Diane J. Goodman, Ed.D., is a trainer, college teacher, author, speaker, and consultant on diversity and social justice issues. For more information, see her website: [...]

Chapter 1: Introduction

• Update oppression chart: add gender oppression; change "Anti-Semitism" to "Anti-Semitism and religious oppression" and list other religious minorities; discuss "border identities" (Adams, Bell and Griffin)
• New graphic to depict the intersectionality of our identities

Chapter 2: About Privileged Groups

• Update statistics
• Elaborate discussion of characteristics of privileged groups and individuals

Chapter 3: Perspectives on Individual Change and Development

• p. 51- correct typo, change multiplicity or subjective to relativism/procedural
• Update social identity models

Chapter 4: Understanding Resistance

• Add to reasons for resistance

Chapter 5: Preventing and Reducing Resistance

• Refine chart on intervention strategies

Chapter 6: The Costs of Oppression to People from Privileged Groups

• Add to costs of oppression

Chapter 7: The Joy of Unlearning Racism and the Benefits of Social Justice

• New chapter. Describe the psychological, intellectual, interpersonal, spiritual, professional and other benefits white people experience when they have worked to unlearn racism.
• Address the similarities to and relevance for unlearning other forms of oppression as a member of the privileged group
• Move section on Benefits of Social Justice (p. 198-202) from current Chapter 10 to this chapter. Expand this section.

Chapter 8: Why People from Privileged Groups Support Social Justice

Chapter 9: Developing and Enlisting Support for Social Justice

• Move revised versions of the sections "Shifting the Paradigm" and "The Appeal of Partnership Relations and Social Justice to People from Privileged Groups" (pp. 190-198) from current Chapter 10 to end of this chapter.

Chapter 10: Allies and Action

• New Chapter. Discuss options for action, blocks to action, accountability, what it means to be an ally, challenges of being an ally, and particular issues for white men.
• Incorporate section on "From Motivation to Action: Allies and Activism" (p. 163-167) in current Chapter 8 and section on "The Need for Both Individual and Societal Change" from Chapter. 10.

Chapter 11: Issues for Educators

• Add greater discussion of the differences for educators from dominant or subordinate groups
• Add more about dealing with triggers
• Discuss "mindful facilitation" (Lee Mun Wah)