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The "millennial" historical moment presents fresh dilemmas for race-critical instructors. In addition to being well-versed in colorblind racial discourse, millennial students are socialized in a pop-cultural milieu that implies a more integrated, racially egalitarian world than exists in reality and includes claims that U.S. society is now "post-racial." Millennials" enthusiastic consumption of race in an era of seeming progress leads them to assume an ever greater social distance between their generation and the relics of those they consider "real" racists, as well as between the former eras of "de jure" white supremacy and the more racially meritocratic structure they presume exists today. In light of such obstacles, race-critical instructors must employ creative strategies to help students understand and identify their connections to larger, structural matters that create and sustain racial inequality at the systemic level. I introduce one successful approach, where students examine the social reproduction of racial inequality by tracing their family histories of wealth and capital acquisition and transfer. (Contains 1 table and 1 note.)

Recent scholarship demonstrates that whites' racist action requires creativity as much as habit. Racial cognition is implicated in this behavior, as white people use ignorance and apathy to overcome epistemic challenges that threaten white power, privilege, and wealth. Using Mueller's Theory of Racial Ignorance, we show how these cognitive processes abide by an ends‐based orientation—one whereby white people coordinate "anticipated futures" to maintain the literal and psychic spoils of racism. Analyzing papers produced by white undergraduates following a project investigating systemic racism and family wealth transmission, we reveal how students' practical takeaways betray this ends‐based orientation, which remains resilient amidst critical learning. [ABSTRACT FROM AUTHOR]

The effects of gender and dress on helping behavior were examined. Perceptions and feelings influencing decisions to help were also investigated in an exploratory manner. 128 subjects were asked by a male or female confederate for 37[cents] and afterwards completed a questionnaire. The confederates were either well-dressed or sloppily dressed. Analysis indicated that the woman was helped more than the man but that well-dressed and sloppily dressed confederates were helped equally. Subjects who helped generally perceived confederates to be needier than subjects who did not. Further, subjects who did not help reported greater discomfort from the helping request than subjects who helped.

Examines the effects of gender and dress on helping behavior. Perceptions and feelings that influence decisions to help; Analysis which showed that the woman was helped more than the man; Equal help extended to well-dressed and sloppily-dressed persons; Discomfort felt by people who did not help.