1. Six Stages of White Racial Identity Development
The Janet Helms model as described by Beverly Daniel Tatum in “Teaching White Students about Racism: The Search for White Allies and the Restoration of Hope”
Tatum, B. D. (1994). Teaching White Students about Racism: The Search for White Allies and the Restoration of Hope. Teachers Colleve Record, 95(1),
PowerPoint Summary by Kevin D. Miller, Huntington University

2. “Racial Identity Development Theory”
The theory “concerns the psychological implications of racial group membership, that is, belief systems that evolve in reaction to perceived differential racial-group membership” (p. 463)
The process unfolds differently for whites than for people of color because of the differing social position that whites hold in American society.

3. Two Major Phases of White Development
Phase 1: Recognizing and rejecting individual racial prejudice
Contact stage
Disintegration stage
Reintegration stage
Phase 2: Recognizing and opposing institutional and cultural racism
Pseudo-independent stage
Immersion/Emersion stage
Autonomy stage

4. I give little attention given to the question of my race
Phase 1 of White Identity Development (Rejecting Prejudice) Stage 1: Contact Stage
I give little attention given to the question of my race
Don’t describe myself as white
I feel like “I’m just normal”
I see myself as completely free of prejudice
Largely unaware of my own assumptions about other racial groups

5. Experience cognitive dissonance and discomfort
Phase 1 of White Identity Development (Rejecting Prejudice) Stage 2: Disintegration Stage
Growing recognition of how deeply my own life and those of people of color have been shaped by race and racism
I begin to question whether America is really a meritocracy (those who work hard are rewarded and can gain material and social success)
Experience cognitive dissonance and discomfort
I respond to my sense of discomfort one of three ways:
Denying the validity of the information presented to me, or
Withdraw from the issue psychologically if not physically, or
Remain engaged by dealing with my new sense of discomfort or guilt

6. Stage 2 (Disintegration continued)
I now recognize two forms of racism
Active racism: verbal harassment, physical violence, intentional acts of discrimination
Passive racism: silence in the presence of another’s racist comments or jokes; unexamined policies and practices that disproportionately impact people of color; overlooking contributions of people of color
“My parents raised me to respect other types of people, but they never explained the power I had. But now that I realize it, what can I do?”
I learn to recognize the spheres of influence I do have where I can make a difference by interrupting the cycle of racism

7. Stage 2 (Disintegration continued)
I now suddenly recognize my parents or others are passively silent on the subject of racism and simply accept the status quo
One student’s experience:
“Talking with other class members, I realized how exceptional my parents were. Not only were they not overtly racist but they also tried to keep society ‘s subtle racism from reaching me. Basically I grew up believing that racism was no longer an issue and all people should be treated as equals. Unfortunately, my parents were not being very realistic as society’s racism did begin to reach me. They did not teach me how to support and defend their views once I was interacting in a society without them as buffers.”

8. Stage 2 (Disintegration continued)
I begin to challenge racist remarks and sometimes get negative reactions—and the more I do so, the more my assumption that racism isn’t a deeply engrained problem in our society evaporates
I experience fear of being alienated from friends and family

9. Phase 1 of White Identity Development (Rejecting Prejudice) Stage 3: Reintegration
I may now be ready to see racism as an interpersonal challenge for me that I am ready to face in my relationships
The problem is now REAL to me (I no longer deny racism) but I have a hard time accepting its implication
on the other hand…

10. On the other hand, I tend to find myself putting the burden of change on the targets of racism
I find myself looking for explanations that support this inclination
“It’s ‘their’ fault”—inferior social, moral or intellectual qualities
I selectively attend to information that confirms stereotypes of minorities
I feel relieved of my guilt (I feel more integrated as I relieve my cognitive dissonance)

11. Phase 2 Phase 1: Recognizing and rejecting individual racial prejudice
Contact stage
Disintegration stage
Reintegration stage
Phase 2: Recognizing and opposing institutional and cultural racism
Pseudo-independent stage
Immersion/Emersion stage
Autonomy stage

12. I want to learn more about how institutional racism works
Phase 2 of White Identity Development (Rejecting Institutional Racism) Stage 4: Pseudo-Independent
I want to learn more about how institutional racism works
Begin to question my inclination to “blame the victim”
My commitment deepens to unlearn my own socially absorbed racism
I tentatively seek to a positive self-definition as a white person
But I also want to distance myself psychologically from my own white race—even deny my whiteness– to escape the responsibility that comes with that status
Actively seek cross-racial friendships
I ask, “Can I love being white without feeling superior?”

13. Hungry for answers to “Who am I racially”
Phase 2 of White Identity Development (Rejecting Institutional Racism) Stage 5: Immersion/Emersion
Hungry for answers to “Who am I racially”
and what do I want the answer to that question to be or become?
I seek out white anti-racist role models
I seek out white consciousness-raising groups
Healthy pride in being white replaces guilt or shame
Emerging excitement about one’s racial self-understanding
Renewed energy to tackle racism

14. Stage 5 (Immersion/Emersion) continued
One white student’s journal entry:
As always we drove through Harlem on our way downtown. For the first time in four years I didn’t automatically feel nervous when we turned that corner. For the first time I took an active interest in what was going on in the neighborhood and in the neighborhood itself. When the bus driver pointed out some points of interest like the Apollo, I actually recognized the names and was truly appreciative that the driver had pointed them out. … I guess this serves as an object lesson of sorts for me; I CAN unlearn the racism I’ve been taught.”

15. I internalize my newly defined view of whiteness
Phase 2 of White Identity Development (Rejecting Institutional Racism) Stage 6: Autonomy
I internalize my newly defined view of whiteness
I give attention to other oppressive practices, such as ageism, sexism in addition to racism
I seek opportunities to learn from other cultural groups
I am more activist about oppressions of all kinds, including racism

16. A proviso: The stages aren’t directly linear
A proviso: The stages aren’t directly linear. We move back and forth between stages, often revisiting “earlier” stages on certain issues or in certain contexts. Like a spiral staircase, each new level allows us to see earlier steps from a new vantage point.

17. Three Unhealthy Models of Whiteness
In the second phase of white identity development, I begin to create a positive white identity for myself. There are three common models of whiteness I might choose from in this task:
The actively racist white supremacist (skinheads, KKK, Christian Identity Movement; and also less visible role models who communicate white superiority)
The “what whiteness?” view. Here the refusal to acknowledge the salience of skin color in U.S. society points to a resistance to acknowledging the reality of racism.
The guilty white. Heightened awareness about racism but also shame. This guilt by association is immobilizing. People of color can quickly detect the self-indulgent expressions of white guilt in this model.

18. A Better Model: The White Ally
White allies actively resist oppression of racial minorities
They work alongside people of color in their struggle
They are often publically invisible (name a black civil rights activist—and then do the same for a white civil rights worker, past or present)
As a result, we lack white ally role models for white students to learn from
This model gives white people a sense of hope. Each person can make a difference

19. White Allies Continued
For many students of color, the fact that there are white people who not only oppose personal prejudice but also understand and work to dismantle institutional racism is novel knowledge
But a common consequence for whites becoming allies is marginalization by those opposing the dismantling of the white system of privilege and entitlement
White students feel supported by other white allies, which keeps them from burn out and discouragement in the struggle

20. Last Thoughts
“Teaching about racism should not be only a litany of the ways people of color have been victimized by oppression. It must also include examples of the resistance of people of color to victimization” (p. 474).
“Just as white students are not eager to see themselves as oppressors, students of color do not want to be characterized as victims” (p. 474).
“White students should not be led to believe that the role of the ally is to ‘help’ the victims of racism. The role of the ally is to speak up against systems of oppression, and to challenge other whites to do the same” (p. 474).