An Embrace race community conversation
In this hour-long conversation, featured guests Sarah Hannah Gómez and Megan Dowd Lambert share expertise and experience on 1) how to guide children to and through picture books with positive racial representations; and 2) how to support children in resisting or reading against problematic, racist content. They also take questions and comments. Access the video, resources and slides above. An edited transcript to the whole conversation follows. The Q & A starts towards the end of the transcript, HERE. And at the very end find a resource filled addendum to the Q & A, our guests' short responses to questions we ran out of time to answer live. Enjoy!
EmbraceRace: Welcome to this month's community conversation. We're thrilled to introduce you two our two guests. After a brief intro they will present for about 20 minutes and then we'll take questions.
This tip sheet came out of the EmbraceRace Community Conversation: Reading Picture Books with Children Through a Race-Conscious Lens. Download and share! For a deeper dive on this topic, watch the video of that presentation followed by community Q & A or read the transcript and resources. Big thanks to Megan Dowd Lambert for creating this tip sheet and to Megan and Sarah Hannah Gómez for sharing their expertise and experience for this conversation and for all the resources they curated.
I grew up the daughter of a White, American mom and an indigenous Mexican dad. They divorced when I was young, and my mom raised my brother and me in rural Wisconsin. For much of our childhood he and I were the diversity in our community. In those days, and even today, “Mexican” meant illegal or criminal. This had a significant impact on me, but it wasn’t one I was able to understand until I was much older.
My White mom couldn’t help me learn how to deal with my identity or even talk about it; she didn’t face the same issues. My dad was very relaxed talking about his racial identity and history and many of our talks focused on identity. Still, I had a hard time finding the right words to talk about my experience and the resources I found didn't feel right to me.
On a recent holiday weekend, I binge-watched Stranger Things and relished every throwback to the 1980s that the series pays homage to such as when we used to ride our bikes to friends’ homes, played Dungeons and Dragons for hours, listened to the Clash on our Sony Walkman, or rode our skateboards. For a Pakistani woman growing up in the 80s in a small New England college town, Stranger Things is more than just a walk down memory lane to a simpler time when there was a conspicuous absence of technology and today’s pervasive cultural anxiety. There was also a refreshing absence of turban-clad, villainous bearded men dressed in black, sporting machine guns, and shouting “Allahu Akbar!” The bad guy, thankfully, was not a Muslim terrorist in the series, but a scary other worldly monster.
This tip sheet came out of the EmbraceRace Community Conversation: Can we really raise inclusive kids in segregated neighborhoods? Download and share! For a deeper dive on this topic, watch the video of that presentation followed by community Q & A or read the transcript. Big thanks to Professor Brigitte Vittrup for discussing her work and experience with this community!
An EmbraceRace community conversation
Many parents want their children to embrace racial diversity and multiculturalism. Research shows that people who grow up in diverse neighborhoods and attend diverse schools express less racial prejudice and are more supportive of multiculturalism. However, neighborhood segregation means that many U.S. families live in racially homogenous neighborhoods and many children go to school mostly with same-race kids. In this session we discuss the importance of being color-conscious (rather than "not seeing color") and offer some ideas about how to foster inclusive attitudes in children - of all colors - who live and attend school in these homogenous environments.
In this hour-long conversation, first, Professor Vittrup presented what she’s learned and discussed the implications for raising kids. Next, EmbraceRace Co-founders, Andrew Grant-Thomas and Melissa Giraud, facilitated the Q & A with the community. Watch the video and find the tipsheet (linked above), read the transcript (below).
Only 1% of the children’s books published in the U.S. in 2016 featured Indigenous characters, and even fewer (1/4 of the 1% = 8 books total) were written by Indigenous authors.
“Most of what kids see in books today are best sellers & classics that stereotype & misrepresent Native people in history. There’s a lot of bias in them. The books that I recommend are ones that can counter that bias in several ways. One, they’re not stereotypical. Two, most of them are set in the present day, which is important in countering what we see in a lot of children’s & young adult literature, which says that we vanished, we didn’t make it to the present day, and of course we did.” -Debbie Reese, Nambe Pueblo, of American Indians in Children’s Literature
Growing up Black in a predominantly White church, I didn’t believe racism angered God. In retrospect, this is no surprise: the standard practice in Christian churches has been to push a message of unity at the expense of addressing deep-rooted issues of oppression. Common narratives within the church often echo the message, “We are all Christians, aren’t we? So put aside your differences. Focus on the goodness of the Lord!”
Consequently, I assumed that racism was outside of God’s realm of concern. How else to explain why my church leaders stayed clear of any discussion of race when Trayvon Martin and Michael Brown were murdered by police and when Sandra Bland died in police custody? I assumed that because my pastor didn’t focus on these issues, neither did God.
My family tells me that for several days after November 8th, I curled up on the couch and cried inconsolably. I barely remember that week, as I was frozen with terror for my family and other loved ones. When I told my children what had happened, my 11-year-old, an immigrant and Latinx child, asked if she should leave the country and go “home”.
An EmbraceRace Community Conversation
Professor Amber Williams
The challenges we face as a country and as communities around racial equity and racial inequality won’t be solved simply by increasing the number of cross-racial friendships among children (and adults, for that matter), but it certainly would help! Our guest for this Community Conversation was Professor Amber Williams who researches the why and how of cross-race friendships among kids.
In this hour long conversation, first, Professor Williams presented what she’s learned and discussed the implications for raising kids. Next, EmbraceRace Co-founders, Andrew Grant-Thomas and Melissa Giraud, facilitated the Q & A with the community. Resources are included in the edited transcript that follows.
ADVOCACY & ACTIVISM
PARENTING & MENTORING
RACE + ...
RACIAL & ETHNIC IDENTITY
SCHOOLS & EDUCATION
TALKING ABOUT RACE WITH KIDS