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Abolitionist Allyship is a professional learning series for Pasadena City College staff and faculty that aims to engage participants in opportunities to reflect critically on race and racism, analyze the sources of racial socialization, interrogate individual complicity and reproduction of racial bias, and learn actionable racial allyship strategies.

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Pasadena City College is committed to providing reasonable accommodations for individuals with disabilities. If you desire an accommodation related to your disability, please email Human Resources at hrgeneral@pasadena.edu or call (626) 585-7388. Your request should include a general description of your functional limitation and the type of accommodation you are requesting, and be submitted at least 10 working days before the event to ensure availability.

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Pasadena City College is committed to providing reasonable accommodations for individuals with disabilities. If you desire an accommodation related to your disability, please email Human Resources at hrgeneral@pasadena.edu or call (626) 585-7388. Your request should include a general description of your functional limitation and the type of accommodation you are requesting, and be submitted at least 10 working days before the event to ensure availability.

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Pascarella (2021) Advancing Racial Justice in Solidarity with People of Color

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Pascarella (2021) Advancing Racial Justice in Solidarity with People of Color

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Session 3: Reflective Inventory Worksheet

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Session 3: Reflective Inventory Worksheet

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Abolitionist Allyship, Part 3 Reflective Inventory

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Session 3: Case Scenarios Group Exercise

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Session 3: Case Scenarios Group Exercise

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PCC Abolitionist Allyship-Session 3 Case Scenarios

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USC Center for Urban Education: Phase 1 Laying the Groundwork

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USC Center for Urban Education: Phase 1 Laying the Groundwork

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PHASE ONE

Laying the Groundwork

Where is your team starting from? Have racism and equity been part of your dialogue for a while, or are they new? The readings and activities in this phase will help you build a new vocabulary and a deeper understanding of racism and equity together.
In this phase, you will:

Learn how to define and more deeply understand racial equity, and see why a focus on racial equity specifically is critical to education

Explore what equity-mindedness looks like in action and how it differs from deficit-mindedness

Understand how to build a high-functioning team

Take part in activities to build equity-minded competence and a new shared vocabulary across your team

This work is licensed under a Creative Commons License.

Tool Overview
CORE CONCEPTS OF RACIAL EQUITY
Familiarize yourself with a glossary of terms that will become core to your discussions.

GUIDE FOR COMPOSING A CAMPUS RACIAL EQUITY TEAM
Learn about the key roles on an equity team and how to best fill them.

CONCEPTS & ACTIVITIES FOR RACIAL EQUITY WORK
Dive into the imperative for this work and what equity-mindedness looks like, then get started with insight-sparking activities.

The full PDF includes a brief reading plus eight activities:

Finding Your Racial Equity Stance

Creating Your Educational History Map

Defining Campus Equity

Creating A Campus Equity History Map

Identifying Deficit- & Equity-Minded Statements

Equity Quadrant

The "Bob" Cartoon: Unpacking Institutional Racism

Facilitating Equity-Minded Conversations & Navigating Resistance To Race

VIDEO: IMPLICIT BIAS IN ACTION
Witness the harmful consequences of racial bias in higher education by following two students, one White and one Latinx.

LINKS TO RELEVANT PUBLICATIONS
Dig deeper with a selection of relevant books and articles on the Publications page.

"It's been very enlightening on many levels ... I've learned to be more aware of my demographic in my classroom and ... I've really learned the faultiness in the color-blind approach."

A reflection on engaging with the tools
in this phase from a white male instructor
with 20+ years teaching experience

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Phase One - Laying the Groundwork - CUE Racial Equity Tools

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PHASE ONE Where is your team starting from? Have racism and equity been part of your dialogue for a while, or are they new? The readings and activities in this phase will help you build a new vocabulary and a deeper understanding of racism and equity together.

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USC Center for Urban Education: Phase 2 Defining the Problem

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USC Center for Urban Education: Phase 2 Defining the Problem

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PHASE TWO

Defining the Problem

Disaggregated data is key to this process: it spotlights where racial equity gaps exist, offers a sense of the magnitude of those gaps, and provides a baseline from which progress can be measured. The tools in this phase help practitioners begin measure their efforts by applying a critical race perspective to disaggregated data, which we call "vital signs."
In this phase, you will:

Learn why disaggregating data by race and ethnicity is critical to increasing equity

Learn how to interpret data showing differences in outcomes by race/ethnicity as indicators of racialized institutional performance

Avoid "data paralysis" by narrowing the scope to the level of the division, department, program, course, or practitioner

Deploy data sense-making strategies and set goals

This work is licensed under a Creative Commons License.

Tool Overview
DATA TOOLS
Learn how disaggregated student outcomes data can be an effective tool for addressing racial equity, deploy strategies to identify racial equity gaps, and discuss actions to close those gaps. The PDF includes a brief reading plus four activities with formulas and worksheets that help make data actionable:

VIDEO: DATA STORYTELLING
Hear from faculty in Colorado and CUE team members about the impact of equity-minded data assessment.

ASSET MAPPING
College campuses have abundant resources, but they are not always leveraged on behalf of racial equity. With these two activities, borrowed from an Equity Scorecard workbook that CUE used to deploy, you'll identify a focal effort then list and prioritize associated assets, posing the question: "Do minoritized students experience these as enablers or inhibitors of success?" What inquiry should we conduct using CUE's Racial Equity Tools to help answer this question?

"I didn't realize that there was this problem until I ran my data, and then I could see that there was an equity gap in my classes. And then as soon as I saw [that] I wanted to fix it right away."

A reflection on engaging with the tools
in this phase from a white female instructor
with 20+ years teaching experience

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Phase Two - Defining the Problem - CUE Racial Equity Tools

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PHASE TWO Disaggregated data is key to this process: it spotlights where racial equity gaps exist, offers a sense of the magnitude of those gaps, and provides a baseline from which progress can be measured. The tools in this phase help practitioners begin measure their efforts by applying a critical race perspective to disaggregated data, which we call "vital signs."

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USC Center for Urban Education: Phase 3 Creating Solutions Through Inquiry

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USC Center for Urban Education: Phase 3 Creating Solutions Through Inquiry

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PHASE THREE

Creating Solutions
Through Inquiry

Inquiry is a core component of this approach. These tools support action-inquiry via race-conscious observations in the places where students interact with faculty and staff as well as the analysis of artifacts (such as syllabi and websites) to uncover racialized messages and meanings embedded within them.
In this phase, you will:

Gain frameworks for discussing race in the classroom and across the student experience

Learn to use guided observation as a practical method of inquiry

Learn to use methods of discourse analysis to analyze documents, syllabi, and webpages, and understand what messages they may convey to and about minoritized students

This work is licensed under a Creative Commons License.

Tool Overview
OBSERVATION TOOLS
Learn how to use observation to uncover evidence of racial/ethnic patterns and prompt self-reflection, which can lead to developing and implementing changes in practice. The PDF includes an introduction plus three approaches to observation:

DOCUMENT REVIEW
Review documents like student handbooks, financial aid forms, or even mission statements and consider whether the policies, practices, and approaches described in the selected document address racial equity.

SYLLABUS REVIEW
Use syllabi as a starting place to reflect on teaching approaches and practices, especially how they affect minoritized students. A self-assessment of syllabi can lead to more race-conscious teaching approaches and practices. This tool has also been built out as an interactive website. Explore it here.

WEB SCAN
Similar to the other review tools, this scan focuses on the college website or a specific webpage. Investigate whether the page perpetuates racial bias or communicates who is welcome and included in the campus community.

STUDENT INTERVIEWS AND FOCUS GROUPS
Learn how to develop and conduct interviews and focus groups with racially minoritized students to deepen understanding of how they experience classrooms and other campus spaces.

"I feel like...one of the biggest impacts that the work with CUE has had on me [is] the way that I observe, and now the way that I structure my debriefs when I'm talking with people."

A reflection on engaging with the tools
in this phase from a white male instructor
with 10+ years teaching experience

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Phase Three - Creating Solutions Through Inquiry - CUE Racial Equity Tools

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PHASE THREE Inquiry is a core component of this approach. These tools support action-inquiry via race-conscious observations in the places where students interact with faculty and staff as well as the analysis of artifacts (such as syllabi and websites) to uncover racialized messages and meanings embedded within them.

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USC Center for Urban Education: Phase 4 Scaling the Work

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USC Center for Urban Education: Phase 4 Scaling the Work

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PHASE FOUR

Sustaining and Scaling
the Work

This is a continuous improvement process, and this final phase supports the continued dismantling of racial inequality in individual practices as well as in institutional structures and policies. These tools help make racial equity a habit of mind for practitioners and leaders and prevent this work from being sidelined.
In this phase, you will:

Tool Overview
A CHECKLIST FOR SUSTAINING INSTITUTION-WIDE RACIAL EQUITY
Use pointed questions to help evaluate programs, practices, or changes in regard to racial equity, language, data, and inquiry.

EMBEDDING EQUITY-MINDEDNESS
Review five key components of equity as seen in policies, practices, and as a mindset, and utilize guiding questions and a worksheet to investigate whether racial equity has been embedded in selected language or approach.

WHAT SUPPORT DO FACULTY NEED FROM LEADERSHIP TO SUSTAIN EQUITY-MINDED WORK?
Use this list to discuss the support necessary for faculty to continue to move this anti-racist work forward.

"What I've learned through this work is that I am capable of taking a stand ... If I don't interject this idea of race and ethnicity into these ... conversations ... it's not going to come up.
[And] if it doesn't come up, then these structural inequities that occur are not going to be addressed, and it will continue."

Reflections on engaging with CUE
from a white male instructor in Colorado
with 10+ years' experience teaching math

CASE STUDY

Building Equity-Mindedness
in Math Faculty

See how the tools supported racial equity-oriented change at Colorado community colleges.

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Phase Four - Sustaining and Scaling the Work - CUE Racial Equity Tools

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PHASE FOUR This is a continuous improvement process, and this final phase supports the continued dismantling of racial inequality in individual practices as well as in institutional structures and policies. These tools help make racial equity a habit of mind for practitioners and leaders and prevent this work from being sidelined.

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Carter Andrews & Harper (2020) Six Considerations for School Leaders Making a Statement about George Floyd.

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Carter Andrews & Harper (2020) Six Considerations for School Leaders Making a Statement about George Floyd.

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Leaders of K-12 schools, colleges, and universities sometimes release formal statements when acts of racial violence and injustice occur locally and elsewhere in our country. Many are writing now to their communities about the death last week of George Floyd, an unarmed Black man in Minneapolis. While these statements are meant to represent solidarity and support, they can miss the mark if not courageously constructed. Dozens of leaders have sought our counsel on what to say in this moment. This essay includes some advice we have offered them on ways to make statements more substantive, trustworthy, and actionable.

We acknowledge that police officers have killed unarmed people across all racial and ethnic groups. But if a statement at this particular time is specifically about the recent deaths of George Floyd and Breonna Taylor, then it should specifically address Black people's long-standing, catastrophic interactions with law enforcement officers and the persistent anti-Black racism that has plagued our nation and its educational institutions. We also insist that leaders cite Black people explicitly, as opposed to referring broadly to "people of color" or "historically disadvantaged communities."

While we strongly prefer action over written words, we understand that students, educators, parents, and others in local communities often expect (and sometimes pressure) leaders to swiftly release statements. Here are six things we suggest leaders who seriously aim to make a difference do in statements:

1. Acknowledge that citizens across the country are protesting not only the death of George Floyd, but also police killings of many other unarmed Black people over time.

2. Say how you personally feel about police officers killing unarmed Black people. Also say why you feel the way you do.

3. Use words that explicitly name racial violence. Do not soften the intensity of systemic racism with broad language about diversity, equity, and inclusion. If the statement does not include words such as "racism," "racist," "white supremacy," or "anti-Blackness," it is insufficient and therefore should be revised.

4. Call for readers of the statement to ask Black students, Black teachers, Black staff members, and Black families how they are affected by this; what support they need from their schools; and what they would like to have happen in this moment and beyond.

5. Urge readers of the statement to help students and colleagues across all racial and ethnic groups more deeply understand the realities of Black people's interactions with law-enforcement officers locally and elsewhere. Also encourage readers to form interracial coalitions that peacefully oppose anti-Blackness and pursue racial equity for Black Americans. Be sure to stress that Black people should be involved in these coalitions, and we all must stand alongside them.

6. Articulate actions you plan to take to confirm that Black lives do indeed matter. For example, specify how you will work to eliminate racist discipline policies and practices in your school or district; address the misdiagnosis of Black children for special education; provide Black students equitable access to gifted programs, Advanced Placement courses, and other academically rigorous experiences; integrate anti-racist and Black studies curricula across your academic programs; hire, support, and advance the careers of more Black employees; and provide multidimensional, sustained professional learning experiences for teachers, counselors, staff members, and administrators across all racial and ethnic groups.

Statements that include these elements indicate a clear stance on care for and affirmation of Black students and families. They have the potential to motivate and inspire readers and perhaps bolster their confidence in superintendents, principals, school board members, and other administrators. However, it is what leaders do in the days, weeks, and years ahead that will ultimately make a difference in the dismantling of white supremacy and anti-Black racism that occurs within and beyond schools.

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6 Considerations for School Leaders Making a Statement About George Floyd (Opinion)

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Leaders of K-12 schools, colleges, and universities sometimes release formal statements when acts of racial violence and injustice occur locally and elsewhere in our country. Many are writing now to their communities about the death last week of George Floyd, an unarmed Black man in Minneapolis.

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Nice Racism
How Progressive White People Perpetuate Racial Harm
* Individual store prices may vary.

Other Editions of This Title:
Digital Audiobook (6/28/2021)
MP3 CD (6/29/2021)
Compact Disc (6/29/2021)

Description
NEW YORK TIMES BESTSELLER

Building on the groundwork laid in the New York Times bestseller White Fragility, Robin DiAngelo explores how a culture of niceness inadvertently promotes racism.
In White Fragility, Robin DiAngelo explained how racism is a system into which all white people are socialized and challenged the belief that racism is a simple matter of good people versus bad. DiAngelo also made a provocative claim: white progressives cause the most daily harm to people of color. In Nice Racism, her follow-up work, she explains how they do so. Drawing on her background as a sociologist and over 25 years working as an anti-racist educator, she picks up where White Fragility left off and moves the conversation forward.

Writing directly to white people as a white person, DiAngelo identifies many common white racial patterns and breaks down how well-intentioned white people unknowingly perpetuate racial harm. These patterns include:

* rushing to prove that we are "not racist"
* downplaying white advantage
* romanticizing Black, Indigenous and other peoples of color (BIPOC)
* pretending white segregation "just happens"
* expecting BIPOC people to teach us about racism
* carefulness
* and feeling immobilized by shame.

DiAngelo explains how spiritual white progressives seeking community by co-opting Indigenous and other groups' rituals create separation, not connection. She challenges the ideology of individualism and explains why it is OK to generalize about white people, and she demonstrates how white people who experience other oppressions still benefit from systemic racism. Writing candidly about her own missteps and struggles, she models a path forward, encouraging white readers to continually face their complicity and embrace courage, lifelong commitment, and accountability.

Nice Racism is an essential work for any white person who recognizes the existence of systemic racism and white supremacy and wants to take steps to align their values with their actual practice. BIPOC readers may also find the "insiders" perspective useful for navigating whiteness.
Includes a study guide.
Praise For Nice Racism: How Progressive White People Perpetuate Racial Harm...

"A powerful new book from the author of White Fragility reveals why profound racism is often found in supposedly liberal spaces"-The Guardian

"A pointed reminder that good intentions aren't enough to break the cycle of racism."
- Kirkus Reviews

"A fierce critique of the 'culture of niceness' that prevents the hard work of dismantling racism . . . [DiAngelo] dismantles unconscious biases with precision. Readers will feel compelled to hold themselves more accountable."
- Publishers Weekly

"With the hard-earned insights that come from years of study and leading workshops on racism, Robin DiAngelo captures the strategies often used by well-intentioned white people to avoid the self-examination needed to confront their own unrecognized racism. If you want to get beyond feeling defensive and increase your capacity for effective anti-racist action, do yourself a favor and read this book!"
-Beverly Daniel Tatum, author of Why Are All the Black Kids Sitting Together in the Cafeteria? And Other Conversations About Race

"In this illuminating follow-up to White Fragility, Robin DiAngelo integrates sharp insight, personal vulnerability, and compassionate guidance with the keen eye of an 'insider.' Focusing specifically on the more subtle patterns of white progressives, her work continues to be invaluable to the project of ending white supremacy."
-Resmaa Menakem, author of My Grandmother's Hands: Racialized Trauma and the Pathway to Mending Our Hearts and Bodies

"Personal transformation is an act of anti-racism, and DiAngelo has just given progressive white America the field guide."
-Michael Eric Dyson, author of Long Time Coming

"Spectacular! With the precision of a social scientist, Robin DiAngelo dissects and puts under the microscope seemingly benign 'white moves'-including her own-in ways that make undeniable how each functions to recalibrate white dominance and comfort again and again. A critical tool for white progressives wanting to know better so we can do better."
-Debby Irving, author of Waking Up White, and Finding Myself in the Story of Race

Beacon Press, 9780807074121, 224pp.

Publication Date: June 29, 2021

About the Author

Dr. Robin DiAngelo is an affiliate associate professor of education at the University of Washington. She has been a consultant, educator, and facilitator on issues of racial and social justice for more than 25 years. She is the author or coauthor of several books, including the number-one New York Times bestseller White Fragility. Her work has been praised by Ibram X. Kendi, Michael Eric Dyson, Claudia Rankine, and Jonathan Capehart, among others. Find her online at robindiangelo.com.

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Nice Racism: How Progressive White People Perpetuate Racial Harm | IndieBound.org

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NEW YORK TIMES BESTSELLERBuilding on the groundwork laid in the New York Times bestseller White Fragility, Robin DiAngelo explores how a culture of niceness inadvertently promotes racism.In White Fragility, Robin DiAngelo explained how racism is a system into which all white people are socialized and challenged the belief that racism is a simple matter of good people versus bad.

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Howard (2020) 5 Ways to Show You Care for your Black Students.

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Howard (2020) 5 Ways to Show You Care for your Black Students.

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Opinion

Teachers play a key role in making Black students feel safe in school

One question that many school leaders and practitioners are grappling with is how they can best support Black students. A litany of data has highlighted disparate outcomes for them at the K-12 level. We must do better. Teachers can and must be part of efforts to improve classrooms for Black students. Teachers who make a difference are able to move beyond traditional classroom practices to ensure that they feel comfortable and safe in classrooms.

As a former classroom teacher and student, I can attest to the need for extra attention and care to help Black students feel comfortable in historically excluded spaces. Schools explicitly exclude them by way of suspensions and implicitly exclude them through curriculum, culture, and policy. Black students are not the only ones who suffer racial discrimination in school, but in light of the recent protest for Black liberation across the country, it is imperative that Black students receive particular emphasis and focus. School practices must account for their experiences and needs. When we find ways to demonstrate care for Black students, our empathic actions benefit all students.

Here are five suggestions for how we can show care for our Black students:
1. Make sure curricular materials are inclusive and positively represent all Black folks.
We must consider Black students when creating curriculum to ensure instructional materials are inclusive of all Black life. By "all," I mean men, women, LGBTQ+, mixed-raced folks, and those with disabilities. It is not enough to discuss Black people briefly during thematic units on marginalized groups. Their historical exclusion in instructional materials contributes to the lack of care Black students experience in school. Without curricular representation, the contributions of Black innovators, the examples of Black excellence, the struggle for Black liberation, and the diversity within Blackness are absent from curricular materials. Black people must be equally represented across all disciplines to ensure that Black students feel included in the learning environment. As educators, we should ask ourselves:

* Are any of my books written by Black authors?
* Do my books and curriculum materials illustrate the diversity that exists within the Black community?

2. Seek feedback from Black students.
It is impossible for any teacher, regardless of race, to understand the experiences of Black students in our classes, unless they ask their Black students directly. As teachers, we rarely seek feedback from our students, and this prevents us from understanding how Black students may be experiencing our class. Black people experience this country in unique ways based on structural disadvantages and systemic racism. Unfortunately, the experiences in classrooms are no different. It is important to listen to the voices of Black students because they are often those who suffer most in the learning environment.

To show care for them we must seek answers to questions such as:

* What does it feel like to be a Black student in my classroom or in this school?
* Do Black students feel safe in my classroom?
* How can I help Black students experience success in my classroom?

3. Educate ourselves and our students on the nature of racism.
* White Fragility by Robin DiAngelo
* No More Teaching Without Positive Relationships by Jaleel R. Howard, Tanya Milner-McCall, and Tyrone C. Howard
* Not Light, But Fire: How to Lead Meaningful Race Conversations in the Classroom by Matthew R. Kay
* How to Be an Antiracist by Ibram X. Kendi

It is difficult for anyone to combat racism, if they do not understand it. Racism is a complex, multifaceted issue that has permeated American society for centuries. Racism is so deeply embedded in American culture that it often goes ignored by those not directly affected. To psychologically and emotionally protect Black students in the classroom, we must develop our understanding of racism and the many ways it presents itself.

As teachers, we can learn more about racism by watching lectures on combating anti-Blackness, attending anti-racist workshops, and reading anti-racist literature. As we educate ourselves about racism, we must find ways to educate our students as well. We must engage in difficult conversations with our students that support the elimination of anti-Blackness in our classroom and school. And we should ask ourselves:

* Do my students understand the racial context of the text, lesson, and/or unit?
* Do my students see me discuss race- related issues?
* Do my students know how to interrupt racism by my example and by examples they've learned in class?

4. Believe Black students.
Many Black students go through school simply not being believed or constantly trying to prove their innocence. Blackness in school is often seen as a sign of guilt, which means that Black children are not often viewed as innocent in the same ways that other children are viewed. Far too often when Black students express themselves in school, they are ignored or not given the same attentiveness as their peers. Black students need teachers to believe them when they speak about how they experience schooling. The information students share should inform future policy around issues such as curriculum, discipline, and overall school climate. Black students need allies who will support them in times of turmoil and back them in conflicts with other adults on campus. Not only must we support them through conflicts, but we need to celebrate all of their successes and progress as well. Black students need to feel trusted, and teachers must show them that their thoughts, opinions, and experiences matter.

5. Build relationships with caregivers.
One of the best ways to show care for Black students is by building relationships with their families. As teachers, we must get to know Black caregivers in efforts to demonstrate our commitments to their children's success. In the book I recently co-authored, No More Teaching Without Positive Relationships, I wrote about the benefits that come along with teachers finding ways to build relationships and collaborate with caregivers. Caring for Black students requires an understanding of the way care is demonstrated in their home lives. It is important that Black students view their teachers and caregivers as members of the same team working hand in hand to ensure their success.

It is not enough for schools to release a formal statement about how they are supporting Black students. Black students should not have to wait until the murder of another unarmed Black person in order to feel like their educators care about Black life. As educators, we have a responsibility to take consistent actions and create environments that are safe for all Black students. What are we waiting for?

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5 Ways to Show You Care for Your Black Students

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Opinion One question that many school leaders and practitioners are grappling with is how they can best support Black students. A litany of data has highlighted disparate outcomes for them at the K-12 level. We must do better. Teachers can and must be part of efforts to improve classrooms for Black students.

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Love (2019) We Want to Do More Than Survive

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Love (2019) We Want to Do More Than Survive

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We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom | IndieBound.org

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Winner of the 2020 Society of Professors of Education Outstanding Book AwardDrawing on personal stories, research, and historical events, an esteemed educator offers a vision of educational justice inspired by the rebellious spirit and methods of abolitionists.Drawing on her life’s work of tea…

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Singh (2019) The Racial Healing Handbook

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Singh (2019) The Racial Healing Handbook

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The Racial Healing Handbook (Paperback)
Practical Activities to Help You Challenge Privilege, Confront Systemic Racism, and Engage in Collective Healing
By Anneliese A. Singh, Tim Wise (Foreword by), Derald Wing Sue (Afterword by)

New Harbinger Publications, 9781684032709, 240pp.

Publication Date: August 1, 2019

* Individual store prices may vary.

About the Author

Anneliese A. Singh, PhD, LPC, is a professor and associate dean of diversity, equity, and inclusion in the college of education at the University of Georgia. Singh is cofounder of the Georgia Safe Schools Coalition to work on reducing heterosexism, transprejudice, racism, and other oppressions in Georgia schools. She founded the Trans Resilience Project, where she translated her findings from nearly twenty years of research on trans people's resilience to oppression into practice and advocacy efforts. She is author of The Queer and Transgender Resilience Workbook. She's delivered widely viewed TEDx Talks, and recorded a podcast for the American Psychological Association on her research with transgender youth and resilience. Foreword writer Tim Wise is among the nation's most prominent antiracist essayists and educators. He has spent the past twenty-five years speaking to audiences in all fifty US states, at more than 1000 college and high school campuses, at hundreds of professional and academic conferences, and to community groups across the nation. He has lectured internationally in Canada and Bermuda, and has trained corporate, government, law enforcement, and medical industry professionals on methods for dismantling racism in their institutions. Afterword writer Derald Wing Sue, PhD, is professor of psychology and education in the department of counseling and clinical psychology at Teachers College and the School of Social Work, Columbia University. He is a pioneer in the field of multicultural psychology, multicultural education, multicultural counseling and therapy, and the psychology of racism/antiracism.

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The Racial Healing Handbook: Practical Activities to Help You Challenge Privilege, Confront Systemic Racism, and Engage in Collective Healing | IndieBound.org

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Practical Activities to Help You Challenge Privilege, Confront Systemic Racism, and Engage in Collective Healing By Anneliese A. Singh, Tim Wise (Foreword by), Derald Wing Sue (Afterword by) New Harbinger Publications, 9781684032709, 240pp. Publication Date: August 1, 2019 * Individual store prices may vary. About the Author Anneliese A.

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26 Mini-Films for Exploring Race, Bias, and Identity with Students (The NY Times)

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26 Mini-Films for Exploring Race, Bias, and Identity with Students (The NY Times)

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26 Mini-Films for Exploring Race, Bias and Identity With Students (Published 2017)

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To help teachers make the most of these films, we also provide a grab-bag of teaching ideas, related readings and student activities.

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What We Do

Grants

APS Teacher Campaign

APS Teacher Campaign

ATN awards grants to educators and community members who strive to disrupt inequalities and injustice within their schools, communities, or both. We will be launching our 3rd annual grant cycle in late October 2023.

APS Teacher Campaign

APS Teacher Campaign

APS Teacher Campaign

Explore resources to learn about the Atlanta Public Schools "Cheating Scandal" and support the educators facing prison

Programming

Programming

Programming

Year round, we host political education, healing justice, and affinity group events for educators, organizers, students, and parents/caregivers. Follow us on socials to stay up to date.

Resources

Programming

Programming

From our founding guide for racial justice and abolitionist social and emotional learning to a database for queer, trans, and non-binary educators + students, we pride ourselves on being a resource hub for education communities.

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Abolitionist Teaching Network's mission is simple: develop and support educators to fight injustice within their schools and communities. Utilizing the intellectual work and direct action of community organizers, Abolitionist Teachers will organize and take action for educational freedom.

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"Allies are people passionately committed to eliminating systems of oppression that unjustly benefit them. The word 'ally' is not a label that people with privilege can claim for themselves, nor a static reality, once and for all achieved. People who are targets of oppression determine who their allies are. The activism of those who strive to be allies must always be rooted in humility, collaboration, and accountability." ~ Melanie S. Morrison, Executive Director, Allies for Change

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Allies for Change provides anti-oppression education, training, and resources for individuals and organizations committed to social change. Believing that justice work is deeply spiritual work, our programs invite participants to sharpen their tools for structural change while enlarging their capaci

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Harper (2021) Race in the Workplace: Time Magazine & Zoom

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Harper (2021) Race in the Workplace: Time Magazine & Zoom

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Community building is defined as " approaches to improve the well-being of people in a particular community or other geographically defined area" (Flipping the Script: White Privilege and Community Building). " The term is also used within the housing and community development field to describe work on the non-physical aspects of community development (education, child care, family supports) as compared to the built environment or other physical aspects of development (such as housing). ... Community building efforts also employ a range of change strategies (often referred to as "interventions"). They include strategies involving strengthening or building the capacity of organizations and individuals to promote certain kinds of community change. Other typical strategies or interventions involve changing how decisions are made in a community, how system resources [...]

"Until the great mass of the people shall be filled with the sense of responsibility for each other's welfare, social justice can never be attained."

~ Helen Keller, Author and Activist

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. 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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Community building is defined as " approaches to improve the well-being of people in a particular community or other geographically defined area" ( Flipping the Script: White Privilege and Community Building ).

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Racial Equity Tools: Plan+Change Process

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Racial Equity Tools: Plan+Change Process

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This section offers resources on several processes of change - that is, how individuals, groups, and communities advance racial equity work and build movements. It covers several paths to change, including individual transformation, leadership change, internal organizational change, community change, and movement building. Additionally, it includes resources to work collectively on a part [...]

A political movement to address systemic and state violence against African Americans. Per the Black Lives Matter organizers: "In 2013, three radical Black organizers-Alicia Garza, Patrisse Cullors, and Opal Tometi-created a Black-centered political will and movement building project called #BlackLivesMatter. It was in response to the acquittal of Trayvon Martin's murderer, George Zimmerman. The project is now a member-led global network of more than 40 chapters. [Black Lives Matter] members organize and build local power to intervene in violence inflicted on Black communities by the state and vigilantes. Black Lives Matter is an ideological and political intervention in a world where Black lives are systematically and intentionally targeted for demise. It is an affirmation of Black folks' humanity, our contributions to this society, and our resilience in the face of deadly oppression."

Institutional racism refers specifically to the ways in which institutional policies and practices create different outcomes for different racial groups. The institutional policies may never mention any racial group, but their effect is to create advantages for whites and oppression and disadvantage for people from groups classified as people of color.

Examples:

Government policies that explicitly restricted the ability of people to get loans to buy or improve their homes in neighborhoods with high concentrations of African Americans (also known as "red-lining").

City sanitation department policies that concentrate trash transfer stations and other environmental hazards disproportionately in communities of color.

SOURCE: Flipping the Script: White Privilege and Community Buildingby Maggie Potapchuk, Sally Leiderman, Donna Bivens, and Barbara Major (2005).

Related Resources: (scroll down alphabetically to the box for " Institutional Racism ")

Location: FUNDAMENTALS / Core Concepts

Movement building is the effort of social change agents to engage power holders and the broader society in addressing a systemic problem or injustice while promoting an alternative vision or solution. Movement building requires a range of intersecting approaches through a set of distinct stages over a long-term period of time. Through movement building, organizers can:

Propose solutions to the root causes of social problems.

Enable people to exercise their collective power.

Humanize groups that have been denied basic human rights and improve conditions for the groups affected.

Create structural change by building something larger than a particular organization or campaign.

Promote visions and values for society based on fairness, justice, and democracy.

SOURCE: Julie Quiroz-Martinez, From the Roots: Building the Power of Communities of Color to Challenge Structural Racism (Akonadi Foundation, 2010), citing the Movement Strategy Center, which offers these further definitions.

Location: PLAN / Change Process

The systematic subjugation of one social group by a more powerful social group for the social, economic, and political benefit of the more powerful social group. Rita Hardiman and Bailey Jackson state that oppression exists when the following 4 conditions are found:

the oppressor group has the power to define reality for themselves and others,

the target groups take in and internalize the negative messages about them and end up cooperating with the oppressors (thinking and acting like them),

genocide, harassment, and discrimination are systematic and institutionalized, so that individuals are not necessary to keep it going, and

members of both the oppressor and target groups are socialized to play their roles as normal and correct.

Oppression = Power + Prejudice

SOURCE: "What Is Racism?" − Dismantling Racism Works (dRworks) web workbook.

Racial inequity is when two or more racial groups are not standing on approximately equal footing, such as the percentages of each ethnic group in terms of dropout rates, single family home ownership, access to healthcare, etc.

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

1. The normalization and legitimization of an array of dynamics - historical, cultural, institutional, and interpersonal - that routinely advantage Whites while producing cumulative and chronic adverse outcomes for people of color. Structural racism encompasses the entire system of White domination, diffused and infused in all aspects of society including its history, culture, politics, economics, and entire social fabric. Structural racism is more difficult to locate in a particular institution because it involves the reinforcing effects of multiple institutions and cultural norms, past and present, continually reproducing old and producing new forms of racism. Structural racism is the most profound and pervasive form of racism - all other forms of racism emerge from structural racism.

2. For example, we can see structural racism in the many institutional, cultural, and structural factors that contribute to lower life expectancy for African American and Native American men, compared to white men. These include higher exposure to environmental toxins, dangerous jobs and unhealthy housing stock, higher exposure to and more lethal consequences for reacting to violence, stress, and racism, lower rates of health care coverage, access, and quality of care, and systematic refusal by the nation to fix these things.

SOURCE:

1. Chronic Disparity: Strong and Pervasive Evidence of Racial Inequalities by Keith Lawrence, Aspen Institute on Community Change, and Terry Keleher, Applied Research Center, for the Race and Public Policy Conference (2004).

2. Flipping the Script: White Privilege and Community Building by Maggie Potapchuk, Sally Leiderman, Donna Bivens, and Barbara Major (2005).

Location: FUNDAMENTALS / Core Concepts

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This section offers resources on several processes of change - that is, how individuals, groups, and communities advance racial equity work and build movements. It covers several paths to change, including individual transformation , leadership change , internal organizational change , community change , and movement building .

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Pew Research Center: Majorities Across Racial, Ethnic Groups Express Support the Black Lives Matter Movement

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Pew Research Center: Majorities Across Racial, Ethnic Groups Express Support the Black Lives Matter Movement

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Pew Research Center’s Social & Demographic Trends Project

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Amid Protests, Majorities Across Racial and Ethnic Groups Express Support for the Black Lives Matter Movement

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As demonstrations continue across the country to protest the death of George Floyd, a black man killed while in Minneapolis police custody, Americans see the protests both as a reaction to Floyd’s death and an expression of frustration over longstanding issues.

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Brookings Institute: The diversity of the recent Black Lives Matter protests is a good sign for racial equity

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Brookings Institute: The diversity of the recent Black Lives Matter protests is a good sign for racial equity

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Since George Floyd's murder by the police in Minneapolis on May 25 th, protests have erupted across the US and spread around the world. As demonstrations continue with no end in sight, many have noted that they are the " broadest in U.S. history." After so many weeks of sustained and sometimes disruptive activism, it is impossible to ignore the fact that these protests are different.
RACIAL DIVERSITY
One of the defining characteristics of this heightened contention is the diversity of the participants themselves. Since the beginning of June, my research team and I collected data from protesters in Los Angeles, New York City, and Washington, DC. Across all of the cities and four different days of action, the diversity of this movement is noteworthy. Looking at the data, we find 54% of protest participants to be White. These demographics are particularly noteworthy since they are so much more ethnically and racially diverse than the large-scale protests that were seen as the hallmark of progressive activism against President Donald Trump and his policies, which I document in my recent book, American Resistance.

In fact, these protests are more diverse than the March for Racial Justice in fall 2017, as well as the previous moments of protest in the Black Lives Matter movement and the Civil Rights Movement. As sociologist Doug McAdam remarks while looking back over his career studying social movements, " We have never seen protests like these before, in turnout, perseverance, and the ethnic and racial diversity of those participating. "
THE ROLE OF ORGANIZATIONS
The increased diversity of the crowds in the streets is a very good sign for racial equity in our country. It is due, in part, to progressive groups mobilizing their constituents to join the protests in solidarity. As part of American Resistance, I studied the resistance groups that channeled the outrage in the streets into activism around the mid-term elections in 2018.

In recent weeks, those same Resistance groups have sent out messages of solidarity to their networks. They even encouraged progressive activists to join the protests by providing an onramp to the site that coordinated the actions in honor of the holiday celebrating the emancipation of slaves in the US on June 19th: Juneteenth.

Although these progressive groups have not always focused specifically on the issue of racial justice in America, they have contributed to the turnout in the streets by providing information and opportunities for their networks to be White allies and join the struggle for racial equity as individuals and through organizations.
THE PARTISAN DIVIDE
The shift in support for racial equity can also be seen in public opinion data that have been collected since the protests began after George Floyd was murdered in late May. Pew Research finds that, " two-thirds of U.S. adults say they support the movement," including the majorities of Black, White, Latinx, and Asian Americans. These findings are particularly strong for people who identify as Democrats. Our data collected in the streets during these protests also shows a partisan divide in who is turning out to participate, with the overwhelming majority of protesters (80%) identifying as Left-leaning.

Given the partisan divide in perspectives on participation in the protests, there are limited opportunities to channel the outrage in the streets into political gains at the national level using the political levers of legislation or executive order. Instead, the best opportunities for social change happening within the current political system is through the upcoming election in November.
MISSION: ELECTION 2020
Surveys with activists in the streets show that they are eagerly awaiting the 2020 election. Our data find unanimous support for candidate Joe Biden. Beyond voting for a Presidential candidate who is more likely to support policies related to racial equity, there is evidence that the 2020 election will improve representation in the government by electing more progressive candidates of color.

Despite the many reminders of inequality in 2020, the push for racial equity is clearly gathering momentum. Protesters, progressive groups, and candidates demanding justice and fairness together are a powerful force for social change that has potential to make some serious progress in 2020.
Dana R. Fisher is a professor of sociology at the University of Maryland. Her most recent book is American Resistance, which was published by Columbia University Press in November 2019.

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The diversity of the recent Black Lives Matter protests is a good sign for racial equity

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Since George Floyd's murder by the police in Minneapolis on May 25 th, protests have erupted across the US and spread around the world. As demonstrations continue with no end in sight, many have noted that they are the " broadest in U.S. history."