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BIPOC Affinity Group

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White Affinity Group
(Last Names A - J)

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White Affinity Group
(Last Name K-R)

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White Affinity Group
(Last Name S-Z)

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TIMELINE

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To strengthen your ability to facilitate conversations about race and racism, start off by assessing your own comfort level.

On a scale of 0-5, how comfortable are you talking about race and racism?

0 = I would rather not talk about race/racism.

1 = I am very uncomfortable talking about race/racism.

2 = I am usually uncomfortable talking about race/racism.

3 = I am sometimes uncomfortable talking about race/racism.

4 = I am usually comfortable talking about race/racism.

5 = I am very comfortable talking about race/racism.

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Do you tend to reroute classroom discussions when you sense discomfort in the room?
Commit to riding the discussion out next time.
Do you feel isolated in your experiences with teaching about racial issues?
Commit to identifying a colleague with whom you can co-teach, plan or debrief.

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What Educators Can do in 100 Days

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As this new semester begins, a new presidential administration is embarking on its all-important "first 100 days." This public goal-setting got us thinking: What are some things educators can do in 100 days to improve equity in their schools? We reached out to members of our Teaching Tolerance Advisory Board for answers. Here is their response.

The beginning of the school year can feel like a whirlwind, sweeping educators and administrators into a frenzy of excitement, anxiety and anticipation. It's always easy to get lost in the "busy-ness," this year more than most. But as anti-bias, anti-racist educators, it's important we periodically take a moment to refocus, recognize the accomplishments of our commitment and look to the work that lies ahead. The new term gives us an opportunity to do that.

In 100 days, I can reflect on my learning. I can remember courageous conversations I've shared with students, colleagues and supervisors. I can consider the ways I've adjusted in response to what I've learned- and the things I still need to examine or interrogate.
In 100 days, I can practice getting used to discomfort. I can push myself to answer hard questions. I can hold myself accountable for moving myself forward, always. I can promise to speak up against unjust or biased speech or policies whenever I can.
In 100 days, I can return to the question, "What role does my identity play in my work with youth?" I can lay out an answer.
In 100 days, I can speak up for my students. I can share my ideas at a staff meeting, a school board meeting, on social media or in an opinion piece in the newspaper. I can share my expertise, my experience and wisdom.
In 100 days, I can share my values across my life. If I'm having critical conversations in my classroom, I can make sure I'm having critical discussions at home with my friends and my family, too.
In 100 days, I can set the habit of reflecting every day. I can ask myself, "What went well?" "What didn't?" "How can I challenge myself?"
In 100 days, I can recenter my work around equity. When looking at grading or programs or school data, I can ask, "What is the equity issue here?" I can insist on an answer, regardless of pushback.
In 100 days, I can audit my curriculum, assignments and assessments. I can ask, "Who isn't included?" "Does this assignment measure learning-or compliance?" "Why this text?" "Why this assignment?" "Why this assessment?"
In 100 days, I can take time to focus on the physical and mental health of my students, colleagues, and parents and guardians during the pandemic. I can ask what they need in this moment to be better moving forward.
In 100 days, I can help connect families with local agencies to meet basic needs like food, housing and medical care. I can set up a video call with experts to visit with families and students in breakout rooms to answer questions and assist them.
In 100 days, I can ask others for feedback. I can practice accepting critiques with an open mind and heart, no matter how they come. I can adapt where I need to.
In 100 days, I can ensure I am speaking only for myself, not for others, unless they give me permission. I can speak from my experiences, not others'.
In 100 days, I can get cozy with humility.
In 100 days, I can practice offering grace. To myself, my colleagues, my students and my community. I can make mistakes and learn something from those mistakes. I can remind myself that with practice, patience and determination, we grow.
In 100 days, I can find my people, my thought partners, my challengers. I can reach out to those in my school, my network, on Twitter or elsewhere. I can find the educators who get me, support me and teach me-and I can be that person for someone else. No one should do this work alone.
In 100 days, I can work toward recognizing the funds of knowledge my students' families bring. I can build community, co-creating and holding affinity spaces with families in their home languages. I can invite families to be part of the curriculum.
In 100 days, I can practice self-care. I can recognize that it is necessary to build and sustain my capacity to be effective in this work. Whether it's a warm bath, a morning walk, a great TV show, a dance class, a nap, a delicious meal, time with friends and family or time alone, I can do the things that feed my soul and spirit.
In 100 days, I can remember my ancestors. I can remember the lessons from those who came before me. I can read the words of Frederick Douglass, listen to Nina Simone and look for inspiration in how our people have thrived in trying times.
In 100 days, I can find ways to remind myself I'm not alone. I can go back to the work of Gholdy Muhammad, Bettina L. Love, Gloria Ladson-Billings and others to remember that I do this work in community, to remember what is possible.
In 100 days, I can support students as they lead. I can identify opportunities within and outside of school for students to organize, inspire, teach and learn with their peers, families and communities. If we want this work to continue, young folks will need to be leading it.
In 100 days, I can meet individually with students, in person or over video calls. Just for 10 minutes, just to talk. I can check in not about grades or school but about their lives. I can share some of who I am with them.
In 100 days, I can build strong connections with each of my students. I can remember that I don't need to control everything they are doing. I can laugh with them. I can get to know them as full human beings-their interests, their passions, their goals, their dreams. I can remember that none of this work is possible without strong relationships.
In 100 days, instead of feeling like I am hammering my head against a stone wall of opposition, instead of getting discouraged, I can think of myself as a beacon. Those who need light will find me. And I will pull in close those who are reaching for me.
This collaborative piece was written by Teaching Tolerance Advisory Board members Lhisa Almashy, Geneviève DeBose, Toni Rose Deanon, Angela Hartman, Danna Lomax, Amy Melik, Veronica Menefee and Alicia Oglesby. TT Senior Editor Julia Delacroix provided editorial support.

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As this new semester begins, a new presidential administration is embarking on its all-important "first 100 days." This public goal-setting got us thinking: What are some things educators can do in 100 days to improve equity in their schools? We reached out to members of our Teaching Tolerance Advisory Board for answers.

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Strategies for Addressing Strong Emotions

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Strategies for Addressing Strong Emotions

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National Museum of African American History and Culture

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Talking about race, although hard, is necessary. We are here to provide tools and guidance to empower your journey and inspire conversation.

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Responding to the Chauvin Verdict - Learning for Justice

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Responding to the Chauvin Verdict - Learning for Justice

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No matter how educators identify or how long they have been teaching, it's critical that they reflect on their ability to discuss race, racial (in)equality and racism-past and present-with students. This toolkit offers strategies for how educators can engage in this reflection and strengthen their practice.

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Today, Derek Chauvin was found guilty on all charges. But our legal system is still far from just, and many students may still be feeling a lack of closure. In critical moments like these, we know students look to educators for guidance. We hope you'll reaffirm the value of Black lives.

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The kids feel there is very little in the way we address racism. And they want to talk, they want US to talk about it too.

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They want acknowledgement and open conversations

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Students want our school community to explicitly discuss racism and bias and ways that we can address these issues. I like the idea of school wide assemblies to address these topics. I also liked the idea of celebrating and learning about different cultures.

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They want to know where we are now and how we can get better.

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Wanting assemblies to help celebrate different cultures

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Wanting assemblies to help celebrate different cultures

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(be considerate of mixed kids, be careful not to tokenize)

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Specifically now a 3 because I am concerned about potential negative reactions from the community to our conversations.

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Space to have conversations about race and racism

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Space to have conversations about race and racism

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Can we have organized lessons that teachers can use to have conversations about race

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Be aware of daily opportunities, in the moment. 

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Be aware of daily opportunities, in the moment. 

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Speaking form a white male's perspective, I am inspired by the awareness of race and racial identity that our students have. This was there for me at their age.

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We could choose a book for each grade level to read together and discuss during community time.

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Having race conversations in a remote school setting is difficult. I have used Nearpods to allow students to get their ideas,emotions,feelings out but I can control the converstaion.

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Having race conversations in a remote school setting is difficult. I have used Nearpods to allow students to get their ideas,emotions,feelings out but I can control the converstaion.

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As a white woman I am aware that I have implicit bias and I don't want to cause harm or make things worse. I also know that our students need this and I need to just dive in.

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Experienced and comfortable as a social studies teacher.

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Empower rising voices to plan and coordinate a school-wide activity lesson that could potentially occur during community time, or another time we could identify.

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3  It is more difficult today during remote teaching to have these conversations in an authentic manner. 

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3  It is more difficult today during remote teaching to have these conversations in an authentic manner. 

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I will continue to have these conversations and dialogues in class so that all my students feel important, valued and heard! 

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I will continue to have these conversations and dialogues in class so that all my students feel important, valued and heard! 

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I will do something tomorrow.

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I self-assess at 4- though it can vary. As a white male, there are times when I feel uncomfortable talking about race, but those times are becoming less and less frequent as I continue to push through discomfort and engage these conversations.

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I think we need to make sure that we aren't passing off responsibility to just members of Rising Voices, or those who plan assemblies... it is all of our jobs to tackle this on a daily basis. I don't want students to see this as becoming, "Oh, and now we're going to talk about racism," as if it's a separate "thing" that we do at certain times.

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During one of our 8th period weeks students would decide if they want to be part of a "cold" discussion or part of a reading & response discussion group - Rising Voices could make the intro (video?) for this 8th period lesson and run the PD showing us what they would like teachers to do! This way students can choose HOW they process this topic and our student leaders can have agency in making change

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https://www.teachingwhilewhite.org/podcast

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I am white...

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To let the kids talk things out (for topics beyond this one as well)
and learn how to engage in disagreement that is respectful and doesn't end in ruined relationships.

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4 - it is easier for me to talk to students about this while we are all in the classroom. It seems challenging to do remotely/with remote students.

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4 - it is easier for me to talk to students about this while we are all in the classroom. It seems challenging to do remotely/with remote students.

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I am mostly comfortable discussing race though I have had a few conversations lately where what I was trying to say was misinterpreted and I felt attacked and due to that I am more hesitant

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As a white male with implicit bias, I am afraid of saying the wrong thing or offending anyone

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We discussed the verdict a bit today in one of my classes. I will continue to being open to having these conversations.

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I am a part of the Rising Voices group which helps me stay engaged. I would also like to do some more reading on the history of racial injustice.

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I would rather listen...

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I need structure. Have the conversation with purpose and about something.

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Students Need Instruction In Civil Discourse

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Students Need Instruction In Civil Discourse

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If someone says something offensive they need to be called out and a discussion needs to happen as to why their speech is offensive. Students need to develop empathy for other groups. Kids will say things like "I was just joking" and have no empathy so I think we need to build on the empathy lesson from last week.

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2 for discussions as a white woman. Not wanting students to feel it's not genuine because I'm white and I've usually taught about race through curriculum.

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Usually a 4, though it varies by context and what group I am in.

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I will continue to educate MYSELF on institutional racism and how it shows up in my class.  Also, ways to prevent this and change the lens.

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I will continue to educate MYSELF on institutional racism and how it shows up in my class.  Also, ways to prevent this and change the lens.

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Commit to making it regular and consistent and not let discussions subside.

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I need to be willing to continue these conversations even in the face of feeling personally attacked.

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I need to continue to lean into conversations about race and racism, and turn those conversations into action.

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Giving students space for discussions. Space to share verbally or write out their feelings and thoughts.

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If we are going to have a period 8 discussion, it might be helpful to have a "FAQ" type sheet with common statements and rebuttals to help us feel prepared for push-back