ABSTRACT
A central task in the psychosocial development of White people is recognizing the persistence of systemic racial inequities in the United States (Helms, 1990). However, one of the paradoxes in White racial identity development is that normative White American racial socialization often precludes the substantive development of racial information-processing skills that permit White people to recognize the systemic racial inequities that benefit White Americans (Helms 1990, 1995; Hardiman, 1982).
