In demonstration of the Marley hypothesis, Nelson, Adams, and Salter showed that differences in critical historical knowledge (i.e., knowledge of past racism) and motivation to protect group esteem predicted present-day racism perceptions among Whites and Blacks attending different, racially homogenous universities. The present Study 1 conceptually replicates these findings among Whites and Blacks attending the same racially diverse university. Consistent with previous findings, Whites (vs. Blacks) displayed less critical historical knowledge, explaining their greater denial of systemic racism. Moreover, stronger racial identity among Whites predicted greater systemic racism denial. A brief Study 2 intervention boosts Whites’ racism perceptions. People who learned the critical history of U.S. housing policy (vs. a control group) acknowledged more systemic racism. The present work interrupts seemingly normal and neutral dominant perspectives, provides mounting evidence for an epistemologies of ignorance framework, and suggests that learning critical history can help propel anti-racist understandings of the present.

Critical evaluation of whiteness is virtually absent from community psychology literature.• Other fields provide more comprehensive frameworks for interrogating whiteness.• Incorporating whiteness into liberation frameworks would advance the study of social justice.

This study examines how racial-ethnic minority lesbian, gay, bisexual, and transgender (LGBT) youth cope with both racial-ethnic and LGBT-related stress. Within a sample of 213 LGBT youth of color, the present study presents (1) quantitative and qualitative results from an approach and avoidance-based measure of parental racial coping socialization across six conversation domains, and (2) qualitative responses regarding LGBT stressors and associated coping strategies. The emphasis on approach versus avoidance varied across the racial-ethnic conversation domains. However, both racial-ethnic-and LGBT-related coping strategies emphasized a combination of cognitive and behavioral strategies. Similarities and differences also existed in the types of stressors encountered across racial-ethnic and LGBT statuses. We discuss the potential for coping skill transfer across these minority statuses.

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Sharply in focus in the United States right now is the disproportionate COVID‐19 infection, hospitalization, and mortality rates of Black, Indigenous, Hispanic, and Pacific Islanders living in the United States in contrast to White people. These COVID‐19 disparities are but one example of how systemic racism filters into health outcomes for many Black, Indigenous, and other People of Color (BIPOC). With these issues front and center, more attention is being given to the ways that White medical professionals contribute to these disparities, including their socialization to ignore or deny inequities. As such, the present study sought to understand how educating White health‐care pre‐professionals about systemic racism might influence their understanding of and responsibility for disrupting White supremacy. Data were drawn from 49 White‐identified nursing students who participated in a mapping project that uncovered instantiations of systemic racism in the United States. Participant written reflections were analyzed using thematic analysis. Findings revealed that mapping projects can develop White people's knowledge and understanding of systemic racism. We introduce the construct, transformative dissonant encounters, to describe how this project precipitated shifts in world view necessary for White people to confront systemic racism. Implications for nursing educators, psychological researchers, and antiracist activists are discussed.