In the discussion group White Women Against Racism (WWAR), participants engaged in dialogue promoting self‐examination of white privilege and anti‐racist social action. Through qualitative analyses of field observations of group meetings and interviews, this study explores their engagement in the deconstruction of white privilege, white identity, and the challenges of anti‐racist action for social change. The women examined whiteness through a lens of white privilege that opened new avenues to anti‐racist white identity and activism. Participants also explored the influence of multiple identities and intersections with whiteness as sources of influence on their own anti‐racism. The women conceptualized struggles with everyday anti‐racist action as intertwined with privilege and social norms of silence. Although white privilege research typically focuses on classroom instruction or gaps in awareness, this study emphasizes the voices and experiences of White women to analyze white privilege awareness in relation to white anti‐racist identity development and ally behavior.

Many diversity courses in psychology originally aimed to reduce student racial bias and raise their awareness of racism. However, quantitative data testing the effectiveness of such courses are lacking. This study assessed a required diversity course's effectiveness in raising awareness of White privilege and racism; increasing support for affirmative action; and reducing prejudice, guilt, and fear of other races. Students (N = 146) completed identical surveys during the first and last weeks of the semester. Results indicated greater awareness of White privilege and racism and more support for affirmative action by the end of the term. White students (n = 131) also expressed greater White guilt after completing the course.

Research examining the impact of women's studies courses provides evidence of student changes such as greater agreement with feminist and egalitarian attitudes, lower prejudice against women, and increased activism. Using a pre‐ and posttest design, the current studies assess students' awareness of male privilege, prejudice against women, support for affirmative action, and identification as feminist following courses with and without gender content. In Study 1, students taking a course entitled Psychology of Race and Gender completed identical surveys during the first and last weeks of the semester. Study 2 included students in Psychology of Women, Introduction to Women's Studies, and courses not addressing gender. Participants in diversity and women's studies courses in both studies exhibited more male privilege awareness and support for affirmative action at the end of the semester compared to pretest. However, the change in women's studies students' support for affirmative action and sexism levels was not significantly different from students in comparison courses. Women's studies students completed their courses with greater self‐identification with feminism in contrast to non–women's studies students.

As research on privilege increased in the last two decades, a clear need for a social psychological perspective to examine the topic has emerged. In this special issue of JSI, scholars provide a framework for understanding the psychology of privilege, considering the policy implications of privilege, and imagining the future of privilege studies. The contributors emphasize multidisciplinary approaches, mixed methods, and the benefits of intersectional theory for studying privilege.

Lack of training regarding transgender youth leaves K-12 educators unprepared to become allies to this disenfranchised community and attend to their needs. This article explores the pedagogical strategies of two professional workshop models (GLSEN Houston training and the Gender Infinity practitioner training), which provide skills and resources for educators and counselors in K-12 settings to become adult allies to gender-nonconforming youth. Discussion includes pedagogical approaches and implications regarding sessions that provide training, resources for counselors and teachers to develop skills to support transgender youth, and responses from participants about the outcomes associated with workshop training.