HOW TO WRITE AN ANTI-RACISM ACTION PLAN
H O W T O WRITE ANANTI-RACISMACTION PLANAS E L F - P A C E DOffice of Diversity,Equity & InclusionG U I D E B O O KWe are called in the currentmoment to actively move fromnon-racist thinking to antiracist actions.This guide is targeted for thosewho are beginners to engagingin anti-racism work.
IN TR O D UC T I O NWe are called in the current moment toactively move from non-racist thinkingto anti-racist actions. This guide istargeted for those who are beginnersto engaging in anti-racism work. Ourgoal is to illuminate that in order to dothis work thoughtfully, we both need tobe reflective in how prepared we are toengage with anti-racism work and that weneed to have a concrete action plan tolive by our commitments.This guide broadly focuses on racialjustice. However, we have built in, andencourage, particular focus on anti-Blackracism. Anti-racism planning needs tobe intentional, and it will take time andthoughtfulness. We encourage usersto be self-reflective and be attentive toareas of growth.We have written this guide so that peopleof all racial or ethnic backgrounds mightbe able to adapt the guide for their ownneeds. We encourage users to think ofthis as a guide, and not as somethingthat is set in stone. It is also important tonote that this guide is to help individualsengage in anti-racism planning. It doesnot replace the need for institutional levelanti-racism planning, but complementsit. As a starting point, we encourage youto think through some key terms anddefinitions. A helpful resource is availablefrom the Aspen Institute –https://bit.ly/Structural-Racism.In our search, we did not find such aguide readily available for individualsto use.This is our first attempt to createone. If you have ideas on how we canimprove it, please submit feedbackusing this online form –https://bit.ly/ARAP-Guidebook-Feedback.Best wishes on this journey –Amit Taneja and Kasey CatlettStructure of the GuideThis guide has nine discrete sections. Most sections have a list of suggested readingsor resources, followed by an activity and/or reflection questions. Each section buildson the previous section and we encourage users to follow the structure of the guide.S E C T I ON S OF THE GU I DE123456789WHAT DO Y OU K N OW A B OU T R A CE?1SPHER ES OF I N F LU EN CE3WHAT A R E Y OU R VA LU ES/PR I N CI PLES/CODES OF CON DU CT5I N TER PER SON A L VER SU S STR U CTU R A L R A CISM6I DEN TI F Y I N G & PR I OR I TI ZI N G I SSU ES7WHAT DOES I T M EA N TO B E A N A LLY ?8WR I TI N G THE A CTI ON PLA N11I M PLEM EN TI N G THE PLA N , R ESPON DI N GTO CHA LLEN GES, A N D A CCOU N TA B I LI TY12R EVI SI N G A N D R E- I M PLEM EN TI N G THE PLA N13
1:WHAT DO YOU KNOW ABOUT RACE?SECTIONIn this section, you are invited to thinkdeeply about your understandingof race, racism, and anti-racism. Weencourage you to make notes for eachof the following reflective questions.Please do not rush through this asthis is a foundational activity. Wealso encourage you to be honest inacknowledging areas where you mightneed to engage in more self-reflectionand education.S U GG E S T ED R EA D I NGS /RESOU R CE S FO R T H I SS ECTI O N :We have compiled a list of resourceson race, racism and anti-racism –https://bit.ly/HC-ResourcesREF L E CT IO N QU ES T I O NS 1:Suggested activities for reflections Have a private conversation andreflection with yourself Writing your responses, even if it isin bullet form, might be a helpful Optional: Find someone who is alsoparticipating in anti-racism planningto have a conversation with onthese questionsW H AT A R E Y OU R F I R STL E AR N I N GS ON R A CE? Think back to a time in your lifewhen you first noticed that peoplewere different from you – that theirskin was a different color, or theirhair looked different, etc. What doyou remember about that time? When, from your earliest memory,did you observe or engage inyour first conversation aroundrace? With whom? What context?Did something precipitate theconversation? What messages didyou receive?a) What did the significant adultsdo or say that helped you tounderstand and appreciate thesedifferences?b) What did the adults do that gotin the way of your understandingand appreciating thesedifferences?c) How did these earlyexperiences shape yourunderstanding of race andracism?d) What would you have likedthe adults to do in that situation?What would you do differently? Repeat the question above to bespecific to your first conversationabout Black or African-Americanindividuals (if that was not part ofthe conversation)? What was your first meaningfulinteraction with a person of adifferent race?Adapted from “Conversations AboutRace and Ethnicity” as part of theIntergroup Dialogue Program atSyracuse University1 When was the first time youinteracted with a person of colorin an authority position (such asa teacher, government official,etc.)? When was the first time youinteracted with someone whowas Black/African-American inan authority position? How didthese interactions shape yourunderstanding of race, if at all? Were you ever taught orencouraged to be “color blind”- i.e., that you should not noticerace or treat people differently onthe basis of their race? Has yourthinking on this changed over time,and how?WHAT A R E Y OU R MO STSA LI EN T M EM OR I ES ONR A CE, R A CI SM A ND ANTIR A CI SM ? Please think of (or write down) the3-5 most critical memories you haveabout race, racism and anti-racism. What was your reaction? What didyou do (or not do) in that situation? Is there a time when you did notspeak up or intervene in a situation?What prevented you from speakingup or intervening? How did thatmake you feel? Is there a time when you didintervene or speak up? What werethe challenges and outcomes ofthat conversation/act? How did thatmake you feel? Was there a time when your actions,thoughts or words were receivedas being racist or discriminatoryagainst people of a different race(or ethnic background)? How wasthe feedback provided? How did itmake you feel? Have you, if at all,changed your thinking or behavioras a result of that feedback?H OW T O WRI T E AN AN T I - RAC I S M AC T I ON P LAN PAGE 1
1:WHAT DO YOU KNOW ABOUT RACE?SECTIONHOW DO Y O U U N D E R S TAN DYOU R O W N R A CI AL AN DETH NIC B A CKG R O UN D ?The following reflection questionsare different based on your racialidentification. We understand thatrace and ethnicity might be differentfrom how we understand ourselves,and how others might perceive us. Forexample, some members of racializedgroups might think of themselves asmembers of a marginalized group,but be perceived as “white passing”by others. Additionally, bi-racial andmulti-racial individuals may find theirexperiences reflected in either or bothof the sections listed below. Pleaseanswer the questions that make themost sense for you - regardless ofwhich section they are listed under.For those who self-identify as aperson of color or a member of aracialized group How do you understand your ownracial background? Is there one ormore specific ethnic (or nationalorigin) group(s) that you most closelyidentify with? What does it mean tobe a member of those racial/ethnicgroups in the USA today? What other ethnic (or nationalorigin) groups are part of your race?What messages did you receiveabout members of those groups?Were these positive or negativemessages? What were the sourcesof these messages? Have your viewson these groups changed overtime? How and why?For those who self-identify as white How do you understand yourown racial background? Is thereone or more specific ethnic (ornational origin) group(s) that youmost closely identify with? Whatdoes it mean to be white and/ora member of your ethnic group inthe USA today? What other ethnic (or nationalorigin) groups are part of your“race”? What messages did youreceive about members of thosegroups? Were these positive ornegative messages? What were thesources of these messages? Haveyour views on these groups changedover time? How and why? What messages did you receiveabout lighter or darker skinnedindividuals that are part of yourracial or ethnic group?W H AT I S Y OU RUND ER STA N DI N G OF R A CE,R AC I SM A N D A N TI - R A CI SMNOW? Where did you get the informationnecessary to develop yourunderstanding on these topics?What sources of information didyou use?A N TI - B LA CK R A CI SM & BLAC KL IV ES MATTER M O VE ME NT How do you understand (orexperience) anti-black racism? How is anti-black racism similar ordissimilar from racism experiencedby other racialized groups? What do you know about the BlackLives Matter movement? Has your understanding of the BlackLives Matter movement changedover time? Why and how? What do you want to know moreabout the Black Lives Mattermovement?I N TER SECTI ON A LITY How do other identities, such asgender, sexual orientation, (dis)abilities, socio-economic status, etc.intersect with race? Which of your identities are youreminded of/do you recognizedaily? What internal or externalfactors make you recognize thoseidentities? Which of your identities do you notrecognize on a daily basis? Why doyou think that is? Are there individuals whose storieshelped shape that understanding? What do the terms “anti-racism”and “allyship” mean to you? What messages did you receiveabout lighter or darker skinnedindividuals that are part of yourracial or ethnic group? What messages did you receiveabout other racialized groups?PA G E 2 HOW TO W R ITE A N A N TI- R A CISM A CTION P L ANA CTI VI TY: DO Y OU HAVEI M PLI CI T R A CI A L BIAS?Before you proceed to the nextsection, we encourage you to take theHarvard University Implicit AssociationTest – ml. This testmeasures any implicit bias that youmay hold in a number of categories.We especially encourage participantsto take the “Race IAT” test. Thisshould take 8-10 minutes.
2:SPHERES OF INFLUENCESECTIONBefore we set out to create change,it is important to understand thedifferent areas of our life and howmuch influence we might have ineach of those areas. It might also beimportant to note in which of thoseareas we hold formal or informalpower. The “Spheres of influence”2diagram below summarizes the areaswhere we might be able to influencechange. These broad areas generallyinclude: Self: Educating yourself,understanding your values andfeelings, and examining how youwant to change. Friends & Family: Our abilityto influence the people who areclosest to us. Social, School & WorkRelationships: Friends andacquaintances, co-workers,neighbors, classmates, and peoplewe see on a regular basis. Community: People with whomyou interact infrequently or incommunity settings Greater Society: People that youmight not interact with at all, butyou share something with (e.g.everyone who lives in your state,your country, etc.)AC T I V I TY # 1In the diagram below, write the names of people, communities, organizations, etc.that are part of your “spheres of influence”.After you’ve identified these entities/individuals, reflect on the following questions. What are examples of the verbal and nonverbal messages you received around race,racism, and anti-racism in each of the various spheres? How do you think these individuals or groups developed those perspectives? Whatlife experiences do you think led them to these views? Using these Spheres of Influence, what are the areas where you have expertisewhere you could meaningfully contribute to change? What strategies, if any, might be effective to use in each sphere of influence thatyou have?GREATER SOCIETYCOMMUNITYSOCIAL/SCHOOL/WORKFRIENDS & FAMILYSELFAdapted from From Goodman. D. &Schapiro. S. (1997) Sexism curriculum design. In M. Adams, L.A. Bell,& G. P. Griffin(Eds.). Teaching for Diversity and SocialJustice: A Sourcebook (pp.110-140). NewYork: Routledge2H OW T O WRI T E AN AN T I - RAC I S M AC T I ON P LAN PAGE 3
2:SPHERES OF INFLUENCESECTIONA CT IVIT Y #2Everyone has their own spheres of influence, and we are all part of someone else’s spheres. In the diagram below, rate the level ofinfluence you believe you have in the identified areas.12345Little to noRarelySometimesOftenAlwaysFriends & Family Social/School/Work Community Greater Society REF L E CT IO N QU ES T I O NS :How did you see/experience race,racism and anti-racism play out in eachof the “spheres of influence” in yourlife in the past: Self Friends and Family Social, School and Work Community Larger SocietyPA G E 4 HOW TO W R ITE A N A N TI- R A CISM A CTION P L AN
3:WHAT ARE YOUR VALUES, PRINCIPLES,OR CODES OF CONDUCT?SECTIONCore principles help us navigate thechallenges of life, guide our decisionCore principles help us navigate thechallenges of life, guide our decisionmaking processes, and influenceour behavior. The list below is notexhaustive, but provides examples ofcommon core principles.A CT IVIT YCircle five to seven core principlesor values that are central in guidingyour thoughts, actions and decisionmaking on a frequent basis. You canalso write down your own principlesif the list below does not include theones that are important to you. Readthe whole list before choosing thetop five to rminationMeaningful Optimism.FamePeace.REF L E CT IO N QU ES T I O NS In your own words, write a brief description of the values that are the foundation of your decision making process? Which values need to be present in order for you to feel fulfilled in your life? Why are they important to you? Are there influences inyour life that have helped you prioritize these core values? Which values influence your relationships (family, friendships, romantic, co-workers, etc.) with others the most? How so? Which values challenge you in your personal growth? How so? Do you have a clear sense of a “calling” or a higher life purpose? How do your values support you in working towards that callingor purpose?H OW T O WRI T E AN AN T I - RAC I S M AC T I ON P LAN PAGE 5
4:INTERPERSONAL, CULTURAL ANDSTRUCTURAL RACISMSECTIONWe often think about racism asindividual acts of discriminationon the basis of race that happenbetween individuals or groups. Thisis “individual” or “interpersonal”racism. However, Cultural Racism andStructural Racism (sometimes alsoreferred to as institutional racism)powerfully shapes racial disparitiesand outcomes. Before proceeding,it is important for participants toget a deeper understanding of thedifferences between the differenttypes of racism.REQUIR ED R EA DI N GR E F L ECTI ON QU ESTI ON SA CTI VI TYPlease see this website to learnmore about Interpersonal,Cultural and Structural Racism:https://bit.ly/Types-Racism. How has your understanding of“interpersonal”, “cultural” and“structural” racism evolvedover time?Can you think of examples of racismor racial disparities in any of thesebroad areas? Have you witnessed orexperienced any of these disparities?How knowledgeable are you in anyof these areas? Please try and thinkof examples that are closer to yourspheres of influence, as well arebroader examples. Please write downany examples that you can think of.A DD ITIO N A L S U G GE S T E DREA D IN G SUSA Today News – 12 Charts showhow Racial Disparities Persist acrossWealth, Health, Education andBeyond – https://bit.ly/12Charts Reflect on a time when you saw/experienced/were told aboutan account of “interpersonal”racism. What elements of culturalor structural racism might haveenabled that behavior to occur?The assumptions of white privilegeand what we can do about it,Bryan N. Massingale, NationalCatholic Reporter, 2020 –https://bit.ly/NCR-WP. Education Employment Healthcare Housing Immigration/Nationality Legal/Justice System Mass Media Platforms Representation in Government Socio-economic disparities . .PA G E 6 HOW TO W R ITE A N A N TI- R A CISM A CTION P L AN
5:IDENTIFYING & PRIORITIZING ISSUESSECTIONAs you are aware, becoming ananti-racist requires ongoing personaldevelopment and action focusedon anti-racism work. Addressinginterpersonal and structural racism canbe daunting; but can be manageable,if broken down into parts and incollaboration with others.Policies can lead to disparities andinequity in resources and institutionsincluding politics, healthcare, criminaljustice, education, employment,etc. In the previous section, youbrainstormed some examples ofsystemic racism. Please choosethe top 2-5 areas that are mostimportant for you. You may wantto consider prioritizing the areasthat are closer to your “spheres ofinfluences” and those that moreclosely align with your stated valuesand calling/purpose.AC T I V I TYFor each identified area, we encourage you to closely examine your views, beliefs,and your actions/behaviors. Where and how does racism manifest in this area? Have you ever received any data, messages, or beliefs that justified or explainedracial inequality in these areas? Has your thinking and knowledge in this areachanged over time? What can you do to learn more about the policies that produce these disparities? What changes do you believe need to be made in these areas? Who are key stakeholders in helping create change? What role can you play in creating this change? What challenges/obstacles do you anticipate in engaging in anti-racism work? Howcan you overcome these - either by your own actions, or in community with others?Repeat the reflection questions above for each of the areas you identified.H OW T O WRI T E AN AN T I - RAC I S M AC T I ON P LAN PAGE 7
6:WHAT DOES IT MEAN TO BE AN ALLY?SECTIONS U GG E S T ED R EA D I NGAspiring Social Justice Ally IdentityDevelopment: A ConceptualModel by Keith E. Edwards –https://bit.ly/ASJA-KE.WH AT IS A N A L LY ?An individual who works withthose from the oppressed groupin collaboration and partnership,seeks to not only end the system ofoppression, but to liberate.3In order to grow in your ally identity,it is critical to reflect on where you’vebeen, where you are, and whereyou’re going along this journey. TheAspiring Ally Identity Developmentmodel, created by Keith E. Edwards,outlines three identities within thespectrum of ally development - Allyfor Self-Interest, Ally for Altruism, andAlly for Social Justice. Sometimes wellmeaning allies can add to or createadditional harm, and therefore it isimportant to learn and think about allybehaviors and models more deeply.Adapted from “Aspiring Social JusticeIdentity Development: A ConceptualModel,” by Keith E. Edwards, 2006,NASPA Journal, Vol. 43, no 43PA G E 8 HOW TO W R ITE A N A N TI- R A CISM A CTION P L AN
6:WHAT DOES IT MEAN TO BE AN ALLY?SECTIONA CT IVIT YPlease write a short 1-2 sentence response for each of the questions below. This should be a summary sentence.QUESTIONYOUR RESPONSEWhat is your motivation to be an ally?To whom do you want to be an ally? What is your relationshipwith members of oppressed groups? Be specific.Who do you think of when you hear the term “Victimsof Oppression”Who is the “focus of the problem” – i.e., who isperpetuating racism?Who is in need of justice?What, if any, are your Spiritual or Moral Foundation/Principles in racial justice work?What power, if any, do you have in racial justice work? Howdo you think of that power in relationship to marginalizedcommunities?What is your source of ongoing motivation to sustain yourcommitments to racial justice work?Are you likely to make “mistakes” while engaging in racialjustice work? How do you think you will respond to feedback?What is your relationship to the systems/structures thatperpetuate racism?Which individuals should be the focus of your work in creatinga racially just society?What privileges, if any, do you have in racial justice work?How do you feel about that privilege? What do you do withthat privilege?After reading Aspiring Social Justice Ally Identity Development: A Conceptual Model (https://bit.ly/ASJA-KE) by Keith E. Edwards,and especially the table on page 9 (page #47 as listed on the bottom of the page in the PDF), try to compare your responses in thetable above against the model proposed by Edwards. Are you an ally for self-interest, for altruism, or for social justice?H OW T O WRI T E AN AN T I - RAC I S M AC T I ON P LAN PAGE 9
6:WHAT DOES IT MEAN TO BE AN ALLY?SECTIONNext, please use this diagram toguide you through the next set ofreflection questions. Along the diagram, draw acircle of where you beganyour ally journey. Along the diagram, drawa star where you currentlysee yourself as an ally.1Ally for Self-Interest2Ally for Altruism3Ally for Social Justice Along the diagram, draw asquare of where you wantto end up as an ally.Note: the symbols can be betweennumbers to recognize transitionsbetween identities.WHAT A N A LLY I SN’T:R E F L ECTI ON QU ESTI ON S How would you know that you arean ally for racial justice? How have your allyship behaviorsevolved over time? What were thesignificant events or experiences tobe a more active ally?If you have not been an activeally, what are the barriers thatkeep you from engaging in allybehaviors? What challenges have you facedwhen you have engaged in allybehaviors? How did you overcomethose challenges? Moving forward, what are things youcan do to be a better ally? What role do mistakes play in thedevelopment of an ally? How shouldyou respond to critiques?PA G E 10 HOW TO W R ITE A N A N TI- R A CISM A CT I ON P L AN An ally doesn’t speak for anindividual or community. An allyworks for and with marginalizedcommunities by providingresources, identifying discriminatorypolicies and advocating for change,and ensuring that diverse talentand perspectives are included indecision making processes. An ally isn’t necessarily an expert.You don’t need to have all theanswers, but it is important toknow your resources and getsupport when needed. Delegateto appropriate professionals, if theresources needed are beyond yourscope of expertise and experiences. An ally doesn’t get defensive andwelcomes feedback for growth.
7:WRITING THE ACTION PLANSECTIONIn this section we are ready to writeour action plan. By now, we have donethe foundational work of exploringour values and calling, understandingdifferent types of racism, identifyingthe issues that we are most passionateabout, and developing what allyshipmeans. Using these reflections asfoundational resources, we cannow make commitments about theactions we are willing to undertaketo fight racism. It is important thatyou consider writing SMART goals(Specific, Measurable, Achievable,Realistic, Timely). If you are notfamiliar with SMART goals, pleasesee this helpful guide from theUniversity of California –https://bit.ly/SMARTGOALS-UC.Below, you will write your actionplan with at least one goal. You canadd as many goals as you like. Weencourage you to write goals thatcan be accomplished in a reasonabletime-frame.Goal: What are you trying toaccomplish?Type: Is the issue an example ofinstitutional racism or structuralracism?Action Plan: What are you willing todo in order to address the issue andmake change?Resources Needed: What do youneed in order to address the issue andmake change? Key stakeholders? Arethere community organizations thatcan help? Financial support?Timeline: What is the order of eventsthat need to happen in order toachieve your goal?Accountability: What strategies canyou use to ensure you meet yourgoals? What internal or externalaccountability measures will be helpful(or are needed)?Perceived Obstacles: Do youanticipate any obstacles? Policies?People? How will you navigate thoseobstacles?A NT I- R A CIS M A CTI O N P L ANGoalTypeAction ityYou can download an editable word document for you to type in your responses at https://bit.ly/HC-ActionPlan.H OW T O WR I T E AN AN T I - R AC I S M AC T I ON P L AN PAGE 11
8:IMPLEMENTING THE ACTION PLAN;RESPONDING TO CHALLENGES;ACCOUNTABILITYSECTIONAnti-racism requires a deep andsustained commitment. You now havea plan, and it is time to put it in action.It is possible, and perhaps even likelythat we will both make mistakes and/or experience obstacles in the actionplans that we set for ourselves. Inthis section, we also want to help youmove your ideas into action, buildrelationships based on solidarity andcommunity in your anti-racism work,and find ways to overcome obstacles.REF L E CT IO N QU ES T I O NS : How do you define success in theimplementation of your plan? As an ally, how will you avoidtaking the spotlight with youractions to ensure that your reasonsand decisions are grounded inensuring that the narratives andlived-experiences of marginalizedcommunities are recognized? From where do you expectchallenges? What are productive responsestrategies to those challenges? Who will you consult with if youneed more resources or advice? How will you keep yourselfmotivated to stick to the plan? How will you know if one ormore of your goals needs to bealtered, modified, or perhaps evenabandoned? (hint: see next section)PA G E 12 HOW TO W R ITE A N A N TI- R A CISM A CT I ON P L AN
9:REVISE & RE-IMPLEMENT THE PLANSECTIONAllyship is ongoing work that requiresself-reflection, examining yourbehaviors, honest conversations withothers, continuous education onrelevant issues, and actively engagingin anti-racism work. Growth in yourallyship should be evident whenmoving from a completed action planto structuring a new one. This is not aone and done activity, but a life-longcommitment.R E F L ECTI ON QU ESTI ON S Why is it important to revisit youraction plan? What changes or updates, if any,do you anticipate making to youroriginal Action Plan? How will you use your originalAction Plan to structure futureaction plans? What did you learn fromimplementing your previous actionplan? How will that learning shapeyour next action plan?H OW T O WR I T E AN AN T I - R AC I S M AC T I ON P L AN PAGE 13
GUIDE AUTHORSAND USAGE GUIDELINESAmit Tanejaataneja@holycross.eduAmit Taneja currently serves as the Associate Provost for Diversity,Equity and Inclusion at the College of the Holy Cross. He providesleadership on a number of institutional priorities, including faculty& staff hiring, training, policy and practice updates, etc. Hisresearch focuses on the intersections of race, class, gender andsexual orientation for LGBTQ students of color on historicallywhite college campuses. He currently serves on the executiveboard of the Consortium for Faculty Diversity, and as the Presidentof the Liberal Arts Diversity Officers (LADO) Consortium. He haspreviously worked professionally in Residence Life, DisabilityServices, Multicultural Affairs & LGBTQ Resources. Amit is trainedin the Intergroup Dialogue (IGD) model and has facilitated suchdialogues on various campuses, and has taught courses in theIGD program at Syracuse University. He serves as a consultant andspeaker on a range of leadership, diversity and inclusion topics.Kasey Catlett currently serves as the Director for the Officeof Diversity, Equity and Inclusion at the College of the HolyCross. He is a member of the College’s Diversity, Equity andInclusion Implementation Team and the LGBTQIA Policyand Procedure Task Force. Kasey has previously workedprofessionally in Multicultural Affairs, LGBTQ Programs &Resources, Gender-Based Violence Prevention and Advocacy,Sexual Health Education, and Gender Equity Initiatives.Kasey Catlettkcatlett@holycross.eduThis guidebook is a public resource for individual and organizational use. Individualsmay download and print this resource for free for personal use by visitingwww.holycross.edu/anti-racism-guidebook.If you are an educator or would like to use this guidebook for organizational purposesin a group setting (e.g., conducting workshops at your organization), please let us knowwhere and how it is being used. You may use the guidebook, including instructing othersto download and print this guide, free of charge after you register on the “Authorizationfor Organizational Use” form available at: www.holycross.edu/anti-racism-guidebookGuidebook Design:Sharon Matys,graphic designer,College of the Holy CrossThis guide is our first attempt to create such a free, public resource. We welcome yourconstructive feedback on (1) aspects of the guide that were particularly helpful for you,and/or (2) ways in which we can improve future versions of this guide. Please submityour feedback using this online form – https://bit.ly/ARAP-Guidebook-Feedback.
need to have a concrete action plan to live by our commitments. This guide broadly focuses on racial justice. However, we have built in, and encourage, particular focus on anti-Black racism. Anti-racism planning needs to be intentional, and it will take time and thoughtfulness. We
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