PARTICIPANT WORKBOOK

NAME:
 TABLE OF CONTENTS DAY 1

ABOUT SOCIAL JUSTICE ALLY TRAINING

Mission & Goals 3
Community Guidelines 4
DAY 1: DEVELOPING AWARENESS
Key Terminology 6
The “Isms” 12
Key Moments in History 24
Reflection 30
DAY 2: DEVELOPING KNOWLEDGE OF SELF & OTHERS
Social Identity Categories 35

Dynamics for Dominant Groups 37

Dynamics for Subordinated Groups 38

The Cycle of Socialization 39

The Cycle of Liberation 43

DAY 2: USING ACTION TOWARDS BECOMING AN ALLY
Characteristics of an Ally 45

Aspiring Ally Identity Development 47

Straight A’s for Facilitating Dialogue about Diversity and Social Justice 48

Interrupting Biased and Stereotypic Comments 49

Where Do You Go From Here? 50

Oppression Action Continuum 51

Action Steps 52
RESOURCES
Matrix of Oppression 54

Oppression Chart 55

Advocacy & Activism 59

FSU Equal Opportunity and Non-Discrimination Statement 60

Campus, Community, & Online Resources 61

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 MISSION & GOALS DAY 1

Mission
• The mission of the Social Justice Ally Training program is to educate members of the
Florida State community about issues related to social justice in order to develop allies
who will promote an equitable and inclusive environment and serve as social change
agents in a diverse and global society.

Goals:
• Social Justice Allies will determine effective strategies related to combating social
justice issues by:

Day 1:

1. Developing an awareness:
a. of key terminology related to social justice, diversity, and oppression
b. of social justice issues, including racism, classism, religious oppression,
sexism, heterosexism, gender oppression, ableism, ageism & adultism,
and xenophobia;
c. of how systems of oppression have impacted key moments in history.

Day 2:

2. Developing knowledge of self and others by:

a. recognizing how the Cycle of Socialization has contributed to our
understanding and beliefs associated with various social issues
b. being aware of social group membership and identifying dominant and
subordinated identities
3. Using action towards becoming a social justice ally by:
a. understanding that social justice is a goal and a process
b. demonstrating an understanding of ally identity development
c. displaying a commitment towards continuing education related to ally
identity development
d. Holding self-accountable for conscious and unconscious attitudes and
behaviors that harm target group members

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COMMUNITY GUIDELINES DAY 1
• What is said here stays here; What is learned
here leaves here
• Take space, make space
• Use “I” statements when sharing thoughts or
opinions
• Own your intentions and impact
• Use active listening skills and seek to
understand not simply respond
• Honor the Silence
• Controversy with civility
•
•
•
•

Throughout the duration of SJAT Day 1 and SJAT Day 2:

• Please keep in mind each of the agreements established during Day 1.

• Feel free to raise your hand to add more suggestions to Community
Guidelines
• Always refer to guidelines as you and others share experiences or
thoughts during dialogue.

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SOCIAL JUSTICE
DAY 1
ALLY TRAINING

OVERVIEW OF DAY 1:
Key Terminology
The “Isms”
Key Moments in History
Reflection Questions

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S O C I A L J U S T I C E A L L Y T R A I N I N G W O R K B O O K
 KEY TERMINOLOGY DAY 1

Debate Debate is oppositional: two sides oppose each other and attempt to
prove each other wrong; Debate assumes that there is a right answer
and that someone has it; In debate, personal experience is secondary
to forceful opinion; Creates close-minded attitude, a determination to
be right; Individuals are autonomous and judged on individual
intellectual might.

Discussion Discussion tends to contribute to the formation of abstract notion of

community; In discussion, personal experience and actual content are
often seen as separate; Discussions often assume an “equal playing
field” with little or no attention to identity, status, and power.

Dialogue Dialogue is collaborative: two or more sides work together toward

common understanding; In dialogue, personal experience is a key
avenue for self-awareness and political understanding; Exploring
identities and differences are key elements in both the process and
the content of the exchange.

NOTES

Compiled and adapted by Ratnesh Nagda, Patricia Gurin, & Kelly Maxwell (2008), based on “Differentiating Dialogue from Discussion” a
handout developed by Diana Kardia and Todd Sevig (1997) for the Program on Intergroup Relations, Conflict and Community (IGRC),
University of Michigan; and, “Comparing Dialogue and Debate,” a paper prepared by Shelley Berman, based on discussions of the Dialogue
Group of the Boston Chapter of Educators for Social Responsibility (ESR). Other members included Lucile Burt, Dick Mayo-Smith, Lally
Stowell, and Gene Thompson.

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 KEY TERMINOLOGY DAY 1
DEBATE DISCUSSION DIALOGUE
“Might is right” “The noisier, the smarter” “Connectivity for community”
Debate is oppositional: two sides oppose Discussion tends to contribute to the Dialogue is collaborative: two or
each other and attempt to prove each formation of abstract notion of more sides work together toward
COMMUNICATING ACROSS

other wrong. community. common understanding.

Debate assumes that there is a right In discussion, personal experience and
PARADIGM FOR

DIFFERENCE

answer and that someone has it. actual content are often seen as
In debate, personal experience is separate.
secondary to forceful opinion.
Debate creates close-minded attitude, a Discussions often assume an “equal In dialogue, exploring identities and
determination to be right. Individuals are playing field” with little or no attention differences are key elements in
considered to be autonomous and to identity, status, and power. both the process and the content of
judged on individual intellectual might. the exchange.

In debate, one submits one’s best Discussions are often conducted with In dialogue, one submits one’s best
thinking and defends it against challenge the primary goal of increasing clarity thinking, knowing that other
SELF-ORIENTATION

to show that it is right. and understanding of the issue with the peoples’ reflections will help
Debate calls for investing assumption that we are working with a improve it rather than destroy it.
wholeheartedly in one’s beliefs. stable reality. Dialogue calls for temporarily
Debate defends assumptions as truth. In discussion, individual contributions suspending judgments.
Debate defends one’s own positions as often center around “rightness” and be Dialogue reveals assumptions and
the best solution and excludes other valued for it. biases for reevaluation.
solutions. In discussion, the impact may often be Dialogue causes introspection on
Debate affirms a participant’s own point identified and processed individually one’s own position.
of view. and outside of the group setting.
In debate, one listens to the other side in In discussion, one listens only to be able In dialogue, one listens to the other
order to find flaw and to counter its to insert one’s own perspective. side(s) in order to understand, find
OTHER-ORIENTATION

arguments. Discussion is often serial monologues. meaning, and points of connection.

Debate causes critique of the other Discussion tends to encourage Dialogue involves a real concern for
position. individual sharing, sometimes at the the other person and seeks to not
In debate, one searches for flaws and expense of listening to and inquiring alienate but yet speak what is true
weaknesses in the other position. about others’ perspectives. for oneself.
In dialogue, one searches for
strengths in other positions.
Dialogue creates an openness to
learning from mistakes and biases.
Debate involves a cantering of the other In discussion, emotional responses may In dialogue, emotions help deepen
THE PROCESS
EMOTIONS IN

position without focusing on feelings or be present but are seldom named and understanding of personal, group
relationship and often belittles or may be unwelcome. and intergroup relationship issues.
deprecates the other person. Discussion is centered on content not Dialogue works to uncover
affect related to content. confusion, contradictions, and
paradoxes with an aim to deepen
understanding.
In debate, winning is the goal. In discussion, the more perspectives Dialogue remains open-ended.
STATE
END-

Debate implies a conclusion. voiced, the better. In dialogue, finding common

Discussion can be open or close-ended. ground is the goal.
Compiled and adapted by Ratnesh Nagda, Patricia Gurin, & Kelly Maxwell (2008), based on “Differentiating Dialogue from Discussion” a handout developed by Diana
Kardia and Todd Sevig (1997) for the Program on Intergroup Relations, Conflict and Community (IGRC), University of Michigan; and, “Comparing Dialogue and
Debate,” a paper prepared by Shelley Berman, based on discussions of the Dialogue Group of the Boston Chapter of Educators for Social Responsibility (ESR). Other
members included Lucile Burt, Dick Mayo-Smith, Lally Stowell, and Gene Thompson.

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 KEY TERMINOLOGY DAY 1

Social Justice Social justice is a goal and a process and is a vision, which the
distribution of resources is equitable and all members of society are
physically and psychologically safe and secure.

Diversity A structure that includes the tangible presence of individuals

representing a variety of different attributes and characteristics;
Often used to refer to the number or proportion of individuals with a
specific characteristic in an environment.

Multiculturalism A state of being in which an individual feels comfortable and

communicates effectively across social groups; A measure of an
individual’s ability to remove barriers to effective interactions.

NOTES

Adapted from: Adams, Bell, and Griffin, Teaching for Diversity and Social Justice, 2nd Ed., Routledge, 2007

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 KEY TERMINOLOGY DAY 1
Social Group A group of people who share a range of physical, cultural, or social
characteristics within one of the social identity categories.

Social Power Access to resources that enhance one’s chance of getting what one needs or
influencing others in order to lead a safe, productive, and fulfilling life.

Privilege Unearned, often invisible benefits and advantages available to members of

privileged groups because of their social group membership.

Agents Members of the dominant social groups privileged by birth or acquisition,

who knowingly or unknowingly exploit and reap unfair advantages over
members of target groups.

Targets Members of social identity groups who are disenfranchised and “kept in
their place by the agents’ ideology which supports oppression by denying its
existence and blames the condition of the oppressed on themselves and
their own feelings.

Prejudice (Individual) Prejudgments about members of social groups.

Stereotype A generalization about the attributes of a particular social group without

(Group) regard to individual diversity within the group. Usually is negative, but in all
cases are limiting and ignore the historical and social context for their
creation.

Discrimination A biased decision based on a prejudice against an individual group

characterized by race, class, sexual orientation, age, disability, national
origin, etc.

Institutions Established societal networks that covertly or overtly control the allocation
of resources to individuals and social groups and that set and influence
cultural norms and values (ex. Legal and criminal justice systems, media,
banks, schools, etc.).

NOTES

Adapted from: Adams, Bell, and Griffin, Teaching for Diversity and Social Justice, 2nd Ed., Routledge, 2007.

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 SOCIAL OPPRESSION DAY 1
Oppression Fusion of institutional and systemic discrimination, personal bias,
bigotry, and social prejudice in a complex web of relationships and
structures that shade most aspects of life and society.

Social Oppression Exists when one social group, whether knowingly or unconsciously,
exploits another group social group for its own benefit.

Individual Level Attitudes and actions that reflect prejudice against a social group
(intentional and unintentional).

Institutional Level Policies, practices, norms, and customs enacted by organizations and
societal institutions that disadvantage some groups and advantage
other groups. These institutions include religion, government,
education, law, the media, and the health care system (intentional
and unintentional).

Societal Level Social norms, roles, rituals, language, music, and art that reflect and
reinforce the belief that one social group is superior to another
(intentional and unintentional).

Conscious Intentional attitudes and behaviors.

Unconscious Unintentional attitudes and behaviors.

Microaggressions Microaggressions are common verbal, behavioral, and environmental

indignities, whether intentional or unintentional, that communicates
hostile or negative slights to marginalized groups. Perpetrators of
microaggressions are often unaware that they engage in such
interactions when they interact with minorities. There are 3 different
types of microaggressions: Microinsult, Microinvalidation, and
Microassault

NOTES

Adapted from: Adams, Bell, and Griffin, Teaching for Diversity and Social Justice, 2nd Ed., Routledge, 2007.

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 SOCIAL OPPRESSION DAY 1

NOTES

Adapted from: Adams, Bell, and Griffin, Teaching for Diversity and Social Justice, 2nd Ed., Routledge, 2007.

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 RACISM DAY 1
Racism The systematic subordination of members of targeted racial groups who have
relatively little power in the United States by members of the agent racial group
who have relatively more social power (Whites). This subordination is supported by
the actions of individuals, cultural norms and values, and the institutional structures
and practices of society.

Race An invalid paradigm developed to justify the different treatment accorded to

different people through attempts to divide human groups according to physical
characteristics.

Ethnicity A quality assigned to a specific group of people historically connected by a common

national origin or language. Ethnic classification is used for identification rather
than differentiation.

Cultural Racism Those aspects of society that overtly and covertly attribute value and normality to
white people and Whiteness, and devalue, stereotype, and label People of Color as
“other”, different, less than, or render them invisible

Individual Racism The beliefs, attitudes, and actions of individuals that support or perpetuate racism.
Individual racism can be both active and passive. Example include, telling racist
jokes, using racial epithet, or believing in the inherent superiority of Whites.

Institutional Racism The network of institutional structures, policies, and practices that create
advantages and benefits for Whites, and discrimination, oppression, and
disadvantage for people from targeted racial group.

Environmental Racism Refers to socially marginalized racial communities which are subjected to
disproportionate exposure of pollutants, the denial of access to sources of
ecological benefits (such as clean air, water, and natural resources), or both.

Ethnic Cleansing The mass expulsion or killing of members of an unwanted ethnic or religious group
in a society.
Genocide The deliberate and systematic destruction of a racial, political, or cultural group.

NOTES

Adapted from: Adams, Bell, and Griffin, Teaching for Diversity and Social Justice, 2nd Ed., Routledge, 2007

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 CLASSISM DAY 1

Classism: The institutional, cultural and individual set of practices and

beliefs that assign differential value to people according to their
socio-economic class; and an economic system which creates
excessive inequality and causes basic human needs to go
unmet.

Lower Class/Poor: The stratum of families with incomes insufficient to meet basic
human needs.

Working Class The stratum of families whose income depends on hourly

wages for labor;

Middle Class The stratum of families for whom the breadwinners’ higher
education and/or specialized skills bring higher income and
more security than those of working class. Upper-middle and
lower-middle are distinguished by investment income and skill
level of jobs (specialized vs. lower skill).

Owning Class/Rich: The stratum of families who own income-producing assets

sufficient to make paid employment unnecessary.

Ruling Class The stratum of people who hold positions of power in major
institutions of the society

NOTES

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RELIGIOUS OPPRESSION
Religious Oppression: Refers to the systemic subordination of minority religions (in the
United States) such as Buddhist, Hindus, Jews, Muslims, Native
American spiritualties, and Sikhs, by the dominant Christian
majority.

Christian Hegemony Society’s unacknowledged adherence to a dominant religious

world view that in the United State publicly affirms Christian
observances, holy days, and sacred spaces at the expense of
those who are not Christian and within a culture that normalizes
Christian values as intrinsic to an explicitly American identity.

Christian Privilege Refers to the view that Christian beliefs, language, and practices
do not require any special effort to be recognized, as they are
embedded into the U.S American culture.

Islamophobia Refers to the close-minded hatred, fear, or prejudice towards

Islam and Muslims that results in discrimination,
marginalization, and oppression

Anti-Semitism The belief or behavior hostile toward Jews just because they are
Jewish. It may take the form of religious teachings that proclaim
the inferiority of Jews, for instance, or political efforts to isolate,
oppress, or otherwise injure them. It may also include
prejudiced or stereotyped views about Jews.

The Establishment Clause The part of the First Amendment to the U.S. Constitution that
prohibits the federal government from establishing or
supporting any single religion or religious domination or sect. It
is generally referred to as separation from church and state.

The Free Exercise Clause Part of the First Amendment of the U.S. Constitution that
protects the free exercise of religion.

NOTES

DAY 1

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 SEXISM DAY 1
Sexism A system of advantages that serves to privilege men, subordinate
women, denigrate women-identified values and practices, enforce
male dominance and control, and reinforce norms of masculinity
that are dehumanizing and damaging to men

Assigned Sex Refers to the physiological and anatomical characteristics of

maleness and femaleness with which a person is born.
Gender Role Refers to the socially constructed and culturally specific behavior
and expectations for women (femininity) and men (masculinity).

Gender Identity Refers to one’s psychological sense of oneself as a man, woman, or

neither
Gender Expression External appearance of one's gender identity, usually expressed
through behavior, clothing, haircut or voice, and which may or
may not conform to socially defined behaviors and characteristics
typically associated with being either masculine or feminine.

Genderqueer A term used by some people who experience their gender identity
and/or gender expression as falling outside the categories of man
and woman. They may define their gender as falling somewhere in
between man and woman, or they may define it as wholly
different from these terms.

Patriarchy Refers to a sociopolitical and cultural system that values

masculinity over femininity

Feminism Refers to the valuing of women and the belief in and advocacy for
social, political, and economic equality and liberation for both
women and men. Feminism questions and challenges patriarchal
social values and structures that serve to enforce and maintain
men’s dominance and women’s subordination
NOTES

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 GENDERISM DAY 1

Genderism The system of oppression that targets and marginalizes people who are
transgender in the broadest sense; the system privileges cisgender people, whose
gender identity and expression conform to relative ease. Also known as cissexism,
transgender oppression, or binarism.

Transgender Most commonly used as an umbrella term for those whose psychological self
("gender identity") challenges the social expectations and traditional notions of
“male” and “female.”

Trans woman A person who was assigned a male sex at birth but who identifies as and/or lives as
a woman.

Trans man A person who was assigned a female sex at birth but who identifies as and/or lives
as a man.

Cisgender A gender identity or performance in gender role that society deems to match the
person’s assigned sex at birth. The prefix cis- means “on this side of” or “not
across”. A term used to attention to the privilege of people who are not
transgendered.

Transsexuality An older term that originated in the medical and psychological communities. Still
preferred by some people who have permanently changed - or seek to change -
their bodies through medical interventions, including but not limited to hormones
and/or surgeries. (Transsexual has been deemed outdated terminology)

Gender affirming Surgical procedures that change one’s body to conform to one’s gender identity.
surgery

Transphobia Refers to the fear of, aversion to, or discrimination against people whose gendered
identities, appearances, or behaviors deviate from societal norms.

Trans-misogyny A form of discrimination that ridicules or dismisses as trans person for failing to live
up to gender norms.

NOTES

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 HETEROSEXISM DAY 1
Heterosexism Individual, institutional, and social-cultural beliefs and practices based
on the belief that heterosexuality is the only normal and acceptable
sexual orientation.

Sexual Orientation An enduring emotional, sexual or affectional attraction to another

person.

LGBTTQQIAP+ Lesbian, Gay, Bisexual, Transgender, Two-Spirited, Questioning,

Queer, Intersex, Asexual, and Pansexual

Homophobia The fear, hatred, or intolerance of those who love and are attracted
affectionally, emotionally, romantically, and sexually to members of
the same sex.

Heterosexuality A sexual orientation in which a person feels physically and emotionally

attracted to people of a gender other than their own.

Homosexuality A term to describe a sexual orientation in which a person feels

physically and emotionally attracted to people of the same sex.
(Outdated Term)

Intersex People who naturally develop primary or secondary sex characters that
do not fit neatly into society’s definition of male or female.

Queer Historically has been used as an epithet/slur against people whose

gender, gender expression and/or sexuality do not conform to
expectations. Now, it is used as a political statement, as well as a sexual
orientation, which advocates breaking binary thinking and seeing both
sexual orientation and gender identity as potentially fluid.

NOTES

Adapted from: Adams, Bell, and Griffin, Teaching for Diversity and Social Justice, 2nd Ed., Routledge, 2007.

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 AGEISM & ADULTISM DAY 1
Adultism Refers to behaviors and attitudes based on the assumption that adults are
more knowledgeable than young people, which entitles them to act upon
young people without their agreement.

Ageism The oppression of elders by youth and adults; prejudice or discrimination

based on a person's age.

Elder Abuse an intentional act, or failure to act, by a caregiver or another person in a

relationship involving an expectation of trust that causes or creates a risk of
harm to an older adult( 60+)

Child Abuse Child abuse and neglect is any act or series of acts of commission or omission
by a parent or other caregiver (e.g., clergy, coach, teacher) that results in
harm, potential for harm, or threat of harm to a child.

NOTES

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 ABLEISM DAY 1
Ableism A pervasive system of discrimination and exclusion that oppresses
people who have mental, emotional or physical disabilities.

Individual with a A person who has a significant impairment that interferes with a
Disability/Diverse Abilities major life activity, such as walking, hearing, learning, speaking,
breathing, standing, lifting, or caring for one’s self. The major types of
disabilities including perceptual, illness-related, physical,
developmental, psychiatric, mobility, and environmental.

Able Bodied A person who does not identify as having a disability; non-disabled or
enabled may also be used instead of able bodied.

Invisible Disability The term invisible disabilities refer to symptoms such as debilitating
pain, fatigue, dizziness, cognitive dysfunctions, brain injuries, learning
differences and mental health disorders, as well as hearing and vision
impairments. These are not always obvious to the onlooker, but can
sometimes or always limit daily activities, range from mild challenges
to severe limitations and vary from person to person.

Handicaps Resulting disadvantages that may take the form of arbitrary barriers
constructed, consciously or unconsciously, by society; the term is used
to refer to laws, regulations, and places but not people.

Universal Design Also known as "inclusive design" and "design for all," this is an
approach to the design of products, places, policies and services that
can meet the needs of as many people as possible throughout their
lifetime, regardless of age, ability, or situation.

NOTES

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 SIZEISM DAY 1

Sizeism Refers to prejudice, stereotypes, or discrimination on the grounds of a

person’s size (height and weight are both included).

Weightism Prejudice, stereotypes, or discrimination on the grounds of a person’s

weight.

Fat Shaming The action or practice of humiliating someone judged to be overweight by

making critical comments about their size.

Goldilocks rule “Too big, too small, just right” to judge health, aesthestics, or suitability for
social roles (e.g. jobs, parenthood).

Eating Refers to serious and often fatal illnesses that cause severe disturbances to a
Disorders person’s eating behaviors; obsessions with food, body weight, and shape
may also signal an eating disorder. Common eating disorders include
anorexia nervosa, bulimia, nervosa, and binge eating disorder.

Growth Refers to height growth or lack of height growth due to constitutional,

Disorders genetic, or hormonal disorders.

NOTES

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 XENOPHOBIA DAY 1
Adapted from: Adams, Bell, and Griffin, Teaching for Diversity and Social Justice, 2nd Ed., Routledge, 2007.

Xenophobia Systemic fear, hatred and intolerance of strangers or foreigners or of

anything that is strange or foreign.

Linguicism Discrimination and oppression based on language. While language

oppression is tied to discrimination based on a range of social
categories, such as race, ethnicity, ability, and socioeconomic class, it is
often associated with national origin and limited English proficiency.

Naturalized Naturalization is the process by which U.S. citizenship is granted to a

Citizenship foreign citizen or national after he or she fulfills the requirements
established by Congress in the Immigration and Nationality Act (INA).

Undocumented Any person who is not a citizen or national of the United States.
(Noncitizen)

Refugee Any person who flees to a foreign country or power to escape danger or
persecution. They are unable to return home unless and until conditions
in their native lands are safe for them again.

Asylum Seeker Any person who is seeking international protection from dangers in their
home country but whose claim for refugee status hasn’t been
determined legally.

Lawful Permanent A noncitizen who has been lawfully granted the privilege of residing and
Resident working permanently in the United States.

NOTES

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 INTERSECTIONALITY DAY 1

“When feminism does not explicitly oppose racism and when

antiracism does not incorporate opposition to patriarchy,
race and gender politics often end up being antagonistic to
each other and both interest lose.”
- Kimberle Crenshaw

What other issues are important to you that were not listed today?

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 CONFRONTING GUILT DAY 1

“Guilt cannot be the sole motivator, as

guilt alone does nothing to change the
systems granting privilege to some and
oppressing others.”

In what ways have you felt guilt related to the “isms” presented during SJAT Day 1?

How will you confront the feeling of guilt, or how have you confronted the feeling of guilt?

Edwards, K. E. (2006). Aspiring social justice ally identity development: A conceptual model. NASPA Journal, 43(4), 39-6

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 KEY MOMENTS IN HISTORY DAY 1
1598-1601 English Elizabethan Poor Laws. People with disabilities ejected from hospitals and
monastery shelters for the poor. People with disabilities forced to beg and given a cap in
which to collect alms. This was the origin of the term “handicap” which many find
offensive because of its origin. Many people with disabilities provided entertainment and
endured humiliation in turn for food and shelter.

1790 Naturalization Act of 1790 restricted citizenship to Whites only, even though Native
Americans had been here hundreds of years prior to the arrival of the first Whites. Many
Europeans who decided against immigrating to the US made this choice because they did
not want to be forced through assimilation and acculturation to give up many of their
important cultural traditions and values.

1830 Congress passes Indian Removal Act making it legal to remove all Native Americans east of
the Mississippi to lands west of the river.

1846 U.S. government declares war on Mexico, defeats Mexico and “purchases” for $15 million
over one-third of the Mexican nation

1850 Beginning of the Eugenics Movement. People with disabilities were segregated and
hidden in institutions, asylums, hospitals, segregated schools, sheltered workshops, antics,
or placed on display as entertainment (freak shows, circuses)

1861-1865: Civil War fought between Northern and Southern United States over the states opposing
views regarding the issue of slavery

1862 President Lincoln signs Homestead Act allotting 160 acres of Native American land — to
“anyone” who could pay $1.25 and cultivate it for five years. Native Americans, Blacks,
Mexican Americans, Asian Americans and any non-European immigrants were excluded.

1866 The 14th Amendment passes guaranteeing the rights, privileges and immunities of
citizenship to anyone born in the United States, including those who had been emancipated
from slavery by the end of the Civil War.

1872 Susan B. Anthony is arrested and brought to trial in Rochester, New York, for attempting to
vote in the presidential election. At the same time, Sojourner Truth appears at a polling
booth in Michigan, demanding a ballot; she is turned away

1887 Florida Agricultural and Mechanical University (formerly known as State Normal College
for Colored Students) was founded because of Tallahassee’s former status as the center of
slave trade in Florida.
1891 Florida Agricultural and Mechanical University was forced to relocate to Highwood
Plantation where the land was covered in rattlesnakes because of the construction of the
Florida Female College. These snakes would later become the current mascot of FAMU.
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 KEY MOMENTS IN HISTORY DAY 1
1904 President Theodore Roosevelt in 1904 declared the United State’s right to exercise
international police power in Latin America, leading to decades of U.S. political and military
intervention in Central American and the Caribbean.

1905 Florida Female College (now known as Florida State University) was designated a college
for women.

1909 As a result of the Eugenics movement in the U.S., low income and minoritized men and
women unknowingly were sterilized during routine doctor visits and other commonplace
surgeries.

1917 Janet Rankin, a Republican from Montana, was the first woman elected to Congress.

1920 19th Amendment is ratified, giving women the right to vote.

1921 Rosalina Gonzalez is the 1st Latina undergraduate at Florida State College for Women
(FSCW), now known as Florida State University.

1924 The Indian Citizenship Act granted Native Americans U.S. citizenship

1927 Buck v. Bell, Supreme Court decision that upheld Virginia Statue that forbad
“feebleminded” people (people with disabilities) from marrying or becoming parents.

1930–1940 U.S. deports 600,000 Mexicans, most of whom were U.S. citizens.

1931 Maria Lucy Kamiya is the 1st Asian undergraduate at Florida State College for Women (now
known as Florida State University).

1935 California law declares Mexican Americans are foreign-born Indians.

1935 Manual Lopez is the 1st Latino faculty member at FSCW.

1937 Joyce Vara is the 1st South Asian undergraduate at FSCW.

1937 Helen Alverda Thrush is the 1st Latina faculty member at FSCW.

1939 200,000 Japanese, Chinese, Korean, Filipino, Taiwanese, Burmese, and Indonesian women
and girls were forced into sexual slavery by the Imperial Japanese Army in occupied
territories before and during World War II. These women were known as comfort women.

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 KEY M MENTS IN HISTORY DAY 1
1942 FDR signs Executive Order 9066, ordering the evacuation and mass incarceration of
120,000 persons of Japanese ancestry living on the West Coast, most of whom are U.S.
citizens or documented immigrants.

1946 Court ends de jure segregation in California in Mendez v. Westminster, finding that
Mexican American children were segregated based on their “Latinized” appearance and
district boundaries were manipulated to insure that Mexican American children attended
separate schools.

1947 Florida State College for Women returns to a co-educational status on May 15, 1947. FSCW
is now known as Florida State University (FSU).

1947 The Seminole symbol is adopted.

1947 The United Nations proposes a plan to partition Palestine into two sections: an independent
Jewish state and an independent Arab state, and the Arab-Israeli War breaks out.

1948 Truman appoints Presidential Committee on Equality of Treatment and Opportunity in

the Armed Services.

1948 Dalia Santos is the 1st Latina President of the Women’s Government Association at FSU.

1950s-1960s Anti-communist McCarthyism repressed union organizers and others who spoke up against
classism.

1950s-1960s Unmet expectations created by high black participation in World War II and by economic
growth helped spur the Black Civil rights movement, which in turn inspired other poor
people’s movements like the United Farmworkers, American Indian movement, and The
National Welfare Rights Organization.

1950 Apartheid governed relations between South Africa’s white minority and nonwhite majority
and sanctioned racial segregation and political and economic discrimination against
nonwhites.

1952 Christine Jorgensen was a former Navy Private from The Bronx, NY who was the first widely
known individual to undergo sexual reassignment surgery.

1954 The Supreme Court unanimously decides in Brown v. Board of Education that segregation
in education is inherently unequal

1955 Rosa Parks refuses to give up her seat at the front of the “colored” section to a white
passenger and is arrested. In response the Montgomery Bus Boycott begins and lasts over a
year until the busses are desegregated.
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 KEY MOMENTS IN HISTORY DAY 1
1961 Freedom Rides organized by the Congress on Racial Equality (CORE) brought black and
white protesters to the South to protest segregation in public facilities

1961 The National Indian Youth Council is formed by Native Americans to advocate for native
rights.

1962 Maxwell Courtney is the 1st Black undergraduate student enrolled at FSU.

1963 Jacquelyn Dupont-Walker is the 1st Black female undergraduate student at FSU.

1963 Influenced by her Japanese American family's internment and her association with Malcolm
X, Yuri Kochiyama advocated for many causes, including Black separatism, the anti-war
movement, Maoist revolution, reparations for Japanese-American internees, and the rights
of people imprisoned by the U.S. government for violent offenses whom she considered to
be political prisoners.

1965 Civil rights workers marching for voting rights are stopped at the Pettus Bridge by police
who use tear gas, clubs, and whips against them. Dubbed “Bloody Sunday.”

1965 Two early leaders of the Farmers Movement, Dolores Huerta (Chicana & Founder of
Agricultural Workers Association) and Larry Itiong (Filipino) worked together to organize
unions in the fields for strikes. Later, Mexican American labor leader, Cesar Chavez,
organizes the United Farm Workers to strike and change the terrible working conditions of
migrant workers.

1965 Fred Flowers is the 1st Black athlete at FSU.

1965 Malcolm X is assassinated.

1966 The Black Panther Party is founded in Oakland, California. SNCC calls for U.S. withdrawal
from Vietnam.

1967 Congress passes the Voting Rights Act of 1965, outlawing poll taxes, literacy tests, and
other measures used to prevent blacks and Latinos from voting, thus making it possible for
Southern Blacks and Latinos to register to vote.

1967 Lawrence Alan Gonzalez is the 1st Latino President of the Student Government
Association (SGA) at FSU.

1968 In Loving v. Virginia the Supreme Court rules that prohibiting interracial marriage is
unconstitutional, forcing 16 states that still banned interracial marriage to change their laws.

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 KEY MOMENTS IN HISTORY DAY 1
1968 The Black Student Union is formed at FSU.

1968 Tonya A. Harris is the 1st Black faculty member at FSU.

1968 Martin Luther King Jr. is murdered by racist James Earl Ray. African Americans riot in 168
towns and cities across the United States.

1969 Stonewall riots broke out in Greenwich Village New York, because of police brutality against
the gay community, sparking the gay liberation movement, by founding the Gay Liberation
Front and the Gay Activist Alliance. Marsha P. Johnson, self-identified activists and drag
queen, was one of the most prominent figures in the riot.

1969 The People’s Coalition for Gay Rights is formed at FSU.

1969 Shirley Chisholm, Democrat of New York City, was the first black woman elected to
Congress and later in 1972, she was first black candidate for a major party's nomination.

1969 On June 13, 1969, The National Association to Advance Fat Acceptance (NAFFA) was
formed by Llewellyn Louderback and William Fabrey.

1970 President Johnson signs the Civil Rights Act of 1968, outlawing discrimination in financing,
sale and rental of housing.

1970 Doby Flowers is the 1st Black Homecoming Princess at FSU.

1970 James L. “Jack” Grant is the 1st Black male to join FSU faculty.

1972 FSU opens the Office of Minority Affairs.

1972 The Equal Rights Amendment introduced in 1923 was overwhelming approved by Congress
but was not ultimate ratified by enough states to become law. The Equal Employment
Opportunity Act of 1972 is passed as well as Title 9 of Education Amendments.

1973 Charles Thompson is the 1st Black SGA President.

1973 American Psychology Association removes homosexuality from its list of mental disorders.

1973 The Gay Peer Volunteers is formed at FSU.

1978 Bobby E. Leach is the 1st Black Vice President of Student Affairs at FSU.

1980 Cecil Howard is the 1st Black Homecoming Chief at FSU.

1986 Zelda Zarco is the 1st Latina SGA president at FSU.

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 K Y MOMENTS IN HISTORY DAY 1
1988 Congress overrides veto by President Reagan to pass the Civil Rights Restoration Act
expanding anti-discrimination laws to private institutions that receive federal funds.

1988 ACT UP becomes a prominent direct action group calling national attention to the failure of
the government to address AIDS and price gouging by drug companies. This ushers a new
era of activism by lesbians, gay men, bisexual people, and heterosexual allies.

1990 President Bush signs the Americans with Disabilities Act of 1990, which prohibits private
employers, state and local governments, employment agencies and labor unions from
discriminating against qualified individuals with disabilities.

1991 Anita Hill testified about sexual harassment involving Supreme Court nominee Clarence
Thomas before the Senate Judiciary Committee, educating the nation and encouraging
many women to run for high office.

1991 United Auto Workers vs. Johnson Controls, the Supreme Court forbade employers from
excluding women from high-paying jobs that may involve risk to fetuses.

1991 After two years of debate, President Bush reverses his decision and signs the Civil Rights Act
of 1991, strengthening existing civil rights laws and providing for damages in cases of
intentional employment discrimination.

1996 Carla Gopher is the 1st member of the Seminole Tribe to graduate from FSU.

1996 Liza Park is the 1st Asian American president of SGA at FSU.

2001 Congress passes the U.S.A. PATRIOT Act with virtually no debate, giving the federal
government the power to detain suspected “terrorists” for an unlimited time period without
access to legal representation. Over 1000 Arab, Muslim, and South Asian men are detained
in secret locations.

2002 The Supreme Court upholds the use of race as one of many factors in admissions to colleges
and universities.

2004 The Integration Statue is revealed at FSU.

2008 Barack Obama is elected as the first Black president.

2008 On September 25, 2008, the President signed the Americans with Disabilities Amendment
Act of 2008 (ADAA), which emphasizes that the definition should be constructed in favor of
broad coverage of individuals to the maximum extent permitted by the terms of ADA and
generally shall not require extensive analysis.
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KEY MOMENTS IN HISTORY DAY 1
2012 The Black Lives Matter movement was born on February 26, 2012 following the shooting of
Trayvon Martin by a neighborhood watch volunteer George Zimmerman; the movement
officially starts when Zimmerman is later acquitted of murdering Martin.

2013 The Supreme Court rules that the 1996 Defense of Marriage Act (DOMA) is
unconstitutional.

2015 Same-sex marriage is legalized in the United States of America.

2015 President Obama appointed Raffi Freedman-Gurpsan to serve as an Outreach and

Recruitment Director in the Presidential Personnel Office, making her the first openly
transgender appointee to work inside the White House.

2015 Three UNC Students, Yusor Abu-Salha, Razan Abu-Salha, and Deah Barakat were killed in
an islamophobia fueled hate crime at their home in Chapel Hill on February 10th. 2015.

2015 #Sayhername was created to raise awareness for black female victims of police brutality and
anti-Black violence in the United States.

2015 Charleston church shooting occurs June 17, 2015; White supremacist, Dylan Roof, killed
nine in mass shooting/hate crime at the Emanuel African Methodist Episcopal Church in
downtown Charleston, South Carolina.

2016 Pulse Night Club Shooting occurs on June 12th; Omar Mateen, a 29-year-old security guard,
killed 49 people and wounded 53 others in a terrorist attack/hate crime inside Pulse, a gay
nightclub in Orlando, Florida.

2016 Alton Sterling, Philando Castile, Kisha Michael, India Beatty, Jessica Williams, & Korryn
Gaines die in fatal police shootings, reigniting the Black Lives Matters movement.

2016 Pedro Villanueva, Melissa Ventura, Anthony Nunez, & Raul Saavedra-Vargas die in fatal
police shootings.

2016 June 23, BREXIT (Britain Exits) occurs in which The U.K. Leaves the European Union.
Among the many reason speculated for BREXIT was the countries dislike of its recent influx
of immigrants.
2017 On July 27, Attorneys for the Standing Rock Sioux Tribe press charges against the Dakota
Access Pipeline (DAPL) for infringing on land treaties and threatening the nation’s water
supply. Easement of construction of DAPL was denied by a federal judge on August 22, 2017,
and DAPL owners file lawsuit against #NODAPL activists. The pipeline was completed in
April 2017.

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 KEY MOMENTS IN HISTORY DAY 1
2017 More than 700,000 Rohingya, a Muslim minority group that mostly live in the Rakhine
State, have fled Myanmar to neighboring Bangladesh in the wake of violence since August
2017.

2017 Micah Xavier Johnson killed five Dallas police officers during a rally to protest police
violence.

2017 On August 12, 2017, the Unite the Right white nationalist rally was held in Charlottesville,
Virginia leading to the injury of 19 individuals and the death of Heather Heyer.

2017 #MeToo movement coined by Tarana Burke takes off virally in October 2017 as a hashtag
used on social media in an attempt to demonstrate the widespread prevalence of sexual
assault and harassment.

2017-2018 President Donald Trump Signs executive order titled “Protecting the Nation from Foreign
Terrorist”; this initiated his “Muslim Ban” Policy which he initially detailed in Dec. of 2015
where he bans citizens of seven Muslim-majority countries from entering the U.S. for at least
90 days and Syrian Refugees are banned indefinitely. The Supreme Court upheld the ban on
June 26, 2018.

2017 Donald Trump orders to reinstate the "Mexico City Policy", which prevents federal funds to
given to international groups that perform abortions or lobby to legalize or promote
abortion and the Transgender ban, excluding transgender people from military service.

2018 On February 1, a federal judge ruled it unconstitutional for Florida to ban felons from
voting.

2018 On February 14, 2018, a gunman opened fire at Marjory Stoneman Douglas High School in
Parkland, Florida, killing seventeen students and staff members and injuring seventeen
others.

2018 In May, the Trump administration enforces the policy of family separation and criminal
prosecution of border crossers. The administration reverses the decision in June 2018 and
replaces family separation indefinite family detention.

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 REFLECTION DAY 1

Prior to SJAT Day 2, please complete the following:

1) Read the Key Moments in History section from pages 21 -25.

Which of these historical moments stand out to you? Why?
2) What have you observed in the media, news, policies, etc.
related to the content delivered in SJAT Day 1?
3) Read the article: Aspiring Social Justice Ally Development: A
Conceptual Model (Edwards, 2006). You will receive the
article via email following SJAT Day 1 from the facilitators.
NOTES

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 NOTES
REFLECTION: KEY MOMENTS IN HISTORY

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 NOTES
REFLECTION: OBSERVATIONS

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 NOTES
REFLECTION: NOTES FROM ARTICLE

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 NOTES

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SOCIAL JUSTICE ALLY TRAINING DAY 2

OVERVIEW OF DAY 2:
Social Identities
Dominant & Subordinated Groups
Cycle of Socialization
ALLY Characteristics & Development

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 SOCIAL IDENTITIES DAY 2

Created for WOST 187/Fall 2005/ adapted from Lyon, Catalano, Shasko, & Runell of the School of Education, Social Justice Edu

Social Identity Categories Examples

White, Black, Latina/o/x, Asian/Pacific Islander, Desi, Arab, Native

Race
American, Biracial, Multiracial, Multicultural

Anglo, Dutch, African-American, Cuban, Chicana/x, French, Lakota,

Ethnicity
Navajo, Irish, Puerto Rican

Heterosexual, Bisexual, Lesbian, Gay, Queer,

Sexual Orientation Questioning

Religion or Spiritual
Christian, Jewish, Muslim, Hindu, Bahai’l, Agnostic, Atheist
Affiliation

Socioeconomic Status Owning Class, Upper Class, Middle Class, Working Class, Poor

Age Young Adults, Middle Age Adults, Adolescents, Child, Senior/Leader

Gender Man, Woman, Trans Man, Trans Woman, Gender Queer

Sex Male, Female, Intersex

National Origin/Citizenship United Sates, Japan, Ireland ,Barbados, Dominican Republic

Physical/Psychological/
Abled Bodied, Living with a Disability, Living with Chronic Disease
Mental/Learning ability

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 SOCIAL IDENTITIES DAY 2

SEX
•
NATIONAL
ORIGIN RACE
• •

AGE ETHNICITY
• •

YOU
ABILITY RELIGION
• •

SOCIO-
ECONOMIC SEXUAL
CLASS ORIENTATION
•
•
GENDER
IDENTITY
•

NOTES

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 DOMINANT GROUPS DAY 2
DYMANICS FOR DOMINANT GROUPS
• Have greater access to resources, power, and privilege.
• Set the norms and standards.
• See self as just “normal”.
• Receive privileges whether want them or not.
• Have limited awareness of own privileges or being part of the dominant group.
• Have limited awareness of the extent of marginalization/oppression faced by
subordinated groups.
• Assumed to be a leader, credible, and competent; given the benefit of the doubt.
• Determine what is “the truth” or “the reality”
• Are seen, and like to be seen, as an individual, not as a part of a social identity group.
• Have a sense of superiority and entitlement.
• Often prefer to focus on their subordinated identities.
• Other

How have you thought, acted, or been treated in one of these ways as someone from a
dominant group?

Give these patterns of behavior, what might you want to think about or do to increase equity
and inclusion?

Diane J. Goodman drdianegoodman@gmail.com www.dianegoodman.com

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SUBORDINATED GROUPS DAY 2
DYNAMICS FOR SUBORDINATED GROUPS
• Have less access to resources, power, and privilege.
• Seen as less than, inferior, deficient, or deviant.
• Have their truth and experiences questioned, dismissed, or invalidated.
• Know about the dominant group and the dominant culture as well as their own social
group and culture.
• Feel hyper visible or invisible.
• Are blamed, suspected, and penalized; not given the benefit of the doubt.
• Are often subject to violence or threat of violence.
• Are seen as part of a social identity group or as representative of their group, not as
an individual.
• Employ various survival strategies e.g. hide or minimize their social identity to fit in
and avoid oppression, suppress anger about their oppression.
• Often struggle with finding a balance between who they are and who they feel they
need to be to be “acceptable”.
• May internalize the dominant societal messages about the inferiority of their group.
• Often find it difficult to focus on their dominant identities.
• Other

How have you (or someone you know) thought, acted, or been treated in one of these ways as
someone from a subordinated group?

Give these patterns of behavior, what might you want to think about or do to increase equity
and inclusion?

Diane J. Goodman drdianegoodman@gmail.com www.dianegoodman.com

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CYCLE OF SOCIALIZATION DAY 2

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CYCLE OF SOCIALIZATION DAY 2

Cycle of Socialization is often times:

1. Pervasive (coming from all sides and sources)

2. Consistent (a predictable system)
3. Circular (self-supporting)
4. Self-perpetuating (intra-dependent)
5. Invisible (unconscious effort)

THE BEGINNING; FIRST

SOCIALIZATION
The First
Select one of your social identities, Beginning Socialization
and write down 10 examples of what
you have learned from others about
this part of your identity.

NOTES

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CYCLE OF SOCIALIZATION DAY 2

INSTITUTIONAL AND CULTURAL

SOCIALIZATION; ENFORCEMENT

Write down examples of how Institutional

institutional and cultural and Cultural Enforcement
Socialization
experiences have influenced your
perception of certain social
identities.

NOTES

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CYCLE OF SOCIALIZATION DAY 2

RESULTS

Choose a societal problem based on a social identity. Trace its roots

through the Cycle of Socialization.
NOTES

DIRECTION FOR CHANGE & • Direction

Results for Change
ACTIONS • Actions

NOTES

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Teachings for Diversity and Social Justice, Second Edition, Routledge, 2007

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CHARACTERISTICS OF AN ALLY DAY 2
CHARACTERISTICS OF AN ALLY
ALLY- a member or the agent social group who takes a stand against social
injustice directed at target groups.

Characteristics of an Ally

 Feels good about own social group membership; is comfortable and proud of own
identity
 Takes responsibility for learning about own and target group heritage, culture, and
experiences, and how oppression works in everyday life
 Recognizes that unlearning oppressive beliefs and actions is a lifelong process, not a
single event, and welcomes each learning opportunity
 Listens to and respects the perspectives and experiences of target group members
 Acknowledges unearned privileges received as a result of agent status and works to
eliminate or change privileges into rights that target group members also enjoy
 Is willing to take risks, try new behaviors, act in spite of own fear and resistance
from other agents
 Takes care of self to avoid burn-out
 Acts against social injustice out of a belief that it is in their own self-interest to do so
 Is willing to make mistakes, learn from them, and try again
 Is willing to be confronted about own behavior and attitudes to consider change
 Is committed to taking action against social injustice in own sphere of influence
 Understands own growth and response patterns and when they are on a learning
edge
 Understands the connections among all forms on social injustice
 Believes they can make a difference by acting and speaking out against social
injustice
 Knows how to cultivate support from other allies

Adapted from: Adams, Bell, and Griffin, Teaching for Diversity and Social Justice, 2nd Ed., Routledge, 2007.

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 ALLY DEVELOPMENT DAY 2
ASPIRING ALLY IDENTITY DEVELOPMENT
ASPIRING ALLY FOR ASPIRING ALLY FOR ALLY FOR SOCIAL
SELF-INTEREST ALTRUISM JUSTICE
Motivation Selfish-for the people I Other-I do this for them Combined Selfishness- I
know and care about do this for us
Ally Ally to a person working Ally to target group working for Ally to an issue
to…Relationship over members of the target members of the target group Working with members of
with Members of group the target group
Oppressed Group
Victims of Individuals with personal They are victims All of us are victims—
Oppression connection are or could be although victimized in
victims- my daughter, my different ways in
sister, my friend inequality
Focus of Problem Individual- overt Others from the agent group System
perpetrators
View of Justice These incidents of hate are We need justice for them We need justice for all
exceptions to the system of
injustice
Spiritual or Moral I may be simply following I believe helping others is the I seek to connect and
Foundation doctrine or seeking spiritual right thing to do liberate us all on spiritual
self-preservation and moral grounds
Power I’m powerful- protective I empower them- they need my Empower us all
help
Source of Ongoing Motivator (my daughter, • Dependent on Sustainable passion- for
Motivation my sister, my friend) must acceptance/praise from them, for me, for us, for
be present other the future
• Easily derailed by critique
by other
• Often leads to burnout
Mistakes I don’t make mistakes- I’m a Has difficulty admitting Seeks critique as gifts and
good person, and mistakes to self or other- admits mistakes as part of
perpetrators are just bad struggles with the critique or doing the work and a step
people exploring own issues- highly towards one’s own
defensive when confronted liberation- has accepted
with own behavior own isms and seeks helps
in uncovering them
Relationship to Not interested in the Aims to be an exception from Seeks to escape, impede,
System system- just stopping the the system, yet ultimately amend, redefine, and
bad people perpetuates the system destroy the system
Focus of the Work Perpetrators Other members of the My people- doesn’t
dominant group separate self from other
agents
Privilege Doesn’t see privilege- wants Feels guilty about privilege and Sees illumination of
to maintain status quo tries to distance self from privilege as liberating and
privilege consciously uses unearned
privilege against self

Edwards, K. E. (2006). Aspiring social justice ally identity development: A conceptual model. NASPA Journal, 43(4), 39-60

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FACILITATING DIALOGUE
STRAIGHT A’S FOR FACILITATING DIALOGUE ABOUT DIVERSITY AND SOCIAL JUSTICE
AFFIRM—Affirm and appreciate people’s comments and questions.
• Thank you for asking that question. I’m sure others are wondering about it too.
• Great point. That’s important to consider.
• I appreciate you taking the risk to share that with us.
• I appreciate your willingness to stay open and consider other perspectives.
• I know this isn’t easy to think or talk about. Thanks for doing the hard work.

ACKNOWLEDGE—Acknowledge what people are saying. Make sure you understand what they’re expressing.
Paraphrase their words and feelings. Acknowledge areas of agreement or commonalities with others.
• I’m hearing you say that… Is that correct?
• It sounds like you feel…
• So from your perspective…
• It seems like you’re both concerned about…. even though you’re approaching it differently.
• Those are both good examples of the effects of racism because…

ASK—Ask questions to better understand individuals’ behavior and perspectives and to help them reflect on their
views.
• Can you tell me more on how you came to think of that?
• What experiences lead you to that belief?
• How would you make sense of …?
• What would it mean for you if this were true?
• How were you feeling when?

ADD—Add more information, historical/social/political context, or alternative explanations. Challenge

misinformation, broaden people’s perspectives, address differences in power and privilege, and put issue in a
larger context.
• This research study found that…
• What institutional policies might have contributed to these inequalities?
• Let’s consider how the history of…. has impacted what we see today.
• How might people’s social identities affect their experiences in this institution?
• What are some other explanations for this?

ASSESS and ADDRESS—Assess individual and group dynamics and your own internal and external responses
and decide how to address it. Notice people’s reactions, body language, degree of participation, tone in room.
Reflect on your own behavior and feelings.

To the group:
• People are very quiet. I’m wondering what’s going on.
• People seem restless. Do you need a break?
• I notice you just had a reaction. Could you tell what happened for you?
• I’m noticing that people are interrupting each other. We agreed that we’d let people finish their
thoughts before someone else spoke.
To self:
• I’m starting to get tense and more aggressive. What’s triggering me?
• This person is reminding me of the stereotype. I need to refocus on their full humanity.

Diane J. Goodman, Ed.D www.dinanegoodman.com drdianegoodman@gmail.com

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INTERRUPTING COMMENTS
INTERRUPTING BIASED AND STEREOTYPIC COMMENTS
Remember: When people feel attacked, they become defensive and don’t listen. Keep your
tone non-confrontational and non-judgmental. Decide whether you want to simply stop the
comment or educate.

SOME POSSIBLE RESPONSES: (They can be used in combination.)

• PARAPHRASE (REPEAT BACK) what they said. It clarifies it for you and for them.
• EXPRESS EMPATHY AND COMPASSION. Listen for the feelings behind the
statement.
• ASK FOR MORE INFORMATION. Try to understand why people hold those views.
• CLARIFY-ask people to try and explain their comments, they often realize how silly
they sound
• CHALLENGE THE STEREOTYPE. Give information, share your own experience and/or
offer alternative perspectives.
• PROMOTE EMPATHY. How would they feel is someone said something like that about
their group or their friend/partner/child?
• EXPRESS YOUR FEELINGS when hearing the comment, and explain why you’re
offended or uncomfortable.
• SHARE YOUR OWN PROCESS. Talk about how you used to say, think, or feel similar
things but have changed.
• SEPRATE INTENT FROM IMPACT. Acknowledge that they may not have meant to be
offensive or that they would intentionally do something hurtful
• USE HUMOR. Exaggerate comment, use gentle sarcasm.
• TELL THEM THEY’RE TOO SMART OR TOO GOOD TO SAY THINGS LIKE THAT.
• APPEAL TO VALUES AND PRINCIPLES.
• POINT OUT WHAT THEY HAVE IN COMMON WITH THE OTHER PERSON-interest,
values, experiences, concerns.
• W.I.I.F.T. (What’s in it for them). Explain why diversity or that individual/group can be
helpful/valuable.
• POINT OUT POLICIES OR LAWS THAT PROHIBIT SUCH CONDUCT. Remind people
of their liability.

Adapted from, Diane J. Goodman, Promoting Diversity and Social Justice: Educating People from
Privileged Groups, 2nd ed., Routledge, 2011 dr.dianagoodman@gmail.com www.dianegoodman.com

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WHERE DO YOU GO FROM HERE? DAY 2

REACTIVE VS. PROACTIVE

Take moment to brainstorm examples of reactive approaches and proactive
approaches when considering what it means to be a social justice ally.
REACTIVE APPROACHES PROACTIVE APPROACHES

Where do you go from here? How does this apply to your role at the
university or in the community?

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WHERE DO YOU GO FROM HERE? DAY 2

As a social justice ally, what have you done or can do for the following items below?

Self-Understanding

Ally Actions

Creating Institutional and Cultural Change

Supporting Target Group Members

Support the Recruitment and Retention of a Diverse Student Body

Study and Improve Campus Climates

Advocate for Appropriate Course Work

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ACTION CONTINUUM DAY 2

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COMMITMENT STATEMENT

As a Social Justice Ally, I commit to taking three different action

steps in my home, school, work, or community….

1.

2.

3.

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SOCIAL JUSTICE ALLY TRAINING APPENDIXES

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MATRIX OF OPPRESSION

SOCIAL PRIVILEGED BORDER SOCIAL TARGETED SOCIAL ISM

IDENTITY SOCIAL GROUP GROUPS GROUPS
CATEGORIES
Race White People Biracial People Asian, Black, Latino, Racism
(White/Latino, Black, Native People
Asian)

Sex Bio Men Transsexual, Bio Woman Sexism

Intersex People

Gender Gender Gender Ambiguous Transgender, Transgender

Conforming Bio Men and Woman Genderqueer, Oppression
Bio Men and intersex
Women
Sexual Heterosexual Bisexual Lesbian, Gay Men Heterosexism
Orientation People

Class Rich, Upper Middle Class People Working Class, Poor Classism
Class People People

Ability/ Temporarily People with People with Ableism

Disability Abled-Bodied Temporary Disabilities Disabilities
People

Religion Protestants Roman Catholic Jews, Muslims, Religious

(historically) Hindus Oppression

Age Adults Young Adults Elder, Young People Ageism

Adultism
Xenophobia Naturalized Green Card Holders, Undocumented, Linguicism
Citizens Permanent Residents Refugees, Asylees

Teachings for Diversity and Social Justice, Second Edition, Routledge, 2007

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 OPPRESSION CHART
DOMINANT SUBORDINATED
RACISM
|
Whites People of Color and Multiracial People

SEXISM
|
Males Females

HETEROSEXISM
|
Heterosexuals People who are Lesbian, Gay. Bisexual, Queer, Asexual

GENDER OPPRESSION
|
Gender Conforming Biological People who are Transgender or Genderqueer
Males and Female(Cisgender)

CLASSISM
|
Upper Class People Middle Class People Working Class People Poor People

ABLEISM
|
Temporarily Able Bodied People People with Disabilities
or differently abled

RELIGIOUS OPPRESSION
|
Christians Jews, Muslims, Hindus, Atheist
and other religious minorities
XENOPHOBIA
|
Native Born People Non-Native Born People

AGEISM
|
Young and Middle Adults Children, Youth, Elders
Diane J. Goodman rdianegoodman@gmail.com www.dianegoodman.com

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 ADVOCACY & ACTIVISM
Adapted from, Diane J. Goodman, Promoting Diversity and Social Justice: Educati ng People from
Privileged Groups, 2nd ed., Routledge, 2011 dr.dianagoodman@gmail.com www.d ianegoodman.com

ADVOCACY & ACTIVISM

TERM DEFINITION EXAMPLES
Testifying before legislative
Influencing and/or changing public policy committees. Direct involvement
within a large public arena to promote with policymakers in articulating
Social Policy Advocacy
fairness and consistency. and drafting policy purpose and
(Toporek et al., 2009) goals for implementation
(Jansson, 2003).
Protests, civil disobedience, social
networking technology for
Direct action to change political and social
mobilization, boycotting, petition
Social/Political Activism structures. (Arrendondo &
drives, walkouts, strikes, sit
Perez, 2003)
downs, picketing (Sharp, 2010).

NOTES:

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ADVOCACY & ACTIVISM
Marian A. Lee, Tammy Jorgensen Smith, and Ryan G. Henry, 201 3

ADVOCACY & ACTIVISM

TERM DEFINITION EXAMPLES
Change on the part of individuals Empowerment through social support,
and groups, which require information, resources, workplace culture
Tuning Change
adjusting to existing social to adjust to the impact of global forces on
structures (Speer, 2008). the work environment (Speer, 2008).
Increasing the cooperative atmosphere in
Increase of assets (knowledge,
school through more student/ parent
wealth and social resources) in real
input but overall, the decision-making
Incremental Change terms but the share or proportion
power of the teachers and administration
does not change in relation to the
remains proportionally the same (Speer,
larger system (Speer, 2008).
2008).
Mobilizing citizens to define debate on
Individuals or populations alter
community infrastructure maintenance
relative proportion of assets in
and shift a greater proportion of the local
relation to the larger systems
government budget in relation to the
(Speer, 2008). Recognizing and
overall budget to address this concern
changing cultural or institutional
(Speer, 2008). Reform healthcare system
barriers that impede well-being
infrastructure from one that medicalizes
(Ratts, 2009). Using power to
mental and public health issues to one
Structural Change change institutional structures
that recognizes the connection between
(government, political and private)
justice and wellness and responds
to ensure policies, laws and
accordingly with changes in policy and
practices are more just and
procedures for treatment (Durenberger &
equitable in order to fulfill
Foote, 1993). Civil Rights Movement
individual and collective needs
which replaced state segregation laws
(Speight & Vera, 2004;
with national civil rights legislation
Prilleltensky, 2008).
(Graham, 1990).

NOTES:

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ADVOCACY & ACTIVISM Marian A. Lee, Tammy Jorgensen Smith, and Ryan G. Henry, 201 3

WHAT YOU CAN DO

Activity Description
Expert Testimony/Policy • Expanding rights and benefits by testifying in support
Research (policy advocacy) or opposition to legislation or policy initiatives,
providing direction on how public officials might
achieve goals with regard to policy/legislative
initiatives, challenge misperceptions of public policy
issue (Task Force, 1986)
• Protect existing funding streams (McNutt, 2012)
• Framing issues in terms of effect on constituents,
composing concise written statements for distribution
to legislators and media, presenting policy research
findings (Lee, et al., 1994)
• Challenge prevailing assumptions, raise new issues
(Phillips, 2000)
Policy Formation and • Identify and define problem; Analyze current policy,
Evaluation (policy advocacy) bring stakeholders together to decide on optimal plan
of action, develop a plan and prescription for acting on
problem, organize expert testimony and interest group
support,
• gain sanction from relevant officials and legislators for
plan of action, Implement policy to targeted
constituency and evaluate impact of policy, suggest
changes to increase effectiveness (Task Force, 1986)
• Condense, interpret and disseminate policy/legislative
initiatives in meaningful form (Wolff, 2000)
• Acquire and process data to validate policy/legislative
goals, develop and promote legislative proposals
(DeLeon, et al., 1984)
• Manage bills through the legislative process, establish
relationships with committees and subcommittees
responsible for policy issues, organize conferences on
policy/legislative initiatives, Research federal laws
impacting policy/legislative initiatives (Lee, et al., 1994)

NOTES:

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ADVOCACY & ACTIVISM
__________________________________________________________________
Marian A. Lee, Tammy Jorgensen Smith, and Ryan G. Henry, 201 3

WHAT YOU CAN DO

Activity Description
Lobbying for Policy Change • Organize meetings with legislators and policy makers,
or Support (policy advocacy) frame issues on how affect office holder constituents,
disseminate relevant information to media outlets,
target committee and subcommittee members
overseeing legislation pertinent to policy/legislative
agenda, collaborate with other interest groups to
increase resources, cohesion and numbers for greater
influence, keep abreast of current legislation,
congressional hearings, media reports, political climate,
and other experts, advocates and special interest group
lobbying activities (Lee, et al., 1984)
• Coordinate grass roots or constituent support for
position to achieve an elected officials shift in stance on
issue, act as expert witnesses, attend conferences (Task
Force, 1986)
• Socialize and develop relationships with political
operatives, legislative staff and elected officials,
provide timely information to become credible resource
to those in positions of power to effect change
(Vincent, 1990)
• Gain knowledge of substance of policy and legislative
procedures, reduce complex data into simple, yet
informative memos and talking points within political
Organizing to change status • Petition drives, picketing, performance art, teach-ins,
quo (structural change vigils, overloading administrative systems, rent
activism) withholding, strikes, walk-outs, protests, marches,
blacklisting, slow downs, sit downs, dumping,
demonstrations (Sharp, 2010)
• Mobilizing volunteers, boycotting, fasting, being
arrested,
• nonviolent civil disobedience, community building

NOTES:

Marian A. Lee, Tammy Jorgensen Smith, and Ryan G. Henry, 2013

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 RESOURCES

CAMPUS OFFICES/DEPARTMENTS

 Center for Leadership & Social Change- http://thecenter.fsu.edu

 Center for Retention & Enhancement- http://care.fsu.edu/
 Dean of Students Department- http://deanofstudents.fsu.edu/
 Student Veteran’s Center- http://veterans.fsu.edu/
 Office of Equal Opportunity and Compliance- http://compliance.hr.fsu.edu/
 Police Department- http://www.police.fsu.edu/
 Student Disability Resource Center- http://www.disabilitycenter.fsu.edu/
 University Counseling Center- http://counseling.fsu.edu/
 University Health Services- http://uhs.fsu.edu/

CAMPUS PROGRAMS /INITIATIVES

 Diversity and Inclusion Councils- http://hr.fsu.edu/diversity/

 Multicultural Leadership Summit- http://thecenter.fsu.edu/MLS
 Report Bias & Discrimination- http:// thecenter.fsu.edu/Report-Bias-Discrimination
 Seminole Allies & Safe Zone Training- http://sga.fsu.edu/safe_zone/
 Social Justice Living-Learning Community- http://thecenter.fsu.edu/Programs/Social-
Justice-Living-Learning-Community
 TEDxFSU- http://thecenter.fsu.edu/Programs/TEDxFSU

CAMPUS POLICIES

 Affirmative Action- http://compliance.hr.fsu.edu/index.cfm?page=aa

 Americans with Disabilities Act- http://compliance.hr.fsu.edu/index.cfm?page=ada
 FSU EEO/Non-Discrimination Statement-
http://hr.fsu.edu/PDF/Publications/diversity/EEO_Statement.pdf
 Title IX of the Education Amendments of 1972 (Title IX)-
http://compliance.hr.fsu.edu/index.cfm?page=title_ix

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 RESOURCES

COMMUNITY

 Disability Rights Florida- http://www.disabilityrightsflorida.org/

 Family Tree Center (LGBTQIA) - http://www.familytreecenter.org/
 Florida Coalition Against Domestic Violence- http://www.fcadv.org/
 Florida Immigrant Coalition- http://floridaimmigrant.org/
 Tallahassee Human & Race Relations Council- http://www.talgov.com/ewd/ewd-race.aspx
 The Shelter- http://tallahasseeleonshelter.com/

ONLINE

 Allies for Change- http://www.alliesforchange.org/

 EdChange- http://www.edchange.org
 Human Rights Campaign- http://www.hrc.org/
 Immigration Policy Center- http://www.immigrationpolicy.org/
 Reducing Stereotype Threat- http://reducingstereotypethreat.org/
 Slavery Footprint- http://slaveryfootprint.org/
 Teaching for Change- http://www.teachingforchange.org/
 The Microaggressions Project- http://www.microaggressions.com/
 U.S Citizenship & Immigration Services- http://www.uscis.gov/

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 REFERENCES
Adams, M., Bell L.A., & Griffin, P. (Eds.). (1997). Teaching for diversity and social justice: A
sourcebook. New York: Routledge.

Bell, L. E. (1997). Theoretical foundations for social justice education. In M. Adams, L. Bell & P.
Griffin (Eds.), Teaching for diversity and social justice: A sourcebook (pp. 3-15). New
York, NY: Routledge.

Broido, E.M., & Reason, R.D. (2005). The development of social justice attitudes and actions:
An overview of current understandings. In R.D. Reason, E.M. Broido, & N.J. Evans
(Eds.), Developing social justice allies. New directions for student services, no. 110 (pp.
17-27). San Francisco: Jossey-Bass.

Department of Homeland Security, U.S Citizenship and Immigration Services. (2013).

Citizenship through naturalization. Retrieved from website: http://www.uscis.gov/us-
citizenship/citizenship-through-naturalization

Department of Homeland Security, U.S Citizenship and Immigration Services. (2013).

Permanent citizen alien. Retrieved from website:
http://www.uscis.gov/tools/glossary/permanent-resident-alien

Edwards, K. E. (2006). Aspiring social justice ally identity development: A conceptual model.
NASPA Journal, 43(4), 39-6

Hardiman, R., & Jackson, B. W. (1997). Conceptual foundations for social justice courses. In M.
Adams, L. Bell & P. Griffin (Eds.), Teaching for diversity and social justice: A sourcebook
(pp. 16-29). New York, NY: Routledge

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 REFERENCES
Microaggressions: Power, privilege, and everyday life. (2012). Retrieved from
http://www.microaggressions.com/

Reason, R.D., Broido, E.M., Davis, T.L., & Evans, N.J. (Eds). (2005). Developing social justice
allies. New directions for student services, no 110. San Francisco- Jossey-Bass.

Reason, R.D., & Broido, E.M. (2005). Issues and strategies for social justice allies (and the
student affairs professionals who hope to encourage them). In R.D. Reason, E.M.
Broido, T.L. Davis, & N.J. Evans (Eds.), Developing social justice allies. New directions
for student services, no. 110 (pp. 81-89). San Francisco: Jossey-Bass

Reason, R.D., & Davis, T.L. (2005). Antecedents, precursors, and concurrent concepts in the
development of social justice attitudes and actions. In R.D. Reason, E.M. Broido, T.L.
Davis, & N.J. Evans (Eds.), Developing social justice allies. New directions for student
services, no. 110 (pp. 5-15). San Francisco: Jossey-Bass.

Wijeyesinghe, C. L., Griffin, P., & Love, B. (1997). Racism: Curriculum design. In M. Adams, L.
Bell & P. Griffin (Eds.), Teaching for diversity and social justice: A sourcebook (pp. 82-
110). New York, NY: Routledge.

Adams, M., Bell L.A., & Griffin, P. (Eds.). (1997). Teaching for diversity and social justice: A
sourcebook. New York: Routledge.

Sue, D.W., Capodilupo, C., Torino, G, Bucceri, J., Holder, A., Nadal, K., & Equin, M. (2007).
Racial Microaggressions in Everyday Life: Implications for Clinical Practice. The
American Psychologist, 62 (4) 271-286

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CONTACT INFORMATION
CONTACT INFORMATION

SJAT WEBSITE
http://thecenter.fsu.edu/sjat

www.facebook.com/socialjusticeally

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