levels, to date no work exists that explores how this research should be conducted. In introducing a Critical whiteness Methodology (CwM) for higher education, this chapter is intended to provide an initial framework to inform the ways that white CwS scholars conceptualize, and conduct themselves throughout the research process. Grounded in core theoretical frameworks in CwS and influenced by critical race theory (CRT) and critical race methodologies (CRM), we propose five tenets that serve as a starting point in the conceptualization of a CwM. Utilizing these tenets, we then provide suggestions that white researchers can utilize to intentionally structure their research designs, protocols, and practices to actively challenge whiteness through CwS scholarship in higher education.

Racism occurs in many ways and varies across countries, evolving and adapting to sociocultural history, as well as contemporary economic, political and technological changes. This chapter discusses the multilevel dimensions of racism and its diverse manifestations across multiracial societies. It examines how different aspects of racism are mediated interpersonally, and embedded in institutions, social structures and processes, that produce and sustain racial inequities in power, resources and lived experiences. Furthermore, this chapter explores the direct and indirect ways racism is expressed in online and offline platforms and details its impacts on various groups based on their intersecting social and cultural identities. Targets of racism are those who primarily bear the adverse effects. However, racism also affects its perpetrators in many ways, including by limiting their social relations and attachments, and by imposing social and economic costs. This chapter thus analyses the many aspects of racism both from targets and perpetrators' perspectives.