ABSTRACT
Working with White students to understand their racial and cultural identities remains of vital importance for student affairs educators. Like other student groups, White students are not a monolithic group; they possess a variety of additional social identities that influence their experiences and understanding of their White identities, and many White students feel confused about how to have a positive White racial identity while simultaneously understanding a history of racism in the United States. Additionally, White students come to college and university campuses with a variety of previous experiences related to race and racism (Ambrosio, 2013; Chesler, Peet, & Sevig, 2003). Some White students have developed an understanding of systemic racism and attempt to engage as a racial justice ally, while others exhibit explicitly racist behaviors (Cabrera, 2012). The vast majority of students on college campuses likely fall somewhere in the middle of the continuum, with a large number of students recognizing that racism exists, that White people have historically contributed to it, and not knowing or understanding their role in addressing it.
