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50 history book that teach Black History to children and young adults

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25 charts to shows friends and family who aren’t convinced racism is still a problem in America

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25 charts to shows friends and family who aren’t convinced racism is still a problem in America

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Black Americans are underrepresented in high-paying jobs

Business Insider/Andy Kiersz, data from Bureau of Labor Statistics

The Bureau of Labor Statistics shows that 54% of employed Asians worked in management, professional, and related occupations - the highest-paying major occupational category - compared with 41% of employed whites, 31% employed Blacks, and 22% of employed Hispanics.

This, in part, can be explained by racist hiring practices that kept Blacks out of business for decades under Jim Crow. It can also be explained by more subtle forms of prejudice today.

One Harvard University study found that when Blacks and Asians "whitened" their resumes - for example, used "American" or "white"-sounding names - they got more callbacks for corporate interviews. Twenty-five percent of Black candidates received callbacks from their whitened resumes, while only 10% got calls when they left ethnic details on their resume.

In addition, many companies rely on employee social networks for referrals, which can be problematic if your company is largely white, diversity experts told Business Insider. One survey found that three quarters of white employees don't have any non-white friends.

Similarly, overall income for Black Americans was about 42% lower than for whites in 2018.

There's a similar disparity at the household level. Lower incomes mean that the poverty rate for Black families is over twice that of white families.

One common way to illustrate the gender and race wage gaps is through looking at "equal pay days" for different groups.

Equal pay day for a particular racial or gender group marks the extra days someone in that group has to work into the next year to earn what the typical white man earned in the previous year.

Based on income figures from 2018, it would take the median black woman worker 226 extra days into a new year to earn what a median white male worker made in the previous year.

Educational opportunities remain starkly split by race.

A study by the Department of Education showed that in 2013, Black high school students were only a bit more than half as likely as white students to have any Advanced Placement or International Baccalaureate credit, and only about a third as likely to have AP/IB credit for math.

As with income, intergenerational educational mobility varies widely between racial groups.

This chart, based on another study from Opportunity Insights, looks at the likelihood that a child whose parents had only a high school diploma goes on to earn a college degree or higher.

Only 15% of Black students from less-educated households went on to finish college, well below the 25% of white children who earned a degree.

Black men are roughly five times more likely to be imprisoned than their white counterparts - and nearly 13 times as likely in the 18-19 age group.

The most recent numbers available on imprisonment rates come from the Bureau of Justice Statistics' analysis of 2018 data, which showed that Black men aged 18-19 were 12.7 times as likely to be imprisoned as their white peers, and Black men of all ages were roughly 5.8 times more likely to be imprisoned than white men.

A Pew Research Center analysis of the data showed that the Black imprisonment rate has actually dropped by 34% since 2006 - the greatest decline across all races.

Yet even still, Black Americans - and particularly Black men - remain more likely than any other group to be imprisoned. For every 100,000 Black men there are 2,272 inmates, whereas for every 100,000 white men there are just 392 inmates.

Marijuana usage rates are similar between white and Black Americans, yet Black Americans are 3.64 times more likely to get arrested on marijuana possession charges.

According to the federal government's Substance Abuse and Mental Health Services Administration, marijuana usage between Black and white Americans is similar. Just 18% of Black people over the age of 12 in 2018 reported using marijuana within the past year, while 17% of white people over the age of 12 reported the same.

But the usage rate is where the similarities end - that same year, Black Americans were arrested 3.6 times more often than white Americans for marijuana possession, according to an American Civil Liberties Union analysis of FBI and US Census data.

The racial disparity in marijuana arrests has actually gotten worse in recent years, even though more states are legalizing or decriminalizing marijuana.

According to the ACLU's analysis of marijuana arrest data from the FBI's Uniform Crime Reporting Program, racial disparities in marijuana arrests have continued in every state.

Despite widespread reforms to state marijuana policies, the racial disparity has even gotten worse over the years, not better. For instance, in 2010, Black people were 3.31 times more likely to be arrested for marijuana possession than white people, and over the years the rate ticked up to 3.64 in 2018.

The marijuana arrests that continue to the present day have disproportionately "caused profound and far-reaching harm on the people arrested, convicted, and/or incarcerated for marijuana offenses," the ACLU wrote. "It has been a colossal waste of money and law enforcement resources that has only deepened the divide between communities and their governments and increased public hurt rather than safety."

Black people are overwhelmingly more likely than white people to be under parole supervision - and they're more likely to be sent back to prison for minor infractions.

Research from Columbia University's Justice Lab has shown that Black people are far more likely than white people to be under parole supervision. Though the federal prison system has largely abolished parole, most states still retain the practice of releasing some inmates from prison sentences early in exchange for heavy supervision while they try to get back on their feet.

New York state has a particularly extreme racial disparity when it comes to parole supervision. Black people are 6.77 times more likely to be under parole supervision than white people, the Justice Lab found. They are also 4.99 times more likely than white people to be re-incarcerated due to "technical" parole violations, meaning that they had parole revoked due to minor infractions such as missing an appointment, rather than committing a new crime.

A Justice Lab report said parole supervision has also had an unequal effect on Black people - even though some of the supervision requirements may seem neutral or sensible, they may be far harder for people in Black communities to abide by through no fault of their own.

For instance, one common parole requirement is for parolees to stay away from people who have felony convictions. Yet an estimated one-third of Black men have felony convictions. That means parolees could be ordered to stay away from friends, family members, and neighbors.

"People on parole ... may be forced to choose between obeying the rules on one hand, or, on the other, risking a parole violation by spending time with relatives and friends who could be valuable sources of support, stability, housing, or employment connections," the Justice Lab report said.

Roughly half of those fatally shot by police are white, but Black Americans are fatally shot at a disproportionate rate compared to their representation in the US population.

The Washington Post has compiled one of the most thorough datasets available when it comes to fatal police shootings, and it has sparked debate over what it means when it comes to racial bias in police killings.

The data show that more than half of the people fatally shot by police in America within the last five years were actually white - but fatal police shootings of Black people were disproportionately high, considering they account for roughly 13% of the US population.

As of June 12, 2,469 white people had been fatally shot since 2015 at rate of 13 per million, whereas 1,293 Black people were fatally shot at a rate of 31 per million.

The database also comes with a number of other qualifiers - namely, that it tracks only fatal police shootings, not fatal police encounters in general. So the deaths of Black men like George Floyd, which occurred after a Minneapolis police officer knelt on his neck for nearly nine minutes, have not been included in the dataset, nor have the deaths of Eric Garner in Staten Island, who died from a police chokehold, or Freddie Gray in Baltimore, who died of spinal injuries he suffered in a police van.

It's also worth pointing out that every fatal police shooting included in the database has its own unique set of circumstances that may or may not have justified a shooting. For instance, the database includes Omar Mateen, the mass shooter who killed 49 people in an Orlando nightclub in 2016 before police fatally shot him.

The majority of fatal police shootings - 4,037 out of the 5,403 people fatally shot by police in the last five years - occurred when a suspect had either a gun or a knife.

Though the presence of a weapon does not in and of itself mean each of those police shootings was justified (for example, the database includes the fatal police shooting of Philando Castile, who was legally armed and obeyed the officer's commands during a traffic stop), officers are generally permitted to use deadly force when they believe a person poses a serious threat of injury or death.

But even when narrowing the data down to fatal police shootings of unarmed people, it shows a similar story as the aggregate data. Of the 352 instances where police fatally shot unarmed people, 145 of those people were white and 123 were Black (63 were Hispanic and 21 were designated "other" or "unknown.") - that's a rate of 10.7 white deaths per 10 million, and 30.1 Black deaths per 10 million.

More: Features Racism Education Unemployment

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26 simple charts to show friends and family who aren't convinced racism is still a problem in America

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Black Americans are underrepresented in high-paying jobs The Bureau of Labor Statistics shows that 54% of employed Asians worked in management, professional, and related occupations - the highest-paying major occupational category - compared with 41% of employed whites, 31% employed Blacks, and 22% of employed Hispanics.

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'White Privilege: Unpacking the Invisible Knapsack' and 'Some Notes for Facilitators' - National SEED Project

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White Privilege: Unpacking the Invisible Knapsack Downloadable PDF © 1989 Peggy McIntosh 'White Privilege: Unpacking the Invisible Knapsack' first appeared in P...

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'White Privilege: Unpacking the Invisible Knapsack' and 'Some Notes for Facilitators' - National SEED Project

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White Privilege: Unpacking the Invisible Knapsack Downloadable PDF © 1989 Peggy McIntosh 'White Privilege: Unpacking the Invisible Knapsack' first appeared in P...

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740+ Games for up to $5! All proceeds go to NAACP &Community Bail fund!

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740+ Games for up to $5! All proceeds go to NAACP &Community Bail fund!

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Bundle for Racial Justice and Equality by itch.io and 564 others

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Bundle for Racial Justice and Equality: 742 items for $5.00

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Bored Teachers: Listen Up White People, It’s Time for Some Homework

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Bored Teachers: Listen Up White People, It’s Time for Some Homework

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Listen up, White People. It's time for some homework for the white people sitting together in the front (Me included. I was always front and center. #goodytwoshoes). It doesn't really seem like we are grasping the lesson people of color are trying to teach us because the same stuff keeps happening and the same racist policies still exist. They just pop up disguised in different, deceiving ways.

White people, I know we are smart. Are we not reading the material and reviewing the notes? Yes, we do a good job of clicking the "like" button and getting outraged at the next viral video. I can see our beaming faces now, hoping that made the teacher proud. Sure, we get an A for the comment section. We know how to show up there.

But we are severely lacking in critical thinking, communication, collaboration, and creativity. The 4 Cs of teaching. I am a teacher. How did you guess? I am a wife, and mom to two people of color too, and I am fed up. But, I am also a student, and it's time for us to do some homework.

Just so you know, we may get a small share of the sales made through the affiliate links on this page.

Critical Thinking

1. Read "White Fragility: Why It's So Hard for White People to Talk About Racism." A book by Robin Diangelo, a white woman.

2. Read "How to Be an Antiracist." A book by Ibram X. Kendi a man of color.

3. Watch "" A documentary by filmmaker Ava DuVernay.

4. Compare and contrast the three. Did we notice a common theme among the three? How did the tone differ among them? Did anything surprise you? What stood out? What were the different perspectives?

This is just a narrow list for our summer reading. There will be a more comprehensive list to read and watch throughout the year. Moving on.

Communication

1. Share your new understandings and findings on social media and with family and friends.

2. Invite others to engage in thoughtful, openminded dialogues.

3. Form and participate in weekly literature circles to discuss the following topics of conversation in a round table like fashion.

What are some ways in which I perpetuate racism? How can I challenge my own actions and beliefs?

What are some racist policies in my community, state, or country? How can I work to make them anti-racist?

How can we, as a group, fight against racist policies?

Everyone still with me? Good, because it's about to get tough for us.

Collaboration

1. Seek out black groups, movements, advocates, business leaders, entrepreneurs, and policymakers to see how you can help.

2. This next part is important, so I am putting it in bold font and underlining. Listen to them. Do not try to take charge. Phew, I know that's hard, but read it again. Listen to them. Do not try to take charge. Remember assimilation is not anti-racist.

3. Pick one, just one, of the ways in which you can help and work on that throughout the year.

Then, lastly...

Creativity

1. How will you use your white privilege for the good of humanity, especially people of color?

2. Think about that and find little ways to do that every day.

3. Reflect on your actions. Is what I am doing considered racist or antiracist? It can only be those two. If it's even 5% racist, how can you change it to be completely antiracist?

Congratulations! We completed our summer work. Unfortunately, we are not finished. Not even close. We will never stop learning and having tasks to complete. Too much is at stake for us to stop. Too many lives. This is our duty.

ALSO CHECK OUT:

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Listen Up White People, It's Time for Some Homework

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Listen up, White People. It's time for some homework for the white people sitting together in the front (Me included. I was always front and center. #goodytwoshoes). It doesn't really seem like we are grasping the lesson people of color are trying to teach us because the same stuff keeps happening and the same racist policies still exist.

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Ted-Ed- Notes of a native son: the world according to James Baldwin

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Ted-Ed- Notes of a native son: the world according to James Baldwin

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Notes of a native son: The world according to James Baldwin - Christina Greer

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Racism + Violence: Helping Kids Handle the News 

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Racism + Violence: Helping Kids Handle the News 

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Super easy to read source!

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Free book on teaching little kids about racism / equality

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Institutionalized Racism: A Syllabus - JSTOR Daily

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How can we help students understand George Floyd’s death in the context of institutionalized racism?

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An idea for family education or even lesson planning 

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An idea for family education or even lesson planning 

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BlackLivesMatter at school: Teaching materials

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BlackLivesMatter at school: Teaching materials

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Children's Books Celebrating Black Boys

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George Floyd. Ahmaud Arbery. Breonna Taylor. What do we tell our children?

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George Floyd. Ahmaud Arbery. Breonna Taylor. What do we tell our children?

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Should we tell the children? How?

Those are among the many questions parents are asking after the deaths of George Floyd, Ahmaud Arbery and Breonna Taylor. Many white parents wonder whether to talk with their kids at all, while parents of color swallow their grief and fear to have "the talk" once again.

These deaths are part of a more complex story, one some parents have been telling for generations, and others have long felt they've had the luxury to ignore. Experts in child psychology and race-based stress say these conversations are essential for all parents to have, and they underscore that there are developmentally appropriate ways to talk to children of all ages about racism and police brutality.

George Floyd protests: How did we get here?

"Silence will not protect you or them," said Beverly Daniel Tatum, a psychologist and author of "Why Are All The Black Kids Sitting Together in the Cafeteria? And Other Conversations About Race." "Avoiding the topic is not a solution."

Racism persists, experts say, because many parents avoid difficult conversations.

"One of the most important things to remember is that you may not have all the answers, and that is OK," said Erlanger Turner, a clinical psychologist and assistant professor of psychology at Pepperdine University who studies mental health among racial communities.

USA TODAY spoke with Tatum and Turner about how to talk with children about racial violence:

Why is it important to talk with children about what happened to George Floyd and other incidents of police brutality or racism in the news?

Beverly Daniel Tatum: Even young children may see or hear about highly publicized incidents like the George Floyd case – perhaps overhearing the TV or the radio –  and may ask questions. Or if parents are upset by the news, the child may perceive the parent’s distress and ask why Mom or Dad is upset. In either case, an age-appropriate explanation is better than silence. Older children with Internet access may see online images on their own. Initiating an age-appropriate conversation can give children a helpful frame for understanding difficult realities. If parents are silent, children will draw their own often faulty conclusions about what is happening and why.

Erlanger Turner: Many adults are hurt and angered by these events, and their children may notice changes in their mood. It is helpful to have a healthy conversation around what happened and also talk about ways to cope when you witness social injustice.

Does COVID-19 warrant avoiding these conversations, given many children are already struggling with fear, anxiety and uncertainty?

BDT: No. Not talking about upsetting events only fuels fear, anxiety and uncertainty.  Being able to talk about something with a supportive adult can reduce fear, anxiety and uncertainty. Parents may avoid the conversation because they don’t know what to say, but it is a mistake to think that their silence is helpful.

'This report is ... a joke':House Democrats blast CDC over racial disparity data amid coronavirus

ET: I don't think that anxiety and fear about COVID-19 should stop a parent from talking about police brutality. This issue has been increasing in concern over the last few years as the number of black and brown people killed by police continue to rise. I think if you do talk with your child don't leave them in a high state of worry. Make sure to end the conversation by engaging in a pleasant activity after the difficult discussion so they won't stay worried or afraid.

How do parents start these conversations and how does that change depending on the age of their children?

ET: I think the first place to start a conversation around racism and police brutality is with honesty. Take ownership of your feelings and be comfortable sharing those feelings with your child. Then you can begin to allow them to share what they may already know about racial differences. I think that it is always good to allow children to share their opinion and understanding before you offer information.

For younger children conversations about racism should be limited to basic facts about how people are treated differently due to the color of their skin but also acknowledge that not everyone treats people differently based on race. For older teens, parents can consider exposure to news or social media posts as discussion points about this issue.

BDT: Regardless of the age of the child, it is important to balance acknowledging the reality of racism, or unfairness, with messages about the possibility of change, and the community of allies who are working together to make things better.

If a child of color asks if a police officer is going to kill them, what do you say?

BDT: The answer will depend on the age of the child.  If it is a young child, a parent can be reassuring.  “No, honey, you don’t have to worry about that. Police officers don’t want to hurt you.”

In response to an older child, it can be reassuring to say something like: "I know that it is scary to think that something like that might happen, and I really don’t want you to worry about anything like that. I know that most police officers want to help people, and most police officers never fire their guns. But sometimes they do get nervous and make mistakes. So it is important for you to know what to do if a police officer ever stops you…”

Black parents often refer to this as “the talk” they have to have with their adolescent sons to increase the odds they will survive an encounter with a police officer if and when they are stopped.

ET: That is a tough question. Depending on the age of the child, they may have some awareness of youth that have been killed by police. Obviously you don't want to respond in a way that is going to make children be more fearful for their safety. In my opinion, I think that you should let children know that most police officers work to protect them and their community.

If a child says they are afraid or angry, what do you say?

BDT: Acknowledge the child’s feelings. The parent may have similar feelings. “I know it’s upsetting to hear about and see these things happening. It upsets me too when bad things like this happen. Racism is very unfair. But it makes me feel better to know there are lots of people who want to change things." Being able to offer specific examples of community change agents would be useful. Being able to talk about what family members are doing to speak up against unfairness is especially useful. Actions always speak louder than words.

ET: If a child tells you that they are angry, that is appropriate. Don't force them to hide their emotional expression. However, be sure to help them identify ways to express their anger in a healthy manner which may include journaling or exercising to release the energy from their body.

If a child is afraid for one of their friends, what do you say?

BDT: “I can see that you are worried about your friend. What do you think we could do that might help him or her?” Depending on the situation, this could be an opportunity to talk about what it means to be an ally, and how to stand in solidarity with another person.

Bear witness, record, de-escalate: How race may affect what bystanders are called to do in cases like George Floyd's

ET: If a child is afraid for one of their friends, talk with them about those emotions. Allow the child to express why they may be afraid and help them identify how they can check on their friend's safety to ease their anxiety or fear. Part of what increases anxiety is the fear of the unknown. If you have a plan of action it will reduce some of those fears.

How can parents talk about law enforcement in a way that is honest but also doesn’t discourage children from seeking help from law enforcement when appropriate?

BDT: Most police officers become police officers because they want to help people. And there are times when we would really want a police officer to help us – give some examples – if there’s been a car accident, or if someone took something that belonged to us, etc. But sometimes a police officer does something bad, like today. When that happens, we might start to think that all police officers are like that. But it’s important to remember that that is not true.

ET: I think that it is very important to talk with the children about law enforcement. For example, you can talk with them about how they protect rules in society such as making sure that people don't drive too fast so they won't harm themselves or others. Providing clear examples about the ways that law enforcement helps society will allow the child to better understand. You can also be honest about situations such as police brutality and let children know that some police officers break laws. If you have a trusted officer in your community it may be good to also allow the child to talk with them in person to reduce their fear.

Should these conversations be different depending on the race of the child?

BDT: Children of color are likely to experience racist encounters as they get older.  They need to be helped to understand their own worth and feel affirmed in their identity as young people of color despite the negative messages they may get from others.  Parents of color want to raise self-confident and empowered children who are not demoralized by other people’s racism. This requires lots of conversation about racism and how to resist it in an ongoing way throughout their children’s lives.

White children are often racially isolated as a consequence of segregated schools and neighborhoods, and consequently limited in their understanding of people different from themselves. White parents who want to interrupt the cycle of racism must learn to talk to their children about it and model their own anti-racist activity.

ET: According to research, white parents often don't talk with their children about race or may emphasize "not seeing color." The concept of colorblindness or "not seeing color" is more harmful than helpful and does not honor an individual's identity. ... For white families, research suggests ... conversations should focus on raising anti-racist children and encouraging more friendships with children from others races.

Many of these deaths garner attention because footage of it goes viral. What should we say if our child asks to see it?

BDT: There are many adults who don’t want to see such footage. I would not show it to a child at all. Once an image is in your head, it is very difficult to get it out. That said, it is reasonable to describe what happened and talk about why it was wrong. It is also likely that children with Internet access can view the footage without an adult’s permission or assistance. Talking about it after the fact will help children process their feelings.

George Floyd video adds to trauma:'When is the last time you saw a white person killed online?'

ET: You should not show your children these videos as it may increase the likelihood of them experiencing symptoms of trauma or having nightmares. What we know from research on witnessing disasters is that individuals may be at a higher risk of developing post-traumatic stress disorder even through indirect exposure to these events.

What do we say if, in the course of this conversation, a child says something racist?

BDT: Inquire about it with curiosity, not judgment. "I’m wondering why you said that …"  After hearing more about what the child is thinking, you can offer correction by providing new information. “You know, a lot of people might think that is true, but I don’t because....”

ET: I think the first thing to do is to not get defensive. You want to foster open communication with your child. However, I think you should explore why they have that opinion, where did they learn it from, and tell them why what they said was wrong. It might be helpful for you as a parent to think about ways that you may have unconsciously expressed racist attitudes.

How can parents explain the uprisings in a way that doesn’t condone violence but also doesn't minimize the sense of injustice fueling them?

BDT: Children understand the concept of unfairness as well as the experience of frustration. Years and years of unfairness – racism – results in intense anger and frustration. The conversation can then be about what we must do to fix the continuing unfairness.

George Floyd protests: Anger floods U.S. cities

ET: I think it is important for parents to be honest. Share your hurt, anger, or disappointment with your child. You should also talk about different ways to protest social injustice such as calling your local politicians office or even visit their office to talk with them about policy change to reduce injustice.

Resources for parents

For books dealing with social justice topics: Social Justice Books

For teenagers dealing with police shootings: The Hate U Give by Angie Thomas.

For young children (ages 4-8): Something Happened in Our Town: A Child’s Story about Racial Injustice, by Marianne Celano, Marietta Collins, and Ann Hazzard

Especially useful for white parents: Raising White Kids: Bringing Up Children in a Racially Unjust America by Jennifer Harvey

Daddy Why Am I Brown?: A healthy conversation about skin color and family by Bedford F. Palmer

A Terrible Thing Happened by Margaret Holmes

You may also be interested in:

How to talk to your children about violence

How to talk to your kids about mass shootings

How to raise a feminist

Alia E. Dastagir is a recipient of a Rosalynn Carter fellowship for mental health journalism. Follow her on Twitter: @alia_e

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George Floyd. Ahmaud Arbery. Breonna Taylor. What do we tell our children?

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Experts in child psychology explain how parents can begin conversations about racial violence and answer some of kids’ most painful questions.

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We need more white parents to talk to their kids about race. Especially now.

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We need more white parents to talk to their kids about race. Especially now.

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Back when news of the coronavirus was just beginning to hit social media feeds and live news broadcasts, I was relieved because I thought that for a moment - one blessed moment - there might be a respite from the relentless barrage of race-related stories that dominate news cycles and keep black folks' social radar on high alert. I thought the crux of conversations with my sons would be about how to not get the virus and how to make sure we have enough toilet paper. A virus is a race-neutral issue, right? Wrong.

First the nation's president dubbed the coronavirus the "Wuhan virus" because the infection appears to have originated from that city in China. Soon came accounts from Asian Americans who were being harassed while on walks or jogs by people shouting racial epithets. Asian American doctors and nurses are reporting an increase in racial incidents, even as they care for patients. Now a recent report from the Asian Pacific Policy and Planning Council and Chinese for Affirmative Action groups documents almost 1,500 anti-Asian incidents over a four-week period through April 15, and they expect this trend to continue. Asians are being called "chink," they've been hit by soda cups thrown at them, and have been spit on.

They were asked to be 'colorblind,' but now more white parents are learning to talk about race

In the black community, the theory that the pandemic would be an equalizer fell apart quickly. Black communities across the country are racking up disparate death counts, with some families losing multiple family members. As of April 29 in Wisconsin, where blacks are just 6.3 percent of the population, they accounted for 23 percent of the coronavirus cases and 33 percent of the deaths. The growing consensus is that preexisting race-based health disparities are a significant factor in these alarming numbers.

Add to the mix white agitators protesting state-issued stay-at-home orders while outfitted in full military gear, carrying automatic weapons and waving Confederate flags, and it is impossible to deny that our society's endemic race issues have necessitated yet more conversations in my house about race.

Other black and Asian families are talking about these issues because they, too, know they don't have a choice. What about white parents? Just as families of color have always had to socialize their children on matters of race, white parents need to socialize their children about race, too.

Socializing kids into a race-based culture is referred to as racial and ethnic socialization (RES). It is the process by which parents and families educate and prepare their children to function in a racialized society like ours. It usually is discussed in research literature as a tool for black parents and generally serves two main purposes: to educate children about their heritage and to prepare them to face racism, discrimination, stereotypes and a host of other race-related issues.

"The main thing I think [black] parents do ... is that they try to infuse their home environments with positive, affirming images of African American people," says Mia Smith-Bynum, associate professor of Family Science at the University of Maryland School of Public Health. "That may be decorating your home with cultural artifacts, making sure that your kids have an African American peer group, exposing them to literature and culture - all sorts of things where kids can see themselves."

"The goal is to convey that parents are culturally affirming to children in a world that denigrates them" she says. "Doing these things is like psychological armor against racial stereotypes."

Preparing kids to face what living in their black skin will be like is critical. "This country was built on racism. Our children have to be prepared for that," says Janice Robinson-Celeste, co-founder and publisher of Successful Black Parenting magazine. "The resurrection of white nationalists and racial bullying keeps race as a center point in our children's lives, and they have to be ready to manage their thoughts and responses at all times."

Some ways black parents typically accomplish this is to take trips to cultural museums; participate in cultural spaces where black people are gathered, like black churches, hair salons or barbershops; join membership groups like Jack and Jill; and make sure kids can regularly visit with extended family and older relatives who can give them perspective and context on what it takes to survive in this country.

Asian American, Latin American and Native American families also engage in conversations and activities to help kids appreciate their culture and prepare emotionally and mentally for being targets of race-based discrimination.

As targets of coronavirus fearmongering, Asian American families are especially vigilant now to affirm their children and to protect them against racist attacks. Helen Lee, author of "The Missional Mom" and Christian publishing professional at InterVarsity Press, is dealing with the issue head-on. "We have had no choice but to have conversations with our three boys about the current racial rhetoric and climate that we are currently experiencing," she says. "We don't want them to be surprised if in the future they are out of the house and someone hurls a racial attack at them, or if someone does something like that to them online."

"We know that RES is helpful to reduce the risk for mental health disorders and to foster strong ethnic identity," says Erlanger Turner, assistant professor at Pepperdine University and president of the American Psychological Association Division 37, the Society for Child and Family Policy and Practice. "[It] can also help children to develop positive self-esteem and promote resilience."

So why should white parents socialize their children on race?

"There are so many messages in the broader culture that whiteness is both normative and also more highly valued, so white parents have to very intentionally counter those messages in how they communicate with their kids," Lee says.

Another reason? Overt acts of hate are increasing. Data from the Anti-Defamation League's Center on Extremism report, " White Supremacists Double Down on Propaganda in 2019," shows that incidents of on- and off-campus distribution of racist leaflets, brochures and other material more than doubled between 2018 and 2019; and in a Feb. 5 hearing, FBI Director Christopher A. Wray stated that the threat posed by racist extremists is now a "national threat priority. "

Parents need to help their kids understand that behavior borne of hatred causes division among us, it incites violence that will continue to destabilize society, and it does not honor everyone's right to live in peace and with respect.

Many people are starting their anti-racist journey at home by confronting racist white family members. But it's not exactly an easy discussion to have. (The Washington Post)

"Parents ... need to look at life with wider lenses," says Valerie Lewis Coleman, author of the children's book, "Oh, the Things I Can Be When I See Me." "Hatred and racism are learned behaviors fueled by ignorance. Instead of ostracizing people for having different skin color ... we should teach acceptance and educate children that differences do not make you right or wrong."

So what should racial socialization look like for white families?

As is the case for families of color, there are many things white parents can do to socialize kids about race.

1. Normalize nonwhite ethnicities by including books, movies, TV shows and other cultural expressions by people of color alongside those by whites, and expanding your social, professional and faith circles to include people and families of different ethnicities and doing the same for your kids. This will show children that you value people from all ethnicities and count them worthy of friendship and social association.

2. Educate yourself and your kids accurately about history. Correct the prevailing narrative that promotes a benevolent and peaceful beginning to this country by reading accounts like the New York Times's 1619 project, and The Washington Post's project about teaching the truth about slavery in schools. Include historical accounts involving Japanese Americans and Native Americans as well as other ethnicities.

3. Talk often about current events and posts they might see on social media related to those events. The tendency is to think that children are too young to have these conversations, but any conversation can be adapted to be age-appropriate. The current coronavirus pandemic is a perfect time to talk, because there are loads of opportunities to help kids recognize harmful racism and understand why it continues to happen. Seek out stories that cover issues by including opinions and information from diverse voices and sources.

Parenting is hard, and addressing race issues doesn't make it any easier. But even the FBI has told us that white supremacy and racism are a "national threat priority." Jennifer Fink, founder of Building Boys parenting resource and host of "On Boys" podcast, puts our collective situation in perspective: "For far too long, white families have been able to avoid racial conversations. ... [But now] we can create a chorus of voices that says, 'No more, we all need to talk to our children about race.' "

We cannot wait.

Chandra White-Cummings is a freelance writer and editor and founder of CWC Media Group. She writes about the things she feels she can't afford not to write about.

Follow On Parenting on Facebook for more essays, news and updates, and join our discussion group here to talk about parenting and work. You can sign up here for our newsletter.

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Perspective | We need more white parents to talk to their kids about race. Especially now.

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Back when news of the coronavirus was just beginning to hit social media feeds and live news broadcasts, I was relieved because I thought that for a moment - one blessed moment - there might be a respite from the relentless barrage of race-related stories that dominate news cycles and keep black folks' social radar on high alert.

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Exit Racism- ein Hörbuch von Tupoka Ogette

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Exit Racism- ein Hörbuch von Tupoka Ogette

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„Eine Anleitung zum Reflektieren der eigenen Rassismen."

- Aminata Touré, Vizepräsidentin des schleswig-holsteinischen Landtags

„Dieses Buch öffnet Augen und Herzen!"

- Megaloh, Rapper und Aktivist

EXIT RACISM erscheint seit 2017 als Buch und mittlerweile in der 6. Auflage. Tupoka Ogette zeichnet darin die Entstehungsgeschichte des Rassismus, mit besonderem Blick auf Deutschland, nach und erklärt die fast unsichtbaren rassistischen Strukturen, die sich in unserem Denken und Handeln festgesetzt haben. Das Buch soll möglichst viele Menschen mit auf eine rassismuskritische Reise nehmen.
JETZT bestellen

„Wir alle können nichts für die Welt, in die wir hineingeboren wurden. Aber jede und jeder kann Verantwortung übernehmen und diese Welt mitgestalten."

Tupoka Ogette ist Trainerin und Beraterin für Rassismuskritik und Antirassismus im deutschsprachigen Raum. Gemeinsam mit ihrem Team begleitet sie Unternehmen, Organisationen und Verbände mit individuellen Workshops, Vorträgen und Beratungen auf ihrem rassismuskritischen Weg. Tupoka Ogette und ihr Team konnten in den letzten Jahren mit rund 1000 Veranstaltungen in über 300 Institutionen schon mehr als 10.000 Menschen erreichen.
Mehr auf tupoka.de Tupoka Ogette auf Instagram

Rassismus ist ein hartnäckiger Gegner und lässt sich nur dekonstruieren, wenn immer mehr Menschen ein Bewusstsein dafür bekommen und Rassismuskritik zu ihrem Alltag machen. Danke, dass du schon dabei bist! Wir haben für die Zukunft noch viel vor. Wir wollen dir und anderen Menschen noch mehr Möglichkeiten und Ressourcen bieten, um rassismuskritisch denken und leben zu lernen. Um kein Update zu verpassen, folge Tupoka Ogette auf Instagram oder melde dich für den Newsletter an.

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„Eine Anleitung zum Reflektieren der eigenen Rassismen." - Aminata Touré, Vizepräsidentin des schleswig-holsteinischen Landtags „Dieses Buch öffnet Augen und Herzen!" - Megaloh, Rapper und Aktivist EXIT RACISM erscheint seit 2017 als Buch und mittlerweile in der 6. Auflage.

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Anti-Racism Resource List - GREAT OVERVIEW / TOLLE ÜBERSICHT

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Anti-Racism Resource List - GREAT OVERVIEW / TOLLE ÜBERSICHT

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75 Things White People Can Do For Racial Justice

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75 Things White People Can Do For Racial Justice

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106 Things White People Can Do for Racial Justice

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Note 1: This article was last updated on February 5, 2022.
Note 2: Our work is to fix what we broke and left broken. The work isn’t done…

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Black History Month - HUGE library of information, lesson plans, etc. 

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Black History Month - HUGE library of information, lesson plans, etc. 

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Einleitung

Der folgende Text besteht aus Auszügen, Recherchen und Analysen für meine angehende Masterarbeit über institutionellen Rassismus im deutschen Strafrechtssystem. Mein Ziel ist es, verschiedene Beispiele aus den einzelnen Sektoren des Strafrechtssystems herauszugreifen, um mittels empirischer Daten und theoretischer Analysen herauszufinden, in welchem Ausmaß institutioneller Rassismus juristische und strafrechtliche Strukturen durchdringt und kognitive Strukturen der Handelnden (z.B. Polizisten, Richter) bestimmt.

Da eine Analyse rassistischer Strukturen und deren Reproduktion nicht nur auf Betrachtungen aktionistischen Handelns basieren können, werden die Institutionen und deren Ideologien historisch, ökonomisch und kulturell kontextualisiert. Diese Recherche verbindet erstmals theoretische Ansätze der Rassismusforschung mit Analysen des institutionellen Rassismus in einem deutschen Kontext, mit dem Ziel, die Komplexität des Themas durch Fallbeispiele zu veranschaulichen und dem institutionellen Rassismus somit ein "Gesicht" zu geben.

Begrifflichkeiten

Schwarz

Der Begriff "Schwarz" wird hier nicht als alleinige Referenz für die Hautfarbe verwendet, vielmehr dient er als eine politische Definition für Gruppen, deren Geschichte von Kolonialismus geprägt und deren Gegenwart durch rassistische Erfahrungen strukturiert sind.

Afro-Deutsch

Die Bezeichnungen "afro-deutsch" und "Schwarze Deutsche" entstanden in den 1980er Jahren durch eine verstärkte Politisierung innerhalb der schwarzen Bevölkerung in Deutschland und damit auch dem Bestreben, sich von externen Definierungen als "das Andere" abzugrenzen und sich selbst einen Namen zu geben.

Weißer Diskurs

Als "weißer Diskurs" wird hier ein Machtsystem bezeichnet, dass die Linien von Aus- und Eingrenzung kenntlich macht. Durch die Dekonstruktion des existierenden weißen Diskurses wird "Weiß-Sein" als ein soziales Konstrukt markiert, d.h. "Weiß-Sein" verliert seine scheinbare Objektivität und wird somit sichtbar gemacht und thematisiert.

"Rasse"

Rassentheorien teilten die Menschheit in Höhere (weiße) und Niedrigere (schwarze) 'Rassen' mit Bezug auf so genannte wissenschaftliche Kriterien. Obwohl heute allgemein bekannt ist, dass es keine 'Rassen' gibt und der Begriff hauptsächlich als soziales Konstrukt verstanden wird, sind biologische Aspekte von so genannten 'Rassen' immer noch Teil alltäglicher rassistischer Artikulationen und Stereotypen. Daher erfolgt die Benutzung des Begriffes 'Rasse' fortlaufend in Anführungszeichen, um zu unterstreichen, dass es keine wissenschaftliche Basis für die Existenz von 'Rassen' gibt.

Institutioneller Rassismus

Institutioneller Rassismus wird definiert als Rassismus, der in den Strukturen öffentlicher und privater Institutionen verankert ist. Diese Strukturen haben sich aufgrund historischer und gesellschaftlicher Macht- und Gewaltverhältnisse entwickelt und in dem ökonomischen sowie kulturellen und politischen Aufbau einer Gesellschaft und deren Institutionen manifestiert (institutionalisiert). Unsichtbar in ihrer Wesensart beeinflussen diese Strukturen bewusst und unbewusst das Verhalten, die Sicht- und Denkweise der Individuen in Institutionen. Umgekehrt determinieren auch Individuen das Verhalten der Institutionen, in denen sie arbeiten.

Was ist deutsch?

"Was ist deutsch?", war der Aufhänger einer Schulkampagne des Berliner Ausländeramtes im Jahr 1993. Es galt dabei nicht die Frage zu beantworten, vielmehr diente die Fragestellung als Aufforderung, grundlegende Stereotypen und Vorstellungen über das "Deutschsein" zu hinterfragen.

"Was ist deutsch?" Die Notwendigkeit einer breiten und offenen Definition ist auch Teil dieser Analyse über institutionellen Rassismus im deutschen Strafrechtssystem, da die Vorstellung, dass Deutschsein unweigerlich auch Weiß-Sein bedeutet, immer noch dominierend ist. Die Begrenzung des Deutschseins auf ethnische Deutsche (weiße) zeigt sich unter anderem im 'ius soli' des deutschen Staatsbürgerschaftsparagraphen, der auch zweiten und dritten Generationen von Einwandererfamilien das Recht auf eine deutsche Staatsbürgerschaft durch die Geburt in Deutschland verwehrt und somit den reellen Status eines Einwanderungslandes leugnet. Auch der Entwurf eines Zuwanderungsgesetzes des deutschen Bundesinnenministers Otto Schily kategorisiert durch die Einführung eines "Green-Card-Systems" die Einteilung von Zuwanderern in ökonomisch brauchbare und unbrauchbare Objekte und somit ist ein Beitrag des Gesetzes zur erhöhten Integration von Ausländerinnen und Ausländern fraglich.

Diese Metaphern der Ausgrenzung haben nicht nur Auswirkungen auf Begrifflichkeiten in Bezug auf andere, z.B. Gastarbeiter, Mitbürger, sondern sind immanent in polizeilichen und juristischen Kategorisierungen und Profilierungen von potenziellen Verbrechern und Tätern. Auch weltpolitische Ereignisse wie der Anschlag auf das World Trade Center am 11. September 2001 beeinflussen und verstärken vorhandene Kategorien über 'Andere' und werden durch gesetzliche Neuregelungen wie z.B. das Terrorismusbekämpfungsgesetz bestärkt. Somit wird durch das Gesetz eine rechtliche Distanz zu scheinbar 'Anderen' aufgebaut, die dann durch alltägliches polizeiliches Handeln einen normativen Diskurs in einem schon bestehenden rassifizierten Gesellschaftsbild manifestiert.

Somit kann eine Analyse des institutionellen Rassismus im deutschen Strafrechtssystem nicht von einer generellen Analyse des Rassismus in der Gesellschaft per se getrennt werden, da rassistische Klassifikationen innerhalb eines kulturell legitimierten Diskurses allgemein artikuliert werden und somit die Strukturierung von rassistischer Symbolik unterstützen und vice versa. Für diese Studie dient die Schwarze Bevölkerung in Deutschland als Bezugsgruppe, da sie zu einer ethnischen Minderheit gehört, über die bisher im Bereich Rassismus und institutioneller Rassismus in der Strafjustiz noch nicht recherchiert wurde.

Aufgrund der unterschiedlichen Geschichte und der damit verbundenen höheren Population Schwarzer Menschen in der amerikanischen und britischen Bevölkerung haben Fälle rassistischer Polizeigewalt (Rodney King 1992) und polizeiliche Ermittlungsfehler aufgrund von Rassismus (Stephen Lawrence 1993) zu Untersuchungen in Bezug auf institutionellen Rassismus im Strafrechtssystem in den USA und Großbritannien geführt.

Da es in Deutschland einen strafrechtlichen Unterschied zwischen Schwarzen mit deutscher Staatsbürgerschaft und Schwarzen ohne deutsche Staatsbürgerschaft gibt, wird in dieser Arbeit zwischen Schwarzen Deutschen (Afro-Deutschen) mit deutscher Staatsbürgerschaft und Schwarzen allgemein (ohne deutsche Staatsbürgerschaft) unterschieden. Diese Unterscheidung dient jedoch nicht der dogmatischen Kategorisierung dieser Gruppierungen, sondern vielmehr der Positionierung in einem ungleichen Machtgefüge. Auch wenn Afro-Deutsche in den meisten Fällen die deutsche Staatsbürgerschaft aufgrund eines deutschen Elternteils besitzen, zeigen Beispiele aus der Geschichte und der Gegenwart, dass auch dieser Status als Deutscher oder Deutsche nicht unangreifbar ist..

Laut dem Grundgesetz sind alle Menschen gleich und müssen von den Gesetzeshütern gleich behandelt werden. Die Erfahrung schwarzer Menschen sowie Abschiebungstaktiken, die Praxis der Terrorismusbekämpfung und rassistisches Polizeiverhalten zeigen, dass dieses Gleichheitsprinzip nicht der gelebten Realität in Deutschland entspricht. Dazu kommt das Fehlen gesetzlicher und rechtlicher Auffangnetze in Form von Antirassismusgesetzen. Folglich sind Opfer rassistischer Gewalt in Deutschland immer in der Position der Beweislast und somit oft in einer Position der doppelten Belastung.

"Wer hat Angst vorm Schwarzen Mann"?

Aktivierung rassistischer Denkstrukturen im Alltag der Polizei

In den letzten Jahren haben sich Vorfälle und Beschwerden über rassistisches Vorgehen von Seiten der Polizei und dem Bundesgrenzschutz vermehrt. Diesen aktiven Übergriffen gehen oftmals verzerrte Bilder und Vorurteile gegenüber Menschen afrikanischer Herkunft voraus. Das wird deutlich in dem Fahndungsbefehl der Berliner Polizei, der Anfang 2004 nach einem "Schwarzen Riesen" suchte, der mehrere Tankstellen im Berliner Raum ausgeraubt hatte ( Berliner Zeitung, 08.08.2003). Aufgrund dieser Fahndung wurden mehrere schwarze Männer gefasst, da die Beschreibung als "Schwarzer Riese" keine anderen Merkmale als die Hautfarbe bedachte. Ein ähnlicher Fall ereignete sich auch im Juli in Wiesbaden, als der Pressesprecher der Polizei bei einem Fahndungsaufruf die zwei mutmaßlichen Täter als "Neger" beschrieb (Frankfurter Rundschau, 26.07.03). Die Wortwahl begründete der Pressesprecher damit, dass jeder wisse, "was damit gemeint ist".

Beide Beispiele zeigen einen Einblick in eine Denkstruktur, die unkritisch und rassistisch ist und somit weiteren Diskriminierungen und rassistischem Handeln Vorschub leistet. Einer der wenigen Vorfälle, der auch in der Öffentlichkeit diskutiert wurde, war im Jahr 1994 der Hamburger Polizeiskandal, der durch Scheinhinrichtungen von Afrikanerinnen und Afrikanern in einem Polizeirevier zu mehreren Suspendierungen von Polizeibeamten führte. Der Hamburger Skandal ist kein Einzelfall, seit 1992 berichten jährliche Reportagen der Menschenrechtsgruppe Amnesty International (AI) von einem "Muster rassistischer Polizeigewalt in Deutschland" (AI Reports, 1992-2002).

Mareame N´deye Sarr wurde am 14. Juli 2001 zum Opfer polizeilicher Gewalt in Aschaffenburg. (© cyberNomads)

Weitere Vorfälle, bekannt auch als Brechmittelskandal, ereigneten sich zum Beispiel in Bremen (1992), Düsseldorf (2000) und Hamburg (2002). In allen Fällen starben die jungen Männer nach der Verabreichung von Brechmitteln aufgrund von Herzversagen oder im Fall von John Achidi (Hamburg) durch Ersticken. Die Polizei rechtfertigte in allen Fällen ihr Verhalten mit dem Verdacht, dass die betroffenen Afrikaner als Drogendealer tätig waren. In keinem der Fälle wurde der Verdacht der Polizei bestätigt.

Ein weiterer Fall, der Fall Maraeme Sarr, zeigt, wie weit rassifizierte Vorstellungen den Aufbau eines Feindbildes unterstützen und von den zuständigen strafrechtlichen Institutionen unkritisch übernommen werden. Die Afrikanerin M. Sarr wurde am 14. Juli 2002 von einem Polizisten im Haus ihres Ex-Ehemannes - in angeblicher Notwehr - erschossen. Obwohl M. Sarr während des Vorfalls die einzige Frau unter drei Männern war (ihr Ex-Ehemann und zwei Polizeibeamte), wird sie in der veröffentlichten Meinung keinmal als "Opfer" gesehen. Vielmehr wird sie dämonisiert und auf eine Mördermaschine reduziert.

Die Aktivierung rassistischer Ideologien und Vorurteile scheint in den kurz angesprochenen Fällen immanent zu sein. Ein junger Afrikaner wird ohne großes Zögern als Drogendealer identifiziert und bekommt eine Injektion, um die vermuteten "Drogenkügelchen" zu erbrechen. Eine junge Afrikanerin wird als gefährliche Frau beschrieben, der nur noch durch eine Kugel Einhalt geboten werden kann. Durch die unkritische Akzeptanz rassistischer Stereotype entsteht ein verzerrtes Bild der eigentlichen Geschehnisse und folglich eine Fehleinschätzung des handelnden Beamten.

Diese Problematik bezieht sich nicht nur auf die Institution der Polizei, sondern ist auch in anderen Institutionen der Strafjustiz vertreten, wie das Verhalten des Richters R. Panke bei der Verhandlung des Ghanaers Larry M. im August 1998 in Berlin zeigt. Der Ghanaer war misshandelt und ausgeraubt worden und die Täter hatten ihn obendrein als "Scheiß-Neger" beschimpft. Trotz dieses Vorfalls gebrauchte der Richter mehrmals den Begriff "Neger" mit der Begründung "weil ein Schwarzer ein Neger ist". Die Liste der Vorfälle ist lang und unvollständig, da die meisten Ereignisse nicht an die Öffentlichkeit gelangen. Der Tod Schwarzer Menschen durch die Hände des Gesetzes interessiert die Mehrheit der Bevölkerung nicht und ist der Presse oft nicht einmal eine Meldung wert.

Nana Odoi, studierte Ethnologie in Heidelberg und Anthropologie an der School of Oriental and African Studies. 2002 war sie als Referentin zum Thema "Rassistische Polizeigewalt und juristische Verfolgung von AfrikanerInnen" und als Organisatorin der Tagung "Rassistische Polizeistrukturen" tätig.

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Der folgende Text besteht aus Auszügen, Recherchen und Analysen für meine angehende Masterarbeit über institutionellen Rassismus im deutschen Strafrechtssystem. Mein Ziel ist es, verschiedene Beispiele aus den einzelnen Sektoren des Strafrechtssystems herauszugreifen, um mittels empirischer Daten und theoretischer Analysen herauszufinden, in welchem Ausmaß institutioneller Rassismus juristische und strafrechtliche Strukturen durchdringt und kognitive Strukturen der Handelnden (z.B.

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Racial Profiling, institutioneller Rassismus und Co.

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Racial Profiling, institutioneller Rassismus und Co.

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Wenn Menschen allein aufgrund ihres physischen Erscheinungsbildes oder ethnischer Merkmale polizeilich kontrolliert werden, spricht man von Racial Profiling. Ein Beitrag darüber, warum es zu kurz greift, eine solche grundgesetzwidrige Praxis nur als

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The Difference between 'calling in' & 'calling out'

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The Difference between 'calling in' & 'calling out'

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Resources for Action - Make a Difference

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When you want to do more than post on your instagram story, check out our website for resources and new that help you make a difference.

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A list of recommended resources for supporting the Black Lives Matter movement

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A list of recommended resources for supporting the Black Lives Matter movement

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Together with our sister company It's Nice That, we are sharing a list of educational resources, petitions to sign, funds and charities to donate to, for anyone looking to further support the Black Lives Matter movement.

This time last week, we began hearing devastating reports of the tragic and brutal killing of George Floyd at the hands of police in Minneapolis, igniting a huge response that is now being felt globally. What is clear to see, however, is that George Floyd's death, along with so many others', must not be treated as an anomalies - but demonstrations of systemic injustice and racism. This is something that is not only true of America, but also the UK and throughout the world.

For many, this will be stating the obvious, but the push for justice and equality is a cause to fight for every single day. Right now, the urgency is even greater - especially for those of us with platforms, or in positions of privilege. With so many important messages, links and resources being exchanged through the week, we wanted to collate and share some of our findings on ways to further support the Black Lives Matter movement. This ranges from reading material on race and allyship, as well as individuals to follow, to calls to action and fundraising initiatives. The list is also just a starting point, and we welcome any suggestions, feedback or additions.

At Lecture in Progress, we believe in fostering a truly diverse and inclusive creative industry; but we cannot do that authentically without understanding the wider context and acknowledging where we have privilege and leverage. The creative industry is a predominantly white one, and our company is no exception. We know that we must continue to do all that we can to demand change, encourage greater inclusivity, and support and platform Black and underrepresented talent. We will continue to add to this list of resources, and we hope it proves to be a good foundation to doing just that.

We are always open to hearing from you, so please don't hesitate to get in touch with us at [email protected] with any thoughts or suggestions as to how we can improve at this time. It is only through keeping conversation open and participating in these types of dialogue that we can continue to learn and grow together.

Charities and funds

Petitions to sign

Books, articles and resources to read

Ways to help (via Black Lives Matter)

Twitter Thread: UK based charities, organisations and platforms whose work aims to eradicate racial injustice (Via Black Ballad)

IG: How can I help from the UK? (via Das Penman)

IG: 10 steps to non-optical allyship (via Mireille Charper)

IG: Transform Allyship into Action: A Toolkit for Non-Black People (via Social Justice in Medicine Coalition at USC)

Twitter Thread: Advice for companies from Sheree Atcheson, Monzo's Head of Diversity and Inclusion (Via Sheree Atcheson)

Twitter Thread: What To Do If You Can't Donate Right Now (via @traderjosephina)

Anti-racism resources for white people (via Sarah Sophie Flicker and Alyssa Klein)

75 things white people can do for racial injustice (via Medium)

Farewell to America by Gary Younge (via The Guardian)

Destructive Power of Despair by Charles M. Blow (via The New York Times)

100 Black creatives inspiring change (via The Dots)

The White Space, a paper by Elijah Anderson ( read here)

An Essential Anti-Racist Reading List (Via Vogue)

An Anti-Racist Reading List (Via New York Times)

The Case for Reparations (via The Atlantic)

Books
Why I'm No longer Talking to White People About Race by Reni Eddo-Lodge⁣⁣⁣

I'm Still Here by Austin Channing Brown

Natives by Akala

Dark Days by James Baldwin

Diversify by June Sarpong

How To Be Antiracist by Ibran X. Kendi

Don't Touch My Hair by Emma Tabiri

White Supremacy and Me by Layla F. Saad

The New Jim Crow: Mass Incarceration in the Age of Colorblindness by Michelle Alexander

Freedom Is A Constant Struggle by Angela Davis

They Can't Kill Us All by Wesley Lowery

Your Silence Will Not Protect You by Audre Lord

White Girls by Hilton Als

Brit-ish by Afuah Hirsh

Black and British: A Forgotten History by David Olusoga

The Good Immigrant, edited by Nikesh Shukla

Things Fall Apart, Chinua Achebe

Black Boy, Richard Wright

Hood Feminism, Mikki Kendall

Liberation Will Come From a Black Thing, James Forman

Watch and listen

Angela Davis on intersectional anti-racism (via Roshni Goyate)

The Colour of Fear, directed by Lee Mun Wah (1994)

1619 by The New York Times

Code Switch by NPR

About Race podcast by Reni Eddo-Lodge

Guides and tools

How to protest safely during a pandemic (via VICE)

Five points to consider before going to a Black Lives Matter protest in London or the UK (via @VARAIDZO)

Know your rights (via @initialola on Twitter)

Tool for quickly scrubbing metadata from images and selectively blurring faces and identifiable features (via @everestpipkin Twitter)

Free flyer printing (via The Photocopy Club also here)

People and organisations to follow

Related Posts
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A list of recommended resources for supporting the Black Lives Matter...

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Together with our sister company It's Nice That, we are sharing a list of educational resources, petitions to sign, funds and charities to donate to, for anyone looking to further support the Black Lives Matter movement.