Racism and anti-Black attitudes have been existent in this country for hundreds of years despite the ongoing efforts of Black people and allies to raise awareness of the determinantal impact that racism has had on society. The trauma that Black people have faced in this country has not only had adverse effects on their physical health but also their mental health.

During this webinar, Dr. Christine Crawford will review the historical context of individually mediated and systemic racism towards Black people and discuss the mental implications of racism and trauma on Black people within the United States.

https://nami.org/Blogs/NAMI-s-Ask-the-Expert/2020/NAMI-s-Ask-the-Expert-Webinar-Impact-of-Racism-and-Trauma-on-Black-Mental-Health

• Reflect where you are emotionally about conversations/discussions on race/racism before watching and responding to questions:
• On a scale of 0-5, how comfortable are you talking about race? Explain. 
• On a scale of 0-5, how comfortable are you talking about racism? Explain.
  • 0 = I would rather not talk about race/racism
  • 1 = I am very uncomfortable talking about race/racism
  • 2 = I am usually uncomfortable talking about race/racism
  • 3 = I am sometimes uncomfortable talking about race/racism
  • 4 = I am usually comfortable talking about race/racism
  • 5 = I am very comfortable talking about race/racism

Discussion Topics:

• Experiences of racism have significant negative effects on both physical and mental health outcomes for Black Americans.
• The anxiety, anger, sadness, etc. that arises is an understandable reaction during and in the wake of these painful experiences of racism.
• There are three specific ways we think experiences of racism negatively impact stress and anxiety for Black Americans: perceptions of lack of control, internalization, and avoidance of valued action.
• One potentially effective strategy for responding to experiences of racism and for combating racism's effects on anxiety symptoms is attending to and making choices based on what is meaningful and of value to you.
• Acceptance denotes an accepting relationship with our emotional reactions to experiences of racism and does not at all suggest an acceptance of the existence of racism or racist experiences. 

• When we experience emotional reactions in the face of racism, we can deliberately practice being compassionate with ourselves and recognizing that the anxiety, anger, sadness, etc. that we feel is an understandable reaction during and in the wake of these painful experiences.

• Unconscious Bias (Spanish)
  https://www.youtube.com/watch?v=_yb9e1ZA5Bw
• Inclusion Starts with I (Spanish)
  https://www.youtube.com/watch?v=QX-QB4A4Jgg
• How to Talk to Kids About Racial Prejudice (Cómo hablar con los niños sobre los prejuicios raciales)
  https://healthychildren.org/Spanish/healthy-living/emotional-wellness/Building-Resilience/Paginas/talking-to-children-about-racial-bias.aspx
• Anti racist Resources in Spanish (Recursos antirracistas en español)
  https://docs.google.com/document/d/1DbS6Q9oSfLbShmkNrkTgaDVHGedpYrCI-Pq6RDUcYrY/edit
• How to Talk with Your Children about Racism (Cómo hablar con tus hijos sobre el racismo?)
  https://www.unicef.es/blog/como-hablar-con-tus-hijos-sobre-el-racismo
• How to Talk with Your Children about Racism and Racial Violence (Consejos sobre medios y tecnología para tu familia:
  Cómo hablar con los niños sobre el racismo y la violencia racial)
  https://www.commonsensemedia.org/espanol/blog/como-hablar-con-los-ninos-sobre-el-racismo-y-la-violencia-racial#
• Tres Cuentos Bilingual Podcasts:
  https://podcasts.apple.com/us/podcast/tres-cuentos-podcast/id1352098030tps
  The bilingual podcast dedicated to the literary, historical, and traditional narratives of Latin America. Each episode is in English y en Español. Each episode tells a story and is followed by a commentary where historical and social aspects of the story are explored. Listeners learn about Latin cultures and beliefs.
  • Irreproachable Girls-Alfonsina-Argentina
  • Latina Authors-The Cothnejo-Fishy District, Carmen Lyra-Costa Rica
  • Latina Authors-The Contradictions of Gabriel Mistral-Chile
  • Brotherhoods and Monarchies – Afro Latino-Brazil
  • Communities of Freedom-Afro Latino Narrative Colombia
  • Biography of a Runaway-Afro Latino – Cuba
  • Pre Columbian Narratives of Mesoamerica – Nezahualco’yotl
  • Pre Columbian Narratives of Mesoamerica Quetzalco’atl’s Flee
  • Pre Columbian Narratives of Mesoamerica-The Five Suns
  • Authors – Little Saint Anthony Carrisquilla – Colombia
  • Authors – The Ruby – Ruben Dario – Nicaragua
  • Authors – The Beautiful Soul of Don Damian – Juan Bosch – Dominican Republic
  • Children Stories – The Lake at the End of the World – Peru, Bolivia
  • Children Heroes – The Magic Ball – Adean/Chile/Argentina
  • Warao Mythology – When the Ancestors Came From the Skies – Venezuela
  • Kayapo Mythology – When the Night Escaped – Brazilian Amazon
  • Tehuelche Mythology – The Vast Solitude – Agrentina-Patagonia
  • Historical and Fictional Narratives – La Tatuana, Guatemala
  • Historical and Fictional Narratives – ElDorado Guatemala
  • Historical and Fictional Narratives – Cosijoeza the Zapotec King – Mexico
  • Fantasmas – El Fantasma Guacho – Argentina/Mexico/United States
  • Phantoms – El Cadejos – Costa Rica/Guatemala
  • Phantoms – The Weeping Woman, Guatemala, Nuevo Mexico
  • Mythology – I xChel and the Dragonflies – Maya/Guatemala
  • Mythology – Pachacamac and Wakon – Peru
  • Mythology – The Flaming Flower – Mexico
  • Spooky – The Hooded Mask – New Mexico
  • Spooky – What the Dogs Saw/ Mexico/Spain
  • Spooky – The Spirits Return – Mexico
  • Dream https://www.youtube.com/watch?v=0gRuv5F8BK8

Please note that any TUHSD webpage can be translated into Spanish (or other languages) by clicking the Translate Language link in the upper right corner of any webpage.

Tenga en cuenta que cualquier página web de TUHSD se puede traducir al español (u otros idiomas) haciendo clic en el enlace Traducir idioma en la esquina superior derecha de cualquier página web.

“The only way to undo racism is to consistently identify and describe it and then dismantle it,” writes professor Ibram X. Kendi. This is the essence of antiracism: the action that must follow both emotional and intellectual awareness of racism. Explore what an antiracist society might look like, how we can play an active role in building it, and what being an antiracist in your own context might mean.

This conversation was recorded during the 2019 Aspen Ideas Festival in Aspen, Colorado. The week-long event is presented by the Aspen Institute in partnership with The Atlantic. Prominent leaders and thinkers across business, politics, media, culture, science, and more participate in hundreds of panels, interviews, presentations, and screenings.

YouTube video: https://www.youtube.com/watch?v=TzuOlyyQlug&t=60s

• Reflect where you are emotionally about conversations/discussions on race/racism before watching and responding to questions:
• On a scale of 0-5, how comfortable are you talking about race? Explain. 
• On a scale of 0-5, how comfortable are you talking about racism? Explain.
  • 0 = I would rather not talk about race/racism
  • 1 = I am very uncomfortable talking about race/racism
  • 2 = I am usually uncomfortable talking about race/racism
  • 3 = I am sometimes uncomfortable talking about race/racism
  • 4 = I am usually comfortable talking about race/racism
  • 5 = I am very comfortable talking about race/racism

Discussion Questions:

1. What is the difference between being “not racist” and being “antiracist”? Have you ever previously used the phrase “I’m not racist” before? How can this phrase prevent us from examining our own ideas, thoughts, and actions? What language can you use in place of saying, “I’m not racist”?
2. Why does Ibram X. Kendi assert that there is no such thing as a nonracist or race-neutral policy? Why do we tend to pay more attention to individual acts of racism rather than examining institutional racism and the policies that cause racial inequities?
3. Many people argue that racism will go away if we stop focusing on race and stop talking about race. How would you respond to this argument? What happens when we ignore or minimize racist acts and behaviors? What happens when we define and focus on racist acts and behaviors?

Born out of a social media post, the Black Lives Matter movement has sparked discussion about race and inequality across the world. In this spirited conversation with Mia Birdsong, the movement's three founders (Patrisse Cullors, Alicia Garza, and Opal Tometti) share what they've learned about leadership and what provides them with hope and inspiration in the face of painful realities. Their advice on how to participate in ensuring freedom for everybody: join something, start something and "sharpen each other, so that we all can rise."

Video Link: https://www.ted.com/talks/alicia_garza_patrisse_cullors_and_opal_tometi_an_interview_with_the_founders_of_black_lives_matter/reading-list

• Reflect where you are emotionally about conversations/discussions on race/racism before watching and responding to questions:
• On a scale of 0-5, how comfortable are you talking about race? Explain. 
• On a scale of 0-5, how comfortable are you talking about racism? Explain.
  • 0 = I would rather not talk about race/racism
  • 1 = I am very uncomfortable talking about race/racism
  • 2 = I am usually uncomfortable talking about race/racism
  • 3 = I am sometimes uncomfortable talking about race/racism
  • 4 = I am usually comfortable talking about race/racism
  • 5 = I am very comfortable talking about race/racism

Discussion Questions:

1. When you hear the phrase “Black Lives Matter”, how do you feel/react?
2. When you hear the phrase “All Lives Matter”, how do you feel/react?
3. What kinds of reactions have there been when you have taken action or spoken up against racism? How did these reactions make you feel?
4. What are three factors (e.g., strengths/capabilities, or skills) that contribute to you feeling like you want to begin the work for racial justice?
5. What fears or insecurities do you have about speaking up or taking action against racism?
6. What has helped you move through fears and insecurities?
7. Who are your role models that inspire you to be powerful for racial justice and who you can learn from?
8. What challenges get in the way of building and maintaining long-term solutions for action on racial equity in your school?

Dr. Camara Phyllis Jones presents a thought-provoking lecture on racism as a system of structuring opportunity and assigning value based on the social interpretation of how one looks (which is what we call “race”), which unfairly disadvantages some individuals and communities, unfairly advantages other individuals and communities, and saps the strength of the whole society through the waste of human resources.

Watch the video: https://www.radcliffe.harvard.edu/video/allegories-race-racism-and-antiracism-camara-phyllis-jones

• Reflect where you are emotionally about conversations/discussions on race/racism before watching and responding to questions:
• On a scale of 0-5, how comfortable are you talking about race? Explain. 
• On a scale of 0-5, how comfortable are you talking about racism? Explain.
  • 0 = I would rather not talk about race/racism
  • 1 = I am very uncomfortable talking about race/racism
  • 2 = I am usually uncomfortable talking about race/racism
  • 3 = I am sometimes uncomfortable talking about race/racism
  • 4 = I am usually comfortable talking about race/racism
  • 5 = I am very comfortable talking about race/racism

Discussion Topics:

1. What is your earliest memory of becoming aware of racism?
2. What’s something you have done to make things right after you learned that your actions had racist overtones/outcomes?

The presenters explore ways mental health providers can support LGBTQ+ young people of color identify and externalize the impacts of anti-BIPOC (Black, Indigenous, People of Color) racism while also cultivating their own empowerment and liberation. In doing so, the presenters invite providers to deeply reflect on how the COVID-19 pandemic and protests against anti-Black racism provide mental health providers a different lens to examine our own internalization of racism, anti-LGBTQ+ bias, and other interlocking oppressions that influence mental health service provision.

You will need to register here: https://hrc-org.zoom.us/rec/play/v5J_duiqrz43GIec4QSDVv8oW47vf66s1Sgf-vdYnk-zVnMFZlCmY-ZHNuRlLveZdXOZMwaVwl1tiYeE?_x_zm_rhtaid=251&_x_zm_rtaid=FFzF3UTJRh

• On a scale of 0-5, how comfortable are you talking about race? Explain. 
• On a scale of 0-5, how comfortable are you talking about racism? Explain.
  • 0 = I would rather not talk about race/racism
  • 1 = I am very uncomfortable talking about race/racism
  • 2 = I am usually uncomfortable talking about race/racism
  • 3 = I am sometimes uncomfortable talking about race/racism
  • 4 = I am usually comfortable talking about race/racism
  • 5 = I am very comfortable talking about race/racism

Supporting LGBTQ + Young People of Color

• Check-in with LGBTQ+ youth of color. Ask the LGBTQ + youth of color in your lives what their support system looks like. In some cases, you may want to explore whether they have access to therapy or professional support. You can also tell them about online peer support, like TrevorSpace.org, which can be a great way to build connectivity and community.
• Use your platform. While it might be difficult to translate your complex thoughts and feelings, it’s okay to use your platform to speak out against racism and racial violence. Your feelings and experiences are valid and can help educate others about current events. However, it is also important to know when to let others speak, and when to raise others’ voices.
• Center LGBTQ + youth of color experiences and voices.  Amplifying their voices is an authentic way to share their unique experiences with the world.
• Educate yourself. Learning information about current events directly from reliable sources can put your mind at ease. It’s also important to educate yourself about racism, violence against the LGBTQ + youth of color communities, and police violence.
• Learn the difference between sympathy and empathy. Empathy has the power to bring people together, connecting them over difficult emotions. Sympathy, while recognizing hardships in others’ experiences, can drive disconnection.

White Allyship involves a lifelong process of building relationships based on trust, consistency, and accountability with marginalized individuals and/or groups of people. Kristina Barbee leads an unvarnished discussion about the critical work and efforts of allyship that must be recognized by those you are seeking to ally with.

Webinar: https://theceoco.vipmembervault.com/products/courses/view/29

• On a scale of 0-5, how comfortable are you talking about race? Explain. 
• On a scale of 0-5, how comfortable are you talking about racism? Explain.
  • 0 = I would rather not talk about race/racism
  • 1 = I am very uncomfortable talking about race/racism
  • 2 = I am usually uncomfortable talking about race/racism
  • 3 = I am sometimes uncomfortable talking about race/racism
  • 4 = I am usually comfortable talking about race/racism
  • 5 = I am very comfortable talking about race/racism

Tactics of Allyship (every situation is different and calls for critical thinking about how to make a difference.)

1. Notice code words for race, and the implications of the policies, patterns, and comments that are being expressed. You already notice the skin color of everyone you meet—now notice what difference it makes.
2. Notice who is the center of attention and who is the center of power.
3. Understand and learn from the history of whiteness and racism. Notice how racism has changed over time and how it has subverted or resisted challenges. Study the tactics that have worked effectively against it.
4. Understand the connections between racism, economic issues, sexism, and other forms of injustice.
5. Take a stand against injustice. Take risks. It is scary, difficult, and may bring up feelings of inadequacy, lack of self-confidence, indecision, or fear of making mistakes, but ultimately it is the only healthy and moral human thing to do. Intervene in situations where racism is being passed on.
6. Be strategic. Decide what is important to challenge and what’s not. Think about strategy in particular situations. Attack the source of power.
7. Don’t confuse a battle with the war. Behind particular incidents and interactions are larger patterns. Racism is flexible and adaptable. There will be gains and losses in the struggle for justice and equality.
8. Don’t call names or be personally abusive. Since power is often defined as power over others—the ability to abuse or control people—it is easy to become abusive ourselves. However, we usually end up abusing people who have less power than we do because it is less dangerous. Attacking people doesn’t address the systemic nature of racism and inequality.
9. Support the leadership of people of color. Do this consistently, but not uncritically.
10. Learn something about the history of white people who have worked for racial justice. Their stories can inspire and sustain you.
11. Don’t do it alone. You will not end racism by yourself. We can do it if we work together. Build support, establish networks, and work with already established groups.
12. Talk with your children and other young people about racism.

Ijeoma Oluo borrows insightful references from her book, So You Want t Talk About Race. While many people might have the idea that racism consists of one person being obviously prejudiced against another, Oluo turns that idea on its head. Instead, she underscores that our society is built on a systemic type of racism—one that leads to complicity in a racist system regardless of whether or not you want to be. So, this leads to plenty of well-meaning people perpetuating harmful ideas and actions every day, often without realizing it.  Her discussion about race creates an awareness of the dynamic struggle between people of varying experiences, degrees of racial knowledge, opinions, and more.

Video: https://www.youtube.com/watch?v=TnybJZRWipg

• On a scale of 0-5, how comfortable are you talking about race? Explain. 
• On a scale of 0-5, how comfortable are you talking about racism? Explain.
  • 0 = I would rather not talk about race/racism
  • 1 = I am very uncomfortable talking about race/racism
  • 2 = I am usually uncomfortable talking about race/racism
  • 3 = I am sometimes uncomfortable talking about race/racism
  • 4 = I am usually comfortable talking about race/racism
  • 5 = I am very comfortable talking about race/racism

Discussion Questions:

1. "It is about race if a person of color thinks it is about race. It is about race if it disproportionately or differently affects people of color. It is about race if it fits into a broader pattern of events that disproportionately or differently affect people of color." After hearing Ijeoma Oluo’s explanation of these points, can you think of social or political issues that many people currently believe are not about race, but actually maybe?
2. What are some of the ways in which Ijeoma Oluo discusses the different roles that white people and people of color will play in fighting systemic racism in our society?
3. "What are microaggressions?," Ijeoma Oluo lists some of the racial microaggressions that her friends of color said that they often hear. What are some of the racial microaggressions that you have encountered or witnessed? What are some that you may have perpetrated on others?
4. "Talking is great, but what else can I do?," Ijeoma Oluo discusses some actions you can take to battle systemic racism using the knowledge you've gained from this presentation and from your conversations on race. What are some actions you can take in your school, community, your workplace, and your local government? What are some local antiracism efforts in your community that you can join or support?

Racism and other forms of bias are pervasive in our culture. So, most of us have inherited ways of thinking about ourselves and others that are fairly reductionist—notions of race, gender, and other things that give us a limited sense of who we are. We can all see the harm that this causes, the polarization, and identity-based violence in our time.  As individuals and members of groups, we are called to challenge not only these behaviors, but the reductionist thinking that contributes to them, but we can’t do it without creating some spaciousness in ourselves to understand how we hold these ideas in our own brain, body, and experience.

Mindfulness meditation may hold the key to grappling with interpersonal racism, says Rhonda Magee, because it helps people tolerate the discomfort that comes with deeper discussions about race. And it can help cultivate a sense of belonging and community for those who experience and fight racism in our everyday lives.

• On a scale of 0-5, how comfortable are you talking about race? Explain. 
• On a scale of 0-5, how comfortable are you talking about racism? Explain.
  • 0 = I would rather not talk about race/racism
  • 1 = I am very uncomfortable talking about race/racism
  • 2 = I am usually uncomfortable talking about race/racism
  • 3 = I am sometimes uncomfortable talking about race/racism
  • 4 = I am usually comfortable talking about race/racism
  • 5 = I am very comfortable talking about race/racism

• Website Antiracist Meditation: https://insighttimer.com/imangibson/guided-meditations/privilege-and-racism-meditation
• Racial Battle Fatigue: Coping with Exhaustion from Racism: YouTube Video
• From Othering to Belonging: (Podcast: https://greatergood.berkeley.edu/podcasts/item/othering-belonging-race-black-lives-matter)

Child psychologists Dr. Kristin Carothers and Dr. Seth Shaffer discussed age-appropriate conversations to have with your children about race and racism. Christine Platt, literacy advocate and passionate activist for social justice and policy reform reads and discusses her children’s book, Trailblazers: Martin Luther King, Jr.

• On a scale of 0-5, how comfortable are you talking about race? Explain. 
• On a scale of 0-5, how comfortable are you talking about racism? Explain.
  • 0 = I would rather not talk about race/racism
  • 1 = I am very uncomfortable talking about race/racism
  • 2 = I am usually uncomfortable talking about race/racism
  • 3 = I am sometimes uncomfortable talking about race/racism
  • 4 = I am usually comfortable talking about race/racism
  • 5 = I am very comfortable talking about race/racism

Website and video: https://maec.org/webinar/familyroom-continuing-conversations-race/

Discussion Questions:

Why is it important to talk about race with children? What are the possible outcomes?

What is your preferred way to approach the topic of race with your child? Have you ever considered the suggested approach stated by the featured presenters in the webinar?

For more information go to A Family Guide for Teaching About Race: https://www.understandingrace.org/resources/pdf/family_guide.pdf

CODE SWITCH: Hosted by journalists of color, the podcasts tackle the subject of race. The journalists explore how race impacts every part of society — from politics and pop culture to history, sports, and everything in between.

https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy

• On a scale of 0-5, how comfortable are you talking about race? Explain. 
• On a scale of 0-5, how comfortable are you talking about racism? Explain.
  • 0 = I would rather not talk about race/racism
  • 1 = I am very uncomfortable talking about race/racism
  • 2 = I am usually uncomfortable talking about race/racism
  • 3 = I am sometimes uncomfortable talking about race/racism
  • 4 = I am usually comfortable talking about race/racism
  • 5 = I am very comfortable talking about race/racism

More Dr. Moon's Picks:

• Why Now, White People
  Synopsis: The video is horrific, and the brutality is stark. But that was the case in Ferguson, Mo., in 2014 and Minnesota in 2016. This time, though, white people are out in the streets in big numbers, and books such as "So You Want to Talk About Race" and "How to Be an Antiracist" top the bestseller lists. So we asked some white people: What's different this time?
  
  
• Bonus Episode: ‘Not Just Another Protest’
  Synopsis: Suffice it to say, the past few weeks have been a lot to unpack. So today, we're bringing you a special bonus episode from our friends at It's Been a Minute with Sam Sanders. The podcast explores how protests have changed over time, and how certain people's thoughts about race are evolving.
  
  
• Behind the Lies, My Teacher Told Me
  Synopsis: It's a battle that's endured throughout so much of American history: what gets written into our textbooks. Today we tag in NPR education correspondent Anya Kamenetz, and hear from author James Loewen about the book, Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong.
   
• A Racial Impostor Epidemic
  Synopsis:  Racial Impostor Syndrome is the feeling of not belonging. It is a feeling that many interracial people are familiar with. It means enduring a constant pressure to pick one group or another, but never both.
   
• This Racism is Killing Me Inside (“weathering”)
  Synopsis: On this week’s episode we hear the story of Shalon Irving, who passed away after giving birth to her daughter. Black women in the United States are 243 percent more likely than white women to die of pregnancy- or childbirth-related causes. There's evidence that shows this gap is caused by the "weathering" effects of racism. 
   
• A Year of Love and Struggle in a New High School
  Synopsis: Too many young, black men struggle in America's education system. Washington D.C. is trying to do something about it with a new, boys-only high school. NPR's Cory Turner and Education Week's Kavitha Cardoza spent hundreds of hours there, reporting on the birth of a school built on one word: Love.
   
• Can We Talk About Whiteness?
  Synopsis: There are steps a person who regards themselves as white can begin taking steps to develop a positive white racial identity. This means having an identity that takes one beyond color-blindness. Gene and Shereen dig into why it's so hard to talk about white identity in America and why it's really important that we figure out how.
  
  
• The Code Switch Guide to Handling Casual Racism
  Synopsis: Awkward comments. Rude questions/casual racism. What do you do when it happens in your presence? The mental calculus is hard enough. It gets even harder when the comment is coming from your friends or family. Gene, Shereen, and Karen from Code Switch along with special guest Nicole Chung share stories and search for solutions.
   
• Safety–Pin Solidarity: With Allies, Who Benefits?
  Synopsis: Allyship is an active, consistent, and arduous practice of unlearning and re-evaluating, in which a person holding systemic power seeks to end oppression in solidarity with a group of people who are systemically disempowered. Does wearing safety pins and giving speeches at awards shows make you an ally? On this episode, we explore the conundrums of ally-ship with activist and blogger ShiShi Rose, who helped organize the Women's March, Taz Ahmed, co-host of the GoodMuslimBadMuslim podcast, the Reverend Timothy Murphy, and our editor, Juleyka Lantigua-Williams.

National Public Radio (NPR) is an American privately and publicly funded non-profit media organization based in Washington, D.C.

Disclaimer: The views and language usage expressed in the podcasts are those of the journalists and featured guests. And, do not necessarily reflect the position of Tempe Union High School District.

CODE SWITCH podcast episodes about race that are suitable for children/teens. Hosted by journalists of color, the podcasts tackle the subject of race. The journalists explore how race impacts every part of society — from politics and pop culture to history, sports, and everything in between.

https://www.npr.org/sections/codeswitch/2020/05/05/850777529/the-very-best-code-switch-episodes-for-kids

• On a scale of 0-5, how comfortable are you talking about race? Explain. 
• On a scale of 0-5, how comfortable are you talking about racism? Explain.
  • 0 = I would rather not talk about race/racism
  • 1 = I am very uncomfortable talking about race/racism
  • 2 = I am usually uncomfortable talking about race/racism
  • 3 = I am sometimes uncomfortable talking about race/racism
  • 4 = I am usually comfortable talking about race/racism
  • 5 = I am very comfortable talking about race/racism

• When Xenophobia Spreads Like A Virus - NPR weblink
  Synopsis: As the coronavirus began to spread from China to the rest of the world, Asians and Asian Americans faced xenophobic and racist harassment. In this episode from March, listeners described racist experiences they'd had during the COVID-19 outbreak, and we spoke to Professor Erika Lee about America's long history of xenophobic responses to disease outbreaks.
  
  
• On the Shoulders of Giants - NPR weblink
  Synopsis: When Colin Kaepernick took a knee to protest police brutality in 2016, he joined a long line of black athletes using their platform to fight for a better world for black people. In 2019, we featured an episode of NPR's Throughline podcast, which tells the stories of three black athletes who protested injustice: Jack Johnson, Wilma Rudolph, and Mahmoud Abdul-Rauf.
  
  
• Status Update - NPR weblink
  Synopsis: Nearly 9 million people in the U.S. are part of a "mixed-status" family: some may be U.S. citizens; some may have green cards; others may face the constant specter of deportation. As the Supreme Court gets ready to decide the fate of DACA — a program that protects some undocumented people from being removed from the country — we check in with three siblings who all have different statuses, and whose fates may hinge on the outcome of this case.
• Our Homeland Is Each Other - NPR weblink
  Synopsis: Most adoptive parents in the U.S. are white — and a lot of them are adopting children who aren't. We asked transracial (extending across two or more racial identities) adoptees to tell us how growing up with white parents shaped their identity, and about the things they wished their families knew. They told us what they think is missing from mainstream narratives about adoption, and how being an adoptee is an identity unto itself.
  
  
• Changing Colors in Comics(Access this podcast by signing up to use Spotify) https://www.spotify.com/us/promo/endofsummer/?utm_source=us-en_brand_contextual_text&utm_medium=paidsearch&utm_campaign=alwayson_ucanz_us_performancemarketing_higSynopsis: Gene and guest host Glen Weldon explore how comics are used as spaces for mapping race and identity. Gene visits Amalgam Comics and Coffee house in Philadelphia and chats with proprietor Ariell Johnson who is reclaiming the comic book store, which once made her uneasy as a black fan. Meanwhile, C. Spike Troutman, another black woman, has made a name for herself as an online comics publisher of Iron Circus Comics in Chicago. We also talk to artist and designer Ronald Wimberly for his perspective as a black creator who has worked for Marvel and DC, the titans of corporate comics.
  
  
• Made for You and Me (Access this podcast by signing up to use Spotify) https://www.spotify.com/us/promo/endofsummer/?utm_source=us-en_brand_contextual_text&utm_medium=paidsearch&utm_campaign=alway
  Synopsis: Black people don’t hike? Latinos don’t like camping? Asians are afraid of the sun? Adrian and Shereen dig into the stereotypes-and truths-about people of color and their relationship to the great outdoors.

National Public Radio (NPR) is an American privately and publicly funded non-profit media organization based in Washington, D.C.

Disclaimer: The views and language usage expressed in the podcasts are those of the journalists and featured guests. And, do not necessarily reflect the position of Tempe Union High School District.

Many white parents have never learned how to talk about race and racism with their kids. Silence perpetuates racism—but it can be hard to know how to start. This hour-long program is about talking to white kids about race and racism: how white parents, families, and teachers can learn to show up for racial justice in a way that will make a difference for generations to come. The show explores a wide variety of approaches with kids of all ages.

Parents, racial justice experts, and teens all provide perspectives on these necessary and challenging conversations, with a focus on how white parents can actively interrupt the racist messages and stereotypes that children as young as three years old are already starting to pick up. We combine compelling storytelling with practical expert guidance to give you the tools to start your own courageous conversations.

Podcast: https://safespaceradio.com/talking-to-white-kids-about-race-racism/

Discussion Topics (Access Discussion Guide - PDF)

Disclaimer: The views and language usage expressed in the podcast are those of the journalists and featured guests. And, do not necessarily reflect the position of Tempe Union High School District.

Mariama Lockington's debut middle grade novel, For Black Girls Like Me, incorporates poetry and prose into a story about a transracial adoptee who deals with racism, mental health, and growing up. Mariama talks about her own experiences growing up black with white parents, how her educational experience formed her book, and the 10-year process of writing and rewriting her novel.

• Reflect where you are emotionally about conversations/discussions on race/racism before watching and responding to questions:
• On a scale of 0-5, how comfortable are you talking about race? Explain. 
• On a scale of 0-5, how comfortable are you talking about racism? Explain.
  • 0 = I would rather not talk about race/racism
  • 1 = I am very uncomfortable talking about race/racism
  • 2 = I am usually uncomfortable talking about race/racism
  • 3 = I am sometimes uncomfortable talking about race/racism
  • 4 = I am usually comfortable talking about race/racism
  • 5 = I am very comfortable talking about race/racism

Discussion Questions:

• Develop an intersectional mindset. The multifaceted nature of transracial adoptees’ identity impacts every aspect of their life. For transracial adoptees, finding a safe, permanent family is not the end of the adoption journey. In addition to experiencing the loss of a birth family, culture, and in some cases, country, transracial adoptees may be carrying the weight of colonization, slavery, war, forced immigration, and discriminatory laws and policies. They have experienced and will experience racial discrimination and bullying, too.
• Do your own research. In order to help the child develop a healthy racial identity and advocate for transracial adoption justice, you need to better understand how you experience race, power, privilege, and oppression. Read books and articles by scholars, activists, and parents who write specifically on topics of race, culture, and history; have discussions, and learn from the mistakes you make along the way. Push yourself past “not being racist” by trying to be actively anti-racist. In other words, take actions and be part of movements to oppose racism by fighting for systemic, structural, and individual changes in your political and social world. 
• Understand that you can’t separate the personal and the political. You cannot always protect the student from the world’s treatment of them—so when you see news or hear discussions related to race, immigration, and other issues connected to the student’s racial identity, understand that these actions can and in some instances will affect the student personally.

Disclaimer: The views and language usage expressed in the podcast are those of the journalists and featured guests. And, do not necessarily reflect the position of Tempe Union High School District.

Jason Reynolds is a Newbury Award honoree and the New York Times bestselling author of Long Way Down, the Track series, and many other books for kids, middle grade, and young adults. His novels feature diverse characters and are unfailingly compelling, compassionate, and timely. They take an unflinching look at gun violence, police brutality, family, loss, and friendship. In this interview, he speaks with fellow author Chris Lynch about writer's block, writing honestly, and what it means when your book gets banned.

Podcast: https://lesley.edu/podcasts/why-we-write/writing-books-for-kids-who-dont-read-books-with-jason-reynolds

• Reflect where you are emotionally about conversations/discussions on race/racism before watching and responding to questions:
• On a scale of 0-5, how comfortable are you talking about race? Explain. 
• On a scale of 0-5, how comfortable are you talking about racism? Explain.
  • 0 = I would rather not talk about race/racism
  • 1 = I am very uncomfortable talking about race/racism
  • 2 = I am usually uncomfortable talking about race/racism
  • 3 = I am sometimes uncomfortable talking about race/racism
  • 4 = I am usually comfortable talking about race/racism
  • 5 = I am very comfortable talking about race/racism

Disclaimer: The views and language usage expressed in the podcast are those of the journalists and featured guests. And, do not necessarily reflect the position of Tempe Union High School District.

Renée Watson is a New York Times bestselling author, educator, and activist whose latest novel for teens is Watch Us Rise, co-written with Ellen Hagan. A native of Portland, Oregon, Renée writes books for kids and teens that reflect the diversity she often found missing in books when she was a child. She recently won the Coretta Scott King Award and a Newbury Honor for Piecing Me Together. Renée is also a community advocate and the founder of the I, Too, Arts Collective, based in the home of Langston Hughes.

Podcast: https://lesley.edu/podcasts/why-we-write/watch-us-rise-author-renee-watson

• Reflect where you are emotionally about conversations/discussions on race/racism before watching and responding to questions:
• On a scale of 0-5, how comfortable are you talking about race? Explain. 
• On a scale of 0-5, how comfortable are you talking about racism? Explain.
  • 0 = I would rather not talk about race/racism
  • 1 = I am very uncomfortable talking about race/racism
  • 2 = I am usually uncomfortable talking about race/racism
  • 3 = I am sometimes uncomfortable talking about race/racism
  • 4 = I am usually comfortable talking about race/racism
  • 5 = I am very comfortable talking about race/racism

Disclaimer: The views and language usage expressed in the podcast are those of the journalists and featured guests. And, do not necessarily reflect the position of Tempe Union High School District.

The goals of these conversations are to dismantle the color-blind framework and prepare young people to work toward racial justice. If we commit to collectively trying to talk about race with young children, we can lean on one another for support as we, together, envision a world where we actively challenge racism.

Podcast: https://www.racepride.pitt.edu/in-my-skin-podcast/

• Reflect where you are emotionally about conversations/discussions on race/racism before watching and responding to questions:
• On a scale of 0-5, how comfortable are you talking about race? Explain. 
• On a scale of 0-5, how comfortable are you talking about racism? Explain.
  • 0 = I would rather not talk about race/racism
  • 1 = I am very uncomfortable talking about race/racism
  • 2 = I am usually uncomfortable talking about race/racism
  • 3 = I am sometimes uncomfortable talking about race/racism
  • 4 = I am usually comfortable talking about race/racism
  • 5 = I am very comfortable talking about race/racism

Guides for Talking About Race:

• https://www.understandingrace.org/resources/pdf/family_guide.pdf
• https://inclusions.org/wp-content/uploads/2017/11/Children-are-Not-Colorblind.pdf

Race and ethnic consciousness refer to the awareness of membership in a racial or ethnic group by both group members and the larger society in which they reside. The concept embodies both popular and social scientific understandings of classification and membership. Popular perceptions often attribute race and ethnicity to biological origins. In contrast, social scientists insist that these categories are the consequence of a social construction process. Despite the social basis of race and ethnicity, social scientists acknowledge that they are real in their consequences. Race and ethnicity shape social stratification, underlie individual and group identities, determine patterns of social conflict, and condition life chances.

• Reflect where you are emotionally about conversations/discussions on race/racism before watching and responding to questions:
• On a scale of 0-5, how comfortable are you talking about race? Explain. 
• On a scale of 0-5, how comfortable are you talking about racism? Explain.
  • 0 = I would rather not talk about race/racism
  • 1 = I am very uncomfortable talking about race/racism
  • 2 = I am usually uncomfortable talking about race/racism
  • 3 = I am sometimes uncomfortable talking about race/racism
  • 4 = I am usually comfortable talking about race/racism
  • 5 = I am very comfortable talking about race/racism

Podcast: https://www.racepride.pitt.edu/in-my-skin-podcast/

Discussion Questions: Race and Ethnicity Awareness:

 “Race” is usually associated with biology and linked with physical characteristics such as skin color or hair texture. “Ethnicity” is linked with cultural expression and identification. However, both are social constructs used to categorize and characterize seemingly distinct populations.

• Are/were your parents of the same race or ethnic group? Are your brothers and sisters? What about your extended family e.g., uncles, aunts, cousins, etc.?
• What was your first awareness of race or ethnicity? That there are different races and ethnic groups?
• What was the racial or ethnic makeup of your elementary, middle, and high school?  Of its educators?
• Have you ever felt or been stigmatized because of your race or ethnic group membership?
• Have you ever felt empowered because of your race, ethnic group membership?
• What is the primary racial or ethnic makeup of your neighborhood?  Of your circle(s) of friends?
• What’s the most important image or encounter you’ve had regarding race or ethnicity?
• What were the messages you heard growing up about white people? African Americans? Latinx? Native Americans? Asian Americans? Pacific Islanders?
• Think about where you envision living in the future: What is its racial or ethnic group makeup?

Talking to children about race can be intimidating for adults. Dr. Erin Winkler is an Associate Professor of Africology and Urban Studies, who has studied the way that children learn about race. Dr. Winkler shares that, “adults often think they should avoid talking with young children about race or racism because doing so would cause them to notice race or make them racist. In fact, the opposite is true.” 

She explains that children take in cues from their environment. In early childhood, children notice patterns and are learning to categorize things. They notice differences in skin color, neighborhoods, and communities. For this reason, these conversations are necessary and important.

https://www.pbs.org/video/university-place-children-are-not-colorblind/

• Reflect where you are emotionally about conversations/discussions on race/racism before watching and responding to questions:
• On a scale of 0-5, how comfortable are you talking about race? Explain. 
• On a scale of 0-5, how comfortable are you talking about racism? Explain.
  • 0 = I would rather not talk about race/racism
  • 1 = I am very uncomfortable talking about race/racism
  • 2 = I am usually uncomfortable talking about race/racism
  • 3 = I am sometimes uncomfortable talking about race/racism
  • 4 = I am usually comfortable talking about race/racism
  • 5 = I am very comfortable talking about race/racism

Guides for Talking About Race:

• https://www.understandingrace.org/resources/pdf/family_guide.pdf
•  https://inclusions.org/wp-content/uploads/2017/11/Children-are-Not-Colorblind.pdf

• Dismantling Racism: A Resource Book:
  http://www.surjpdx.com/wp-content/uploads/2017/11/resource-book.pdf
• Let’s Talk: Facilitating Critical Conversations with Students:
  https://www.tolerance.org/magazine/publications/lets-talk
  A Family Guide to Talking About Race:
  https://www.understandingrace.org/resources/pdf/family_guide.pdf 
• Creating Space to Talk About Race in the Classroom:
  http://neaedjustice.org/wp-content/uploads/2017/04/Talk-About-Race-in-the-Classroom.pdf
• Community Dialogue Guide: Conducting a Discussion on Race:
  https://www.justice.gov/archive/crs/pubs/dialogueguide.pdf
• Teaching Race: Pedagogy and Practice:
  https://cft.vanderbilt.edu/guides-sub-pages/teaching-race/
• All Students Need Anti-racism Education:
  https://www.tolerance.org/magazine/all-students-need-antiracism-education
• Anti-Racist Work in Schools: Are You in it for the Long Haul?:
  https://www.tolerance.org/magazine/antiracist-work-in-schools-are-you-in-it-for-the-long-haul
• Eliminating Racism in the Classroom:
  http://www.edchange.org/multicultural/papers/racism_morgan.html
• Racism Recovery Plan:
  https://www.bc.edu/content/dam/files/schools/lsoe_sites/isprc/pdf/Infograph.pdf
• Educating Our Children: Talking to Kids About Racism and Police Brutality:
  https://www.achievementfirst.org/educating-our-children-talking-to-kids-about-racism-police-brutality/
• Addressing Race and Trauma in The Classroom: A Resource Guide for Educators:
  https://www.nctsn.org/sites/default/files/resources/addressing_race_and_trauma_in_the_classroom_educators.pdf
• When Educators Understand Race and Racism:
  https://www.tolerance.org/magazine/when-educators-understand-race-and-racism
• Why Teaching Black Lives Matter Matters (Part 1):
  https://www.tolerance.org/magazine/summer-2017/why-teaching-black-lives-matter-matters-part-I
• Bringing Black Lives Matter into the Classroom (Part 2):
  https://www.tolerance.org/magazine/summer-2017/why-teaching-black-lives-matter-matters-part-II
• Abolitionist Teaching Network:
  https://img1.wsimg.com/blobby/go/8d4b8aa7-b12e-4df8-9836-081a29841523/downloads/ATN%20Guide%20to%20Racial%20and%20Restorative%20Justice%20in.pdf?ver=1598452053585

• Onward: Cultivating Emotional Resilience in Educators | by Elena Aguilar
• The New Jim Crow | by Michelle Alexander
• “Multiplication Is for White People”: Raising Expectations for Other People’s Children | by Lisa Delpit
• Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students | by Zaretta Hammond
• Teaching to Transgress | by Bell Hooks
• Mindful of Race | by Ruth King
• The Dreamkeepers: Successful Teachers of African American Children | by Gloria Ladson-Billings
• We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom | by Bettina Love
• Stamped from the Beginning | by Ibram X. Kendi
• How to Be an Antiracist | by Ibram X. Kendi
• The Inner Work of Racial Justice | by Rhonda V. Magee
• Just Mercy | by Bryan Stevenson
• Why are all the Black Kids Sitting Together in the Cafeteria | by Beverley Daniel Tatum
• The Guide for White Women Who Teach Black Boys | by Eddie Moore, Jr.
• Between the World and Me | by Ta-Neshi Coates
• It’s Time to Talk (and Listen) | by Anatasia S. Kim and Alicia Del Prado
• Racing to Justice: Transforming Our Conceptions of Self and  Other to Build  an Inclusive Society | by John A. Powell
• Race after Technology | by Ruha Benajamin
• So You Want to Talk About Race | by Ijeoma Oluo
• On Intersectionality: Essential Writings | by Kimberle’ Crenshaw
• The N Word: Who Can Say It, Who Shouldn't, and Why | by Jabari Asim
• White Fragility: Why It's So Hard for White People to Talk about Racism | by Robin DiAngelo
• Rhythm and Resistance: Teaching Poetry For Social Justice | by Linda Christensen and Dyan Watson
• Race Talk and the Conspiracy of Silence | by Derald Wing Sue
• The Condemnation of Blackness | by Khalil Gibran Muhammad
• The Fire Next Time (Paperback) | by James Baldwin
• Sister Outsider: Essays and Speeches | by Audre Lorde
• From #Black Lives Matter to Black Liberation | by Keeanga-Yamahtta Taylor
• For Black Girls Like Me | by Mariama Lockington
• Something Happened in Our Town: A Child's Story About Racial Injustice | by Marianne Celano, Marietta Collins, and Ann Hazzard
• Not My Idea | by Anastasia Higginbotham
• Dear Martin | by Nic Stone
• All American Boys | by Jason Reynolds and Brendan Kiely
• The Hate U Give | by Angie Thomas
• Ghost Boys | by Jewell Parker Rhodes
• I Am Alfonso Jones | by Tony Medina
• A Good Kind of Trouble | by Lisa Moore Ramé                                                                                                                                                        
• The Day Tajon Got Shot | by Beacon House Writers
• How It Went Down | by Kekla Magoon
• Tyler Johnson Was Here | by Jay Coles
• Piecing Me Together | by Renée Watson
• Rest in Power: The Enduring Life of Trayvon Martin | by Sybrina Fulton & Tracy Martin
• We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom | by Bettina Love
• Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students | by Zaretta Hammond
• The Dreamkeepers: Successful Teachers of African American Children | by Dr. Gloria Ladson-Billings
• Culturally Responsive Teaching: Theory, Research, and Practice | by Dr. Geneva Gay
• Multiplication Is for White People: Raising Expectations for Other People's Children | by Dr. Lisa Delpit
• Start Where You Are, But Don’t Stay There: Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classrooms | by Dr. H. Richard Milner IV
• We Got This: Equity, Access, and the Quest to Be Who Our Students Need Us to Be | by Cornelius Minor
• Solving Disproportionality and Achieving Equity: A Leader's Guide to Using Data to Change Hearts and Minds | by Dr. Edward Fergus
• The Trouble With Black Boys: ...And Other Reflections on Race, Equity, and the Future of Public Education | by Dr. Pedro Noguera