Social Justice Resources for Students

Below you’ll find an array of Anti-Racism Resources

Videos

How Can I Be Anti-Racist? 

Suggested by Yukti: I chose this video because it shows people of different race and cultures talking about their experience with racism. Also, the people in the video express how their cultures and families may impose certain negative stereotypes toward other races and suggest some helpful ways to combat that and become Anti-Racist. 

Equity vs Equality  

Suggested by Yosef: Although this video focuses on health equity, I felt that it still explains the general concept of equity well. This in turn can help one better understand how equity can be a more useful tool than equality in strengthening anti-racist efforts.

Being a White Student at a Historically Black College

Podcast

https://www.happinesslab.fm/season-2-episodes/episode-10-how-to-be-a-better-ally

Suggested by Marisa: I decided to share this podcast for two primary reasons. First, I felt like this episode aligned with something we mentioned in our lab statement regarding the issue of remaining silent when faced with an unjust reality. The second reason I shared this is because I love learning through listening. I know we have shared a lot of materials to read this summer and I thought it might be nice to change up the medium!

Suggested by Gjon: I chose this podcast because the participants all have varied perspectives and insights that prevent the conversation about race from becoming a moral, historical, and political echo chamber.  It was also interesting to see how some of the participants challenge the new dichotomy of Racist vs Anti-Racist.

Articles

https://www.npr.org/2020/07/06/887646740/me-and-white-supremacy-helps-you-do-the-work-of-dismantling-racism

http://sarweb.org/media/files/sar_press_for_indigenous_minds_only_chapter_1.pdf

https://nmaahc.si.edu/learn/talking-about-race/topics/being-antiracist

Suggested by Patricia: This website is one of the first that pops up when looking into being antiracist. With that being said this article has many resources and so much information on the matter, which includes definitions of the types of racism and being anti racist at an individual level and an intuitional level. Some parts I was gravitated towards were Anneliese A. Singh’s linked handout of becoming an antiracist as a white person, the suggestions of question framing when racist behavior occurs, and the infographic about 9 important elements of antiracist education which is found when the article focuses on being anti racist at an institutional level. 

https://www.vox.com/identities/2019/3/20/18271462/college-admissions-race-stuyvesant-affirmative-action-inequality

https://www.smithsonianmag.com/science-nature/disturbing-resilience-scientific-racism-180972243/

Suggested by Simon: This Smithsonian article by Ramin Skibba discusses a brief history of racism in research as well as its lingering influence in modern research. The article is centered around a book, “Superior: The Return of Race Science” by Angela Saini. Skibba references various pseudoscientific claims from the past that encouraged racist viewpoints, eugenics for example. He also discusses the issue of trying to find a “color line” and the danger of groupings by race, as this can encourage and mislead people who are trying to look for inherent biological differences. Both Skibba and Saini reference an argument that is common among geneticists: race has no biological foundation. Race exists as a social construct intended to cause division. Separate from this article, a geneticist named Richard Lewontin made the supporting argument in his 1972 paper that most variation within human populations is within local geographic groups and not due to “race” groups.

https://www.cnn.com/2020/06/20/us/racist-google-question-blake/index.html

https://www.newyorker.com/news/daily-comment/the-death-of-george-floyd-in-context

Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. M. B., Nadal, K. L., & Esquilin, M. (2007).  Racial microaggressions in everyday life: Implications for clinical practice.  American Psychologist, 62, 271-286.

https://www.stanforddaily.com/2020/07/03/why-im-not-celebrating-the-fourth-of-july/

https://www.washingtonpost.com/nation/2020/06/08/understanding-racism-inequality-america/?arc404=true

Suggested by Sofia: This article did an excellent job at explaining the context behind the issues that are driving the debate among people attending marches and rallies. It compiles personal stories, videos, photo essays, audio, and graphics on black history, inequality, and injustice.

Suggested by Saidy: This article highlights the structural inequities faced by Black Americans. The author of the article frames this conversation by highlighting certain practices that have “socially distanced” Black Americans from American society and wealth prior to when everyone was “socially distancing”. One of these examples is red lining. He explains that it was a practice of “socially distancing” Black Americans from the rest of society, collective well-being, generational wealth, etc. like many present-day practices. 

Social Media Posts

https://www.instagram.com/p/CCp4uC3pOQz/?igshid=1vib0cnpe2qwj

Compilation of Tools/Resources

http://www.ally.tools/

Suggested by Isabelle: This link is for an antiracist allyship starter pack. It includes a host of resources and tools to combat racism. All the resources are categorized by format (i.e article, book, social media, etc.); each category includes subcategories of different topics (i.e whiteness, blackness in America, liberation, etc.). This resource acts as a powerful stepping stone towards an educated perspective on racism and injustice. 

Suggested by Angela: I chose this resource on Talking to Young Children About Race and Racism (PBS Kids Resource Roundup) as it provides tips and resources to help adults to have meaningful conversations with young children about race, racism, and being anti-racist. I am a firm believer of social learning and the power of role modeling. Although this resource is more tailored toward parents, I feel that all significant adult figures in a child’s life (e.g., caregivers, teachers, paraprofessionals, researchers, therapists, etc), hold the responsibility of shaping and influencing children’s perceptions and values about race and equality, as the description says, “children are never too young to learn about diversity”. And the first step in doing so is to have adults feel empowered themselves in having these difficult conversations with our younger ones. 

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