provides an in-depth interdisciplinary analysis of some common student talk about race and manageable tools for responding to students.

“ is an important teaching tool and model of reflection on a teacher’s own racial subject position for writing teachers of various levels. It offers college and even high school teachers who are white ways to interrogate whiteness, race, and racism in their classrooms with their students. Lietz’ frames much of her insights gleaned from her teaching and the four students she highlights in the book in ways that I find humble, compassionate, and thoughtful. Her discussion throughout is a good model for how white, female teachers can do important race work both from their own subject positions in the classroom as a teacher and through their readings and activities with students. This is the kind of race work we all can do together in the literacy classroom.”—Asao B. Inoue, Professor and Associate Dean, College of Integrative Sciences and Arts, Arizona State University; Author of

“This book offers an in-depth, critical exploration of the potential of a race-themed composition curriculum to encourage racial literacy among college students and their teachers. Lietz’s examination of the attitudes, experiences, and struggles of four students, one biracial and three White women, offers key insights into how students come to identify as racialized individuals and how they acknowledge, critique, or accept the privilege that accompanies whiteness. Each chapter follows a student as she evolves or stagnates in her racial literacy development during the course of her undergraduate career, providing an important longitudinal perspective on the racialized identities and experiences of college-aged women. Rather than maintain distance as a researcher, Lietz critically reflects upon her own pedagogical practices and interrogates her positionality as a teacher and a White woman. In doing so, Lietz models the type of self-reflection integral to effective, equitable instruction and highlights the ideological, sociological, and pedagogical considerations we must all take into account to become antiracist educators. is an important contribution to the growing body of literature on antiracism in writing studies.”—Mara Lee Grayson, Assistant Professor of English, California State University, Dominguez Hills