When it comes to cultivating racial understanding, sociologist Robin DiAngelo believes that white people have work to do. In her best-selling book  White Fragility (Beacon Press, 2018), DiAngelo argues that no white person—no matter how well-meaning—is exempt from the forces of racism. Yet when the topic of racism comes up, they often become defensive and "weaponize" their hurt feelings. This refusal to acknowledge the reality of systemic racism blocks white educators from understanding the experiences of their coworkers, parents, and students of color.

What is white fragility?

How does this attitude contribute to persisting inequities in K–12 schools?

How does white fragility keep segregation intact?

Some white people are quick to say they're "color-blind" or "treat everyone the same." Is this possible, particularly for a teacher?

How does white fragility shape teachers' interactions with—and beliefs about—both their students and parents of color?

If teachers are doing this work of unpacking their own biases, how would their interactions with students of color look different?

What can school leaders do to disrupt the "racial status quo" in their buildings?

Do you have any final advice for educators?

To read more of Robin DeAngelo's responses to the above questions in her article, please click here.