DISCLAIMER: This example of crowdsourcing is a starting point, and is not exhaustive, but is intended to provide a variety of resources with which to approach issues of diversity, equity and inclusion. Please feel free to email for additional sources we may be missing.
Special thanks to Helen van der Sluis (Arizona State University), who initiated this list and identified these resources!
ADDITIONAL NOTE: In addition to the resources listed here, the authors who developed them are themselves important resources and experts, and if using any of these materials, be sure to cite
Resource Title Author(s)Author AffiliationBrief DescriptionResource TypeSource/PlatformYearIs the author Black?Academic Levels Useful ForBroadly helpful forNotesImportant Considerations
A Letter To Corporate LeadersHBS African American Student UnionHarvard Business School Students"...we are calling on you to work alongside us to take measurable actions to end our society’s enduring persecution, violence, and exploitation of Black America.
We believe four principles — Escalate, Calculate, Educate, and Advocate — should guide your actions to ensure that this is the last generation of Americans who are forced to take to the streets to demand basic human rights for Black people. Black leaders of tomorrow will judge you on how your actions reflect these principles. Simply making statements condemning systemic racism is no longer enough. If your organization hopes to benefit from Black culture and Black talent, you must actively combat these inequities within your organization and beyond."
Article + ListMediumJune 19, 2020YMBAApplying industry practice to business educationIs framed for industry, so would require revisiting each point with a curriculum lens in order to adapt the information; potential good read for students about to get jobs and what they look for in those jobs
22 Cases and Articles to Help Bring Diversity Issues into Class DiscussionsEditors at HBPHarvard Business Publishing: Education"These materials are listed across three broad topic areas: leadership and inclusion, cases featuring protagonists from historically underrepresented groups, and women and leadership around the world. This list is hardly exhaustive, but we hope it provides ways to think creatively and constructively about how educators can integrate these important topics in their classes. HBP will continue to curate and share content that addresses these equity issues and that features diverse protagonists."Article + ListHarvard Business PublishingJune 4, 2020unknownAll, but especially MBACourse and educator developmentFull text of articles, cases, and accompanying teaching notes require a free educator account with HBP EducationEducators should have ample training and/or practice in discussing new cases with diverse protagonists, as well as resources and support systems on-hand to do this well
Tackling Diversity in Case DiscussionsDrs. Colleen Ammerman, Zoe Kinias, and Nien-hê HsiehDirector of HBS's Gender Initiative, Professors in Management at Harvard Business School and INSEADAdvice for Creating a Culture of Dialogue and Equity in Business ClassroomsArticleHarvard Business PublishingNovember 26, 2019NAllCourse and educator developmentEducators should have ample training and/or practice in discussing new cases with diverse protagonists, as well as resources and support systems on-hand to do this well
Performing Antiracist Pedagogyedited by Drs. Frankie Condon and Vershawn Ashanti YoungEnglish Professors at the University of Waterloo"If you have picked up this book, in all likelihood, you are thinking carefully and critically about race, racism, and pedagogy. We guess you understand that racism is real and already have some grasp of its impacts on the lives of people of color. We imagine that you already have some investment in action from where you are to teach for racial justice. We are thankful that you are with us and many other American educators in this struggle. We hope that you are here—at the beginning
of this book—because you have already begun or are ready to begin to engage critically and reflectively with the work of antiracism not only out-there, beyond the academy, but also in-here, within our classrooms, within the logics that shape our course design, content, and pedagogical practice."
BookUniversity Press of Colorado2017YAllCourse and educator development
Zinn Education ProjectThe Zinn Education Project promotes and supports the teaching of people’s history in classrooms across the country. For more than ten years, the Zinn Education Project has introduced students to a more accurate, complex, and engaging understanding of history than is found in traditional textbooks and curricula. With more than 110,000 people registered, and growing by more than 10,000 new registrants every year, the Zinn Education Project has become a leading resource for teachers and teacher educators.Website with ResourcesAllCourse and educator development
Critical Consciousness of Anti-Black Racism: A Practical model to Prevent and Resist Racial TraumaDrs. Della V. Mosley, Candice N. Hargons, Carolyn Meiller, Blanka Angyal, Paris Wheeler, Candice Davis, Danelle Stevens-Watkins"This study presents a practical model of critical consciousness development that delineates the core processes Black people navigate to actively prevent and resist racial trauma in an intersectional and systematic manner. The findings suggest that when Black people are exposed to anti-Black racism, they can not only cope but also reduce racial trauma in their broader worlds by going through specific cognitive, intersectional, and behavioral growth processes." (PsycInfo Database Record (c) 2020 APA, all rights reserved)Academic ArticleJournal of Counseling PsychologyYAllCourse and educator developmentDr. Mosley, together with her student, Pearis L. Bellamy, are the founders of the group and set of resources, "Academics for Black Lives" and "Academics for Black Survival and Wellness:"
What Leaders Need to Know About Race in the United StatesDr. Ashleigh RosetteManagement Professor at Duke UniversityAshleigh Rosette is a Management Professor at Duke who studies various issues of diversity and inclusion. She has published in Psych Science, OBHDP, JESP and all of the top management journalsVideoYAllCourse and Educator DevelopmentThe video was more managerial, but I wonder if she could do a similar presentation focusing on issues of race in the workplace and how to be a better ally within academia. This could come from both a scholarly and applied lens.
Black Illustrations: The Disability PackBlack Illustrations75+ Disability Illustrations Featuring Black People for your digital projects (and teaching materials!)Website with ResourcesBlack IllustrationsAllCourse and educator developmentResource for adding more diverse photos to slides!
A Dozen-Plus Ways You Can Foster Educational EquityInside Higher EdNon-Black faculty members have the power to help dismantle educational inequities, argue Viji Sathy, Kelly A. Hogan and Calvin M. Sims, and they suggest some practical ways for how to start.Opinion ArticleInside Higher Ed7/1/2020AllCourse and educator developmentHelpful ideas here for making environment and materials more equitable, including additional hyperlinks within
Taking Equity-Minded Action to Close Equity GapsLindsey Malcom-PiqueuxAssociation of American Colleges and UniversitiesInequality is one of the most enduring features of our nation’s higher education system. Racial/ethnic and class-based disparities in college access, enrollment, and completion persist despite years of programmatic and policy efforts to counteract them. Though it is true that racially minoritized and low-income students are more likely to enroll in some form of postsecondary education than in years past, their likelihood of completing a bachelor’s degree once enrolled in college falls far below that of their white and economically privileged counterparts (Carnevale and Strohl 2013; Perna and Finney 2014). The differences in college enrollment and college completion among historically marginalized and white and affluent populations have widened (Witham et al. 2015), suggesting that postsecondary education remains “separate and unequal” (Carnevale and Strohl 2013). Clearly, American higher education has an equity problem.Website with Resources, summary article at splash pageAssociation of American Colleges and Universities2017AllCourse and educator developmentAdditional links to research and resources within this link.
(In)equity in the Time of COVID-19Olivia LopezUniversity of Wisconsin-MadisonThe COVID-19 pandemic has significantly affected communities across the globe, giving rise to widespread feelings of fear and uncertainty. As day-to-day life continues to transform before our eyes, we are faced with new challenges related to equitable treatment in society. Understanding the burdens that have been disproportionately placed on certain identity groups as a result of the pandemic is vital to creating and maintaining safe and inclusive educational and working spaces in the classroom, laboratory and in the field.University Webpage with ResourcesAdvance Geo Partnerships via Carleton CollegeAllCourse and educator development, COVID-19Helpful ideas here for making environment and materials more equitable, including additional hyperlinks withinsee also "Creating Inclusive Virtual Spaces"
Maintaining Equity and Inclusion in Virtual Learning EnvironmentsSan Diego State UniversityThis guide provides suggestions and resources to help faculty continue teaching in ways that are equitable and inclusive as they move to teach face-to-face classes remotely. There is a lot of information here, not all of which you should even try to implement immediately; however, having this information in the background as you plan your course will help ensure that what you do implement will follow best practices. The outline on this page has the high-level bullets while the specific sections provide much more explanation and links to additional resources. Feel free to skim through and digest a little at a time.University Webpage with ResourcesSan Diego State UniversityAllCourse and educator development, COVID-19Additional links to resources within this link, including some general COVID-19 adjustment help
Center for Positive OrganizationsUniversity of Michigan, Academy of Management "In the horrifying wake of continued violence against Black and African American people, who are also disproportionately suffering and dying from COVID-19, there is much work to be done across all sectors of work and society if we are to ever see a more equitable and racially just world.

Join us for a hard, powerful, and action-oriented conversation with thought leaders on issues of race, justice, and equity. Learn about racial justice and equity issues in the workplace and beyond, how we got here, what strategies have worked and have not worked, and what you can do as individuals and leaders. Leave with concrete, actionable, “how to” strategies for moving forward issues of racial justice and equity productively and toward a more equitable future for all."
Panel ExampleUniversity of Michigan and Academy of ManagementAllCourse and Educator Development, EducationAssociated page of resources
White Academia, Do BetterJasmine RobertsFaculty at Ohio State University"Higher education has a problem. It’s called White supremacy."ArticleMediumYJune 8, 2020AllCourse and Educator Development, EducationGreat overview of demands for change in all academia
Building the Anti-Racist University: Next Steps (and corresponding special issue on this topic)Drs. Shirley Anne Tate and Paul BagguleySociology Professors at University of Alberta and University of Leeds"... one goal of this special issue is to further expand the global debate on racism and anti-racism in universities. The papers highlight a multiple range of issues regarding students, academic staff, and knowledge systems but all seek to challenge the complacency of the ‘post-race’ present that is dominant in, northwest Europe and North America, Brazil’s mythical ‘racial democracy’ and South Africa’s post-apartheid ‘rainbow nation’. The papers also originate from a variety of disciplines – Sociology, Economics, Pyschology, Education, and Youth and Community Work"Academic ArticleRace Ethnicity and Education2017YAllCourse and educator development, Preparing for student and staff pushback, discomfortQuestions Addressed: In what ways are our curricula Euro- and white-centric? Are opportunities to discuss racial inequities glossed over, discussed by third parties (e.g., video), or altogether skipped? What "unknowledges" are we perpetuating? What kind of pushback from students will happen?Examines many countries
Anti-Racist Pedagogy: From Faculty's Self-Reflection to Organizing Within and Beyond the ClassroomDr. Kyoko KishimotoProfessor in Ethnic and Women's Studies, St. Cloud State University"This article is a synthesis of my own work as well as a critical reading of the key literature in anti-racist pedagogy. Its purpose is to define anti-racist pedagogy and what applying this to courses and the fullness of our professional lives entails. I argue that faculty need to be aware of their social position, but more importantly, to begin and continue critical self-reflection in order to effectively implement anti-racist pedagogy, which has three components: (1) incorporating the topics of race and inequality into course content, (2) teaching from an anti-racist pedagogical approach, and (3) anti-racist organizing within the campus and linking our efforts to the surrounding community. In other words, anti-racist pedagogy is an organizing effort for institutional and social change that is much broader than teaching in the classroom."Academic ArticleRace Ethnicity and EducationOctober 2016NCourse and educator development, Preparing for student and staff pushback, discomfort
Anti-Racist Pedagogy Across the Curriculum (ARPAC)St. Cloud State University"The purpose of the award-winning ARPAC project at St. Cloud State is to provide intensive training for faculty committed to incorporating anti-racist pedagogy into courses across disciplines and across campus. ARPAC consists of an annual faculty development workshop and monthly follow-up sessions which support faculty in their teaching, and foster a community of educators committed to anti-racist praxis."Training OpportunitySt. Cloud State UniversityCourse and educator development, Preparing for student and staff pushback, discomfort
Largest US Public University System Required Ethnic StudiesAssociated Press"Ethnic and social justice studies will join English and science courses as graduation requirements at California State University, after the Board of Trustees at the nation’s largest four-year public university system approved the idea Wednesday." Elements of the change:
Will take effect in three years, First change to the school’s general education curriculum in 40+ years, Requires close collaboration with Ethnic Studies department
News ArticleNew York TimesJuly 22, 2020unknownAllDeveloping Ethnic Studies Requirement
Rethinking Ethnic StudiesR. Tolteka Cuauhtin, Miguel Zavala, Christine Sleeter, Wayne AuProfessors and collaborators from Cal State, University of Washington"Rethinking Ethnic Studies brings together many of the leading teachers, activists, and scholars in this movement to offer examples of Ethnic Studies frameworks, classroom practices, and organizing at the school, district, and statewide levels. Built around core themes of indigeneity, colonization, anti-racism, and activism, Rethinking Ethnic Studies offers vital resources for educators committed to the ongoing struggle for racial justice in our schools."TextbookJanuary 29, 2019NAllDeveloping Ethnic Studies RequirementBe wary of thinking that education research on K-12 education does not apply to the university setting.
The Racial Healing HandbookDr. Anneliese A. SinghUniversity of Georgia"The Racial Healing Handbook offers practical tools to help you navigate daily and past experiences of racism, challenge internalized negative messages and privileges, and handle feelings of stress and shame. You’ll also learn to develop a profound racial consciousness and conscientiousness, and heal from grief and trauma. Most importantly, you’ll discover the building blocks to creating a community of healing in a world still filled with racial microaggressions and discrimination."BookNew Harbinger PublicationsAugust 1, 2019NAllEducation
Ebony and IvyDr. Craig Steven WilderHistory Professor at MIT"Many of America's revered colleges and universities-from Harvard, Yale, and Princeton to Rutgers, Williams College, and UNC-were soaked in the sweat, the tears, and sometimes the blood of people of color. The earliest academies proclaimed their mission to Christianize the savages of North America, and played a key role in white conquest. Later, the slave economy and higher education grew up together, each nurturing the other. Slavery funded colleges, built campuses, and paid the wages of professors. Enslaved Americans waited on faculty and students; academic leaders aggressively courted the support of slave owners and slave traders. Significantly, as Wilder shows, our leading universities, dependent on human bondage, became breeding grounds for the racist ideas that sustained them."BookBloomsbury Press2013YAllEducation
Anti-Racism Resources for Students, Educators, and CitizensDrs. Grace Player and Danielle FilipiakUniversity of Connecticut Neag School of Education"The following set of resources, originally shared in the form of a letter to Neag School students and composed by faculty members Grace Player and Danielle Filipiak, reflects the Neag School’s fierce commitment to anti-racism and is intended to serve as a ongoing resource for Neag School students, faculty, staff, and alumni, as well as the larger community."University WebpageUniversity of Connecticut Neag School of EducationAllEducation
Equitable Resources and AccessLearning Policy InstituteEquitable distribution of financial and other critical resources—including access to high-quality educators, college-preparatory curriculum, and support services—creates the foundation necessary for every child to succeed.Website with ResourcesLearning Policy InstituteUpdated frequentlyAllEducation
Academics for Black Survival and WellnessDr. Mosley, together with her student, Pearis L. BellamyCounseling Psychology at the University of Florida"Academics for Black Survival and Wellness was organized by a group of Black counseling psychologists and their colleagues who practice Black allyship. Guided by a Black feminist frame, we hope to foster accountability and growth for non-Black people and enhance healing and wellness for Black people."Training Opportunity, Website with Resources2020YAllEducation, Course and educator developmentRewind and Remix will be running August 1-21; See extensive collaborators and resources and experts also on their team page
Ted Talk: Racism Has A Cost For EveryoneHeather McGhee, JDDistinguished Senior Fellow at Demos"Racism makes our economy worse -- and not just in ways that harm people of color, says public policy expert Heather C. McGhee. From her research and travels across the US, McGhee shares startling insights into how racism fuels bad policymaking and drains our economic potential -- and offers a crucial rethink on what we can do to create a more prosperous nation for all. "Our fates are linked," she says. "It costs us so much to remain divided.""VideoTED TalkDecember 2019YAllEducation, Course and educator developmentPotentially to include in discussions of business's history with racism
National Center for Faculty Development and Diversityvia Arizona State UniveristyThe National Center for Faculty Development and Diversity is an independent professional development, training, and mentoring community for faculty members, postdocs and graduate students. There are a variety of schools involved. To join, click on "Join NCFDD" and check the list of member institutions to see if your school is involved. Then click the "Activate My Membership" button to claim your membership.” JOIN LINKInstitutional ResourcesAllEducator Development
How to Make Black Lives Matter At Harvard Business SchoolSteven RogersFormer Lecturer at Harvard Business SchoolCritical Commentary of HBS's support of Black students, staff, and facultly. Includes a 12-item list of suggestions "to make Black Lives Matter at HBS," including numbers important context for avoiding to tokenize students as we start diversifying our curriculumOpinionPoets and QuantsJuly 15, 2020YMBAExamining and addressing the Black experience at Business School, generalOne person's opinion
Becoming an Anti-Racist EducatorWheaton College"This resource is a action-oriented guide that does not claim to be exhaustive. It is meant to engage all educators in the college campus in becoming anti-racist.
It will direct you to resources produced by communities of educators across the US."
University WebpageunknownAll Examples for toolkit(s)Many resources on the page
The Case for ReparationsTa-Nehesi Coatesauthor, writer forThe Atlantic"Two hundred fifty years of slavery. Ninety years of Jim Crow. Sixty years of separate but equal. Thirty-five years of racist housing policy. Until we reckon with our compounding moral debts, America will never be whole."Magazine ArticleThe AtlanticJune 2014YMBAHistory of BusinessPotentially to include in discussions of business's history with racism
Race in the Marketplace (RIM)”The Race in the Marketplace (RIM) Research Network is a transdisciplinary and international research network which seeks to collaboratively advance our understanding of the role of race (and its intersecting socio-political constructs – e.g. class, gender, ethnicity, religion, and sexuality) in the marketplace.”National OrganizationAllResearch, collaboration
Cohort SistasDr. Ijeoma KolaGraduate of Columbia University, Public Health Historian, Lifestyle Blogger, Entrepreneuronline support system started by Ijeoma Kola for Black women interested in and currently in doctoral programs or with doctoral degreesNational OrganizationYfounded summer 2020PhD, facultyStudent Support
The PhD Project"The PhD Project was founded upon the premise that advancements in workplace diversity could be propelled forward by increasing the diversity of business school faculty. Today, our expansive network of supporters, sponsors and universities helps Black/African-Americans, Latinx/Hispanic-American and Native Americans attain their business PhD and become the business professors who will mentor the next generation of leaders.”National OrganizationThe PhD ProjectPhD, facultyStudent Support, Admissions
List of students and faculty of underrepresented minorities (URM) in marketingDr. Aaron Barnes, Wendy De La Rosa, Aziza Jones, Dr. Erick Mas, Dr. Broderick Turner, Esther Uduehi, Dr. Kalinda Ukanwa, and Dr. Jared WatsonAssorted universities "Marketing scholars, editors, and organizers,
We hope to serve as a resource to help you in your goal of diversifying our field. Below, you will find a list of talented underrepresented minority marketing scholars who would make great seminar speakers, panelists, editorial board members, reviewers, research collaborators, or colleagues. You will be able to download the full list on July 1, 2020. "
Hiring ResourceAaron Barnes' websiteYJuly 1, 2020PhD, facultyStudent support, hiringField-specific example of how to support URM students
Standardized testing and school segregation: like tinder for fire?Drs. Matthew Knoester and Wayne AuRipon College and University of Washington Bothell"Recent research suggests that high-stakes standardized testing has played a negative role in the segregation of children by race and class in schools. In this article we review research on the overall effects of segregation, the positive and negative aspects of how desegregation plans were carried out following the 1954 Supreme Court decision Brown v. Board of Education, and the de facto re-segregation that followed the dismantling of many desegregation plans, along with the increase of school choice plans. We then analyze these effects in light of the ways that high-stakes standardized testing has grown in importance and intensity in US education policy and practice, especially during the most recent period of school re-segregation. Based on the evidence we argue that the intrinsic features of high-stakes testing, combined with current systems of school choice, function as mechanisms used for racial coding that facilitate segregation and compound inequalities found in schools."Academic ArticleRace Ethnicity and EducationNDecember 2015AllSupport for waiving all standardized testing requirements
Overview and Introduction: Testing and Assessing African Americans: “Unbiased” Tests are Still Unfair Drs. Donna Y. Ford (Vanderbilt) and Janet E. Helms (Boston College)"This special issue includes seven articles concerning strategies for overcoming barriers in standardized testing as it pertains to African Americans. Most of the articles focus on the effects of testing in educational settings or on related educational experiences of test takers. Three of the articles focus on alternatives to standardized testing for students with special or exceptional needs (gifted college students or students with learning disabilities or emotional-behavior disorders). Two focus on historical and recent efforts to overcome the limiting effects of testing on employment opportunities for military personnel and potential teachers, respectively. The remaining two articles search for explanations for why policy mandates concerning testing have had such negative implications for the educational experiences of African Americans. Collectively, one message threads through the articles: testing innovation does not seem to have changed the nature of test usage, and African Americans of all ages in educational and vocational settings continue to be harmed by assessments. Debates about test bias and fairness are on-going, particularly in this era of high-stakes testing. At the same time, the testing industry continues to assert that newly created tests and revisions of old assessment tools are culturally sensitive. Why then do supposedly ‘unbiased’ tests remain unfair? "Academic ArticleThe Journal of Negro EducationYSummer 2012AllSupport for waiving all standardized testing requirementsSee also the corresponding Special Issue: Testing and
Assessing African Americans: Past, Present, and Future Problems and Promises (Summer
California Faculty Association Statement of Anti-Racism and Social Justice Demands in the Wake of Anti-Black Racism, Violence, and MurderCalifornia Faculty Association"In the following pages, CFA lays out a set of demands and justifications for those that center on redress for systemic anti-Black racism in the CSU. We are purposefully centering demands around Black issues. However, we want to make clear that as we deepen and extend our Anti-Racism Social Justice work, we will attend to the specific needs of the particular communities we serve rather than subsuming these under a general category like “people of color.” For example, we began our anti-racism work during this COVID-19 pandemic with a webinar and watch party to highlight and raise consciousness and advocacy around the sharp increase in racism and violence against Asian and Pacific Islander communities. We will continue to work in this vein, drawing upon the wisdom and voices of CFA’s Caucuses that are associated with the Council for Racial and Social Justice to address their particular conditions and needs."Demands ExampleCalifornia State UniversityAllSystemic and Systematic Change
Notes on CredibilityAfrican American Student Union (AASU) and AfricaGSD at HarvardHarvard Graduate School of Design"This statement is not about us, it is about you and your credibility as an institution. As Black members of this community, we have maintained silence this past week – both as an act of self-care and because we feel there is no need to publicly share our grief, trauma, or exhaustion. We do not owe you our experiences, ideas on how to organize, or a listening session on how it feels to be at an institution that does not proactively address systems of injustice in its curriculum, classrooms, or social experiences.

The Harvard Graduate School of Design (GSD) cannot claim academic excellence while maintaining silence. Your silence is complicit in anti-Blackness. The Black in Design conference, a student-initiated and led effort, has been appropriated for recruitment, misrepresenting and obscuring larger institutional inequities that continuously go unaddressed at the GSD. Tokenizing Black faculty and students and our work as proof of anti-racist efforts is the institutional equivalent of stating, “I’m not racist, I have Black friends.” Bombarding us with emails on the responses and efforts of other schools and organizations, rather than providing your own, is not only performative but also harmful. These “actions” are virtue signaling; they are damaging, evasive, defensive, and demonstrate your inability to understand that this institution is part of the problem.

To begin, we ask that the Harvard Graduate School of Design acknowledges its inherent non-neutrality. Beyond issuing statements, the political choices of the GSD are evident in the cities and cultures taught in class, the approved thesis projects, the research and fellowships funded, and the demographics of the critics invited to Gund Hall.

We demand the Harvard Graduate School of Design actively institutionalize anti-racism and acknowledge that pedagogy has a cultural obligation, beginning with the following:"
Demands ExampleHarvard Graduate School of DesignAllSystemic and Systematic Change
A Race Is a Nice Thing to Have: A Guide to Being a White Person or Understanding the White Persons in Your LifeDr. Janet HelmsCounseling, Developmental, and Educational Psychology Professor and Director of the Institute for the Study and Promotion of Race and Culture at Boston College"Written for a general audience, this book examines White racial identity and how its recognition may help to end racism. White people generally fail to understand that they have a racial identity -- whether they are willing to recognize it or not -- and that having it doesn't have to be a negative. Designed specifically for Whites, but useful for others, this easy-to-read paperback includes examples and activities that enhance the reader's understanding of the part race plays in the lives of each of us. This book is being used in various programs and classes at universities, school districts and businesses across the country, as well as by individuals across the world."BookContent Communications1992YAllTalking about race
A Framework for Leading Classroom Conversations About RaceDr. Stephanie CrearyAssistant Professor of Management, Wharton"Since the fall of 2017, I have been teaching the Leading Diversity in Organizations course at the Wharton School to MBA and undergraduate students. Without a doubt, I have found that conversations about racial issues in the workplace can be the most challenging. They force us to confront our own beliefs about the value of colorblindness, meritocracy, and equal opportunity, as well as the privileges that have enabled all of us—no matter our racial background—to be who and where we are today. Here, I offer my advice to educators who are preparing themselves to have conversations about race in university settings.

R: Recognize that conversations about race can create anxiety. Reduce anxiety by talking about race.
A: Accept that race—including your race—will either be hyper-visible or invisible.
C: Call on internal and external allies for help.
E: Expect that you will need to provide some answers, practical tools, and skill-based frameworks to help your students move from focusing on the problems to creating solutions and changing behavior."
ArticleHarvard Business PublishingJune 15, 2020YAllTalking about race
Racial Equity Institute"WE ARE AN ALLIANCE OF TRAINERS, ORGANIZERS, AND INSTITUTIONAL LEADERS WHO HAVE DEVOTED OURSELVES TO THE WORK OF CREATING RACIALLY EQUITABLE ORGANIZATIONS AND SYSTEMS. WE HELP INDIVIDUALS AND ORGANIZATIONS DEVELOP TOOLS TO CHALLENGE PATTERNS OF POWER AND GROW EQUITY. JOIN US TODAY."National OrganizationAllTrainingWhile there are many options, “A Groundwater Approach” presentation, or an introduction to racial equity, Introduction to Racial Equity link: 3-hour training involves two trainers. A Black colleague mentioned that her husband attended the training and that it was very good.
Allies for Change"Allies for Change is a network of anti-oppression educators who share a passion for social justice and a commitment to creating and sustaining life-giving ally relationships and communities. Resisting a hierarchy of oppressions and working as allies across difference, we seek to create new patterns of relating and transform unjust structures."National OrganizationAllTraining
10 Strategies for Creating Inclusive and Equitable Online Learning EnvironmentsStanford UniversitySee link for details and specific suggestions for how to address each strategyUniversity Webpage with ResourcesStanford UniversityAllCourse and educator development, COVID-19Many specific suggestions here for going into the virtual classroom!