ANTI-RACISM
ACTION PLAN
A SELF-PACED GUIDEBOOK
We are called in the current
moment to actively move from
non-racist thinking to anti-
racist actions.
This guide is targeted for those
who are beginners to engaging
in anti-racism work.
Ofce of Diversity,
Equity & Inclusion
HOW TO WRITE AN
INTRODUCTION
We are called in the current moment to
actively move from non-racist thinking
to anti-racist actions. This guide is
targeted for those who are beginners
to engaging in anti-racism work. Our
goal is to illuminate that in order to do
this work thoughtfully, we both need to
be reective in how prepared we are to
engage with anti-racism work and that we
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 encourage users
to be self-reective and be attentive to
areas of growth.
We have written this guide so that people
of all racial or ethnic backgrounds might
be able to adapt the guide for their own
needs. We encourage users to think of
this as a guide, and not as something
that is set in stone. It is also important to
note that this guide is to help individuals
engage in anti-racism planning. It does
not replace the need for institutional level
anti-racism planning, but complements
it. As a starting point, we encourage you
to think through some key terms and
denitions. A helpful resource is available
from the Aspen Institute –
https://bit.ly/Structural-Racism.
In our search, we did not nd such a
guide readily available for individuals
to use.This is our rst attempt to create
one. If you have ideas on how we can
improve it, please submit feedback
using this online form –
https://bit.ly/ARAP-Guidebook-Feedback.
Best wishes on this journey –
Amit Taneja and Kasey Catlett
Structure of the Guide
This guide has nine discrete sections. Most sections have a list of suggested readings
or resources, followed by an activity and/or reection questions. Each section builds
on the previous section and we encourage users to follow the structure of the guide.
SECTIONS OF THE GUIDE
1 WHAT DO YOU KNOW ABOUT RACE? 1
2 SPHERES OF INFLUENCE 3
3 WHAT ARE YOUR VALUES/PRINCIPLES/
CODES OF CONDUCT 5
4 INTERPERSONAL VERSUS STRUCTURAL RACISM 6
5 IDENTIFYING & PRIORITIZING ISSUES 7
6 WHAT DOES IT MEAN TO BE AN ALLY? 8
7 WRITING THE ACTION PLAN 11
8 IMPLEMENTING THE PLAN, RESPONDING
TO CHALLENGES, AND ACCOUNTABILITY 12
9 REVISING AND RE-IMPLEMENTING THE PLAN 13
In this section, you are invited to think
deeply about your understanding
of race, racism, and anti-racism. We
encourage you to make notes for each
of the following reective questions.
Please do not rush through this as
this is a foundational activity. We
also encourage you to be honest in
acknowledging areas where you might
need to engage in more self-reection
and education.
SUGGESTED READINGS/
RESOURCES FOR THIS
SECTION:
We have compiled a list of resources
on race, racism and anti-racism –
https://bit.ly/HC-Resources
REFLECTION QUESTIONS
1:
Suggested activities for reections
Have a private conversation and
reection with yourself
Writing your responses, even if it is
in bullet form, might be a helpful
Optional: Find someone who is also
participating in anti-racism planning
to have a conversation with on
these questions
1
Adapted from “Conversations About
Race and Ethnicity” as part of the
Intergroup Dialogue Program at
Syracuse University
WHAT ARE YOUR FIRST-
LEARNINGS ON RACE?
Think back to a time in your life
when you rst noticed that people
were different from you – that their
skin was a different color, or their
hair looked different, etc. What do
you remember about that time?
When, from your earliest memory,
did you observe or engage in
your rst conversation around
race? With whom? What context?
Did something precipitate the
conversation? What messages did
you receive?
a) What did the signicant adults
do or say that helped you to
understand and appreciate these
differences?
b) What did the adults do that got
in the way of your understanding
and appreciating these
differences?
c) How did these early
experiences shape your
understanding of race and
racism?
d) What would you have liked
the adults to do in that situation?
What would you do differently?
Repeat the question above to be
specic to your rst conversation
about Black or African-American
individuals (if that was not part of
the conversation)?
What was your rst meaningful
interaction with a person of a
different race?
SECTION 1:
WHAT DO YOU KNOW ABOUT RACE?
When was the rst time you
interacted with a person of color
in an authority position (such as
a teacher, government ofcial,
etc.)? When was the rst time you
interacted with someone who
was Black/African-American in
an authority position? How did
these interactions shape your
understanding of race, if at all?
Were you ever taught or
encouraged to be “color blind”
- i.e., that you should not notice
race or treat people differently on
the basis of their race? Has your
thinking on this changed over time,
and how?
WHAT ARE YOUR MOST
SALIENT MEMORIES ON
RACE, RACISM AND ANTI-
RACISM?
Please think of (or write down) the
3-5 most critical memories you have
about race, racism and anti-racism.
What was your reaction? What did
you do (or not do) in that situation?
Is there a time when you did not
speak up or intervene in a situation?
What prevented you from speaking
up or intervening? How did that
make you feel?
Is there a time when you did
intervene or speak up? What were
the challenges and outcomes of
that conversation/act? How did that
make you feel?
Was there a time when your actions,
thoughts or words were received
as being racist or discriminatory
against people of a different race
(or ethnic background)? How was
the feedback provided? How did it
make you feel? Have you, if at all,
changed your thinking or behavior
as a result of that feedback?
HOW TO WRITE AN ANTI-RACISM ACTION PLAN | PAGE 1
HOW DO YOU UNDERSTAND
YOUR OWN RACIAL AND
ETHNIC BACKGROUND?
The following reection questions
are different based on your racial
identication. We understand that
race and ethnicity might be different
from how we understand ourselves,
and how others might perceive us. For
example, some members of racialized
groups might think of themselves as
members of a marginalized group,
but be perceived as “white passing”
by others. Additionally, bi-racial and
multi-racial individuals may nd their
experiences reected in either or both
of the sections listed below. Please
answer the questions that make the
most sense for you - regardless of
which section they are listed under.
For those who self-identify as a
person of color or a member of a
racialized group
How do you understand your own
racial background? Is there one or
more specic ethnic (or national
origin) group(s) that you most closely
identify with? What does it mean to
be a member of those racial/ethnic
groups in the USA today?
What other ethnic (or national
origin) groups are part of your race?
What messages did you receive
about members of those groups?
Were these positive or negative
messages? What were the sources
of these messages? Have your views
on these groups changed over
time? How and why?
What messages did you receive
about lighter or darker skinned
individuals that are part of your
racial or ethnic group?
What messages did you receive
about other racialized groups?
For those who self-identify as white
How do you understand your
own racial background? Is there
one or more specic ethnic (or
national origin) group(s) that you
most closely identify with? What
does it mean to be white and/or
a member of your ethnic group in
the USA today?
What other ethnic (or national
origin) groups are part of your
“race”? What messages did you
receive about members of those
groups? Were these positive or
negative messages? What were the
sources of these messages? Have
your views on these groups changed
over time? How and why?
What messages did you receive
about lighter or darker skinned
individuals that are part of your
racial or ethnic group?
WHAT IS YOUR
UNDERSTANDING OF RACE,
RACISM AND ANTI-RACISM
NOW?
Where did you get the information
necessary to develop your
understanding on these topics?
What sources of information did
you use?
Are there individuals whose stories
helped shape that understanding?
What do the terms “anti-racism”
and “allyship” mean to you?
ANTI-BLACK RACISM & BLACK
LIVES MATTER MOVEMENT
How do you understand (or
experience) anti-black racism?
How is anti-black racism similar or
dissimilar from racism experienced
by other racialized groups?
What do you know about the Black
Lives Matter movement?
Has your understanding of the Black
Lives Matter movement changed
over time? Why and how?
What do you want to know more
about the Black Lives Matter
movement?
INTERSECTIONALITY
How do other identities, such as
gender, sexual orientation, (dis)
abilities, socio-economic status, etc.
intersect with race?
Which of your identities are you
reminded of/do you recognize
daily? What internal or external
factors make you recognize those
identities?
Which of your identities do you not
recognize on a daily basis? Why do
you think that is?
ACTIVITY: DO YOU HAVE
IMPLICIT RACIAL BIAS?
Before you proceed to the next
section, we encourage you to take the
Harvard University Implicit Association
Test – https://implicit.harvard.edu/
implicit/takeatest.html. This test
measures any implicit bias that you
may hold in a number of categories.
We especially encourage participants
to take the “Race IAT” test. This
should take 8-10 minutes.
PAGE 2 | HOW TO WRITE AN ANTI-RACISM ACTION PLAN
SECTION 1:
WHAT DO YOU KNOW ABOUT RACE?
Before we set out to create change,
it is important to understand the
different areas of our life and how
much inuence we might have in
each of those areas. It might also be
important to note in which of those
areas we hold formal or informal
power. The “Spheres of inuence”
2
diagram below summarizes the areas
where we might be able to inuence
change. These broad areas generally
include:
Self: Educating yourself,
understanding your values and
feelings, and examining how you
want to change.
Friends & Family: Our ability
to inuence the people who are
closest to us.
Social, School & Work
Relationships: Friends and
acquaintances, co-workers,
neighbors, classmates, and people
we see on a regular basis.
Community: People with whom
you interact infrequently or in
community settings
Greater Society: People that you
might not interact with at all, but
you share something with (e.g.
everyone who lives in your state,
your country, etc.)
2
Adapted from From Goodman. D. &
Schapiro. S. (1997) Sexism curriculum de-
sign. In M. Adams, L.A. Bell,& G. P. Grifn
(Eds.). Teaching for Diversity and Social
Justice: A Sourcebook (pp.110-140). New
York: Routledge
ACTIVITY #1
In the diagram below, write the names of people, communities, organizations, etc.
that are part of your “spheres of inuence”.
After you’ve identied these entities/individuals, reect 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? What
life experiences do you think led them to these views?
Using these Spheres of Inuence, what are the areas where you have expertise
where you could meaningfully contribute to change?
What strategies, if any, might be effective to use in each sphere of inuence that
you have?
GREATER SOCIETY
COMMUNITY
SOCIAL/SCHOOL/WORK
FRIENDS & FAMILY
SELF
HOW TO WRITE AN ANTI-RACISM ACTION PLAN | PAGE 3
SECTION 2:
SPHERES OF INFLUENCE
ACTIVITY #2
Everyone has their own spheres of inuence, and we are all part of someone else’s spheres. In the diagram below, rate the level of
inuence you believe you have in the identied areas.
REFLECTION QUESTIONS:
How did you see/experience race,
racism and anti-racism play out in each
of the “spheres of inuence” in your
life in the past:
Self
Friends and Family
Social, School and Work
Community
Larger Society
1
Little to no
2
Rarely
3
Sometimes
4
Often
5
Always
Friends & Family
Social/School/Work
Community
Greater Society
PAGE 4 | HOW TO WRITE AN ANTI-RACISM ACTION PLAN
SECTION 2:
SPHERES OF INFLUENCE
Core principles help us navigate the
challenges of life, guide our decision
Core principles help us navigate the
challenges of life, guide our decision-
making processes, and inuence
our behavior. The list below is not
exhaustive, but provides examples of
common core principles.
ACTIVITY
Circle ve to seven core principles
or values that are central in guiding
your thoughts, actions and decision
making on a frequent basis. You can
also write down your own principles
if the list below does not include the
ones that are important to you. Read
the whole list before choosing the
top ve to seven.
SECTION 3:
WHAT ARE YOUR VALUES, PRINCIPLES,
OR CODES OF CONDUCT?
Authenticity
Achievement
Adventure
Authority
Autonomy
Beauty
Boldness
Compassion
Challenge
Citizenship
Community
Competency
Contribution
Creativity
Curiosity
Determination
Fairness
Faith/Spirituality
Fame
Friendships
Fun
Growth
Happiness
Harmony
Honesty
Humor
Inuence
Justice
Kindness
Knowledge
Leadership
Learning
Love
Loyalty
Meaningful Work
Openness
Optimism
Peace
Pleasure
Poise
Popularity
Recognition
Religion
Reputation
Respect
Responsibility
Security
Self-Respect
Service
Stability
Success
Status
Trustworthiness
Wealth
Wisdom
.................................
.................................
REFLECTION QUESTIONS
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 fullled in your life? Why are they important to you? Are there inuences in
your life that have helped you prioritize these core values?
Which values inuence 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 calling
or purpose?
HOW TO WRITE AN ANTI-RACISM ACTION PLAN | PAGE 5
We often think about racism as
individual acts of discrimination
on the basis of race that happen
between individuals or groups. This
is “individual” or “interpersonal”
racism. However, Cultural Racism and
Structural Racism (sometimes also
referred to as institutional racism)
powerfully shapes racial disparities
and outcomes. Before proceeding,
it is important for participants to
get a deeper understanding of the
differences between the different
types of racism.
REQUIRED READING
Please see this website to learn
more about Interpersonal,
Cultural and Structural Racism:
https://bit.ly/Types-Racism.
ADDITIONAL SUGGESTED
READINGS
USA Today News – 12 Charts show
how Racial Disparities Persist across
Wealth, Health, Education and
Beyond – https://bit.ly/12Charts
The assumptions of white privilege
and what we can do about it,
Bryan N. Massingale, National
Catholic Reporter, 2020 –
https://bit.ly/NCR-WP.
SECTION 4:
INTERPERSONAL, CULTURAL AND
STRUCTURAL RACISM
REFLECTION QUESTIONS
How has your understanding of
“interpersonal”, “cultural” and
“structural” racism evolved
over time?
Reect on a time when you saw/
experienced/were told about
an account of “interpersonal”
racism. What elements of cultural
or structural racism might have
enabled that behavior to occur?
ACTIVITY
Can you think of examples of racism
or racial disparities in any of these
broad areas? Have you witnessed or
experienced any of these disparities?
How knowledgeable are you in any
of these areas? Please try and think
of examples that are closer to your
spheres of inuence, as well are
broader examples. Please write down
any examples that you can think of.
Education
Employment
Healthcare
Housing
Immigration/Nationality
Legal/Justice System
Mass Media Platforms
Representation in Government
Socio-economic disparities
.......................................................
.......................................................
PAGE 6 | HOW TO WRITE AN ANTI-RACISM ACTION PLAN
As you are aware, becoming an
anti-racist requires ongoing personal
development and action focused
on anti-racism work. Addressing
interpersonal and structural racism can
be daunting; but can be manageable,
if broken down into parts and in
collaboration with others.
Policies can lead to disparities and
inequity in resources and institutions
including politics, healthcare, criminal
justice, education, employment,
etc. In the previous section, you
brainstormed some examples of
systemic racism. Please choose
the top 2-5 areas that are most
important for you. You may want
to consider prioritizing the areas
that are closer to your “spheres of
inuences” and those that more
closely align with your stated values
and calling/purpose.
SECTION 5:
IDENTIFYING & PRIORITIZING ISSUES
ACTIVITY
For each identied 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 justied or explained
racial inequality in these areas? Has your thinking and knowledge in this area
changed 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? How
can you overcome these - either by your own actions, or in community with others?
Repeat the reection questions above for each of the areas you identied.
HOW TO WRITE AN ANTI-RACISM ACTION PLAN | PAGE 7
SUGGESTED READING
Aspiring Social Justice Ally Identity
Development: A Conceptual
Model by Keith E. Edwards –
https://bit.ly/ASJA-KE.
WHAT IS AN ALLY?
An individual who works with
those from the oppressed group
in collaboration and partnership,
seeks to not only end the system of
oppression, but to liberate.
3
In order to grow in your ally identity,
it is critical to reect on where you’ve
been, where you are, and where
you’re going along this journey. The
Aspiring Ally Identity Development
model, created by Keith E. Edwards,
outlines three identities within the
spectrum of ally development - Ally
for Self-Interest, Ally for Altruism, and
Ally for Social Justice. Sometimes well
meaning allies can add to or create
additional harm, and therefore it is
important to learn and think about ally
behaviors and models more deeply.
3
Adapted from “Aspiring Social Justice
Identity Development: A Conceptual
Model,” by Keith E. Edwards, 2006,
NASPA Journal, Vol. 43, no 4
SECTION 6:
WHAT DOES IT MEAN TO BE AN ALLY?
PAGE 8 | HOW TO WRITE AN ANTI-RACISM ACTION PLAN
ACTIVITY
Please write a short 1-2 sentence response for each of the questions below. This should be a summary sentence.
QUESTION YOUR RESPONSE
What is your motivation to be an ally?
To whom do you want to be an ally? What is your relationship
with members of oppressed groups? Be specic.
Who do you think of when you hear the term “Victims
of Oppression”
Who is the “focus of the problem” – i.e., who is
perpetuating 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? How
do you think of that power in relationship to marginalized
communities?
What is your source of ongoing motivation to sustain your
commitments to racial justice work?
Are you likely to make “mistakes” while engaging in racial
justice work? How do you think you will respond to feedback?
What is your relationship to the systems/structures that
perpetuate racism?
Which individuals should be the focus of your work in creating
a 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 with
that 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 the
table above against the model proposed by Edwards. Are you an ally for self-interest, for altruism, or for social justice?
SECTION 6:
WHAT DOES IT MEAN TO BE AN ALLY?
HOW TO WRITE AN ANTI-RACISM ACTION PLAN | PAGE 9
Next, please use this diagram to
guide you through the next set of
reection questions.
Along the diagram, draw a
circle of where you began
your ally journey.
Along the diagram, draw
a star where you currently
see yourself as an ally.
Along the diagram, draw a
square of where you want
to end up as an ally.
Note: the symbols can be between
numbers to recognize transitions
between identities.
WHAT AN ALLY ISN’T:
An ally doesn’t speak for an
individual or community. An ally
works for and with marginalized
communities by providing
resources, identifying discriminatory
policies and advocating for change,
and ensuring that diverse talent
and perspectives are included in
decision making processes.
An ally isn’t necessarily an expert.
You don’t need to have all the
answers, but it is important to
know your resources and get
support when needed. Delegate
to appropriate professionals, if the
resources needed are beyond your
scope of expertise and experiences.
An ally doesn’t get defensive and
welcomes feedback for growth.
1
Ally for Self-Interest
2
Ally for Altruism
3
Ally for Social Justice
REFLECTION QUESTIONS
How would you know that you are
an ally for racial justice?
How have your allyship behaviors
evolved over time? What were the
signicant events or experiences to
be a more active ally?
If you have not been an active
ally, what are the barriers that
keep you from engaging in ally
behaviors?
What challenges have you faced
when you have engaged in ally
behaviors? How did you overcome
those challenges?
Moving forward, what are things you
can do to be a better ally?
What role do mistakes play in the
development of an ally? How should
you respond to critiques?
SECTION 6:
WHAT DOES IT MEAN TO BE AN ALLY?
PAGE 10 | HOW TO WRITE AN ANTI-RACISM ACTION PLAN
In this section we are ready to write
our action plan. By now, we have done
the foundational work of exploring
our values and calling, understanding
different types of racism, identifying
the issues that we are most passionate
about, and developing what allyship
means. Using these reections as
foundational resources, we can
now make commitments about the
actions we are willing to undertake
to ght racism. It is important that
you consider writing SMART goals
(Specic, Measurable, Achievable,
Realistic, Timely). If you are not
familiar with SMART goals, please
see this helpful guide from the
University of California –
https://bit.ly/SMARTGOALS-UC.
SECTION 7:
WRITING THE ACTION PLAN
Below, you will write your action
plan with at least one goal. You can
add as many goals as you like. We
encourage you to write goals that
can be accomplished in a reasonable
time-frame.
Goal: What are you trying to
accomplish?
Type: Is the issue an example of
institutional racism or structural
racism?
Action Plan: What are you willing to
do in order to address the issue and
make change?
Perceived Obstacles: Do you
anticipate any obstacles? Policies?
People? How will you navigate those
obstacles?
Resources Needed: What do you
need in order to address the issue and
make change? Key stakeholders? Are
there community organizations that
can help? Financial support?
Timeline: What is the order of events
that need to happen in order to
achieve your goal?
Accountability: What strategies can
you use to ensure you meet your
goals? What internal or external
accountability measures will be helpful
(or are needed)?
ANTI-RACISM ACTION PLAN
Goal Type Action Plan
Perceived
Obstacles
Resources Timeline Accountability
You can download an editable word document for you to type in your responses at https://bit.ly/HC-ActionPlan.
HOW TO WRITE AN ANTI-RACISM ACTION PLAN | PAGE 11
Anti-racism requires a deep and
sustained commitment. You now have
a plan, and it is time to put it in action.
It is possible, and perhaps even likely
that we will both make mistakes and/
or experience obstacles in the action
plans that we set for ourselves. In
this section, we also want to help you
move your ideas into action, build
relationships based on solidarity and
community in your anti-racism work,
and nd ways to overcome obstacles.
REFLECTION QUESTIONS:
How do you dene success in the
implementation of your plan?
As an ally, how will you avoid
taking the spotlight with your
actions to ensure that your reasons
and decisions are grounded in
ensuring that the narratives and
lived-experiences of marginalized
communities are recognized?
From where do you expect
challenges?
What are productive response
strategies to those challenges?
Who will you consult with if you
need more resources or advice?
How will you keep yourself
motivated to stick to the plan?
How will you know if one or
more of your goals needs to be
altered, modied, or perhaps even
abandoned? (hint: see next section)
SECTION 8:
IMPLEMENTING THE ACTION PLAN;
RESPONDING TO CHALLENGES;
ACCOUNTABILITY
PAGE 12 | HOW TO WRITE AN ANTI-RACISM ACTION PLAN
SECTION 9:
REVISE & RE-IMPLEMENT THE PLAN
Allyship is ongoing work that requires
self-reection, examining your
behaviors, honest conversations with
others, continuous education on
relevant issues, and actively engaging
in anti-racism work. Growth in your
allyship should be evident when
moving from a completed action plan
to structuring a new one. This is not a
one and done activity, but a life-long
commitment.
HOW TO WRITE AN ANTI-RACISM ACTION PLAN | PAGE 13
REFLECTION QUESTIONS
Why is it important to revisit your
action plan?
What changes or updates, if any,
do you anticipate making to your
original Action Plan?
How will you use your original
Action Plan to structure future
action plans?
What did you learn from
implementing your previous action
plan? How will that learning shape
your next action plan?
GUIDE AUTHORS
AND USAGE GUIDELINES
Amit Taneja currently serves as the Associate Provost for Diversity,
Equity and Inclusion at the College of the Holy Cross. He provides
leadership on a number of institutional priorities, including faculty
& staff hiring, training, policy and practice updates, etc. His
research focuses on the intersections of race, class, gender and
sexual orientation for LGBTQ students of color on historically
white college campuses. He currently serves on the executive
board of the Consortium for Faculty Diversity, and as the President
of the Liberal Arts Diversity Ofcers (LADO) Consortium. He has
previously worked professionally in Residence Life, Disability
Services, Multicultural Affairs & LGBTQ Resources. Amit is trained
in the Intergroup Dialogue (IGD) model and has facilitated such
dialogues on various campuses, and has taught courses in the
IGD program at Syracuse University. He serves as a consultant and
speaker on a range of leadership, diversity and inclusion topics.
Kasey Catlett currently serves as the Director for the Ofce
of Diversity, Equity and Inclusion at the College of the Holy
Cross. He is a member of the College’s Diversity, Equity and
Inclusion Implementation Team and the LGBTQIA+ Policy
and Procedure Task Force. Kasey has previously worked
professionally in Multicultural Affairs, LGBTQ Programs &
Resources, Gender-Based Violence Prevention and Advocacy,
Sexual Health Education, and Gender Equity Initiatives.
Guidebook Design:
Sharon Matys,
graphic designer,
College of the Holy Cross
This guidebook is a public resource for individual and organizational use. Individuals
may download and print this resource for free for personal use by visiting
www.holycross.edu/anti-racism-guidebook.
If you are an educator or would like to use this guidebook for organizational purposes
in a group setting (e.g., conducting workshops at your organization), please let us know
where and how it is being used. You may use the guidebook, including instructing others
to download and print this guide, free of charge after you register on the “Authorization
for Organizational Use” form available at: www.holycross.edu/anti-racism-guidebook
This guide is our rst attempt to create such a free, public resource. We welcome your
constructive 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 submit
your feedback using this online form – https://bit.ly/ARAP-Guidebook-Feedback.
Amit Taneja
[email protected]
Kasey Catlett
[email protected]