Critical race theorist Robin DiAngelo is the bestselling author of White Fragility. DiAngelo got her Ph.D from the University of Washington College of Education back in 2004 after submitting a dissertation titled "Whiteness in Racial Dialogue: A Discourse Analysis." In fact, that dissertation contains her first use of the phrase "white fragility." But last week a complaint was filed with UW offering 20 examples where DiAngelo appears to have plagiarized other academics. 

In an "accountability" statement on her website, which makes repeated reference to her Ph.D., DiAngelo, 67, tells "fellow white people" that they should "always cite and give credit to the work of BIPOC people who have informed your thinking."...

But the white diversity trainer has not always taken her own advice. According to a complaint filed last week with the University of Washington, where DiAngelo received her Ph.D. in multicultural education, she plagiarized several scholars—including two minorities—in her doctoral thesis.

Here's one example from the complaint. The passage which DiAngelo borrowed without quotes is in bold.

DiAngelo 15  

In summary, interrogating Whiteness has emerged from the frequent failure of multicultural education initiatives to adequately identify where change needs to occur. Many traditional solutions to inequitable educational outcomes for racialized groups of students have been directed towards the problems of racialized “others” and to the challenges of implementing culturally relevant pedagogy, rather than to the workings of the dominant culture itself. Levine-Rasky (2000) calls this misidentification “the focus on the space between ‘us’ and ‘them”’(p. 272).   

Cynthia Levine-Rasky (2000) Framing Whiteness: Working through the tensions in introducing whiteness to educators, Race Ethnicity and Education, 3:3, 272 

Interrogating whiteness emerges with the realisation that the failure of equity education initiatives is attributable to a misidentifcation of change object. Traditional solutions to in- equitable educational outcomes for racialised groups of students have been directed to the putative problems of these racialised others (‘them’) and to the challenges in implementing culturally sensitive pedagogy (the space between ‘us’ and ‘them’) rather than to the workings of the dominant culture itself. 

As you can see, she took a quote that was presented in parentheses in the original text and added a line citing the author and using quotes. But the bulk of what she's taken here, an entire paragraph, is not in quotes and is presented as if it is her own work. Here's one more example:

DiAngelo 123 

As a social construct, Whiteness gains its meaning from its encounters with that which is constructed as non-Whiteness. The negotiations and definitions of Whiteness and non-Whiteness are part of the work of this social phenomenon (Nakayama & Martin, 1999).   

Nakayama, T., & Martin, J. (1995). Whiteness as the communication of social identity. Thousand Oakes, CA: Sage, vii 

As a social construction, whiteness gains its meaning from its encounters with nonwhiteness. The negotiations and definitions of "whiteness" and "nonwhiteness" are part of the fuel of this social phenomenon.

Again, she has included a citation to the authors but there's no indication that she is copying their actual words, with just a few extra words added in and some slight changes to capitalization. The fact that she often changes or adds just a few words strongly suggests that she's aware she needs to make these passages her own to avoid plagiarizing, she just hasn't done a very good job of it.

These are just two of 20 examples in the document. Steve McGuire, a former Villanova University professor told the Free Beacon, "The amount of copying of verbatim language without quotation marks or clear and consistent citations in these examples is appalling."

And Bronwyn Davies, one of the academics whose work DiAngelo borrowed without credit told the Beacon, "It does look like plagiarism." He was the only one of the scholars whose work DiAngelo used without quotes who responded to an inquiry. The others are apparently too busy hiding under their desks.