White Privilege Essential Readings on the Other Side of Racism Studies of racism often focus on its devastating effects on the victims of prejudice. But no discussion of race is complete without exploring the other side of the people or groups who actually benefit (deliberating or inadvertently) for racial bias. The new anthology White Privilege seeks to make whiteness visible. It brings together a series of commonsense, non-rhetorical readings that analyze the nature of white privilege and that offer suggestions for using that privilege in order to combat racism. Brief, inexpensive, and easily integrated with other texts, this interdisciplinary collection lets educators incorporate discussions of whiteness and white privilege in a variety of courses, including introduction to sociology, social stratification, ethnic studies, whiteness studies, English composition, and inequality studies. Advance Praise for White Privilege "Something like this has been needed for a long time. [White Privilege] will add a needed dimension to all discussions on race, class, gender, and sexuality." Kenneth W. Goings, University of Memphis "This book is vital! It fills a crucial gap in our available literature and our teaching resources.... [A] unique collection." Howard Winant, Temple University "The topic [of white privilege] is clearly one that needs extensive exploration and discussion. This book would certainly be appropriate for introductory Sociology courses." Ruth Sidel, Hunter College of The City University of New York "Currently, I use several of the essays... and [am] delighted to have a collection that brings them all together in such a compact and useful way." Maureen T. Reddy, Rhode Island College "The great strength of this volume is that it is composed with students in mind, and structured for teaching purposes. Its four sections wisely lead students from first naming the problem, through some historical background, into a discussion of power in its contemporary manifestations... ending with suggestions for what is to be done." Harry Brod, University of Northern Iowa