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Understanding Structural Racism Activity This activity helps participants delve deeper in analyzing racism and start to learn how to use a structural racism lens. Many times, actions are focused on changing the personal beliefs without looking at the practices and procedures that contribute to the issue. Through this activity, participants will have the opportunity to break down the issue of racism at a structural level so that the group can come up with realistic action ideas for change. Goal: To get participants to analyze an issue through a structural racism lens To engage participants in an interactive way to identify the personal beliefs, practices, and procedures that contribute to the issue To create a compiled list of barriers impacting the issue on the structural level Materials needed: Structural Racism handouts Chart paper Markers Preparation: Review the Structural Racism handout. Familiarize yourself and understand all 3 layers to structural racism: the personal attitudes/beliefs, formal and informal practices, and policies and procedures. Review the sample structural racism examples. If the sample examples do not fit the community specific issue, brainstorm a few examples for each level. Identify the community specific issue the group will work on. Part 1: Activity overview 1. Pass out the Structural Racism handouts. Give participants a few minutes to review them. 2. Explain each level of structural racism as participants look on. 3. Use the examples to help participants understand each level. Allow time for clarifying questions. 4. Divide participants into three groups. Group 1 will be “Personal Attitudes,” Group 2 will be “Formal and Informal Practices,” and Group 3 will be “Policies and Procedures.” 5. In the small groups, give participants 10 minutes to think of examples for their assigned group. Have the groups record their answers on chart paper. Part 2: Skit Activity 1. Following the brainstorm, ask each small group to pick one example and create a 2-minute skit to illustrate the example. 2. Have each group set the skit’s context and perform their skit. Ask the audience to pay attention to how the skit illustrates the group’s assigned level. 3. After each skit, debrief with the following questions: a. Was the skit realistic? b. How was the skit an example of personal attitudes and beliefs/practices/policies and procedures? 4. After all the skits, ask all three skits to start up simultaneously. Wait about 20 seconds. 5. Then, stop the skits and explain that collectively, these are the different levels contributing to the issue. If one level is addressed, there are two other levels occurring at the same time. If this group wants to truly see change, actions need to address all three levels. Personal beliefs, attitudes, and actions Formal and informal practices Individual The person may act intentionally or without knowing it Make white normal Behaviors or customs that lead to advantages to some and disadvantages to others May not be intentional Structural Racism Policies and procedures Create advantages for whites and disadvantages for people of color May not mention race or have been created to produce the racial disadvantage Personal, local, and national racial history may cause unequal or unintended results Personal beliefs, attitudes, and actions Formal and informal practices A teacher only recommends white and The information sent home about the Asian students for the program even program is written in very formal and though she has black and Latino students academic language that many parents do not who have the grades to get in. She understand. doesn’t believe they have the right The informational meeting about attitude for the program. the program is in a large-scale Example: Low setting that intimidates many Many black students do not percentage of black apply for the program because parents. and Latino students they will be teased by their in gifted and talented friends for “acting white.” programs Policies and procedures Parents must write an in-depth application for their child to get into the program. Many parents are unable to complete the application. Personal beliefs, attitudes, and actions Only people with a certain “look” are hired and promoted Some people of color don’t believe they can be successful at this company Some people believe that talking about race is perpetuating racism Formal and informal practices The company doesn’t recruit from schools with diverse populations There is a lack of support for employees of color Example: Lack of diversity in upper management Hiring is often rushed, which doesn’t allow time to reach out to more diverse applicants There is a lack of training to support internal promotions The referral program is based on who you know Policies and procedures Human Resources screens and sends only three resumes Hiring practices favor formal education versus years of experience Hiring decisions are sometimes taken out of the hands of the supervisor