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Racism. Kalina Bryant Joshua Schrag. Respect Guidelines . Please be considerate of all people’s emotions and feelings during the presentation. Assume good will and good intentions from each individual who participates in discussions or activities.
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Racism Kalina Bryant Joshua Schrag
Respect Guidelines Please be considerate of all people’s emotions and feelings during the presentation. Assume good will and good intentions from each individual who participates in discussions or activities. Don’t be afraid to use “oops” and “ouch” when applicable
Anticipated Outcomes • To be aware of the social impact of racism and racial microaggressions • Deepening the group’s understanding of the effects of institutional racism • Racism is an issue in all contexts, big or small. (i.e. “Death by a thousand papercuts”)
Racism Racism is a complex system of beliefs and behaviors, grounded in a presumed superiority of the white race. These beliefs and behaviors are conscious and unconscious; personal and institutional, and result in the oppression of people of color and benefit the dominant group, whites. A simpler definition is racial prejudice + power = racism
Racial Microaggressions Racial microaggressions are “subtle, stunning, often automatic, and non-verbal exchanges which are ‘put downs’.” Racial microaggressions have also been described as “subtle insults (verbal, nonverbal, and/or visual) directed toward people of color, often automatically or unconsciously.” Simply stated, microaggressions are brief, everyday exchanges that send denigrating messages to people of color because they belong to a racial minority group.
Privilege Privilege is a right that only some people have access or availability to because of their social group memberships (dominance). Because hierarchies of privilege exist, even within the same group, people who are part of the group in power often deny they have privilege even when evidence of differential benefit is obvious.
Activity Please gather and form a straight line. We will read off a series of statements and questions and after each statement or question, if you believe that it applies to you and/or you have experienced this statement or question, move forward one step. If you feel uncomfortable at any time, feel free to acknowledge the statement without moving forward or step out of the activity.
#1 “You speak good English”
#2 “I’m not racist, I have many black friends”
#3 “Do you think you’re ready to go to college?”
#4 “What sport do you play here?”
#5 “Everyone can achieve the American Dream in this society if they work hard enough”
#6 “That’s for YOU people”
#7 “Do you live with both of your parents?” or “Is your father/mother in your life?”
#8 “Can you clean this up for me?”
#9 “Are you going to pay for that?”
#10 “You’re just playing the race card.”
#11 “That’s just your culture, that’s not how we do that here.”
#12 “What country are you from?”
#13 How did you get your hair like that?
#14 “When I see you I don’t see color.”
#15 “Can you share with the class more about what it means to be (race/ethnicity)?”
Position Take a moment to reflect on your own position in relation to the rest of the group
Reflection During the activity, what were some of the emotions that came up while the statements were being read? Which statements in particular stood out from the rest? How can we use this knowledge of racial microaggressions to become an ally in our communities?
