Robin DiAngelo
Biographic Data
| ID | 6206178 |
|---|---|
| NAME | Robin DiAngelo |
| GIVEN NAMES | Robin |
| FAMILY NAME | DiAngelo |
| SIGNATURE | DIANGELO R |
| AFFILIATIONS | Westfield State University |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 53 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 4 |
Microaggressions
The deleterious effects of microaggressions on members of marginalized groups are well documented. Less clear are the practice skills needed to intervene when microaggressions take place, particularly in ways that maintain strong relationships with students, colleagues, and/or clients. Furthermore, too often discussions of responses to microaggressions are restricted to the position of bystander, ignoring the ways that human service providers may…
What Does It Mean to Be White
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 whites cannot answer that question. Robin DiAngelo argues that a number of factors make this question difficult for whites miseducation about what racism is; ideologies such as individualism and colorblindness; defensiveness; and a need to protect (rather than expand) our worldviews.…
We Put It in Terms of Not-Nice”
This qualitative study explored how White parents who identify as antiracist apply antiracism principles to parenting their White children. Participants discussed how they attempt to incorporate antiracism values into their parenting, their children’s racial awareness, and the impact of race and racism on their children. Our findings indicate significant inconsistencies between antiracist values and parenting practices. The main difference betwee…
Getting slammed
For many educators who lead cross-racial discussions, creating ‘safe' spaces in which students can express their views is a familiar goal. Yet what constitutes safety is rarely defined or contextualized. In the absence of this contextualization, the goal of safety is most often driven by White participants who complain that they are (or fear being) ‘attacked' in these discussions. This article examines this specific complaint, which we term as th…
OK, I Get It! Now Tell Me How to Do It!”
As educators who work with preservice teachers on critical multicultural education, we often struggle with our students’ desire for us to provide them with the how-to’s of multicultural education—a kind of “answer list.” In this paper, we share the analogies we have developed and found effective in explaining to our students why the list that they imagine not only doesn’t guarantee success, but could actually result in undermining core principles…
My Class Didn't Trump My Race
(2006). My Class Didn't Trump My Race: Using Oppression to Face Privilege. Multicultural Perspectives: Vol. 8, No. 1, pp. 51-56
Getting slammed
For many educators who lead cross-racial discussions, creating ‘safe' spaces in which students can express their views is a familiar goal. Yet what constitutes safety is rarely defined or contextualized. In the absence of this contextualization, the goal of safety is most often driven by White participants who complain that they are (or fear being) ‘attacked' in these discussions. This article examines this specific complaint, which we term as th…
We Put It in Terms of Not-Nice”
This qualitative study explored how White parents who identify as antiracist apply antiracism principles to parenting their White children. Participants discussed how they attempt to incorporate antiracism values into their parenting, their children’s racial awareness, and the impact of race and racism on their children. Our findings indicate significant inconsistencies between antiracist values and parenting practices. The main difference betwee…
OK, I Get It! Now Tell Me How to Do It!”
As educators who work with preservice teachers on critical multicultural education, we often struggle with our students’ desire for us to provide them with the how-to’s of multicultural education—a kind of “answer list.” In this paper, we share the analogies we have developed and found effective in explaining to our students why the list that they imagine not only doesn’t guarantee success, but could actually result in undermining core principles…
My Class Didn't Trump My Race
(2006). My Class Didn't Trump My Race: Using Oppression to Face Privilege. Multicultural Perspectives: Vol. 8, No. 1, pp. 51-56
Microaggressions
The deleterious effects of microaggressions on members of marginalized groups are well documented. Less clear are the practice skills needed to intervene when microaggressions take place, particularly in ways that maintain strong relationships with students, colleagues, and/or clients. Furthermore, too often discussions of responses to microaggressions are restricted to the position of bystander, ignoring the ways that human service providers may…
My Class Didn't Trump My Race
(2006). My Class Didn't Trump My Race: Using Oppression to Face Privilege. Multicultural Perspectives: Vol. 8, No. 1, pp. 51-56
OK, I Get It! Now Tell Me How to Do It!”
As educators who work with preservice teachers on critical multicultural education, we often struggle with our students’ desire for us to provide them with the how-to’s of multicultural education—a kind of “answer list.” In this paper, we share the analogies we have developed and found effective in explaining to our students why the list that they imagine not only doesn’t guarantee success, but could actually result in undermining core principles…
Getting slammed
For many educators who lead cross-racial discussions, creating ‘safe' spaces in which students can express their views is a familiar goal. Yet what constitutes safety is rarely defined or contextualized. In the absence of this contextualization, the goal of safety is most often driven by White participants who complain that they are (or fear being) ‘attacked' in these discussions. This article examines this specific complaint, which we term as th…
We Put It in Terms of Not-Nice”
This qualitative study explored how White parents who identify as antiracist apply antiracism principles to parenting their White children. Participants discussed how they attempt to incorporate antiracism values into their parenting, their children’s racial awareness, and the impact of race and racism on their children. Our findings indicate significant inconsistencies between antiracist values and parenting practices. The main difference betwee…
What Does It Mean to Be White
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 whites cannot answer that question. Robin DiAngelo argues that a number of factors make this question difficult for whites miseducation about what racism is; ideologies such as individualism and colorblindness; defensiveness; and a need to protect (rather than expand) our worldviews.…
Microaggressions
The deleterious effects of microaggressions on members of marginalized groups are well documented. Less clear are the practice skills needed to intervene when microaggressions take place, particularly in ways that maintain strong relationships with students, colleagues, and/or clients. Furthermore, too often discussions of responses to microaggressions are restricted to the position of bystander, ignoring the ways that human service providers may…
Sociology (6 works) · Political science (5 works) · Psychology (5 works) · Critical Race Theory in Education (4 works) · Gender Studies (4 works) · Law (4 works) · Social Psychology (4 works) · Gender Studies (3 works) · Law (3 works) · Politics (3 works)