- All's Well That Ends Well
- Antony and Cleopatra
- As You Like It
- The Comedy of Errors
- Coriolanus
- Cymbeline
- Hamlet
- Henry IV, Part 1
- Henry IV, Part 2
- Henry V
- Henry VI, Part 1
- Henry VI, Part 2
- Henry VI, Part 3
- Henry VIII
- Julius Caesar
- King John
- King Lear
- Love's Labor's Lost
- A Lover's Complaint
- Macbeth
- Measure for Measure
- The Merchant of Venice
- The Merry Wives of Windsor
- A Midsummer Night's Dream
- Much Ado About Nothing
- Othello
- Pericles
- The Rape of Lucrece
- Richard II
- Richard III
- Romeo and Juliet
- Shakespeare's Sonnets
- The Taming of the Shrew
- The Tempest
- Timon of Athens
- Titus Andronicus
- Troilus and Cressida
- Twelfth Night
- The Two Gentlemen of Verona
- Venus and Adonis
- The Winter's Tale
When Mr. Roberts describes an incident experienced by a fellow teacher in his school, he laments how they can’t “say anything anymore” because a Black student objected to the other teacher calling her “girl.” Here, DiAngelo picks apart why this perspective is rooted in white fragility, and why it is important to overcome these kinds of unhelpful, emotionally charged reactions. While Mr. Roberts, the other teacher, and even another Black student in the class didn’t find the teacher’s statement offensive, they had little desire to understand the offended student or consider her feelings. Mr. Roberts and the other teacher were…