Anti-Racism Group Action Plan ​- ​Kate Hjalseth, Hannah Farrell, and Mikala

Flynn

a) Targeted population: freshman in highschool

● We propose to split freshman into random discussion groups, to avoid the segregation
created by many honors/non-honors classes
● EDIT: We intend to have this be an assembly for freshmen students at a Seattle high
school. It will occur over the span of many class periods if not the whole day. We chose
this audience because we felt it was important to educate the youth, but as this is a heavy
topic, we decided freshmen in high school was the youngest audience we should target.
For the activities and discussions, the participants will be broken into smaller groups.

b) Our plan:
Our anti-racism action plan’s content will proceed in a similar way to Psych 250. This is
not fully intentional, but we thought that the information and activities flow best in ways that are
similar to the course in general! Throughout our entire lesson, we will strive to make our
material as conversational as possible so that every participant feels fully engaged, and like their
voice and personal experiences matter. We will encourage active participation by allowing
everyone the time and space to speak, through small- and large-group activities, as well as by
showing interesting, short videos that engage and inform our participants.
We will start by teaching about the origins of race. Race is not biological, but rather a
social construct. Once we establish this as fact, we can delve into the root of the problem: white
people. We will do this by addressing the global history of racism, showing that white people
have always been advantaged in American society and that race is a master status in this country.
This ties into our next topic of conversation: institutionalized and internalized racism. We will
have many activities and opportunities so that participants can share their experiences and feel
like they have personal stake in the matter. We must introduce these activities from a
nonjudgmental perspective, in the hopes that white people will understand that we’re not singling
them out or shaming them for their whiteness; rather, we are trying to open up their
understandings of institutional racism and the roles they play. After this we will directly tackle
whiteness and white supremacy, using white identity models to show how white supremacy
prevails today in this country. We will show real-world examples of white supremacy’s
implications, from Standing Rock to police brutality to Islamophobia to the American education
system. We will address how racism has manifested itself at the local level in Seattle. Following
this, we will have a racial caucus, where people of all races will hopefully feel more comfortable
expressing their views among people of the same race. We will conclude with a constructive call
to action, providing participants with tangible suggestions for undoing racism by empowering
everyone to act.
Workshop Outline:

1) Code of Ethics + Introductions

● Introduce ourselves as the people leading the workshop (names, where we’re from, etc).
● Emphasize the following things:
○ Confidentiality (what is said here STAYS here)
○ We want this workshop to be as conversational as possible so that every
participant feels fully engaged
○ Your voice and personal experiences matter!​ We will give everyone the time
and space to speak, and we expect everyone to participate
○ We ask that everyone respects everyone else, so that every participant can learn
and grow--this means being sensitive to different backgrounds, identities, etc. and
making sure this space remains safe and welcoming for all individuals
○ We will be showing some graphic images and videos that may be triggering to
some. At any point, participants may free to leave the room if they feel triggered
or they can reach out to a facilitator
○ We will be talking a lot about white people and whiteness. You will hear us frame
white people as the root of the problem of racism throughout our discussion.
Please know this is not a personal attack. This doesn’t mean that we hate you, we
are merely attempting to point out the massive disparities that exist between
whites and people of color in terms of opportunities and privileges in this country.
Instead of feeling victimized, please keep an open mind and let this serve as
motivation for you to continue learning and growing as an individual.

2) Icebreaker Activity:

a) Summary:
This exercise is intended to get students thinking about the origins of certain systems of
organization within society, and how this creates tension with the idea that race is biological.
Rather than showing that race doesn’t matter, we mean to show that it is socially constructed.
The aim of this activity is not to ignore the very really consequences of race in society, but
merely to begin a critical discussion about race and racism in this country.

b) Directions:
The list of inherited traits included below should be used to sort students into groups according
to their biological characteristics. Beginning with the first trait, students should then be
continuously re-sorted until everyone has been put into a group based on each of the following
criteria:
● hair color
● blood types (A, B, O, A/B)
● whether or not your tongue curls
● lactose tolerance or intolerance (ability to digest milk products)
● left-handedness or right-handedness
● fingerprint types (loop, whorl, arch or tented arch)
● skin color (compare the inside of your upper arm)
Source: http://www.whatsrace.org/pages/games.html

c) Takeaway:
Students will hopefully observe how groups shift according to the criteria used to define groups.

d) Follow-up questions (break off into smaller groups):

● Does the composition of the groups remain consistent from one criterion to the next?
● Is there a clear line of demarcation between groups or is the boundary more gradual or
blurred?
● Are these criteria any less arbitrary than the physical characteristics we associate with
race?
● Does this exercise mean that race doesn’t matter?

3) Lecture P.1
(Reconvene for all lecture segments)

a) Origins of Racism/Race + Why Race Matters in this Country:

● What is race?
○ Poll Everywhere: ​What is Race?
a) An Inherited Biological Makeup
b) A Geographical Origin
c) An Ethnic Identity
d) A Social Construct
● Race -- A socially constructed term that requires psychological, behavioral,
social, cognitive, and affective differences across racial groups. Those differences
are are attributed to be genetic or biologically based, even though modern day
science has critiqued that idea.
○ Race isn’t biological
■ https://www.youtube.com/watch?v=VnfKgffCZ7U
● Difference between Race and Ethnicity
 ○ Ethnicity-- Group of people with unique cultural traits, sense of
community, shared faith, values, norms, ascribed membership
● What is racism?
○ Poll Everywhere: ​What is the difference between Racism and Prejudice?
■ Open Ended
● Prejudice-- an unjustified or incorrect attitude (usually negative)
towards an individual based solely on the individual’s membership
of a social group.
● Racism-- Prejudice + power: when dominant groups are
prejudiced/discriminatory towards minority groups.
○ How they are different: There are inherent power dynamics
in racism (that are not present in prejudice)
○ More specific definition of racism:
■ Include racism chart: How racial domination relates to interpersonal and
institutional racism (from Week 8 lecture)
https://drive.google.com/file/d/0B3JGj2Rn1hs4ejlyNnlkd1Y1SFU/previe
w

● Historical/cultural context of racism (Brief Overview--excluding Modern day)

○ http://www.pbs.org/race/000_About/002_04-background-02-01.htm
○ Origins of Stigmatization
■ Product of group living
■ Used to other groups who were seen as dangerous, poor partners for social
exchange, or easy to exploit for dominant group gain
 Source: Obrien 2005 from Group C readings
○ Colonization
■ Genocide of Native Populations
■ EDIT: Colonized mentality still present today
○ Slavery
■ 13th Amendment
■ Jim Crowe Era
● KKK
○ Immigration: 1800s-1900s
■ Clash between dominant ideology of New America
■ Drug scares
○ WWII
■ Internment camps for Japanese Americans
■ Antisemitism
○ War on Drugs: Reagan era
○ Immigration P.2
○ Islamophobia
● Race as a master status in this country
○ Master status: a central determinant of social identity and obligations, as well as
of access to societal rewards and resources
■ For whites it is a status that opens up full access. Your identity is not
based around your race.
■ For People of Color it is a status that restricts access and identity. Your
race is your primary identity.

b) Institutional Racism
● Definition: A pattern of social institutions, such as schools, businesses, courts of law,
etc., giving negative treatment to a group of people based on their race.

4) Race Literacy Activity: (Institutional Racism)

a) Summary:
This quiz is a way to challenge common conceptions about race as biological, and contextualize
race in terms of its social impacts on people of color in this country through structural
conditions.

b) Directions:
Distribute pens and paper. Show selected questions as a powerpoint, and ask students to write
down their answers and/or additional questions they have
PRINTABLE HANDOUT (PDF): Race Literacy Quiz (Answers Included)

c) Follow up Questions:
● If public policies helped create a wealth gap, how might they help close it?
○ Whose responsibility is it?
● What’s the difference between a biological and social view of race?
○ If race isn’t biological, why should it matter?
● How does the racial wealth gap affect things like educational opportunity, academic
performance and job prospects?
○ What can or should educational institutions do to balance things out for people of
color?
■ Mention Affirmative Action
​ Questions Source:
http://www.whatsrace.org/pages/games.html

d) Takeaway:
Institutional Racism exists because individual racism exists. Its impact on people of color should
not be overlooked or underestimated.

5) Lecture P.2

a) Internalized Racism
● Internalized racism: An internalization of racist attitudes towards members of their own
ethnic group, including themselves. This can include believing in ethnic stereotypes
relating to their own group.
○ https://www.youtube.com/watch?v=PZryE2bqwdk​ - Clark doll experiments
○ https://www.youtube.com/watch?v=eK0vpdVVoGk​ - Video about how a grown
Latino man thinks that his “charcoal” skin is ugly
EDIT: Address interpersonal racism through microaggressions (definitions and examples)
Microassault: explicit racial derogation
Microinsult: communication that is rude/dismissive towards one’s racial identity/ancestry
Microinvalidation: communication that excludes/ignores POC experiences
EDIT: #ThisIs2016 video:
https://www.nytimes.com/video/us/100000004706646/thisis2016-asian-americans-respond.html

6) Stereotype Game

a) Summary:
This poll asks students to think about the stereotypes they have internalized about different races,
and gives marginalized groups an opportunity to speak back to their misrepresented identities if
they so choose.

b) Directions:
Set up an open-ended poll for each racial category. Have all students connect to Poll Everywhere
and text in racial stereotypes for each racial category. Exclude any hostile or offensive language.

c) Debrief:
● How did this exercise make you feel?
● Do you believe that stereotypes are a part of racism?
○ Is it still racist if you believe that it’s true?
● How did seeing how the stereotypes affected your peers change your perception of racial
issues?

d) Takeaway:
Labels are often unjustly assigned to people of color in this country, and although they can be
seemingly benign, they are harmful and illustrative of the deep-rooted internalized racism in
modern day America.

7) Lecture P.3

a) Race vs. Other Identities: What does it mean to say race is a social construct?
● Rachel Dolezal
○ https://www.youtube.com/watch?v=lG9Q2_Hv83k
○ Can she identify as Black? Why/Why not?

b) What is White Privilege?

We will use this video to define White Privilege. It uses modern day examples that make it easier
to understand. The video defines White Privilege itself, and then interviews average People of
Color to define the term. This video quickly gets the message across so we can continue with our
action plan.
https://www.youtube.com/watch?v=aQK8H0z-irM

8) Privilege Walk

a) Summary:
This interactive activity is an attempt to reveal (once again) those disparities of privilege that
exist between whites and people of color. It involves a way to see these disparities play out
spatially between students, and (hopefully) emphasis how endemic racism truly is.

b) Directions:
Have students line up on one side of the room, and take a step forward for each statement read
that applies to them. Students should turn to face those behind them after taking a step forward.
Printable Handout (PDF): Version A Instructions and Statements to Be Read Aloud
Printable Handout (PDF): Version B Instructions and Statements to Be Read Aloud

c) Takeaway:
There is an unequal distribution of privilege across racial lines in this country, and within its
institutions, including high schools.

d) Debrief:
● Break into small groups
● Emotional Check in
● Small Group Discussion:
○ Were you surprised by any of the results?
○ What statements stood out to you?
○ Did you notice any particular disparities?
■ What have you learned?

9) Lecture P. 4:

a) Introduction to Whiteness
● Open with a quote:
○ “​Thus, to be mad blunt, in our America racism is race plus power and privilege; who has the
favorable race or skin color, who has the power and privilege, and who does not. Yes, Black folks
and other people of color sure can be prejudiced, bigoted, hateful, and mean toward our White
sisters and brothers. I certainly have been in past chapters of my life but I am no longer and never
will be again. I believe in love of self, love of us all. But be that as it may I am also clear that we
Black folks do not control nor own the majority of politics and the government, education, the
mass media culture, social media and technology, Hollywood, corporate America, sports teams,
music and other entertainment, the arts, the book industry, police departments, anything that
shapes the thinking of every single American citizen and resident during our waking hours. Not
even close. We do not set the standards for what is considered beautiful or attractive, what is
considered courageous or intelligent, nor do we dictate what becomes popular, visible, viable. And
we certainly do not say what matters in history, what does not, what stories should be told, and
which ones are irrelevant, not for the multitudes—not even close. Our stories, our versions of
America, of our history, are marginalized, put to the side, specialized, ghettoized. This is why a
 brutally violent “explorer” like Christopher Columbus is mythologized as a hero, why
Thanksgiving celebrants are in denial about the horrors done to Native Americans, why things like
slavery and the Civil Rights Movement are essentially skimmed over, if taught at all, to any of us,
in public schools or private schools, be we wealthy or working-class. Racism in America means
being so immune from it that you do not even think about being White. You just are. Does this
mean that I believe every single White person in the United States is racist? No, not hardly,
because I have encountered far too many brilliant, honest, big-hearted, and integrity-filled White
sisters and brothers who are willing to challenge their power and their privilege, even at their own
material, physical, and spiritual expense. I have far too many White sisters and brothers in my life
who are dear friends, allies, supporters, confidantes, mentors, and sheroes and heroes of mine. But
what I do believe, because I have lived it and because I inhale it habitually, is that racism is a toxic
and deadly cancer; no one is immune from it, and even the good and well-meaning amongst us
have been profoundly contaminated with it, simply by virtue of your not wanting to have this
conversation, or because you are having a hard time reading my words this very moment.” - Kevin
Powell

b) Whiteness Project
● What is whiteness?
○ Poll everywhere: ​What is whiteness?
■ Open ended
● http://whitenessproject.org/millennials/nathan-17
● http://whitenessproject.org/millennials/makenna-21
● http://whitenessproject.org/millennials/leilani-17
● EDIT: add ​A Conversation With White People on Race - Video -
NYTimes.com​ - an example of tons of microaggressions

● Debrief Videos
○ How does whiteness affect people of color?
○ How does it affect white people?

c) White Racial Identity Development

d) “White Culture”
● How is this related to “American Culture?”
○ What does this say about how America is structured?

e)​ ​White Supremacy

● Also disadvantages white people
○ Election results
○ Toni Morrison video: ​https://www.youtube.com/watch?v=6S7zGgL6Suw

f) Problems with Color Blind Ideology:

● 7 Reasons List:
○ Link:​http://everydayfeminism.com/2015/02/colorblindness-adds-to-racism/
■ Invalidates people’s identities
■ Invalidates racist experiences
■ Narrows White Americans’ understanding of the world and leads to
disconnection
■ Equates color with something negative
■ Hinders tracking racial disparities
■ Is disingenuous
■ Colorblind ideology is a form of racism
g) Reverse Racism
● Isn’t real: ​https://www.youtube.com/watch?v=dw_mRaIHb-M
○ Modern day example: Black Lives Matter vs. All Lives Matter
○ EDIT: Stacey Dash video - there should not be a Black History Month or BET:
http://www.bet.com/video/bet-breaks/2016/celebrities/070116-stacey-dash-attacks
-jesse-williams-speech.html

h) Results of White Supremacy (both internalized + institutionalized) = Racism In Modern

America:
● Standing Rock - Native American rights
● Police Brutality
○ Examples: Eric Garner, Michael Brown, etc etc
○ Blue lives matter
● Immigration
● Islamophobia
○ Tweets of reactions since Trump
■ Link: ​https://twitter.com/i/moments/796417517157830656?m=1
● Mass Incarceration
○ Stats
○ Link: ​http://www.sentencingproject.org/the-facts/#map
■ African-American males are 6x more likely to be incarcerated than white
males, and 2.5x more likely than Hispanic males
● If trend continues, 1 of every 3 black American males born today
can expect to go to prison in his lifetime
○ 1 of every 6 Latino males
○ 1 of every 17 White males
■ >60% of people in prison are People of Color
● Education system (AP/Honors vs. general ed classes)
○ Achievement gap is a result of racism
■ Link:
http://www.usnews.com/news/blogs/data-mine/2015/01/28/us-education-st
ill-separate-and-unequal
■ 63% of Whites will complete some college or higher (higher meaning
associate's, bachelor’s, and advanced)
■ 51% of Blacks will complete some college or higher
■ Black students are expelled at 3x the rate of White students
■ Black Americans make up 16% of school enrollment
● Account for 32% of students who receive in-school suspensions
● 42% of students who receive multiple out-of-school suspensions
 ● 34% of students who are expelled

i) On a Local Level:
● Gentrification (example being the CD in Seattle)
○ Maps of Seattle Demographics (Before/After)
○ http://depts.washington.edu/civilr/covenants.htm​;
http://depts.washington.edu/civilr/segregation_maps.htm
● Hate crimes (muslim student at UW)
○ http://www.seattletimes.com/seattle-news/crime/uw-muslim-student-suffers-conc
ussion-in-possible-hate-crime-assault/
● Segregation in schools (white students dominating honors/AP/IB classes)

10) Racial caucus

a) ​Emotional Check in + Follow Up Questions

● Intersectionality - Do you have multiple identities? (Black & woman, multiracial &
queer, etc.) How does this affect you/ your perceptions of these systems of oppression?
(Racism, homophobia, xenophobia, ableism, etc.)
● How has racism personally affected you?
● How have you perpetuated racism/racial stereotypes?
● What can we do to undo racism within your own group?
○ What have you done in the past?
■ What worked/did not work?
○ Ideas for future action

10) Call to Action:

“​So what ultimately matters is what you are willing to give up, to sacrifice, in every aspect of
your life, to speak out and push back against that which has taught you that you are superior and
that I am inferior, that you are always right and I am always wrong, pretty much in every space
imaginable, both consciously and subconsciously. Silence is unacceptable in the face of injustice,
and being neutral is being a coward and an accomplice to the evil sides of our history.” - Kevin
Powell

a) Using White Privilege for Good:

● https://www.youtube.com/watch?v=GTvU7uUgjUI
● Why would white people want to change a system that is rigged in their favor?
● Derailing for dummies
 ○ Link: ​http://www.derailingfordummies.com/

b) Ways to get involved/take action:

● Attend rallies - but don’t take credit for the work POC have done if you’re white. Know
your role within those spaces
● Call out racism when you see it
○ EDIT: Buzzfeed guide to calling out attacks on Muslim people when you see
them:
https://www.buzzfeed.com/ryanhatesthis/someone-made-a-guide-for-what-to-do-
when-you-see-islamophobi?utm_term=.wx5nnMkRe#.hiM11gkEr
○ EDIT: Calling out vs. calling in
● Open up conversations about race
● Consider not calling the police when trouble arises
○ “This resolution is more than a boycott or a political protest. It's the
beginning of a thought process and a dialogue, both internal and external,
that challenges us to build new relationships with our friends, family and
neighbors. It's a spark in the imagination that leads us to dream about a free
world” (Ludwig 2006).
■ http://www.truth-out.org/news/item/28215-a-new-years-resolution-don-t-c
all-the-police
● EDIT: take political action
○ Call your representative
○ Join lobby group that is trying to target racial issues

c) Ok, Now What?

● “Reflect on how you have colluded in the past so you can speak up
● Speak up
● Choose the path of (more) resistance
● Experience discomfort
● Invite friends of color to hold you accountable (knowing if they accept, this would be a
service of great generosity on their behalf)
● Be vulnerable and humble (it’s okay that you don’t know what to say or do, just say or do
something)
● Listen deeply to people of color
● Be embarrassed (it’s going to be messy, and that’s okay)
● Talk to other whites about race, racism, and whiteness
● Welcome uncertainty
● Choose curiosity (these moments can be treasure troves!)
 ● Take responsibility” (Affolter & Rosman, 2015; Psych 250 Week 8 Lecture)

11) Closing Statement/takeaways:

By addressing some of the most prevalent causes of racism, and opening their eyes to where their
privilege stands in our society, we hope to inspire our target audience to do what they can to
change the world we live in. Using the knowledge we have given them, they can identify a
problem when they encounter it, and know what they can do to combat that problem, be it
starting a conversation, joining a protest, or working the system to produce racial equity.
Working together, we can begin to close the gap between whites and nonwhites, something that
will start as mending social attitudes but will result in a change to the institutional structures that
have caused so many problems.

12) Works Cited:

“​BET Breaks: Stacey Dash Attacks Jesse Williams's Speech.” BET. 1 Jul 2016.
<​http://www.bet.com/video/bet-breaks/2016/celebrities/070116-stacey-dash-attacks-jesse-willia
ms-speech.html​>

Broderick, Ryan. “​Someone Made A Guide For What To Do When You See Islamophobia And
It’s Perfect.” Buzzfeed. 31 Aug 2016. Web.
<​https://www.buzzfeed.com/ryanhatesthis/someone-made-a-guide-for-what-to-do-when-you-see
-islamophobi?utm_term=.lrmww7prM#.fipppYWmk​>

Cook, Lindsey. "U.S. Education: Still Separate and Unequal." ​U.S. News​. 28 Jan. 2015. Web. 06
Dec. 2016.
<​http://www.usnews.com/news/blogs/data-mine/2015/01/28/us-education-still-separate-and-une
qual​>.

Greenberg, Jon. "7 Reasons Why 'Colorblindness' Contributes to Racism Instead of Solves It."
Everyday Feminism​. 20 July 2016. Web. 06 Dec. 2016.
<​http://everydayfeminism.com/2015/02/colorblindness-adds-to-racism/​>.

Guzman, Gonzalo. “Dealing with Individual/Interpersonal Racism” Psych 250. Seattle. 1 Nov.
2016. Lecture.

Guzman, Gonzalo. "Racial Definitions & Socialization -- Seeing and Knowing Race." Psych
250. Seattle. 4 Oct. 2016. Lecture.
Guzman, Gonzalo. "Racial Identity & Racism." Psych 250. Seattle. 20 Oct. 2016. Lecture.

Guzman, Gonzolo. “Racial Identity Formation.” Psych 250. Seattle. 11 Oct. 2016. Lecture.

Guzman, Gonzolo. “Whiteness & Institutional/Systemic Racism.” Psych 250. Seattle. 15 Nov.
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Hardimen & Keen(2012). White identity development revisited: Listening to white students

Lipsitz (2015). From ​Plessy ​to Ferguson.

Ludwig, Mike. “A New Year's Resolution: Don't Call the Police.” Truthout. 26 Dec 2014. Web.
<​http://www.truth-out.org/news/item/28215-a-new-years-resolution-don-t-call-the-police​>

Major & O’Brien (2005). The social psychology of stigma.

McLeod, Saul. “Prejudice and Discrimination” Simply Psychology. 2008. Web.

<​http://www.simplypsychology.org/prejudice.html​>

Powell, Kevin. “Will Racism Ever End, Will I Ever Stop Being a N*****?” Utne Reader.
<​http://www.utne.com/community/kevin-powell-will-racism-ever-end-zl0z16szsau​>

Pyke.(2010). What is Internalized Oppression and Why Don't We Study It?

“​Racial Restrictive Covenants.” ​Seattle Civil Rights & Labor History Project.​ Web.
<​http://depts.washington.edu/civilr/covenants.htm​>

Sarumi, Irene. “It’s Time To Understand The Difference Between Racism And Prejudice.” Elite
Daily. Web. 03 Feb 2016. <​http://elitedaily.com/life/racism-prejudice-understanding/1363914/​>

“​Seattle Segregation Maps 1920-2010.” ​Seattle Civil Rights & Labor History Project.​ Web.
<​http://depts.washington.edu/civilr/segregation_maps.htm​>

"Shadow Report to the United Nations on Racial Disparities in the United States Criminal Justice
System." ​The Sentencing Project.​ N.p., 31 Aug. 2013. Web. 06 Dec. 2016.
<​http://www.sentencingproject.org/publications/shadow-report-to-the-united-nations-human-righ
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"Social Disparities and Student Success" ​What's Race Got to Do with It? - HOME.​ California
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Woo, John and Yousur Al-Hlou. “​#thisis2016: Asian-Americans Respond.” New York Times.
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<​https://www.nytimes.com/video/us/100000004706646/thisis2016-asian-americans-respond.htm
l​>