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GLSEN’s Rainbow Library English and Spanish lesson plans support educators to use Rainbow Library books in their instruction. Aligned to Common Core ELA Standards, Learning for Justice Social Justice Standards, and National Council for the Social Studies C3 Social Studies Standards, the lessons can be taught across a range of subjects (such as reading, humanities/social studies, or SEL), and connect to a variety of units and topics.

If your school hasn’t requested a set of free Rainbow Library books from GLSEN yet, fill out this form here.

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List of Community Based Organizations (Lane County) & Resources We Love in Supporting our Student Affinity Spaces

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List of Community Based Organizations (Lane County) & Resources We Love in Supporting our Student Affinity Spaces

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Rooted in Blackness (Bethel & Beyond)

GRU (Grand Rising United)

Equal Justice Initiative (EJI)

Learning for Justice

Springfield History Museum & Illumination Project

Lane ESD

Connected Lane County

International Pride Nights

Scholarships

LGBTQIA+ programs

Drop-ins

Middle Ground Episodes

ISP (International Student Program @ UO)

State Tribal Office

Tribal connections

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Lane County Student Priorities & Resources

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Lane County Student Priorities & Resources

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Lane ESD Student Design team is hard at work listening and creating resources for students and educators across Lane County grounded in student priorities and needs.

Check out our website for student-led PD offerings and communities of practice, resource guides

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Lane ESD Student Voice - Student Priorities & Resources

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Great student prompts/activities to establish/re-establishing why students are there, and what they want to do together. Head to page 6 for an awesome activity for students organized around two prompts: “why am I here?” and “where my priorities lie”

This activity/lesson plan also introduces a way of organizing actions (where my priorities lie) by using a Venn Diagram to organize students' contributions. The three circles are: Support, Social, and Advocacy. These three ‘buckets’ are beautiful ways to help guide students' priorities and actions for the year - helping ground students that a healthy team/community makes time for each others needs and priorities, that our most effective and supportive spaces make time for joy, for action, and for knowing supporting each other.

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Racial Affinity Groups: Tips for Facilitators

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Racial Affinity Groups: Tips for Facilitators

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This guide is designed for facilitators holding adult affinity spaces, but is a fantastic resource (with icebreakers, activities, discussion protocols) that are wonderful for student groups (and in classrooms!).

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A racial affinity group is a group that is organized and designed to support educators of color, to help them find connection, support, and inspiration. Racial affinity group facilitators need to be skilled in creating safe, structured spaces for professional connection and conversation. The goal of the facilitator is to provide enough structure that members feel safe and the conversation is generative and meaningful, while also keeping things fun and welcoming.

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Racial Affinity Groups: Guide for Facilitators | Great Schools Partnership

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Racial Affinity Groups: Guide for Facilitators Download this tool as a printer-friendly PDF This resource is intended to support facilitators and coordinators of racial affinity groups. Racial affinity groups are retention tools which are specifically designed to provide support for educators of color and help them remain in the profession.

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Affinity Spaces for Change provides BIPOC students and allies with accessible curricula for identity-based affinity groups. We strive to self-empower students to feel more confident in their beauty and uniqueness through fostering a community, brave space, and the opportunity to create change. As a 501c3, our resources are free and available to every educational community that wishes to nurture a safe-space space add-on to their classrooms.

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Affinity Spaces for Change provides BIPOC students and allies with accessible curricula for identity-based affinity groups. We strive to self-empower students to feel more confident in their beauty and uniqueness through fostering a community, brave space, and the opportunity to create change.

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Programa de Educación Migrante – Migrant Education Program

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Shareen Springer

sspringer@lesd.k12.or.us

406-270-6402

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Join Lane ESD staff, Lane County students, and other educators for an interactive series of workshops focused on community building, strategies for centering student voice, and a sharing of resources and supports for action planning and sustainability of affinity spaces and affinity space leaders.

Event: Community of Practice Sessions to build community, hear from students, share resources, and establish action plans and supports for the sustaining of identity affirming spaces, policies, and curriculum for students.

Facilitators : Intergenerational design team of students, educators, and Lane ESD Staff

Target Audience : K-12 Affinity Advisors, Classroom Teachers, and Administrators in Lane County

Incentive: $300 stipend + $100 bonus for 100% attendance of all 3 sessions.

Location : Online via Zoom

Objective : This community of practice was born from both a student and staff expressed need for deepened community, support, and resources for the creation and sustaining of affinity spaces for students. These community of practice sessions are designed to center student and educator voice, and to build connections between and among staff and student leaders. Participants will gain valuable insights into student experiences, and lessons learned from other peer-alikes. Participants will also have the opportunity for individualized coaching from the community of practice design team, as well as space for open dialogue and Q&A in a safe learning environment.

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Lane ESD Student Voice - Upcoming Events

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Upcoming events, workshops, and trainings.

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Roshelle Weiser-Nieto

Native Youth Wellness Specialist
rnieto@lesd.k12.or.us

541-937-5692

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Native Youth Wellness Program, Eugene, Oregon. 188 likes · 69 talking about this. The Native Youth Wellness program is based out of Lane ESD and centers Native (AI/AN/H) students’ well-being. We have…

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Leah Dunbar
ldunbar@lesd.k12.or.us

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Combating Bias & Isolation in Adolescence: Strategies for Teachers and Families (Webinar Sept. 27)

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Combating Bias & Isolation in Adolescence: Strategies for Teachers and Families (Webinar Sept. 27)

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How teachers and families can work together to help young people develop their understanding of themselves and the world around them

This event is for teachers, school leaders, parents, and caregivers alike! Join us and award-winning educator and author Liz Kleinrock to learn strategies for supporting and connecting with adolescents as they develop their sense of identity, agency, and belonging.

Together, we will explore how educators and families can work together to reduce bias and isolation among young people. Liz will share anecdotes and guidance for teachers on taking parents and caregivers into account when broaching topics related to identity, bias, and racism in the classroom. Likewise, parents and caregivers will receive tips and resources for engaging respectfully with teachers and supporting their teens' identity development and social-emotional wellbeing. The talk will be followed by a Q&A with the audience, moderated by Facing History Senior Program Associate Lauren Boccia.

Automated captioning will be provided during this event. This event will be recorded and made available on-demand.
This is the second installment of our Combating Bullying & Bias speaker series, hosted by Making Caring Common, a project of the Harvard Graduate School of Education, and Facing History & Ourselves. The series is sponsored by The Choose Kindness Project.

Read More

Liz Kleinrock (she/her) is an award-winning educator and best-selling author, as well as a Korean-American transracial adoptee, queer, Jewish woman. In 2018, Liz received the Teaching Tolerance Award for Excellence in Teaching, and in 2019 delivered her TED Talk, " How to teach kids to talk about taboo topics." In the spring of 2021, Liz released her first book, Start Here, Start Now: A Guide to Antibias and Antiracist Work in Your School Community with Heinemann Publishing, and is excited to announce the publication of four upcoming children's books with HarperCollins. She currently works as Director of Diversity, Equity, Inclusion and Belonging at a pre-K through middle school, and resides in Washington, D.C. with her partner, cat, and two bunnies.

Make a 100% tax-deductible donation today and you'll help us reach even more teachers and students around the world, giving them the tools to fight back against hatred and bigotry.

Gift Amount

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Combating Bias & Isolation in Adolescence: Strategies for Teachers and Families

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How teachers and families can work together to help young people develop their understanding of themselves and the world around them

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Race and School Programming: U.S. Department of Education Office for Civil Rights

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Race and School Programming: U.S. Department of Education Office for Civil Rights

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Contains specific examples and scenarios of the types of programs, events, curriculum, where school sponsored affinity spaces would and would not violate Title VI.

Other's have shared that this will be a valuable resource in having conversations with principals and student union and alliance facilitators as we start the year.

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Community: Networking, Resources, Hearing from Young People

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Community: Networking, Resources, Hearing from Young People

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Community of Practice
Design Team to support Affinity Spaces - including young people in leadership
Youth-led workshops/PD Series

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Of events/offerings from around the County - to help support awareness, but also to reduce overlap if possible.

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Support & Community for Student Leadership

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Support & Community for Student Leadership

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Opportunities for students from across the county to come together to action plan, share/build community

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Research grants and share funding possibilities to support advisors and fund student activities

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Helpful Framework to support student action planning

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Helpful Framework to support student action planning

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Inviting our students to think about what type of group they want to me, and what activities they would like to engage in - from the GSA Network.

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Community Agreements: Implementing, Monitoring & Repairing

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Community Agreements: Implementing, Monitoring & Repairing

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Connected Lane County/Career Connected Learning

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Connected Lane County/Career Connected Learning

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Connect with Monica and her amazing team also through: https://connectedlane.org/elevate/

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Native Wellness Institute Resources and Informational Videos

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Native Wellness Institute Resources and Informational Videos

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Center for Native American Youth Resources

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Center for Native American Youth Resources

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Resource Exchange - Center for Native American Youth

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We depend on youth, communities, and partners all over to help share resources that support Native youth. Find a resource or submit your own.

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A Space to Be Whole: A Landscape Analysis of Education-Based Racial Affinity Groups in the U.S.

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A Space to Be Whole: A Landscape Analysis of Education-Based Racial Affinity Groups in the U.S.

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The curriculum and coaching model of the National Equity Project Center For Equity is research-based. View some of the key research informing our work.

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If you are a Native youth and have a 'mind, body or spirit' question on your heart that a Relative can assist with good medicine, ask us!

Ask Your Relative

A Native Candidate's Story

When Barbara Vicknair (enrolled citizen of the Eastern Band of Cherokee Indians and a current...

#Indigilove Recap Video

Recap of the 2020 Springboard Lab hosted by We R Native!!!

Indigenous Futurism

What would the world look like if tribal supernatural entities ruled? How will Native people...

Scan the QR code with your phone for Native Youth Support Resources

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When you sign up, we'll send you text messages that share info about public health and videos from friends who work in public health - all with an Indigenous lens. Throughout the series, we'll share tips and ideas to help you on your academic journey. Expect to get 2-3 text messages per week.

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If you are a Native youth and have a 'mind, body or spirit' question on your heart that a Relative can assist with good medicine, ask us! Ask Your Relative When Barbara Vicknair (enrolled citizen of the Eastern Band of Cherokee Indians and a current...

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Resources & Support - Healthy Native Youth

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Resources for Youth Caring Messages: Sometimes all it takes is a thoughtful text to brighten your day and shift your perspective. To receive two texts per week with messages designed to improve your mood and remind you how awesome you are, simply text: The Caring Messages were developed and administ…

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Beverly Daniel Tatum, the president emerita of Spelman College and a leading expert on the psychology of racism, first released her book Why Are All the Black Kids Sitting Together in the Cafeteria? two decades ago. Tatum's exploration of race relations in America, which became a bestseller, gave hundreds of thousands of readers tools to begin conversations about racism and segregation, to talk across lines of difference, and to deepen understandings about racial identity. So when Tatum began her work on a revised edition, released in September, she faced a recurring question: Are things getting better?

It turns out it's a complicated answer. In the intervening years, the elections of Presidents Barack Obama and Donald Trump, the steep economic downturn of the Great Recession, the focus on police brutality against unarmed black youths, and the emergence of the activist movement Black Lives Matter have shaped the current discussion of racial divides. The country's population is also more diverse than it was 20 years ago-students of color became the majority in public schools in 2014-but familiar patterns of segregation continue in education, in neighborhoods, and, yes, in the cafeteria.

In the revised edition of the book, Tatum, who received the American Psychological Association's Award for Lifetime Contributions to Psychology in 2014, gives context to events, particularly of the last decade, to show the ways in which our cultural framing continues to enable racial hierarchies and limits opportunities for equitable relationships.

Commentary Associate Kate Stoltzfus recently spoke with Tatum by phone about the dialogue on race and racism she believes students need to have to "imagine the future more justly" and the role educators must play in shaping that conversation.
It's been 20 years since the first edition of Why Are All the Black Kids Sitting Together in the Cafeteria? was published. What's changed and what hasn't when it comes to this country's attitudes about race and racism?
In 1954, the year I was born, the U.S. population was 90 percent white. In 2014, it was the first year that the population of school-age children was more than 50 percent children of color. That in itself is a significant change. But I also talk about the fact that even though the population has gotten more diverse, our social configuration has not really changed. Neighborhoods are still very segregated in the United States, for the most part. Schools are even more segregated today than they were 20 or 30 years ago. In some ways, the dynamic of making connections across racial divides has not changed very much for the better because people are still separated from one another in a lot of ways. On the other hand, we do know that there is, at this moment, more conversation about race because we must have it in the space of all the changes that are taking place.
Has your own perspective shifted at all in the past 20 years?
When my book was originally published in 1997, I had been teaching the psychology of racism for almost 20 years at that point. And shortly after the book was published, I became a dean (that was in 1998). And then I became a college president-first as acting president at Mount Holyoke College [in South Hadley, Mass.], and then president of Spellman College for 13 years. Shifting my position from being a faculty member to being a college administrator and president helped me to see the complexity of trying to create inclusive environments and ones in which you're trying to meet multiple needs of your varying constituents. There's a lot that school leaders and other kinds of leaders are trying to juggle when they're trying to address these issues. I also came to understand how important leadership is in doing what I call the ABCs of leadership-A, affirming identity; B, building community; and C, cultivating leadership.

Affirming identity is really about trying to create an environment where everyone can see themselves represented and feel welcomed into that environment. Building community is critical if you want to get a sense of shared belonging. If you've got goals for your organization, trying to move those goals forward really requires having everyone feel invested in those goals. The C, cultivating leadership, is critical both for the person leading the organization-as president or principal-but it's critical for the next generation. When we're educating students, we are preparing them for citizenship in a democracy, and we need to help them be able to engage with people different from themselves across lines of difference if they are going to be able to have the appropriate leadership for the 21st century.
Do you have any advice for school leaders in the K-12 space for how to have those conversations?
My advice is to embrace the conversations. Sometimes people want to avoid them. There's a lot of hesitation sometimes to talk about race and racism in our society because people feel that it will cause conflict. But the reality is, conflict often arises because we are not talking. And we are not really being proactive in our conversation about how these issues are manifesting themselves in schools and how we are preparing young people to interrupt the cycle of racism. It's not easy-of course there are challenges-but we all need to be willing to risk some discomfort. This is where leadership can make a huge difference in terms of really creating the space in schools, whether that's through special programming or co-curricular activities or looking at the curriculum and how these issues are being talked about in the classroom and how they are aligned with the values of the mission of the institution.
Children as young as preschool age start to notice racial differences. You write that productive cross-racial dialogue about race and racism-at home, at school, and in the workplace-is the key to raising consciousness and creating change. Yet, many teachers often have trouble discussing race and racism in their classrooms. What are your tips for helping teachers get comfortable enough to talk honestly about race?
The first thing we have to be conscious of, of course, is what's age appropriate. When I say we should be having these conversations, I mean that in the context of the developmental stage of children. But you can have conversations with 3-year-olds about issues of race because they are commenting. They notice difference. They talk about skin-color difference and differences in hair texture and eye shape. If we are listening carefully to those conversations, we can educate to help young children understand that these differences are a perfectly normal part of our lives and it's not something to be worried about or certainly not to discriminate about. It's hard for teachers to have conversations if they don't have practice having them with each other. That's certainly a place where professional development can help-creating those kinds of learning opportunities, whether it's through book clubs where teachers are reading a book together and talking about it after school or attending seminars or watching TED Talks together. Getting more comfortable with the conversation is the first step.
All the black kids are still sitting together in the cafeteria-in other words, patterns of self-selected segregation between students continue. You write in the revised edition of the book that young children in racially mixed elementary schools cross racial boundaries with ease, but by middle school, racial grouping begins-even in schools where children have known each other since kindergarten. Why does this happen?
Children are able to think more abstractly as their brains continue to grow and develop and as that capacity develops, they start asking those more abstract questions: Who am I? How do I fit into society? How do people see me? What does it mean that I am perceived as a member of a minority racial group? Children of color are more likely to be thinking about these questions at that time than white children are. And that has everything to do with the fact that they are coming to terms with the way racism impacts their lives or the lives of people like them. And the adults in the environment start responding to them differently. How you respond to a 6-year-old African-American boy is different than the way people respond to a 14-year-old African-American boy. The 6-year-old might be seen as cute; the 14-year-old might be seen as dangerous. How those cues are being communicated to them is part of what they're thinking about, and connecting with kids who are having similar experiences is a natural response.
One desegregation program at a middle school in the Boston suburbs that you evaluated in the 1990s had African-American students meet with school staff once a day to talk about grades and social issues. This in turn improved their academic performance and the social relationships among all students. How does further separating students actually help them come together? How does this not put an undue burden on students of color to be the ones to improve relationships?
If you are having a need to be affirmed in your identity, that's a very fundamental need. Connecting with someone across lines of difference can be taxing for lots of reasons. If young people are growing up in different neighborhoods, they're separated by residential segregation, and now they're coming together in a school environment, part of that experience may be the projection of stereotypes onto each other-not because people are mean-spirited, but because they have learned stereotypical information. When you're bringing kids together particularly in adolescence, which tends to be a time of heightened self-awareness and sometimes heightened insecurities, it may be a challenging task to say, we want you to connect in ways that may not always be comfortable. If you've had a chance to take care of your fundamental core needs, that you've got more energy to reach out across lines of difference.

This is not to say that the burden of improving race relations should lie on kids of color. It seemed as though it was very beneficial for those children to have that opportunity to, in the safe space of each other's company, work through some things that were important to them and allowed them to then better concentrate on their academic performance.
Are there school integration approaches you've seen or heard of that you think have been particularly successful?
There are a number of independent schools that use affinity groups as a way of providing social support for children of color-particularly in the middle and high school years-with positive effects. But even as we recognize that it's important to create spaces where kids of color can explore their identities, feel affirmed, and have some buffer from the racism in the environments that they are surrounded by, I think it is equally important for us to create opportunities for children of color and white children to engage and connect across lines of difference in ways that support a deeper understanding of race and racism in our society and how everybody is affected by that, and ways that they can, in their own spheres of influence, be active participants in creating a more just society.
What do you envision for the next 20 years?
I have lived long enough to see progress in our society. But I also am a student of history, and I know that progress is rarely linear. We are living in a moment where we have seen forward motion and now we are feeling that backward press. It is sometimes difficult to maintain one's optimism when you see so much backward motion. That said, what gives me continued hope and optimism are the people I have met who are every day taking action to create more equitable societies in their sphere of influence. I think if we pay attention to the opportunities that each of us have to make a difference, we can move forward together again as a society.
The interview has been edited for length and clarity.

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Why All the Black Kids Are Still Sitting Together in the Cafeteria (Q&A) (Opinion)

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Beverly Daniel Tatum, the president emerita of Spelman College and a leading expert on the psychology of racism, first released her book Why Are All the Black Kids Sitting Together in the Cafeteria? two decades ago.

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Fabiola Marroquin fmarroquin@lesd.k12.or.us
541-461-8382

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Programa de Educación Migrante – Migrant Education Program

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Grow Your Own (GYO) Future Teachers Project

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Grow Your Own (GYO) Future Teachers Project

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Rena Dunbar
Sapsik'ʷałá Grow Your Own (GYO) Project Coordinator/Research Associate
renad@uoregon.edu

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Education Strengthens Our People

Sápsikw'at xtúwit naamí tananmamíyau (Ichishkíin) - Education Strengthens our People Interpretation and recording by Arlita Rhoan and Suzie Slockish (Confederated Tribes of Warm Springs)

https://blogs.uoregon.edu/sapsikwala/files/2019/09/translation-education_strengthens_our_people-1.mp3

Grow Your Own (GYO) Teacher Project

The Sapsik'ʷałá Program's Grow Your Own (GYO) Future Teachers Project is a 12-week mentorship program (runs annually March - June) for AI/AN high school and undergraduate students. Building upon the Sapsik'ʷałá Program's successful teacher education model, and our philosophy that Education Strengthens Tribal Communities , the GYO project centers intergenerational Indigenous knowledge to achieve college success, cultivate teacher identities, and empower Indigenous high school, undergraduate, and recent graduates to become the next generation's leaders in education. To date, our GYO Project has served 85 student participants and 17 Sapsik'ʷałá alumni mentors have facilitated a community of practice centering Indigenous educational excellence.

The GYO Project provides an academic enrichment and mentoring program that meets virtually each week Spring Term, with important contributions from: Elders, Tribal education leaders, teacher education faculty, alumni, current teacher candidates, college students, high school students, and their parents/guardians. Each mentoring session focuses upon three components:

1) Academic skill building and pedagogies;

2) Strengthening participants' Indigenous teacher identity; and

3) Honoring Elder, youth, and community knowledge in education.
The Sapsik'ʷałá Grow Your Own (GYO) Project's primary focus is to eliminate barriers for Indigenous peoples to imagine themselves as teachers and to create an ongoing cycle of building power that centers self-determination in education.
Sapsik'ʷałá Alumni Teacher Stories
Click on a name below to watch a brief video of each mentors's teacher story: Amanda Davis Heather Kliever Jacob Billy Jazmine Ike-Lopez Jennah Bauswell Jimmy Snyder Logan Grasseth Tiffany Stuart Nicole Barney Nicole Butler-Hooton
Distinguished Elder Education

Elders are our communities' most revered teachers. We are honored to share these resources from Tuxámshish who participated in these sharing videos for the benefit of all current and future students and educators.
The Importance Of Remembering Tips For Success In School Culture As Education Culture Makes A Difference Education and Books As Cultural Resources Indigenous Storytelling as Education Keep Learning And Stay On Track
Elder Wisdom Sharing by Tuxámshish Virginia Beavert PhD (Yakama Nation)
Indigenous education relies upon the generosity and shared wisdom of our extended community of education leaders, scholars, and relatives. Click on a name below to watch a brief interview of our featured GYO guest presenters: The Pedagogy of Aloha with Aunty Kū Kahakalau, Ph.D Don't Be Afraid to Learn, Don't Be Afraid to Teach with Natalia Schneider Indigenous Teachers Shape the Future with Sonya Moody-Jurado Finding Your Magic to Work For Your Culture with Hannah Sholl Mission, Vision, and Values in the Classroom with Jessica Towns-Camara Inupiaq Elder Wisdom Sharing with Bessi Sinnock
Community Educator Series

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Grow Your Own (GYO) Future Teachers Project

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Sápsikw'at xtúwit naamí tananmamíyau (Ichishkíin) - Education Strengthens our People Interpretation and recording by Arlita Rhoan and Suzie Slockish (Confederated Tribes of Warm Springs) https://blogs.uoregon.edu/sapsikwala/files/2019/09/translation-education_strengthens_our_people-1.mp3 The Sapsik'ʷałá Program's Grow Your Own (GYO) Future Teachers Project is a 12-week mentorship program (runs annually March - June) for AI/AN high school and undergraduate students.

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Exploring our Identities (Affinity Group Resources)

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Exploring our Identities (Affinity Group Resources)

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Exploring Our Identities (Affinity group resources)

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Agree/disagree statements challenge students to think critically about their knowledge of a topic, theme or text. The strategy exposes students to the major ideas in a text before reading-engaging their thinking and motivating them to learn more. It also requires them to reconsider their original thinking after reading the text and to use textual evidence to support and explain their thinking.

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Youth Activism and Intergenerational Work

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Youth Activism and Intergenerational Work

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Youth Activism has always been critical in achieving social change. Today's youth are demanding that campaigns and movements be intersectional. Youth of color, especially, can easily connect the dots between the school-to-prison pipeline, the need for good jobs, and how environmental policies affect everyday realities for communities of color.

As digital natives, youth creatively leverage social platforms to reach broad online audiences. Some of the most powerful examples of youth activism in the recent decade include: leading criminal justice policy change in the aftermath of the murders of Trayvon Martin and Michael Brown, marches against gun violence in the aftermath of the shooting in Parkland, Florida, ending family separation policies, and rallying against climate change.

The resources below include some of the most effective youth-led organizing efforts, from [...]

"Solidarity is not a matter of altruism. Solidarity comes from the inability to tolerate the affront to our own integrity of passive or active collaboration in the oppression of others, and from the deep recognition that, like it or not, our liberation is bound up with that of every other being on the planet, and that politically, spiritually, in our heart of hearts we know anything else is unaffordable."

~ Aurora Levins Morales, Writer and Artist

An anti-racist is someone who is supporting an antiracist policy through their actions or expressing antiracist ideas. This includes the expression of ideas that racial groups are equals and do not need developing, and supporting policies that reduce racial inequity.

SOURCE: Ibram X. Kendi, , Random House, 2019.

1. Power is unequally distributed globally and in U.S. society; some individuals or groups wield greater power than others, thereby allowing them greater access and control over resources. Wealth, whiteness, citizenship, patriarchy, heterosexism, and education are a few key social mechanisms through which power operates. Although power is often conceptualized as power overother individuals or groups, other variations are power with (used in the context of building collective strength) and power within (which references an individual's internal strength). Learning to "see" and understand relations of power is vital to organizing for progressive social change.

2. Power may also be understood as the ability to influence others and impose one's beliefs. All power is relational, and the different relationships either reinforce or disrupt one another. The importance of the concept of power to anti-racism is clear: racism cannot be understood without understanding that power is not only an individual relationship but a cultural one, and that power relationships are shifting constantly. Power can be used malignantly and intentionally, but need not be, and individuals within a culture may benefit from power of which they are unaware.

3. (A) The ability to name or define. (B)The ability to decide. (C)The ability the set the rule, standard, or policy. (D)The ability to change the rule, standard, or policy to serve your needs, wants, or desires. (E)The ability to influence decision makers to make choices in favor of your cause, issue, or concern. Each of these definitions can manifest on personal, social, institutional, or structural levels:

Personal Power - 1. Self-determination. 2. Power that an individual possesses or builds in their personal life and interpersonal relationships.

Social Power - 1. Communal self-determination. 2. A grassroots collective organization of personal power. 3. Power that social groups possess or build among themselves to determine and shape their collective lives.

Institutional Power - 1. Power to create and shape the rules, policies, and actions of an institution. 2. To have institutional power is to be a decision maker or to have great influence upon a decision maker of an institution.

Structural Power - To have structural power is to create and shape the rules, policies, and actions that govern multiple and intersecting institutions or an industry.

SOURCE:

1. Intergroup Resources, "" (2012).

2. Alberta Civil Liberties Research Centre, "Racism and Power" (2018) / "CARED Glossary" (2020).

3. YWCA, "Our Shared Language: Social Justice Glossary" (2016, accessed Oct 2021).

A political framework and approach for responding to violence, harm, and abuse. At its most basic, it seeks to respond to violence without creating more violence and/or engaging in harm reduction to lessen the violence. TJ can be thought of as a way of "making things right," getting in "right relation," or creating justice together. Transformative justice responses and interventions 1) do not rely on the state (e.g. police, prisons, the criminal legal system, I.C.E., foster care system (though some TJ responses do rely on or incorporate social services like counseling)); 2) do not reinforce or perpetuate violence such as oppressive norms or vigilantism; and most importantly, 3) actively cultivate the things we know prevent violence such as healing, accountability, resilience, and safety for all involved.

1. White Supremacy Culture refers to the dominant, unquestioned standards of behavior and ways of functioning embodied by the vast majority of institutions in the United States. These standards may be seen as mainstream, dominant cultural practices; they have evolved from the United States' history of white supremacy. Because it is so normalized it can be hard to see, which only adds to its powerful hold. In many ways, it is indistinguishable from what we might call U.S. culture or norms - a focus on individuals over groups, for example, or an emphasis on the written word as a form of professional communication. But it operates in even more subtle ways, by actually defining what "normal" is - and likewise, what "professional," "effective," or even "good" is. In turn, white culture also defines what is not good, "at risk," or "unsustainable." White culture values some ways of thinking, behaving, deciding, and knowing - ways that are more familiar and come more naturally to those from a white, western tradition - while devaluing or rendering invisible other ways. And it does this without ever having to explicitly say so...

2. An artificial, historically constructed culture which expresses, justifies, and binds together the United States white supremacy system. It is the glue that binds together white-controlled institutions into systems and white-controlled systems into the global white supremacy system.

SOURCE:
1. Gita Gulati-Partee and Maggie Potapchuk, "Paying Attention to White Culture and Privilege: A Missing Link to Advancing Racial Equity" ( The Foundation Review vol. 6: issue 1, 2014).

2. Sharon Martinas and the Challenging White Supremacy Workshop, 4th revision (1995).

Related Resources: Organizational Change Process(see the first section: " Addressing White Dominant Culture ")

Location: ACT / Strategies

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Act, Strategies, Youth Activism and Intergenerational Work

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Youth Activism has always been critical in achieving social change. Today's youth are demanding that campaigns and movements be intersectional. Youth of color, especially, can easily connect the dots between the school-to-prison pipeline, the need for good jobs, and how environmental policies affect everyday realities for communities of color.

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Join Queer Eugene & HIV Alliance at 255 Madison for some fun trivia and drinks from 255 Madison, and food from the food carts on the 2nd & 4th Thursdays of the month. We will play indoors (second floor, stair access), with access to non-gendered restrooms, a screen, and a microphone! 4th Thursday HIV Alliance will be bringing HRT kits (minus actual medicine) and HIV tests. Have time to socialize with friends and access support from HIV Alliance. Prizes to 1st and 2nd place!

Where? 255 Madison St Eugene

When? August 10th & 24th, 6:15pm

Email ProgramCoordinator@QueerEugene.org with any questions!

We are partnering with the Downtown Eugene Public Library to have a fun afternoon of social time and games at the Library on the 2nd Saturday of the month. 2pm to 4pm in a reserved room, ages 13-19! August meeting cancelled due to Eugene Pride- join us there and back at the library in September!

Where? Eugene Public Library, Downtown

When? September 9th, 2:00pm-4:00pm

Who? Ages 13 to 19

Email Director@QueerEugene.org with any questions!

Our chosen book is All About Love by bell hooks! All meetings are open (every 2nd Wednesday of the month) so please join us even if you haven't been able to make it yet. It's also ok to come late if work/school/life necessitates it. Meet us at the Picnic Shelters at Alton Baker Park! Restrooms are public gendered restrooms; accessbility by cement to covered areas.

Where? Alton Baker Park

When? August 9th, 6:00-8:00pm

What? Pet by Awkwaeke Emezi

Email Director@QueerEugene.org with any questions!

Queer Eugene will be hosting another clothing swap- at Eugene Pride! Outdoors at Alton Baker Park, underneath the covered Picnic Shelter. Sidewalk from parking lot to the Shelter.

Where? Alton Baker Park

When? August 12th, 10am-7pm

Email ProgramCoordinator@QueerEugene.org with any questions, including how to donate clothes!

View All

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Join Queer Eugene & HIV Alliance at 255 Madison for some fun trivia and drinks from 255 Madison, and food from the food carts on the 2nd & 4th Thursdays of the month. We will play indoors (second floor, stair access), with access to non-gendered restrooms, a screen, and a microphone!

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List of Businesses, Organizations, Resources

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List of Businesses, Organizations, Resources

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Advocate Advocates for Youth Youth Black and Pink Campus Pride CenterLink Crisis Text Line Desi LGBTQ+ Helpline for South Asians Erin's Informed Consent HRT map of the US Everywhere Is Queer (Map) Everywhere Is Queer (Site) Family Acceptance Project Gender Affirming Letter Access Project Gender Spectrum GLSEN Youth GSA Network

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Branded by the Pink Triangle by Ken Setterington

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Before the rise of the Nazi party, Germany, especially Berlin, was one of the most tolerant place...

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Queer: A Graphic History by Meg-John Barker

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Activist-academic Meg John Barker and cartoonist Julia Scheele illuminate the histories of queer ...

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A Quick & Easy Guide to Queer and Trans Identities (book)

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A Quick & Easy Guide to Queer and Trans Identities (book)

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A Quick & Easy Guide to Queer & Trans Identities by Mady G., J.R. Zuckerberg

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In this quick and easy guide to queer and trans identities, cartoonists Mady G and JR Zuckerberg ...

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Stonewall: Breaking Out in the Fight For Gay Rights (book)

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Stonewall: Breaking Out in the Fight For Gay Rights (book)

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Stonewall: Breaking Out in the Fight for Gay Rights by Ann Bausum

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That's the Stonewall.The Stonewall Inn.Pay attention.History walks through that door. In 1969 bei...

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Queer Ducks (and Other Animals): The Natural World of Animal Sexuality by Eliot Schrefer

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This groundbreaking illustrated YA nonfiction title from two-time National Book Award finalist an...

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A Quick and Easy Guide to They/Them Pronouns (book)

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A Quick and Easy Guide to They/Them Pronouns (book)

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A Quick & Easy Guide to They/Them Pronouns by Tristan Jimerson, Archie Bongiovanni

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Archie, a snarky genderqueer artist, is tired of people not understanding gender neutral pronouns...

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Community Alliance of Lane County (organization)

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Community Alliance of Lane County (organization)

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Educating and organizing for peace, human dignity and social, racial and economic justice.

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Suicide Prevention Coalition of Lane County (organization)

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Suicide Prevention Coalition of Lane County (organization)

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About - Suicide Prevention Coalition of Lane County

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The Suicide Prevention Coalition of Lane County is a grass-roots advocacy group that supports suicide prevention initiatives in Lane County in cooperation with the Suicide Prevention Program at Lane County Public Health.

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Ophelia's Place in Oregon offers teenage girls the support they need to build resiliency, find their voices, and discover their strength. Many of our resources are free and online, but if you're in Oregon, you may also find OP in your school or in your community.

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LGBTQ+ Youth Group (Eugene, social group)

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LGBTQ+ Youth Group (Eugene, social group)

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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The Family Acceptance Project ® is a research, intervention, education and policy initiative to prevent health and mental health risks and to promote well-being for lesbian, gay, bisexual, transgender and queer-identified (LGBTQ) children and youth, including suicide, homelessness, drug use and HIV - in the context of their families, cultures and faith communities.

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Welcome to the Family Acceptance Project®

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The Family Acceptance Project ® is a research, intervention, education and policy initiative to prevent health and mental health risks and to promote well-being for lesbian, gay, bisexual, transgender and queer-identified (LGBTQ) children and youth, including suicide, homelessness, drug use and HIV - in the context of their families, cultures and faith communities.

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Gender Spectrum (mix of perspective and lessons)

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Gender Spectrum (mix of perspective and lessons)

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Internal Entry Point

The internal entry point focuses on educators' own knowledge and experiences of gender. Work in this area involves reflecting about how each person's understandings and beliefs about gender impact the work they do with students and applying the lens of gender to their professional practices. This entry point is crucial for the other approaches to be effectively implemented; this foundation of gender literacy should be solidly in place before schools move to the other entry points.

Resources
Resources for the internal entry point include: Understanding Gender My Gender Journey
Interpersonal Entry Point

The interpersonal entry point include the interactions, intentional behaviors and communications that reinforce the school's commitment to gender inclusion for all. They are designed to interrupt simplistic notions about gender by providing a "counter narrative" to many of the binary assumptions being made about it. Work in this area voices a school's commitment to honoring the gender diversity of all students. From the manner in which they set up and run classrooms to their use of language with students and parents, teachers and leaders can "walk the talk" through these relational and conversational approaches. This aspect also includes the ways in which we discuss gender-related issues, meeting people where they are in a respectful manner that invites, rather than shuts down, dialogue.

Educators operating from the interpersonal entry point:

Use language that challenges binary messages about gender and "de-genders" objects: Colors are just colors. They don't have a gender. You can like any color you want to. Rather than "boys and girls," "ladies and gentlemen," etc., refer to pupils as "students," "children," "y'all," "folks," your school's mascot (i.e."Cougars") or another non-gendered term for the group.

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Gender Spectrum | Framework for Gender Inclusive SchoolsGender Spectrum

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The internal entry point focuses on educators' own knowledge and experiences of gender. Work in this area involves reflecting about how each person's understandings and beliefs about gender impact the work they do with students and applying the lens of gender to their professional practices.

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Middle and high school students, especially those who identify or are perceived as LGBQ (lesbian, gay, bisexual and queer or questioning), often face ongoing acts of homophobia. As LGBQ students go about their everyday lives in school, they can feel unsafe, miss school, be harassed and bullied, hear anti-gay slurs and other biased remarks and experience discriminatory policies and procedures. Despite the great strides our country has made in public opinion and positive legislation for LGBT individuals-especially around marriage equality-there is still work to be done in both words and deeds.

The goal of this lesson is to contribute to making classrooms and schools more safe and welcoming for all students-including LGBQ students and increase students' understanding of and empathy for how heterosexism manifests itself in schools and society. Middle and high school students will have the opportunity to learn more about what heterosexism is and how it manifests, read an essay about being an ally and discuss ways they can be an ally, including actions they can take on behalf of their school or community.

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Understanding Heterosexism and How to Be an Ally

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Middle and high school students, especially those who identify or are perceived as LGBQ (lesbian, gay, bisexual and queer or questioning), often face ongoing acts of homophobia. As LGBQ students go about their everyday lives in school, they can feel unsafe, miss school, be harassed and bullied, hear anti-gay slurs and other biased remarks and experience discriminatory policies and procedures.

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Safe Schools Coalition (middle school lesson plans)

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Safe Schools Coalition (middle school lesson plans)

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Besides the lesson plans to which we've linked below, you will find whole curricula by clicking http://www.safeschoolscoalition.org/blackboard-teachers.html and then clicking on teachers' resources for whichever grade level you need). On the same pages, find wonderful teachers' guides, some containing half a dozen or more lesson plans, to accompany many of the recommended videos.

The information below on this web page is also available in printable pdf format here.

Anti-Bias Education for Young Children and Ourselves : by Louise Derman-Sparks, Julie Olsen Edwards. The eagerly awaited successor to the influential Anti-Bias Curriculum! Become a skilled anti-bias teacher with this volumes practical guidance to confronting and eliminating barriers of prejudice, misinformation, and bias about specific aspects of personal and social identity; most importantly, find tips for helping staff and children respect each other, themselves, and all people. Individual chapters focus on culture and language, racial identity, family structures, gender identity, economic class, different abilities, holidays, and more. (Paperback) $33.00.

Chrysanthemum: by Kevin Henkes. Tells the story of a young mouse who gets picked on by her classmates because of her unique name. 1991, 32 pages, Grades PreK-2, William Morrow & Company. Focus Activity: There is a vocabulary handout, suggestions on engaging students in dramatic play, read aloud, and discussion using Chrysanthemum, and more.

Developing Empathy: from Teaching Tolerance. Early grades activities to help students understand empathy and identify ways to be more understanding toward others. http://www.tolerance.org/supplement/developing-empathy-early-grades

NOTE: When Safe Schools Coalition supporters who purchase That's a Family! use the partner promotional code, N3GC28, the Coalition will get a much needed 10% rebate. We appreciate your donating to us in this painless way.

NOTE: When Safe Schools Coalition supporters who purchase That's a Family! use the partner promotional code, N3GC28, the Coalition will get a much needed 10% rebate. We appreciate your donating to us in this painless way.

Francine's Bad Hair Day Episode #101 from the Arthur Series on PBS : Examine how media affects feelings toward body image and gender stereotypes.(pdf format)
f rom Teaching Tolerance. Educators at St. Francis School in Austin, Tex., teamed up with researchers from the Gender and Racial Attitudes Lab at the University of Texas at Austin to examine ways to counteract gender bullying among young children. This curriculum presents six lesson plans that served as the basis of the St. Francis study: Peer Exclusion, Role Exclusion, Teasing about Gendered Activities, Biased Judgments, Gendered Beliefs, and Highlighting Gender.
I Will Be Your Friend: Songs and Activities for Young Peacemakers: a sound recording produced by Larry Long through Teaching Tolerance of the Southern Poverty Law Center. Over 200,000 kits are being given out free throughout North America to elementary schools and teachers, religious and community centers and other organizations serving children in the younger grades.

Order a free hard copy of the lessons and DVD of the songs from Teaching Tolerance.

No Name-Calling Week: lessonsfrom GLSEN and the National Association of Elementary School Principals ... for K-5.

Say Something: by Peggy Moss (Addresses bullying, ally skills) From the Anti-Defamation League, to accompany the children's book by the same name.

Treating People With Dignity: from Teaching Tolerance. Early grades activities to help students explore how people who are seriously ill might feel, and to identify appropriate ways to treat people with diseases.

Words that Heal: Using Children's Literature to Address Bullying: from the Anti-Defamation League -- includes lesson plans for your book groups from Pre K - high school. Free online.

from Advocates for Youths
from PBS, the Public Broadcasting System.

from Advocates for Youth includes 12 lesson plans. Free online. Download individual lessons or, in pdf, the whole tool kit Creating Safe Space for GLBTQ Youth: A Toolkit: here: here.

HATE CRIME: "Should it be considered a crime? - a 4-LESSON SEQUENCE - CURRENT EVENTS - " Two Illinois high school students went to court on May 16, 2007 accused of committing a hate crime at school. The incident is explained in a May 17, 2007 CBS article headlined " Girls Charged With Hate Crime For Anti-Gay Fliers." (No longer online but included in the lesson.) The article is a valuable teaching tool, especially because of the balanced way it was written. The Safe Schools Coalition's 4-lesson sequence is based on this article. A current events lesson for grades 8-12. (pdf format)

from Advocates for Youths Creating Safe Space for GLBTQ Youth: A Toolkit

(10 minutes, 2001) Emily is your average teenage girl. She hangs with her friends. Plays soccer. Looks forward to graduation. And thinks about boys... and girls. This is Emily's story of coming out. Lipstick examines sexual identity by looking at friendship, ambivalence, peer pressure, self-awareness and acceptance. The film, like all films from Scenarios USA was written by a teens (Emily Alvarez, Dan Barnard, Roxanna Garcia, Simone Lance and Sophia Tavernakis) and directed and acted by professionals. It's outstanding. Watch it free online and download a lesson plan or purchase it in DVD form -- and support Scenarios USA for supporting young scriptwriters --for $89.

No Name-Calling Week lessons from GLSEN for grades 4-9:
Creating Safe Space for GLBTQ Youth: A Toolkit.
Relationships, Day 2: Gender Identification: from the F.L.A.S.H. (Family Life And Sexual Health) curriculum for secondary special education classes, this lesson offers guidance for teachers with gender variant special ed students. Updated Feb./06

Taking the Human Rights Temperature of your School: from the Human Rights Resource Center at the University of Minnesota:http://www1.umn.edu/humanrts/edumat/hreduseries/TB3/act9/act9f.html

Examine bullying and student activism) From the Anti-Defamation League, to accompany the children's book by the same name.

Two Towns of Jasper -Examining Prejudic e: from the Public Broadcasting System, based on a POV special, "Two Towns of Jasper." Written for grades 7-12 and uses film as a learning tool in the subject areas of American History, Civics, and Government.

Lesson #1: Examining Prejudice: In this lesson, students take a test to uncover hidden biases, research the struggles of people who are discriminated against, and reflect on their commitment to their beliefs and how they arrived at their own convictions.

Lesson #2: Examining White Privilege: Teachers can use this lesson plan to explore the contributing factors to racism in America. Students examine the legacy of white privilege and the unspoken ways in which it touches their lives, using 26 scenarios from daily life.

Words that Heal: Using Children's Literature to Address Bullying: from the Anti-Defamation League -- includes lesson plans for your book groups from Pre K - high school. Free online.

from Anti-Defamation League, GLSEN and StoryCorpsfrom Advocates for Youths
Beyond Tolerance: A Resource Guide for Addressing LGTBQI Issues in Schools﻿: A curricular resource guide on lesbian, gay, transgender, bisexual, questioning, and intersex (LGBTQI) for educators. Teaching guide published by New York Collective of Radical Educators, posted on The Zinn Education Project website. 35 pages.

Bowers v. Hardwick and the "Right to Be Left Alone" : from GLSEN, the Gay, Lesbian, Straight Education Network: NOTE: The 1996 Bowers decision was overturned by the U.S, Supreme Court in 2003 in a case called Lawrence v. Texas. By a vote of 6-3, the Court ruled unconstitutional a Texas law that allowed two men to be arrested for having consenting sex in the privacy of their home. The decision also invalidated sodomy laws still on the books in 14 states that prohibited sex between same-sex couples and, in some cases, also prohibited certain sex acts between heterosexual couples.

Child & Adolescent Sexual Development: Gender Identity & Expression: from the F.L.A.S.H. (Family Life And Sexual Health) curriculum for grades 11 and 12 and college. (pdf format) Updated Nov./06

Child & Adolescent Sexual Development: Sexual Orientation and the Individual : from the F.L.A.S.H. (Family Life And Sexual Health) curriculum for grades 11 and 12 and college. (pdf format) Updated Nov./06

Child & Adolescent Sexual Development: Sexual Orientation and Society: from the F.L.A.S.H. (Family Life And Sexual Health) curriculum for grades 11 and 12 and college. (pdf format) Updated Nov./06

Coming Out: A Gay Teen Talks About Telling : from the Sex Etc. web site of the Network for Family Life Education at Rutgers University:
Constitutional Amendments and Gay Marriage: Background, Activities and Critical Analysis: from the Public Broadcasting System, based on a Newshour with Jim Lehrer special for students: NOTE: Since this lesson plan was written, additional states have granted marriage equality to same-sex couples. See a map that shows which states,
Creating Safe Space for GLBTQ Youth: A Toolkit: from Advocates for Youth includes 12 lesson plans. Free online.

Examining Prejudice: from the Public Broadcasting System, up to 5 days worth of lessons based on a P.O.V. special.

Famous GLBT People in History Matching Activity: from GLSEN, the Gay, Lesbian, Straight Education Network.

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The History and Impact of Anti-LGBT Slurs: from Anti-Defamation League, GLSEN and StoryCorps
HATE CRIME: "Should it be considered a crime?: a 4-LESSON SEQUENCE - CURRENT EVENTS - " Two Illinois high school students went to court on May 16, 2007 accused of committing a hate crime at school. The incident is explained in a May 17, 2007 CBS article headlined " Girls Charged With Hate Crime For Anti-Gay Fliers." (No longer online but included in the lesson.) The article is a valuable teaching tool, especially because of the balanced way it was written. The Safe Schools Coalition's 4-lesson sequence is based on this article. A current events lesson for grades 8-12. (pdf format)

from the Not Round Here curriculum of the Human Rights and Equal Opportunity Commission of Australia. (pdf format)

Earliest Beliefs: What Shapes Our Perceptions of LGBT People? from GLSEN, the Gay, Lesbian, Straight Education Network.
The History and Impact of Anti-LGBT Slurs
Harassment in the Hallways: by Jun Liu, originally from the New Jersey Teen Peer Education Program and available through the Sex Etc. web site of the Network for Family Life Education at Rutgers University.

Lesson: Harassment in the Hallways Learning Objectives : By the end of this activity, participants will be able to clarify values and feelings regarding homosexuality.

How Does Homophobia Hurt Us All?: from GLSEN, the Gay, Lesbian, Straight Education Network.

Human Rights 101: provides educators with the necessary tools to integrate human rights topics into daily classroom discussions. THIRTEEN/WNET's initiative provides opportunities for high school teachers and students to explore local, national, and global human rights issues through various human rights-related PBS programs. Interactive materials, student projects, and teacher guides.

Identity/Expression Activity: learning what it feels like to hide who you are by Caroline Gould adapted from various sources and used by the Massachusetts Department of Education's Safe Schools Program for Gay and Lesbian Students.

from the Human Rights Resource Center at the I Now Pronounce You... Same-Sex Marriage Legislation University ofMinnesota.

from Anti-Defamation League, GLSEN and StoryCorps In-Group, Out-Group: The Exclusion of LGBT People from Societal Institutions

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from Advocates for Youths Creating Safe Space for GLBTQ Youth: A Toolkit.

from Advocates for Youths Life Planning Education: A Youth Development Program.

Increasing Tolerance for Diversity: from the Resource Center for Adolescent Pregnancy Prevention.

I Now Pronounce You... Same-Sex Marriage Legislation: from the Human Rights Resource Center at the University of Minnesota.

Famous GLBT People in History Matching Activity: from GLSEN, the Gay, Lesbian, Straight Education Network.

How Does Homophobia Hurt Us All? - from GLSEN, the Gay, Lesbian, Straight Education Network.

from the Lesbian, Gay, Bisexual and Transgender Youth FLASH curriculum, Public Health Seattle & King County

Lessons about Gay and Lesbian Issues from The Tolerance Project of City College of San Francisco:

Gay or Straight - Same or Different? - Using a values clarification exercise in a pair dictation, teachers can address homophobia and hate crimes. Contributed by Venette Cook, City College of San Francisco.

This lesson is appropriate for low level ESL students. Contributed by Rick Kappra, City College of San Francisco.

Proud to be a San Franciscan: A higher level reading and journal assignment - a letter from a gay Arab-American. Contributed by Katarina Mijatovic, City College of San Francisco.

Lifelong Sexuality and Unit Closure : from the F.L.A.S.H. (Family Life And Sexual Health) curriculum for grades 11 and 12 and college, this lesson puts gender identity, gender expression and sexual orientation in the context of other aspects of human sexuality. (pdf format) Updated Nov./06
Creating Safe Space for GLBTQ Youth: A Toolkit.
One Umbrella, Many People: Diversity Within the LGBT Communities: Within the lesbian, gay, bisexual and transgender (LGBT) communities there is a tremendous diversity of experience. This activity from GLSEN will hopefully encourage you to learn more about LGBT people from different backgrounds. Also in pdf format. (pdf format)
"A Peculiar Disposition of the Eyes": The Invisibility of LGBT People in History : from Anti-Defamation League, GLSEN and StoryCorps.
The Playing Field: from Tools for Change. (pdf format) from Learning From a Legacy of Hate. (1) to understand the underlying meaning behind prejudice and various isms associated with difference and (2) to discuss ways in which students can combat prejudice.
from Answer, Sex Ed Honestly at Rutgers University.
(pdf format)

Telling Your Parents..."I'm Transgender" Discussion Guide
Puberty/Adolescence, Day 4: "Will I Fit In?" - from the F.L.A.S.H. (Family Life And Sexual Health) curriculum for grades 9-10, this lesson contains a "Put Down & Rumor Reference Sheet" that defines the terms "gay," "lesbian," and "bisexual." (pdf format) Updated June/06

Sexual and Affectional Orientation and Identity Scales - Using the Klein Scale to Teach about Sexual Orientation : by Bobbi Keppel & Alan Hamilton. From the .
by Sharon G. Flake, from the Anti-Defamation League
Stereotyping, Prejudice and Discrimination: a PowerPoint presentation from the San Mateo County Community College District (author unknown). (PowerPoint format - 19 slides)

Toward Understanding... Some of Us are Lesbian or Gay: from the for Adolescent Pregnancy Prevention:

Two Towns of Jasper -Examining Prejudic e: from the Public Broadcasting System, based on a POV special, "Two Towns of Jasper." Written for grades 7-12 and uses film as a learning tool in the subject areas of American History, Civics, and Government.

Lesson #1: Examining Prejudice: In this lesson, students take a test to uncover hidden biases, research the struggles of people who are discriminated against, and reflect on their commitment to their beliefs and how they arrived at their own convictions.

Lesson #2: Examining White Privilege: Teachers can use this lesson plan to explore the contributing factors to racism in America. Students examine the legacy of white privilege and the unspoken ways in which it touches their lives, using 26 scenarios from daily life.

For Valentines Day: Talking About Love and Marriage: from GLSEN, the Gay, Lesbian, Straight Education Network and in a 3 page pdf format.

Women, Gays, and Other Voices of Resistance: Questions and teaching ideas for Chapter 19 of Voices of a Peoples History of the United States on the emergence and legacy of the 1960s counterculture, as well as the movements it helped create. Teaching activity by Jack Bareilles, posted on The Zinn Education Project website. 17 pages.

What Can Be Done to Achieve Equality? Evaluating Different Approaches: from the Human Rights Resource Center at the University of Minnesota.

What Do 'Faggot' and 'Dyke' Mean?: from GLSEN, the Gay, Lesbian, Straight Education Network in HTML format and in pdf format (12 pages). (pdf format)

(12.5 minutes, 2006) Two young women confront their sexuality at the crossroads of race and class. addresses stereotypes, racism, and homophobia. The film, like all films from Scenarios USA was written by a teen (Whitney Peters) and directed and acted by professionals. It's outstanding. Watch it free online and download a lesson plan or purchase it in DVD form - and support Scenarios USA for supporting young scriptwriters -- for $89.

from Anti-Defamation League, GLSEN and StoryCorps

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Besides the lesson plans to which we've linked below, you will find whole curricula by clicking http://www.safeschoolscoalition.org/blackboard-teachers.html and then clicking on teachers' resources for whichever grade level you need). On the same pages, find wonderful teachers' guides, some containing half a dozen or more lesson plans, to accompany many of the recommended videos.

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Top Ten Ways to Make Schools Safe - PFLAG

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GLSEN calendar (possible ideas for sequencing to ground information)

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GLSEN calendar (possible ideas for sequencing to ground information)

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Allyship (a sort of model, process flow-through)

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Allyship (a sort of model, process flow-through)

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Here are some of the places you can find information about allyship on the web! Check back soon for even more resources!

Quicklinks:
Challenging Heterosexism and Homophobia | Challenging Cisgenderism and Transphobia
Ally Action Continuum | GenEq Website Resources | National LGBT Advocacy Groups

Challenging Heterosexism And Homophobia

Educate Yourself

" Read newspapers or journals that feature LGBTQ news/issues

" Imagine yourself to be LGBT or Q for the day

" Attend a meeting of a campus group (listed at queer.berkeley.edu)

" Listen to personal experiences had by LGBTQ people

Model Non-Heterosexist and Non-Homophobic Behavior and Attitudes

" Take pride in your same sex friendships

" Use inclusive language like "partner" rather than "boyfriend/girlfriend" or "wife/husband"

" Foster a friendship with a member of the LGBTQ community

" Show affection for people of all genders equally in public

" Don't make assumptions about another's sexual orientation

" Don't assume LGB or T persons don't have, like, or want children

" Keep confidential information you have about others' sexual orientations

Create an Inclusive Culture and a Welcoming Environment

" Assume that some people in your circle and living center are LGBT

" Assume that closeted LGBT people on campus are wondering how safe the environment is for them; provide safety by making clear you accept and support LGBT people

" Put up bulletin board displays that include same sex couples or references to LGBT lives

" Remember there is a heterosexual assumption, so actively advertise that LGBT people are welcome to any events that you organize, especially parties or dances

" Say the words gay, lesbian, bisexual and transgender out loud and not in a hushed whisper

Educate Others

" Sponsor an educational workshop (see geneq.berkeley.edu/workshops).

" Set up bulletin board displays on LGBT issues/culture/people

" Have informal discussions with students in your residence hall, classes, groups, friends

" Offer alternatives accurate information, etc. when you hear homophobic stereotypes or myths

Confront Overt Incidents

" Interrupt heterosexist jokes, slurs, comments or assumptions

" Actively react to anonymous anti-gay graffiti

" Get support for yourself when confronting incidents

" Make clear to all who are involved about both relevant policies and your own feelings

" Provide support to that target/survivor of an attack

" Critically review local media for heterosexual bias and call/write editors with complaints/suggestions

Take a Public Stand

" Attend a rally or march supporting LGBT people

" Sign a petition supporting LGBT equity

" Promote LGBT non-discrimination policies

" Campaign to work against discriminatory propositions and legislature

" Join an organization that promotes LGBT equal protection and access

" Form a support/activist group for heterosexual allies

Challenging Cisgenderism and Transphobia

Educate Yourself

" Read transgender literature and transgender history

" Read newspapers or journals that feature transgender news/issues

" Imagine yourself to be transgender for an entire day

" Attend a meeting of a campus group (all groups are listed at queer.berkeley.edu) and remain intentional about maintaining the space as one that is friendly to trans people and their allies.

" Listen to personal experiences of transgender people

" Familiarize yourself with UCB transgender resources

Model Non-Cisgenderist and Non-Transphobic Behavior and Attitudes

" Take pride in your transgender friends

" Use inclusive language and ask peoples gender pronouns

" Foster a friendship with someone who is transgender

" Show affection for people of all genders equally in public

" Don't make assumptions about another's gender identity

" Don't assume that being transgender is just about liking to "dress up" or that their gender identity is the cause of a traumatic childhood

" Don't assume transgender persons don't have, like, or want children

" Keep confidential information you have about others' gender identities

" Use the same standards for transgender friends in terms of affection in public that you would use for cisgender friends

Create an Inclusive Culture and a Welcoming Environment

" Assume that some of the people in your residence hall, classes, student groups, fraternities, sororities and co-ops etc. are transgender

" Assume that closeted transgender people on campus are wondering how safe the environment is for them; provide safety by making clear you accept and support transgender people

" Put up bulletin board displays that include transgender individuals or references to transgender experiences

" Advertise T-Cal or other transgender services at your school or near your home

" Post flyers announcing events of interest to transgender persons

" Remember there is a cisgenderist assumption, so actively advertise at your events that attendees are welcome to dress and express their gender identity as they wish

" Find out about and share resources and information on transgender-affirmative service providers, events, bookstores, bars, etc.

" Say the word transgender out loud and not in a hushed whisper

Educate Others

" Sponsor a Trans 101 workshop for your organization, class, hours, hall etc.

" Sponsor films that educate about transgender persons and experiences

" Set up bulletin board displays on transgender issues /people

" Have informal discussions with students in your residence hall, classes, groups, friends

" Offer alternatives accurate information, etc. when you hear transphobic stereotypes or myths

" Write articles for Daily Cal on transgender issues, write letters to the editor

Confront Overt Incidents

" Interrupt cisgenderist and transphobic jokes, slurs, comments or assumptions

" Actively react to anonymous anti-trans graffiti

" Get support for yourself when confronting incidents

" Make clear to all who are involved about both relevant policies and your own feelings

" Provide support to that target/survivor of an attack

" Critically review local media for cisgender bias and call/write editors with complaints/suggestions

Take a Public Stand

" Display transgender affirming posters, signs etc. in your home/office

" Attend a rally or march supporting transgender people

" Write to the Daily Cal

" Sign a petition supporting transgender equity

" Promote transgender non-discrimination policies

" Campaign to pass affirming transgender legislation or work to defeat discriminatory propositions

" Join an organization that promotes transgender equal protection and access

" Form a support/activist group for cisgender allies

" Organize to get more resources on campus for transgender people

Ally Action Continuum

-Griffin, Green, Harro

1. Actively Participating

2. Denying/Ignoring

3. Recognizing No Action

4. Recognizing/Interrupting

5. Educating Self

6. Questioning/Dialoguing

7. Supporting Encouraging

8. Initiating/Preventing

These are the eight stages of response described on this continuum. The actions move from being extremely homophobic, transphobic or heterosexist, cisgenderist to extremely anti-homophobic, anti-transphobic and anti-heterosexist, anti-cisgenderist. These are the eight stages of response described on this continuum. The actions move from being extremely homophobic, transphobic or heterosexist, cisgenderist on the top of the continuum to extremely anti-homophobic, anti-transphobic and anti-heterosexist, anti-cisgenderist on the bottom of the continuum. However, it is important to note that not everyone progresses through these stages at the same pace, and some may go through multiple stages at one time. Therefore, this continuum acts as a guide only, and is in no way representative of all ally experiences.

Actively Participating

This stage of response includes actions that directly support Lesbian, Bisexual, Gay & Transgender (LBGT) oppression. These actions include laughing at or telling jokes that put down LBGTs, making fun of people who don't fit the traditional stereotypes of what is masculine or feminine, discouraging others and avoiding personal behavior that is not sex stereotyped, and engaging in verbal or physical harassment of LBGT's or heterosexuals who do not conform to traditional sex role behavior. It also includes working for anti-gay legislation.

Denying or Ignoring

This stage of response includes inaction that supports LBGT oppression coupled with an unwillingness or inability to understand the effects of homophobic, transphobic, heterosexist, and cisgenderist actions. This stage is characterized by a "business as usual" attitude. Though responses in this stage are not actively and directly homophobic, transphobic, heterosexist, or cisgenderist, the passive acceptance of these actions by others serves to support the system of LBGT oppression.

Recognizing, But No Action

This stage of response is characterized by a recognition of homophobic, transphobic, heterosexist, or cisgenderist actions, and the harmful effects of these actions. However, this recognition does not result in action to interrupt the homophobic, transpobic, heterosexist, or cisgenderist situation. Taking action is prevented by homophobia, transphobia or a lack of knowledge about specific actions to take. This stage of response is accompanied by discomfort due to the lack of congruence between recognizing homophobia, transphobia, heterosexism, or cisgenderism yet failing to act on this recognition. An example of this stage of response is a person hearing a friend tell a "queer joke," recognizing that it is homophobic or transphobic not laughing at the joke, but saying nothing to the friend about the joke.

Recognizing and Interrupting

This stage of response includes not only recognizing homophobic, transphobic, heterosexist, and cisgenderist actions, but also taking action to stop them. Though the response goes no further than stopping the action, this stage is often an important transition from passively accepting homophobic, transphobic, heterosexist, or cisgenderist actions to actively choosing anti-homophobic, anti-transphobic, anti-heterosexist, and anti-cisgenderist actions. In this stage a person hearing a "queer joke" would not laugh and would tell the joke teller that jokes that put down lesbians and gays are not funny. Another example would be a person who realized that she/he is avoiding an activity because others might think she/he is LBGT is she/he participates in it, and then decided to participate.

Educating Self

This stage of response includes taking action to learn more about LBGT, heterosexism, homophobia, transphobia, and cisgenderism. These actions can include reading books, attending workshops, talking to others, joining organizations, listening to LGBT music, or any other actions that can increase awareness and knowledge. This stage is also a prerequisite for the last three stages. All three involve interacting with others about homophobia, transphobia, heterosexism, and cisgenderism. In order to do this confidently and comfortably, people need first to learn more.

Questioning and Dialoguing

This stage of response is an attempt to begin educating others about homophobia, heterosexism, transphobia, and cisgenderism. This stage goes beyond interrupting homophobic, transphobic, heterosexist, and cisgenderist interactions to engaging people in dialogue about these issues. Through the use of questions and dialogue, this response attempts to help others increase their awareness of and knowledge about homophobia and heterosexism.

Supporting and Encouraging

This stage of response includes actions that support and encourage the anti-homophobic, anti-transphobic, anti-heterosexist, and anti-cisgenderist actions of others. Overcoming the homophobia that keeps people from interrupting this form of oppression even when they are offended by it is difficult. Supporting and encouraging others who are able to take this risk is an important part of reinforcing anti-homophobic, anti-transphobic, anti-heterosexist, and anti-cisgenderist behavior.

Initiating and Preventing

This stage of response includes actions that actively anticipate and identify homophobic or transphobic institutional practices or individual actions and work to change them. Examples include teachers changing a "Family Life" curriculum that is homophobic, transphobic, heterosexist, or cisgenderist, or counselors inviting a speaker to come and discuss how homophobia and transphobia can affect counselor-client interactions.

GenEq Website Resources

Off-Campus Resources | Men and LGBT | GenEq LGBTQ Workshops | When a Friend, Family Member, or Loved One Comes Out

National LGBT Advocacy Groups

Gay and Lesbian Alliance Against Defamation (GLAAD)
http://www.glaad.org/

Gay, Lesbian and Straight Educators Network (GLSEN)
http://www.glsen.org

Human Rights Campaign (HRC)
http://www.hrc.org/

Lambda Legal Defense and Education Fund (LLDEF)
http://www.lambdalegal.org/

Lesbian and Gay Immigration Rights Task Force (LGIRTF)
http://www.lgirtf.org

National Gay and Lesbian Task Force (NGLTF)
http://www.ngltf.org

Parents and Friends of Lesbians and Gays (PFLAG)
http://www.pflag.org/

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Allyship | Centers for Educational Justice & Community Engagement

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Here are some of the places you can find information about allyship on the web! Check back soon for even more resources!

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Use our contact form (linked), message us on Instagram and Facebook @QueerEugene, or email Lake directly (Director@QueerEugene.org)

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Please choose one of the forms below:

To add a business, healthcare provider, or event to the website, fill out the corresponding form.

For all other inquiries, fill out the Communication form and we'll do our best to respond promptly!
* indicates a required field

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Please choose one of the forms below: To add a business, healthcare provider, or event to the website, fill out the corresponding form. For all other inquiries, fill out the Communication form and we'll do our best to respond promptly! * indicates a required field

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Unearthing Joy: 10 Lessons of Joy from Historic Examples

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Unearthing Joy: 10 Lessons of Joy from Historic Examples

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from pg. 69 in Gholdy Muhammad's most recent book: Unearthing Joy: A guide to culturally and historically responsive teaching and learning

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This is written for GSAs but offers some really wonderful language and framing for ANY and ALL affinity groups.

Check out Page 3 for a beautiful example of guiding students in establishing their mission and vision statements.

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Effects of Oppression on the Learner's Brain

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Effects of Oppression on the Learner's Brain

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Adultism and what do students need from us?

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Adultism and what do students need from us?

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https://paulkivel.com/wp-content/uploads/2011/05/Adultism.pdf