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Master’s Thesis

Peers for Equity and Eradicating (PEER)

A Peer-Educated Intervention to Address Systemic Racism in South Brunswick High School located in South Brunswick, New Jersey

Intervention Proposal

Anna Huang (uni: ah3740) Certificate in Comparative Effectiveness Outcomes Research Department of Sociomedical Sciences, Mailman School of Public Health, Columbia University. In partial fulfillment of MPH degree requirements, for graduation May 2021

Thesis Sponsor: Angela Aidala, PhD

Signature: ______Date: __April 8, 2021______

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In memory of Mr. Sean P Cannon (Sherman T. Potter) A lifelong learner, teacher, friend, and ally

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Preface/Author’s Note:

With the resurgence of the Black Lives Matter Movement in the midst of the pandemic in June of 2020 and more recently with the increase in violence against Asian-Americans, I decided I needed to take more concrete actions to demonstrate my attitudes towards systemic change especially in regards to racism in particular. Having grown up in a progressive and diverse town in Central New Jersey, I was not aware of how ignorant I was to the history of Black America and how injustice continues to have extensive and malevolent consequences for not only the people within the boundaries of South Brunswick but in the United States and the world as a whole. In response to my realization of the ignorance of race and racism in America that exists, evidenced by reading comments from members of my community on an online forum, I was motivated to take action to address systemic racism directly in my hometown. I originally wrote a list of action items to change the curriculum in South Brunswick High School (SBHS) including proposing a peer intervention to actively combat racism using a socioecological framework which became the intervention proposal thesis which follows. With the increased salience of anti-Asian American and Pacific Islander hate crimes in 2021, I became even more compelled to continue on this journey toward antiracism and abolishing . My personal archeology into the privilege I had in my proximity to whiteness and minimization of racial trauma, made me realize that I have been complicit in this narrative by assuming was the actions of fringe believers. Internalizing my experiences as a Chinese American, allowed the roots of white supremacy in the US to seethe under the surface of South Brunswick in secret under the guise of and tolerance. I now understand the necessity for an intervention such as the one proposed to truly abolish the structures of racism and the re-socialize the roots of white supremacy.

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Table of Contents Background and Significance ______5 Theoretical Framework and Methods ______10 Step 1: Logic of Risk Model of the Problem ______12 Step 2: Program Outcomes and Objectives ______17 Step 3: Program Design ______21 Step 4: Program Production ______23 Step 5: Program Implementation Plan ______39 Step 6: Evaluation Plan ______45 Limitations and Recommendations ______52 Conclusion ______54 References ______55 Appendices ______60 Appendix A: Logic of Risk Model ______60 Appendix B: Logic Model of Change ______62 Appendix C: Individual Behavioral Matrix of Change ______64 Appendix D: Interpersonal Environmental Matrix of Change ______66 Appendix E: Individual Level Methods and Strategies Matrix ______68 Appendix F: Interpersonal Level Methods and Strategies Matrix ______72 Appendix G: Intergroup Dialogue Example Lesson Plans ______75 Appendix H: Program Matrix for Implementation ______84 Appendix I: Methods and Strategies for Adoption, Implementation, and Maintenance ______86 Appendix J: Condensed Intervention Logic Model______88 Appendix K: Effect Evaluation Metrics and Survey Items ______90

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Background and Significance Since the inception of the United States of America, white supremacy, or the belief or theory that white people are superior to people of other race/ethnic groups, have been the pillars of American society. Since the first slave ships arrived in Jamestown in 1619 even before the conception of the United States, not much of white supremacy ideology has changed, which has contributed to one of the most pervasive public health issues today (Wright et al, 2020). Decades of research suggest health disparities exist in part due to racial and ethnic discrimination at multiple levels—internalized, interpersonal, institutional and societal—and are communicated both implicitly and explicitly. Direct and indirect effects of racial and discrimination are sources of chronic stress for non-white (Wright et al, 2020). This persistent stress has had major implications for chronic illnesses such as heart disease, diabetes, and hypertension (Brondolo et al, 2009). Beyond the physiological effects of racism on risk for disease, minoritized racial groups are also disproportionately burdened by mental illness such as depression, anxiety, and thoughts of suicide, some of which is related to cultural trauma as a result of historical , and some of which are related to inadequate access or provision of healthcare services (Baciu et al, 2017; Wright et al, 2020). According to the US Census Bureau, 24.9% of the identified as a racial or ethnic minority in 2020, with projections of more than half the US identifying as such by 2044 (US Census Bureau). With the rate of diversity increasing in the US and limited evidence of promising reform in the cultural and political spectrum to combat , the trend of increasing health and race disparities will continue to persist and widen.

Racism and 2020 The year 2020 displayed the ingrained system of racism in American society and its role in health disparities particularly with regard to racial minorities. The COVID-19 pandemic shed light on not only the flagrant shortcomings of health services and outcomes across race, but also the xenophobic roots associated with disease and cleanliness in American society, both of which are built by the ideals of white supremacy. Particularly for non-white identifying communities, the pandemic was a startling indicator of the structural injustices in healthcare, wherein Black and Indigenous identifying individuals are 1.4, and Hispanic or Pacific Islander identifying are Huang, 6

1.2 times as likely to die due to COVID-19 complications compared to their white counterparts (The COVID Tracking Project, 2020). These minoritized groups are also more likely to contract the virus and subsequently suffer severe sequelae that result in hospitalization. These disparities are based on a number of factors including having a higher probability of pre-existing conditions, which, as aforementioned, is correlated with chronic stress and shortage of healthcare access (Chowkwanyun & Reed, 2020). Health disparities for minoritized racial groups begin at birth, with the increased risk of low birthweight and infant mortality, then continue throughout life with barriers to accessing proper healthcare and adequate housing free of exposure to pollution and poor air quality among other hazards (Laurencin & Walker, 2020). Society often places the burdens of these health outcomes on the actions of the minoritized groups rather than their life circumstances and environments, which is a common trope conditioned through the lens of white supremacy. It does not encourage critical thinking about the implicit socialized by racism (Chowkwanyun & Reed, 2020). These implicit biases are especially dangerous within powerful spheres of influence such as policymakers and law enforcement, leading to disproportionate consequences for people of color and lessened sentencing for similar offenses for white perpetrators (Lehmann, 2020). Notably, with the murder of George Floyd, a 46-year-old Black man, on May 25th, 2020, toward the Black community became a salient issue. Although victims of police deaths in the US are majority White, Black people are disproportionately affected with a fatality rate 2.8 times higher than their White counterparts especially among those who are unarmed (DeGue et al, 2016). Additionally, anti-Asian sentiment was exacerbated in the American public as a result of Sino-phobic rhetoric promoted by US President Donald Trump associating Asian people with COVID-19. As of February of 2021, 3,795 hate crimes against Asian Americans were self- reported to the Stop AAPI Hate Organization, including the notable mass shooting in Atlanta, Georgia involving the deaths of 8 women at predominantly Asian-owned beauty parlors. This parallels the 150% increase in hate crimes against Asians reported to police from 2019 to 2020 (Takasaki, 2020; Anti‐Asian Reported, 2021). Additionally, about 39% of US adults express that it is more common for people to express racially insensitive views at the present time compared to before the pandemic, which includes instances of verbal harassment, shunning, and physical assault (Ruiz et al, 2020). The 17% greater rate of unemployment of Asian-owned businesses compared to their white counterparts as a result of the pandemic shift demonstrates Huang, 7 this shift in perspective against Asians (Amuedo-Dorantes et al, 2021). While Black lives continue to be oppressed by systemic police brutality, environmental injustice, and , Asian lives have also been violated by the same systems of white supremacy via overt racial violence and economic depravity. Instances of racism are often minimized because of Asian people’s perceived proximity to whiteness and “success” in American society, which contributes to erasure of sub-ethnic Asian groups and their unique experiences and socioeconomic demography (i.e. Filipinos, Burmese, South Asian, Bhutanese, etc.) (Le et al, 2020). This minimization of discrimination is associated with less financial and mental/physical health support for Asian-Americans, which also can contribute to widening health disparities (Le et al, 2020). Actively creating an anti-racist society is critical to public health and is a matter of life or death for the people who historically have been excessively targeted. With the addition of interpersonal and creating an environment of fear of police brutality and general mistrust of authority figures, it becomes clear that while introducing policies and incentives to reduce harm to non-white people, an entire overhaul of the cultural understanding of white supremacy and the legacy of and need to be addressed to create sustainable and comprehensive change.

Systemic racism in schools The importance of school experiences

The formation of racial identity and racialization begins in adolescents, which for most are in schooling institutions, which currently reflect the harmful realities of racial inequity in the US and globally especially for Black-identifying students (Yip et al, 2006). In the classroom, Black students often feel inadequate and excluded in science, technology, engineering, and math (STEM) classes, which is likely associated with underrepresentation in STEM fields, which can lead to decreased academic standing and a loss in a sense of belonging (Visintainer, 2020). Inequitable access to STEM courses in addition to a lack of support by faculty and administrators to encourage students of color to pursue sciences or join “Gifted” or international baccalaureate or Advanced Placement (AP) classes are also contributes to lack of academic success for students of color and reinforce structural racism (Visintainer, 2020). Students of color are also more at risk of in-school and out-of-school suspensions and expulsions compared to their white Huang, 8 counterparts, which affects their academic standing and proficiency (Scott et al, 2017). In South Brunswick High School, for example, Black students make up 8% of the total student body population, however only 6% of them take AP classes. In 2020, 21% were chronically absent, and 9% become suspended, which is triple the percentage of white students who become suspended (Ruth, 2020). Additionally, even though the average SBHS student scores in the 61st percentile on state testing, low-income and minoritized students score at the 22nd, exposing a widening achievement gap in recent years (Ruth, 2020). The comparative disadvantage continues in higher education as well. A qualitative study of Black college students reflecting on their experiences in high school revealed themes of structural racism such as body and tone policing, gatekeeping of grades and opportunities in addition to cultural erasure from the curricula (Leath et al, 2021). These feelings of incompetence in the classroom compounded with racial profiling from school and community officers reveal the pervasive patterns of violence, oppression, and inequity in school infrastructures. Oftentimes, these institutions shift blame from the systemic issues in educational policies to families and individuals of color instead, which implicitly maintains the structures of white supremacy. The cultural embeddedness of the ideology of white supremacy affects students of other race/ethnicity as well. In a school such as SBHS where non-white students make up 72% of the student body, but 54% of whom are Asian identifying, the influences of white supremacy are often misunderstood because of the perceived high academic performance of South and East Asian students (Ruth, 2020; Huang, 2021). In these situations, even white identifying students fall victim to white supremacy because of the perceptions of the Asian “.” There is evidence to suggest teachers are more likely to underrate white students and overrate Asian students compared to their blind-scored assessment levels, which demonstrates how bias of Asian superiority may affect white students’ performance and teachers’ perceptions (Shi & Zhu, 2021). The persistence in the belief of the “model minority” is also associated with undue stress for both South and East Asian students who may feel they are held to unrealistic standards, which is often ignored because of minimized racial trauma and can lead to increased rates of depression, anxiety, and suicidal ideation (Shi & Zhu, 2021). There is also evidence to suggest that the presence of Asian students in a classroom exacerbates achievement gaps that already exist between Black/white and Latina(o)/white students, emphasizing the idea that the “model Huang, 9 minority” narrative is maladaptive to students of all racial identities (Shi & Zhu, 2021). While it seems unlikely that white supremacy is the root of anti-black structural racism in this context, the damaging mental and physical outcomes associated with the “model minority” ultimately stem from biases of the white experience and the perceived threat Asian people pose in their attempt to become more proximal to whiteness (Bablack et al, 2016).

The need for school-based interventions Public education for children and young adults in the United States currently does not require lesson plans that highlight the contributions of non-white people or the fatal consequences of slavery and American imperialism (Kohli et al, 2017). Almost all standard curricula for students from kindergarten through 12th grade promote color-blindness that shy away from discussions about race and continue to teach pedagogy that otherizes and tokenizes Black, Indigenous, and other people of color while centering white, Anglo-Saxon narratives (Kohli et al, 2017). An initial needs assessment of South Brunswick High School teachers and students conducted via a qualitative focus group revealed that there is little to no purposeful encouragement of teachers to incorporate anti-racism into their pedagogy, with some teachers expressing fear of backlash from parents or other community members when deciding how to approach the topic of race and racism (Huang, 2021). Students expressed they were apprehensive about not being able to support their friends of color appropriately and that despite the cultural and ethnic diversity boasted by SB, there are seldom relationships that form across social identities and many occurrences of racial discrimination (Huang, 2021). Understanding how white supremacy and other systems of oppression influence the power dynamics of socialization and power especially within students’ own communities is a vital step to dismantling structures of racism and the ideology of white supremacy (Muller & Miles, 2017). The proposed intervention will utilize Intergroup Dialogue to increase discussion about race and structural racism that exists within SBHS and US systems more broadly. The target population for this intervention are the students of South Brunswick High School, which can be modified for further use for other adolescents in other areas given the expected outcomes of this program. Using the peer mentoring infrastructure that already exists in SBHS, this intervention will not seek to replace the mentorship that is already in place for students, but enhance their experiences with peer-to-peer connection through a better understanding of their social identities. Huang, 10

The proposed intervention is composed of multiple levels, which target both the individuals’ personal beliefs about racism in addition to the environmental factors from interpersonal peer/teacher interactions to change knowledge, attitudes, and beliefs about racism and change the quality of life for students of color who are negatively affected by them.

Theoretical Framework and Methods

An anti-racism intervention should target all aspects of a social ecological framework, which suggests that health issues are best prevented and addressed by intervening across multiple spheres of influence simultaneously (Bartholomew et al, 2016). While the scope of the particular program proposed does not address the larger organizational and policy tiers of the social ecological model, it is important to note the significance of their roles in upholding white supremacy nonetheless. The proposed intervention focuses on the adolescent life stage because this is the lifespan period in which individuals develop their identities and connections to their racial groups before experiencing the effects of such socialization in the larger world, which most often happens in young adulthood (Yip et al, 2006). Attending to this specific population at this developmental period considering all levels of the social ecological model is critical to shifting cultural norms about minoritized social identities that contribute to the disparities in deleterious health outcomes associated with minority race/ethnic status. The social ecological model is the theoretical underpinning of Intervention Mapping (IM), which is the framework that will be used to guide the proposed intervention (Bartholomew et al, 2016). IM utilizes the interconnectedness of the different levels in the social ecological model to pinpoint areas of weakness that could be mediated with an intervention. Visualizing the possible avenues through which an intervention can take place also encourages intervening at multiple levels, which has proven to have greater effect on decreasing the risk factors identified and increasing the effectiveness of the program (Bartholomew et al, 2016). This problem-driven approach focuses on outcomes related to the problem rather than exploration or generation of a theory and allows for a concrete solution to the given issue. IM uses a 6 step procedure to do so: 1) develop a logic model of risk from a literature review of the health problem; 2) using the logic model of risk, state expected program outcomes and objectives in a logic model of change; 3) design the program using evidence-based change Huang, 11 methods; 4) produce the intended program and draft materials, protocols, and plans accordingly; 5) create an implementation plan to lay out specific steps for meeting objectives performance measures/maintenance in its intended usage; 6) develop a preliminary evaluation plan with operationalized assessment measures. These steps need to be followed before implementation can begin, but should be revisited even after the start of the intervention to continually evaluate the effectiveness and specificity of each step and modify each plan accordingly.

Intergroup Dialogue overview Intergroup dialogue is the methodology used for the proposed intervention, given the fact that current standards of individual-based diversity and implicit bias trainings do not instill sustainable change in knowledge, attitudes, and beliefs about systemic racism. Popularized in the 1960s during the Civil Rights movement, implicit bias trainings or diversity trainings are now practiced by most Fortune 500 companies and university (Dobbin & Kalev, 2018). However, there is yet to be any substantial evidence in almost 1,000 studies that existing antibias training actually reduces bias in pre and post-test assessments. If any effect occurs at all, unconscious biases may have a weak immediate effect, but contribute to no sustained change in organizational culture (Dobbin & Kalev, 2018). Intergroup dialogue, however, has been evaluated among multiple institutions across the United States and has shown much more promising results in changing cultural attitudes and beliefs about diversity and social consciousness (Muller & Miles, 2017). Because existing implicit bias training alone does not have substantial effects on improving racial biases, a promising approach that emphasizes the need for constructive dialogue between social identity groups and encourages empathy and understanding is worth implementing and evaluating. Intergroup dialogue is “a process designed to involve individuals and groups in an exploration of societal issues about which views differ, often to the extent that polarization and conflict occur” (Dessel et al, 2006). This type of program brings a classroom of students together from two or more social identity groups led by cofacilitators using a curriculum integrating cognitive, affective, and behavioral dimensions of learning. The hallmark of this approach to resolving implicit biases relies on a critical-dialogic approach that explores commonalities and differences in and between social identity groups and encourages sustained communication and involvement to bridge differences to create deeper and more meaningful Huang, 12 levels of engagement (Zúñiga et al, 2007). This approach to mitigating biases has shown to have significant positive outcomes in empathetic perspective, reducing blindness to racial privilege, and blindness to institutional discrimination across multiple institutions across the (Muller & Miles, 2017). Intergroup dialogue is currently implemented in colleges and universities among young adults, however, the proposed intervention seeks to explore its effectiveness with adolescents and increase understanding of how transferrable such a program may be in attempting to change the broader culture surrounding white supremacy. With the success of intergroup dialogue programs established by previous studies, there is promise that the proposed intervention will make sustaining and important changes beyond the school to the broader South Brunswick community and their perception of racism and racial identities. Specific activities and theory behind the practice are elaborated upon in Step 4: Program Production.

Step 1: Logic of Risk Model of the Problem

The first step of IM is to create a logic model of the risk factors that ultimately result in the negative health outcomes associated with it dubbed the “logic of risk model” (Bartholomew et al, 2016). Creating this model reveals the needs of the community and lays out the reasoning behind the importance of the issue, which is also known as a needs and assets assessment. To develop the risk model, in addition to a thorough literature review of the subject matter to identify possible risk factors, qualitative phenomenological focus groups conducted separately for teachers and students were used to gauge the needs and assets that South Brunswick High School offers to its students regarding the issue of racism. The logic of risk model (Figure 1) is formed beginning with the adverse health outcomes and subsequent quality of life factors, and then continues toward the left identifying the behaviors that are considered risk factors that contribute to the health problems and then to the personal determinants, which are modifiable factors such as knowledge, attitudes, and beliefs, that influence those behaviors (Bartholomew et al, 2016). These behaviors and associated personal determinants are considered at each level of the social ecological model, beginning with the individual level, then subsequently the interpersonal, organizational, community, and policy levels. Huang, 13

As outlined in the previous section, the main health outcome associated with racism in schools and elsewhere are negative mental health and physical health associated with racial discrimination and racial disparities (Braet et al, 2013). These effects on mental health are also associated with increased incidences of self-harm, suicide attempts, and suicide deaths in addition to increased rates of mental health morbidity such as low self-esteem, depression, and anxiety (Servili, 2012; Sosoo et al, 2019). In the context of high schoolers, the quality of life consequences of these health problems include decreased quantity or quality of social interactions with family and peers as well as decreased academic achievement in schools and decreased school attendance (Pineda et al, 2007; Quiroga et al, 2013). These health problems are preceded by the behavioral and environmental factors that could logically affect the stated health outcomes.

Figure 1. Logic of Risk Model

Beginning at the individual level, effects of the ideology of white supremacy persists in the form of internalized racism, which is when non-white people hold the belief that they embody negative racial , values, and images perpetuated by white supremacy (David et al, 2019). For example, students of color may not seek help or support when they experience discrimination, and instead decrease usage of their ethnic languages (or African American Vernacular English) or even shun cultural practices and foods to appear more “American” (Akpan, 2019). These behaviors stem from the implicit beliefs that Whiteness (both in Huang, 14 appearance and behavior) is superior to others, and that proper support to combat such bias is unavailable; additionally, students of color are unaware of the negative effects of the mental strains and feelings of shame and guilt that come from enduring microaggressions and normalized racism (David et al, 2019; Pyke, 2010; Davis, 2015; Ong et al, 2013). All of these behaviors and beliefs exist in South Brunswick as evidenced by the “Black at SBHS” Instagram page, wherein many personal accounts have been posted about these experiences. For example, one Instagram post from a class of 2021 student described an experience where other students called him a slave and told him to “stop stealing things and stop failing classes” despite his better having higher grades than them. This is one of many accounts of racism on this social media platform that serves as an anonymous qualitative of racism in the South Brunswick High School environment. Adolescents’ experiences of interpersonal racism also contribute to the systemic racism, especially in terms of their teachers and peers when contextualizing these experiences in a high school setting. Interpersonal racism is when an individual from the privileged majority verbally, psychologically or physically abuses minoritized individuals (David et al, 2019). Although there are many factors that play a role in racism at the interpersonal level, the proposed intervention targets both minority and non-minority teachers as contributors to systemic racism by not providing adequate support or responding appropriately to students who experience racial discrimination (Neblett et al, 2003). Teachers and administrators also do not model race- sensitive behavior or actively respond appropriately to racial discrimination when encountering it, and often give disproportionate disciplinary consequences to students of color (Huang 2021; Ruth, 2020). The personal determinants that affect these behaviors include the lack of knowledge of how to support students who have these experiences or what these experiences may look or sound like (Dotterer et al, 2018; Raby, 2004). Preliminary findings from qualitative interviews I conducted with SBHS students and teachers reveal that both I agents at the interpersonal level fundamentally lack the knowledge and vocabulary to properly address and describe the phenomena and structures of racism and white supremacy (Huang, 2021). Although students and teachers at SBHS have heard of terms such as , discrimination, oppression, and other terms to describe racism, oftentimes these meanings are conflated or are defined differently by different people, making it difficult and frustrating to discuss issues concerning racism (Huang, 2021; Gorski, 2011). SBHS has the capacity and infrastructure to introduce a peer educated Huang, 15 program, and this social ecological level is one of the two points at which the proposed intervention will target. Pertaining to adolescents, the organizational level of change mostly focuses on the educational high school institution, in which conversations about race and social identities need to continue in the classroom. The behaviors of organizational agents, namely faculty and administrators, that contribute to maintenance of white supremacist ideology include teachers not informing students about racial injustice or utilizing relevant and social justice oriented works from diverse sources and writers (Amistad Act, 2002). In addition, the school community does not provide adequate resources to support students who experience racial discrimination, as evidenced by the lack of school clubs/classes that are specifically designed to increase knowledge of how to support each other through experiences of discrimination and cope with the emotions and cultural significance of systemic oppression. The personal determinants that affect these behaviors include not having adequate knowledge of racial injustice occurring at SBHS and not believing teaching about racial justice as a valuable usage of school time (Sue et al, 2009; Sleeter, 2017). The issue of systemic racism in the school setting has often been ignored, as evidenced by the lack of mandatory classes or curriculum requirements that teach about systems of oppression in this way. With the curriculum as it stands now, the SB school district demonstrates that racism issue is not a prioritized issue. Administrators and faculty can create a nurturing environment for minoritized students by utilizing teachers in facilitating discussion about white supremacy not only with students but with other faculty members. At the community level, a cursory glance at the South Brunswick Community Facebook page reveals that community norms (among both immigrant and white residents) do not encourage dialogue about racial discrimination and white supremacy (Pyke and Dang, 2003). Comments on this page reveal that any discussion about racism or experiences of racial discrimination are dismissed or opposed vehemently. For example when a petition was posted about introducing more anti-racist curricula to the school, the administrators of the group deleted the post because of the “political nature of the post”, and that “it wasn’t [for] the right time or place”. Such public comments invalidate adolescent experiences of discrimination and discourage them from seeking support and resources (Wang et al, 2019). The personal determinants that influence the negative behaviors include community members perceiving white supremacy as a taboo subject and additionally not perceiving racial injustice as a prevalent issue Huang, 16 within the community (Yancura et al, 2016). In order to truly change the narrative of white supremacy, the community needs to acknowledge the effects of this social, economic, and cultural system in order to shift the culture to be actively anti-racist. The policy and societal agents to achieve this change can include those at the federal level, but because the place horizon for the proposed intervention specifically targets SBHS, the organizations here include the South Brunswick School District (SBSD) and the New Jersey State Department of Education. The behaviors these societal agents display perpetuating white supremacy include not mandating an inclusive standardized curriculum centering around social justice that supports students of color as corroborated by the SBHS graduation requirements. Additionally, there seems to be no effort at implementing such an inclusive criteria neither from the School District or Department of Education. It may stem from the personal determinants that leadership of these entities have no knowledge of racial injustices in SBSD and/or do not have knowledge of how to implement such practices into the curricula. This initial needs and assets assessment and literature review was then converted into a “logic model of change,” in which the personal determinants and behaviors are flipped given there is substantial positive change in the at- risk group (Bartholomew et al, 2016). The logic model of change maps out the behaviors and determinants that would promote health which are then used to provide a basis for the intervention design. The proposed intervention seeks to enact change at both the individual and interpersonal levels using dialogue that promotes introspection about the systems that uphold structures of white supremacy as well as promotes relationship building with peers to dismantle misconceptions about racism and understand others’ experiences. Huang, 17

Step 2: Program Outcomes and Objectives

The second step of IM is specifying the program outcomes and objectives using the Logic of Change Model (Figure 2) to create matrices of change for each social ecological level where the program intends to intervene. The proposed intervention is designed to target individual and interpersonal levels with positive behavioral outcomes outlined in the Logic of Change that are used to direct the objectives that need to be met to successfully reach those outcomes. The behavioral outcomes at the individual level, and the environmental outcomes at the interpersonal level, are further broken down into performance objectives (PO) that must be achieved in order to achieve the desired outcome. The POs are then broken down again into specific behavioral determinants that can be changed (such as knowledge, attitudes, and beliefs) based in public health behavior change frameworks and theory (Bartholomew et al, 2016).

Figure 2. Logic of Change Model At the individual level, the outcome objectives are for 1) students of color to actively deconstruct feelings of internalized racism; 2) students of color to seek help or support from others when they experience racial discrimination; and 3) students of color to actively respond appropriately to racial discrimination/microaggressions when they encounter them. For brevity, only the first performance objective will be explained in full, with a sample matrix shown in Figure 3 below. The complete individual behavioral matrix of change is found in Appendix C. For the first outcome objective (1), three performance objectives are outlined which include: a) students of color identifying the need to understand their feelings of internalized racism, b) discussing their feelings of internalized racism openly with other students of color, and c) identifying resources (such as books, websites, podcasts, etc.) to help them overcome their Huang, 18 trauma from racial discrimination. The performance objectives allow program planners to transition from behavioral or environmental condition to a detailed description of its components achieved by changing the behavioral personal determinants as outlined by different theoretical frameworks (Bartholomew et al, 2016). Knowledge, Outcome Expectations, Self-Efficacy, and Attitudes were selected as the behavioral personal determinants to guide the change objectives or concrete goals individuals must meet in order to achieve the POs and subsequently the behavioral objective. For the first PO (a), the smaller goal of students being able to identify the need to understanding their feelings of internalized racism, or change objective is giving being able to give examples of internalized racism and how these examples affect their self-esteem and mental health, which are informed by the Knowledge construct, which is the understanding of health risks and benefits of behaviors and the information necessary to perform the behaviors, derived from the Social Cognitive Theory (Glanz et al, 2015).

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Figure 3. Individual Behavioral Matrix of Change Excerpt

At the interpersonal level, environmental outcomes were examined and specific behavioral performance objectives were outlined in the same manner as at the individual level. Two interpersonal agents were identified at the interpersonal level that affect students in the high school environment specifically: teachers and peers so two interpersonal outcomes for each of these agents are: 1) teachers provide support for students of color by modeling racially sensitive behavior and actively responding to instances of racial discrimination; and 2) peers respond appropriately (such as seeking faculty support, comforting students of color, defending or correcting their peers) to racial discrimination/microaggressions when they encounter them. These objectives are outlined in the Interpersonal Matrix of Change shown in Appendix D with an example matrix shown in Figure 4 below. Huang, 20

Figure 4. Interpersonal Matrix of Change Excerpt

To address the first behavioral objective of teachers providing support for students of color by modeling racially sensitive behavior and actively responding to instances of racial discrimination, three performance objectives were outlined: a) teachers identify the need to engage appropriately to racial discrimination/microaggression, b) teachers give appropriate consequences to students who engage in racial discrimination, and c) teachers actively engage in discussions with students in topics about race and racism. The environmental personal determinants used to inform the change objectives for each PO are Self-Efficacy, Perceived Barriers, Attitudes, and Knowledge. The change objective for the first PO (a) is informed by the Huang, 21 construct Self-Efficacy, which is the overall measure of the ability and confidence to perform a behaviors, derived from the Social Cognitive Theory (Glanz et al, 2015). The change objectives for PO (a) that demonstrate self-efficacy are teachers expressing confidence in their ability to respond appropriately to their students’ experiences with racial discrimination and expressing confidence in their ability to identify instances of discrimination.

Step 3: Program Design Step 3 focuses on the program design of the proposed intervention by breaking down the personal determinants that contribute to behavior change into tangible activities to achieve the change objectives outlined in Step 2. This step generates program themes, components, scope, and sequences, chooses theories and evidenced-based methods to address the program objectives, and selects practical applications for behavior change methods (Bartholomew et al, 2016). Step 3 begins with identifying the methods that will be used in the proposed intervention to target the various change objectives listed from Step 2. These methods are derived from constructs of various public health theories and are applied with different strategies that determine aspects of health behavior change (Bartholomew et al, 2016). The duration of the proposed intervention extends from the beginning to the end of the students’ first year of high school. Because SBHS already has a peer-facilitated program led by seniors geared toward freshmen to help them adjust to high school, integrating anti-racist curricula into the existing infrastructure is practical and cost/time efficient. The sequence of programming will follow a typical 9-month school year with Peer facilitators meeting during a regularly scheduled 1.5 hour class block every other day (which follows the normal SBHS school day schedule) with instruction from a qualified and trained teacher. Two PEER facilitators will meet with their specified freshmen group(s) five times a semester (approximately 1 to 2 times a month) during their physical education blocks over the course of the school year, following the 4 stages of intergroup dialogue, which is discussed further in the following section. Based on the main themes from the preliminary focus groups, findings suggest topics of race and racism are avoided in the school setting especially between different social identity groups because of fear of unwanted responses and responding incorrectly (Huang, 2021). In order to target this issue, the proposed intervention focuses on the individual and interpersonal (within students and between students/teachers) social ecological levels in the high school setting Huang, 22 delivered mostly through the vehicle of Intergroup Dialogue, which is uses methods and strategies through interpersonal channels with some mediated elements. Determinants for behavior change were specified at the targeted social ecological levels, and selected methods outlined in Bartholomew et al (2016) to change those determinants were identified to best fit the change objectives. For example at the individual level, the elaboration method, which is stimulating the learner to add meaning to the information that is being processed as derived from the Elaboration Likelihood Model, is used to change the personal determinant of knowledge as previously noted in Step 2 (Bartholomew et al, 2016). This method will be applied in an Intergroup Dialogue activity in the peer-facilitated group called the “Web of Oppression,” in which students of color identify examples of institutional and interpersonal racism and how they relate to internalized racism and feelings of inadequacy in addition to methods of how to interrupt these systems of oppression. This activity is implemented through an interpersonal channel using the Intergroup Dialogue vehicle and aims to achieve the change objectives of stating examples of internalized racism and its effects on self-esteem and mental health as well as how seeking support can be beneficial when faced with racial discrimination. The environmental determinants at the interpersonal level were mapped in a matrix as well. For example, one of the methods applied to the self-efficacy environmental determinant is direct experience, which is the process of encouraging knowledge acquisition through the interpretation of experience derived from the Theories of Learning (Bartholomew et al, 2016). The strategy applied is a Socratic seminar wherein students and/or teachers engage in dialogue, which will aid in achieving the change objectives to express confidence in engaging in conversation and gaining knowledge about race and racism. This strategy uses an interpersonal channel and the Intergroup Dialogue vehicle. An excerpt of the methods and strategies matrices is shown in Figure 5. The full individual and interpersonal methods and strategies matrix can be found in Appendix E. Huang, 23

Figure 5. Methods and Strategies Matrix Excerpt

Step 4: Program Production Step 4 of intervention mapping entails refining the program themes, scopes, and sequence as well as planning, drafting, and producing program materials (Bartholomew et al, 2016). This particular program focuses on a specific Intergroup Dialogue as the main vehicle of change, as outlined in Step 3 above, so the themes and sequences of activities over the course of the school year will be based on findings from the literature review and methodology for implementing Intergroup Dialogue programs. Each of the activities are built off of the various theoretical methods and practical applications identified in the Methods and Strategies Matrices at both the individual and interpersonal levels, and have specific primary and secondary messages that are meant to achieve the related change objectives outlined in Step 2.

Program Themes: The main theme of the proposed program is “Peers for Equity and Eradicating Racism”, which is derived from “The Peer Leadership Program” (Peer) program already in place at SBHS. Similar to the original Peer program, “Peers for Equity and Eradicating Racism” (all capitalized PEER) aims to utilize the knowledge of trained senior students, selected to aid their freshmen peers in their transition to high school. According to the SBHS Peer website, this program is meant to “help students at SBHS develop a sense of community among the diverse student body” Huang, 24

(Peer, 2021). However, insight I gained from preliminary qualitative assessments of students’ perceptions and experience of community development and diversity among the SBHS student body reveal that this program did not meet these aims. Main themes from expressed in informant interviews and student discussions indicate that students perceive substantial division between racial and ethnic groups within the SBHS community, which is exacerbated by perceptions of certain racial groups and their academic achievement or socioeconomic status (Huang, 2021). These themes were not always addressed in the existing Peer program because the facilitators were not trained thoroughly enough to address these issues in a meaningful way that would promote unity and trust within the small groups (Huang, 2021). The proposed, revised PEER program will focus on building trust and relationships within PEER groups by encouraging students to raise consciousness of their racial identities and build relationships across differences and conflicts through sustained communication (Zúñiga et al, 2007). The revised PEER’s main themes do not replace the original intent of the original Peer Leadership Program but instead focus on enhancing its goals and structuring activities and objectives specifically to combat individual, interpersonal, and structural racism in South Brunswick High School.

Program Scope and Sequence: This section addresses the feasibility of the intervention and time constraints of the intervention as well as the sequence of activities from training facilitators to program production and implementation. As mentioned, PEER2 will follow the same infrastructure as the existing Peer Mentorship Program, which currently includes senior grade level students who apply to become a Peer Leader, which is a regularly scheduled class seniors take over the year in place of regular physical education class. The freshmen students meet with their Peer Leaders during the freshmen’s regular physical education period every about two or three times a semester as the program currently runs. However, implementing PEER2 in this same basic format will involve meeting with the freshmen students 10 times over the course of the year in order to ensure sufficient time for the freshmen group to become comfortable with interacting and dialoguing with each other. Before these groups can take place, however, the teachers who direct the PEER2 program must first train in facilitating Intergroup Dialogue activities and become comfortable with Huang, 25 discussing issues of race with their students, as well as ensuring that activities are carried out and evaluated appropriately. After teachers are trained, senior PEER2 Leaders will then be trained, which will be a yearly occurrence as new senior members are incorporated into the program as former ones graduate. The following sections will describe the goals and elements of Intergroup Dialogue methodology as well as the activities involved in each stage of its four stage design. Specific program materials and strategies targeting the individual and interpersonal levels of behavior change will also be described.

Design of Intergroup Dialogue: The main goals of Intergroup Dialogue are to raise consciousness of students’ identities of both privileged and unprivileged groups and understand the effects of these relationships as individuals. Each Intergroup Dialogue group will be comprised of about 10-12 students from distinct social identity groups (across race, gender, sexual orientation, religion, and social class) that are specifically put into a group together to explore these avenues together. These groups will allow for discourse that aims for students to take into account the experiences of their social identity groups and examine the origins and effects of stereotypes and misinformation about themselves or others through a systemic lens (Zúñiga et al, 2007). In order to achieve these goals, relationships across differences and conflicts must be built through sustained communication across various social identities, which can lead to strengthened individual and collective capacities to promote social justice as well as knowledge improvement and belief change (Dessa et al, 2006). There are four main elements to structured learning in Intergroup Dialogue, the first of which includes sustained and intimate engagement across differences. Unlike traditional networking or diversity and inclusion workshops, Intergroup Dialogue targets engagement of participants by fostering equal status amongst social identities, which aids in moving from exposure or contact to real engagement (Nagda et al, 2006). This process is aided especially with the usage of peer instructional leaders because this power dynamic may allow for participants to feel more comfortable share their confusions and hesitant inquiries compared to the more professional relationship students may have with staff or faculty (Lopez-Humphreys, 2011). The activities are structured to encourage naivety or politically incorrect questions and dismantle stereotypes through individual discovery and group development. Huang, 26

The second element is explicit attention to issues using two main facets: content and process. Content requires group members to first come to the discussion with knowledge given to them prior through literature reviews, personal anecdotes, concepts, reflections, observations, and et cetera. This content is then applied to the process of dialogue, which includes but is not limited to intrapersonal and interpersonal interactions as well as reflections of experiential learning or exploration of controversial issues (Zúñiga et al, 2007). The third design of Intergroup Dialogue is intentional selection of structured activities and dialogic methods to support both content and process. These methods and strategies will be outlined explicitly in the next sections and are meant to introduce concepts and explore or reflect on experiences with social identities and societal dynamics between them. Dialogic methods in Intergroup Dialogue are built on suspending judgments, deep listening, identifying assumptions, and reflection and inquiry (Bohm & Kelly, 1990). Frameworks for this discussion include Harro’s Cycle of Socialization and Liberation (shown in Figure 6 below) as well as Nagda’s (2006) framework in bridging differences, which include appreciating differences, communicating critical self-reflection, and building alliances through collaborative thinking and collective action (Harro, 2000). Lastly, Intergroup Dialogue includes clear sequencing of dialogue and learning, which involves incremental introduction to content and process. At the individual level, this means moving from personal experiences to institutional processes by confirming participants’ lived and socialized experiences as valid knowledge and connecting those experiences to structural levels of oppression (Zúñiga et al, 2007). At the community or interpersonal level, this means moving from the idea of diversity to justice by first attending to the commonalities and differences in and across groups and proceeding to examine how these structures are built by social inclusion and exclusion, privilege and oppression, and agency or powerlessness (Nagda et al, 2006). This sequencing from perceived lower to higher risk activities is crucial to allow for students to become comfortable with each other before sharing, and allows for students to move from personal experiences to the analysis of systems of dominance and social power (Zúñiga et al, 2007).

Huang, 27

Figure 6. Harro’s Cycle of Socialization

Lastly, Intergroup Dialogue includes clear sequencing of dialogue and learning, which involves incremental introduction to content and process. At the individual level, this means moving from personal experiences to institutional processes by confirming participants’ lived and socialized experiences as valid knowledge and connecting those experiences to structural levels of oppression (Zúñiga et al, 2007). At the community or interpersonal level, this means moving from the idea of diversity to justice by first attending to the commonalities and differences in and across groups and proceeding to examine how these structures are built by social inclusion and exclusion, privilege and oppression, and agency or powerlessness (Nagda et al, 2006). This sequencing from perceived lower to higher risk activities is crucial to allow for students to become comfortable with each other before sharing, and allows for students to move from personal experiences to the analysis of systems of dominance and social power (Zúñiga et al, 2007). Huang, 28

With these critical design elements of Intergroup Dialogue in mind, the four stages of the intervention are better elucidated. A general overview of the stages are outlined in Figure 7 with sample activities listed as well. The proposed intervention follows these stages for each of the individual and interpersonal vehicles discussed in Step 3 and design intervention materials matrix (in Appendix G).

Figure 7. Four-Stage Design of Intergroup Dialogue (Zúñiga et al, 2007) Huang, 29

Individual Level and Interpersonal (Student) Level Materials and Strategies

As aforementioned, the main vehicle that will be used at the individual level to reach the change objectives is through Intergroup Dialogue, which will consist of ten 1.5 hour sessions overall throughout the school year facilitated by two senior PEER facilitators leading a group of 10-12 freshmen students comprised of varying social identities during their regularly scheduled gym period. PEER faculty directors will specify membership for each PEER group, ensuring that varying and multiple social/racial identities are included in each group to optimize intergroup contact for every student. The following section is a general template for the activities that will take place in each stage of Intergroup Dialogue and how they contribute to knowledge, attitude, and belief change at the individual level. For the proposed intervention, the main audience of the individual and interpersonal level in this section are the non-PEER Leader students at SBHS. With every session, an icebreaker activity will begin the session in order to reorient and reestablish group dynamics and familiarity, which is then followed by content and process that support dialogic methods as described by the Intergroup Dialogue design. Icebreaker activities can be found in the YPAR Curriculum (found in the references) or from any resources the facilitator and PEER directors deem appropriate (Oregon Health Authority, 2014).

Stage 1: Forming and Building Relationships These activities will comprise of the first 2 sessions during the first semester of the school year. The first stage introduces the group to the distinctions of dialogue from other forms of communication such as debate or conversation and begins the formation of relationships between group members (Hyde & Bineham, 2003). Nurturing personal relationship between group members creates a sense of informal learning spaces increases likelihood of connections between students outside of their conventional ingroups promote positive attitudes toward non- white students comfort in dialoguing (Shin, 2011).

Session 1- Group Introductions and Team Building This session will include activities that familiarizes students to the group, then work collaboratively on a challenging task, followed by a debrief of these activities as well as an introductory discussion on the value of discussing issues and race and racism. A detailed example curriculum and lesson plan are included in Appendix G. Huang, 30

The first activity is meant to allow for students of color at the individual level to tie their social identities with their names and allow for a deeper appreciation of the students’ own identities through personal archeology. Microaggressions toward people of color, especially those with untraditionally white names, are a source of racial discrimination that is often overlooked, so self-affirmation of the positive aspects of students’ names can mitigate some of the internalized racism they may have experienced in the past at the individual level (Connolly, 2002). Positive responses from other students in the group can also contribute to non-white students’ outcome expectations that there will not be negative consequences of exposing their “ethnic” name (Bartholomew et al, 2016). At the interpersonal level, this activity also models to students how to respond properly to these microaggressions or raise cultural awareness of different ethnicities, which contributes to positive attitude change (Bartholomew et al, 2016). The next team building activity allows students to assess group dynamics and aids in group members’ understanding of their collaborative styles and communication skills. Appendix G includes the “Blindfolded Tour” lesson plan, however any team building activity approved by the PEER director can be substituted in this time by the facilitator. After the activity is complete, a debrief of what made the activity difficult or easy as well as a discussion of what makes up a collaborative relationship with the entire group will follow. Debriefing allows for students to not only better understand their own communication abilities as well as those of other students, but also to build knowledge through critical thinking and experience (Network, 2019). The last portion of the session introduces the ideas and race and racism and allows for students to think about the value of discussing these issues. Discussions as a tool used in the Elaboration Likelihood model, encourages consideration of the topic in an informal way (Bartholomew et al, 2016). At the individual level, this allows students to reflect on their roles in discussing race and racial identity as well as an introduces this topic in the coming sessions (Shin, 2011). Interpersonally, discussion contributes to changes in knowledge and attitude about discussions regarding race and racial discrimination (Bartholomew et al, 2016).

Session 2- Team Building and Understanding Dialogue The second session builds upon the team group dynamics that were formed from the previous session and discerns dialogue from other forms of communication and how dialogue is integral in facilitating meaningful and sustained communication (Zúñiga et al, 2007). The first Huang, 31 activity involves understanding each of the student’s personal communication styles. A Myers- Brigg Type Indicator is a measure of personality type originally developed by Isabel Myers in order to facilitate better working relationships between healthcare professionals (Woods & Hill, 2020). This test is based on the idea that human behavior is attributable to individual differences in mental and emotional functioning or different ways in which individuals prefer to use their minds (Woods & Hill, 2020). At the individual level, understanding these components of their personality can aid in individuals’ ability and roles in dialoguing. Awareness of others’ communication styles as well as differences and similarities in personality can aid in collaboration and group development (Woods & Hill, 2020). The group then transitions into the content and process portion of understanding dialogue, specifically defining the key characteristics of dialogue and how this process differs from debate or conversation. The facilitators should emphasize how dialogue is distinct from other forms of communication and is used to promote vulnerability, reveal assumptions, reexamine positions, and explore multiple options (Hyde and Bineham, 2000). Moreover, facilitators should explicitly express how dialogue and discussions about race and racial oppression do not often lead to closure or a solution because of the nature of the issue (Hyde and Bineham, 2000).

Stage 2: Exploring Commonalities and Differences in Experience After group members feel comfortable with sharing and exploring their personal and social identities, differences and commonalities in experience can be assessed in the second stage through collaborative thinking and active perspective taking. This stage establishes a common vocabulary to explore the concepts related to race and racism including terms such as prejudice, white supremacy, racism, oppression, and interpersonal versus institutional versus internalized racism (Zúñiga et al, 2007). Membership within the various social identities of the group are explored and analyzed, awareness of differences in cultural and social experiences are established, and perspective taking of others’ experiences are encouraged.

Session 3- Contributions to Identity After the icebreaker activity, students will then engage in the “Cultural Chest” Activity (explained in full in Appendix G). This activity asks students to bring their own content to the dialogue with objects that personally represent their social identities. This structured activity Huang, 32 invites students to explore their multitudes of social identities through story telling. An explanation of each object in the student’s “chest” allows for critical reflection on the significance of the students’ identity and how their sense of self encompasses a range of social identities, which are multifaceted and distinct from any other student. (Zúñiga et al, 2007). A debriefing dialogue of this activity then follows to process the content presented and asks students to think about the commonalities and differences between each student’s “chest” as well as how some of these identities are more salient or invisible to society, and how cultural encourage or discourage the presentation of these identities. The interpersonal contact of this activity, or contact with members of stigmatized groups, targets the perceived barriers that prevent students from discussing of race and racism such as stigma of the topic or presence of members of differing ethnic identities (Bartholomew et al, 2016).

Session 4- Establishing Common Language and the Cycle of Socialization This entire session is used to establish the proper vocabulary and terminology for students to communicate their experiences effectively and accurately. Especially when discussing topics that are more taboo such as race and racism, people often associate different meanings to key concepts or terms based on their own life experiences and social identities (Wijeyesinghe et al, 1997). This session clarifies and definitions and meanings of vocabulary regarding racism such as differentiating between internalized/interpersonal/, oppression, discrimination, and prejudice, among other terms. The introduction of Harro’s Cycle of Socialization is also used to better understand how the key concepts relating to racism present themselves in the societal context and how they are perpetuated over time (Harro, 2000). Group members’ sharing and resolving conflicted meanings between these terms is critical for effective dialogue, which also recognizes that there are different ways of defining terms and no one is necessarily right or wrong (Zúñiga et al, 2007). Especially in the context of a school such as SBHS in which there are a majority of non- white students, a discussion of how political and social power play a large role in racism must be included, which may help students distinguish between individual acts of prejudice or discrimination and racism as a larger systemic issue (Gorski, 2011). Participation at the individual and interpersonal levels are crucial to changing knowledge in accordance to the Huang, 33

Diffusion of Innovations Theory, which seeks to explain how new ideas spread throughout a population (Bartholomew et al, 2016).

Session 5- Rewriting Stereotypes The last session of Stage 2 involves students to bring their own experiences to the dialogue as the content, which is then processed through interpersonal interactions and individual reflection on their own and other students’ experiences (Gorski, 2011). This session is encourages students to use motivational interviewing—which is providing a collaborative style of communication with particular attention to the language of change as posited by the Theory of Self-Determination—in order to change attitudes about students’ own social identities and the identities of others (Bartholomew et al, 2016). At the individual level, students revisit the multifaceted aspects of their identities and should now be able to use the key terms concepts from the previous session to express how their identities are influenced by structures of oppression and white supremacy. At the interpersonal level, this activity changes attitudes about non-white students’ experiences of racism through conscious regulation of impulsive stereotyping and prejudice. This involves forcing oneself to control impulsive negative reactions related to stigma from Theories of Stigma and Discrimination (Bartholomew et al, 2016). Debriefing this activity is imperative in this session to unpack the origins of these stereotypes and process how power and, privilege, and exclusion affect the everyday lives of students at SBHS (Network, 2019; Zúñiga et al, 2007).

Stage 3: Exploring and Discussing Race and Racism The third stage builds upon the previous stages and explores controversial issues about social identities and probes for deeper levels of thinking through dialogue and structured dialogue activities and debriefs. The proper vocabulary to understand the sociological systems and a common vernacular to communicate these systems to others combined with established informal relationships and trust between group members, more vulnerability on sensitive issues can be discussed in depth (Shin et al, 2011). Compared to Stage 2, this stage encourages deeper analysis of the systems of privilege, power, and oppression in addition to the exploration of the roots of conflicting perceptions and perceptions through informed inquiry and dialogue (Zúñiga et al, 2007). Huang, 34

Session 6- Active Listening and Learning The group members are eased into Stage 4 with this first dialogue using a Socratic seminar or “fishbowl” method. In groups involving multiple racial identities, white participants often enter these discussions with the desire to build contacts while participants of color enter these discussions seeking support and validation for their experiences as well as support to alter structures of discrimination and oppression (Duster, 1991). In these situations, white individuals may feel guilty and confused at the emotion and anger from their non-white counterparts and may lead to defensiveness and a sense of innocence from being removed of the systems of oppression, which is also known as white fragility (Duster, 1991). Non-white individuals, however feel disturbed by their more privileged group members’ limited knowledge and experiences and react accordingly (Duster, 1991). This fishbowl activity purposely divides the dialogue into subgroups wherein students of color are able to share their experiences free of the pressure to dilute their experiences and emotions in fear of white fragility, and white students are able to actively absorb and reflect this information without fear of backlash. A debrief after this activity to give students the opportunity to process this experience and communicate their feelings on the information absorbed between groups (Shin et al, 2011). At both the individual and interpersonal levels, this direct experience increases self-efficacy to engage in conversations about race and racism and changes attitudes when encountering these discussions.

Session 7- Changing Outcome Expectations This session focuses on changing outcome expectations and perceived barriers to combatting racism at both the individual and interpersonal levels. Outcomes expectations are the anticipated consequences as a result of performing the behavior as posited by Social Cognitive Theory, and perceived barriers are an individual’s assessment of the obstacles to behavior change defined by the Health Belief Model (Bartholomew et al, 2016). At the individual level, the exercise of role playing and using Forum Theatre to educate audiences provides dramatic relief to those who disproportionately experience racism. At the interpersonal level, peers are encouraged to reevaluate their environment by combining affective and cognitive assessments of how the presence or absence of a personal behavior affects one’s social environment, which in turn can help decrease perceived barriers to addressing racial discrimination (Bartholomew et al, Huang, 35

2016). Rooted in social justice, Forum theatre was developed in the 1970s specifically to catalyze critical dialogue on pressing cultural issues by allowing audience members to participate in the production by stopping the performance and suggest changes in dialogue or even taking the place of the characters (Manzi et al, 2020). This practice has had positive impacts in introducing social issues in medical education and is associated with increased confidence in identifying and responding appropriately to racial discrimination (Manzi et al, 2020).

Session 8- Reexamining History and Continued Learning In this session, individual and interpersonal determinants in knowledge about the erasure of non-white history and self-efficacy in the ability to fact check and learn independently are targeted. The gallery walk activity uses discussions to encourage consideration of Black and Indigenous history of the US as posited in the Elaboration Likelihood Model (Bartholomew et al, 2016). A gallery walk prompts participants to reflect and inquire on controversial or complex intergroup issues (Wijeyesinghe et al, 1997). In order to provide justice for people of color in the US, critical examination of the and erasure of Blackness should be centered in teaching history of American infrastructure and culture (Kohli et al, 2017). Increasing knowledge of historical roots for racism and racial discrimination will aid in overcoming internalized racial biases individually and increase empathy across differences interpersonally. This session also helps students overcome barriers in self-efficacy to find credible tools and resources to educate themselves about race and racism through guided practice and active learning. The exercise of retrieving the information presented before them in class will help to increase confidence for students to find credible sources to back their claims and check the claims of others when met with uncertainty about historical facts and figures. Additionally, the shared resource to refer to past resources in a group forum will promote continued learning and confidence in the ability to find reliable information for future reference.

Stage 4: Action Planning and Alliance Building The fourth stage then gives group members the chance to use their knowledge and collaborative prowess to develop an action plan to make tangible differences in combatting systemic issues in the school and community. These last two sessions explores methods of Huang, 36 moving from dialogue to action and bring closure to the dialogue experience with opportunities for continued learning and actions to promote social justice (Zúñiga et al, 2007).

Session 9/10- Planning for Change/Action and Reflection The learning and change objectives in session 10 are a continuation of those in Session, so how these sessions address the behavioral and environmental determinants will be addressed in tandem. In session 9, students will brainstorm methods to enact social change by using Harro’s Cycle of Liberation and the Social Ecological Model while session 10 applies these ideas and maps them into a specific project that they will see into fruition. This exercise aims to raise students’ awareness of avenues for what they can accomplish with specific goals of change in mind is the main goal of action planning using these frameworks as a guide (Zúñiga et al, 2007). The movement of dialogue to action is a critical step in moving along the action continuum toward diversity and social justice; focusing on how the power of youth collaboration in leading this movement is the key to successful action and justice (Ozer et al, 2020). Session 10 also incorporates a reflection session allows for students to gather closure for the entire program and encourage continued learning through experience (Network, 2019). This reflection serves to assess the tools students learned through PEER to dialogue across differences and the extent of empathy and comfort developed to discuss issues such as race and racism. Putting these skills into the action project affirms the experiences students have had for the duration of the year while the reflection allows for a final dialogue to provide closure for shared knowledge and experience the group has had together in understanding and moving toward social justice.

Interpersonal Level (Faculty) Level Materials and Strategies

Designated PEER faculty members will need to be trained in Intergroup Dialogue methodology and the curriculum described above before they are ready to choose students to act as PEER2 facilitators. After, PEER facilitators must then be trained in dialoguing about race and racism before they can conduct PEER groups. SBHS faculty currently has designated teachers who lead the existing Peer mentorship program, and they could plausibly stay in their positions assuming they are willing and able to commit to learning Intergroup Dialogue as well as educating themselves about race and racism, Huang, 37 their historical roots, racism as a structure of oppression, and the intersections of racism with other systems of oppression. PEER2 faculty leaders should not only be able to comfortably lead dialogue sessions about race and racism as expected of PEER2 facilitators, but they also need to use social justice framework and antiracist ideology in their interactions and policies in the classroom. This includes leading by example and actively responding appropriately to instances of microaggressions and racial discrimination. Creating specific protocols to address instances of racial discrimination (including microaggressions) in the classroom, that are known to students and faculty, is a method of implementation intention, which links if-then plans that link situational cues with responses that are effective in promoting equity and antiracism (Bartholomew et al, 2016). This in turn will increase self-efficacy to respond appropriately to manifestations of racism in the classroom, which should encourage a critical reflection of the roots of an aggressor’s intentions and motivations to react in the way they did (Gallo, 2017). For example, if a student (or any personnel in a school) makes a joke about the hair texture of a Black student, the teacher’s response should question their intentions by asking, “what do you mean by that?” , or “what information are you basing that on?” This response forces the aggressor to critically think about their words as a form of motivational interviewing and pay attention to the personal motivations and language they are using in the moment (Gallo, 2017; Bartholomew et al, 2016). Adding this questioning and framing consequences for racial aggression as a learning opportunity in a predetermined protocol rather than a punishment is necessary to promoting collaborative discussions between teachers and students as well as self-efficacy to appropriately respond in uncomfortable situations (Zúñiga et al, 2007).

Interpersonal Level (PEER Facilitator) Level Materials and Strategies The hegemonic structures in schools discourage open dialogue between students and faculty, which is why Intergroup Dialogue utilizes a peer facilitated approach to introduce and explore issues of race and racism (Zúñiga et al, 2007). As a PEER facilitator, the student must not only know the definitions associated with vocabulary about racism, oppression, and institutionalized privilege, but they must also understand current debates and struggles about their meaning and use (Zúñiga et al, 2007). PEER facilitators are as much a part of the dialogue process as the students they are facilitating; successful facilitation of Intergroup Dialogue Huang, 38 involves an acknowledgement of the learning process from all group members including facilitators, which only serves to increase the authenticity and depth of the dialogue (Zúñiga et al, 2007). Recruitment of potential PEER facilitators should be centered around readiness to learn and engage in democratic, active learning processes more than the previous experience or knowledge (Zúñiga et al, 2007). Because of the emphasis on collaborative learning in Intergroup Dialogue, it is imperative that facilitators are committed to this process. After recruited students successfully accept their positions as PEER facilitators, learning the stages of Intergroup Dialogue design and becoming acquainted with the other facilitators begins. The strengths and weaknesses of facilitators’ skills are assessed and engaging in first dialogues about Intergroup Design methodology also begin and continually reassessed throughout the program. A weekend retreat to continue forming relationships and understanding the dynamics between PEER facilitators provides opportunities for social comparison, which is a method from Social Comparison Theory that encourages observation of non-expert others in order to evaluate one’s own opinions and performance abilities (Bartholomew et al, 2016). This serves to increase knowledge of the individual facilitator’s social identities and how these intersections are impacted by societal structures of oppression and privilege (Zúñiga et al, 2007). Alliance- building and structured activities outlined in the lesson plans are also performed during the weekend retreat. Over the course of the year, facilitators will be expected to continue dialoguing with each other and themselves engaging in the structured activities outlined in the curriculum above during a designated class period. This block meets every other day for 1.5 hours led by a PEER faculty member to discuss and prepare for the upcoming session for freshmen students. When there are not impending sessions, PEER facilitators and faculty should utilize these periods to bring materials and resources about current events to dialogue about race and racism through consciousness raising and self or environmental reevaluation, which is combining both cognitive and affective assessments of one’s self-image with and without stereotyping beliefs as posited by the Transtheoretical Model of Change (Bartholomew et al, 2016). Discussions and activities can also include brainstorming of other activities to incorporate into the curriculum for future use or other structured activities that increase knowledge of power and privilege such as “Unpacking the Invisible Knapsack”, which also brings other intersectional minoritized identities such as Huang, 39 , gender, sexual identity, class, age, and etc. into perspective (McIntosh, 1988). An overview of PEER facilitator training design is included below in Figure 8.

Figure 8. PEER Facilitator Training Design (Zúñiga et al, 2007)

Step 5: Program Implementation Plan

This step of intervention mapping specifies plans for adoption, implementation, and maintenance of the intervention, which will help ensure the program is implemented as planned and sustainable in the future. Similar to Steps 2 through 4, a matrix of implementation is created beginning with the individuals or groups and the personal determinants that affect those behaviors (Bartholomew et al, 2016). However, unlike in previous steps, Step 5 focuses on the agents who will be adopting, implementing, and maintaining the program rather than those who are at-risk and the environmental agents that affect them. Performance objectives to enact successful adoption, implementation, and maintenance of the program are also outlined with specific change objectives to address each personal determinant. After, the methods and strategies for adopting, implementing, and maintaining the program using the personal determinants in the implementation matrix to guide the methods that will be used to address the change objectives and what vehicles and channels they will use (Bartholomew et al, 2016). Huang, 40

The proposed implementation plan is only preliminary with generalizations as to who the specific agents will be. After reading through and understanding the full scope of the intervention plan, people to enact the performance objectives will be specified. The main agents targeted in this step are the faculty and administrative staff at SBHS. These individuals are responsible for ensuring that the program not only becomes a mandatory program at SBHS but is also implemented with fidelity with the methods and strategies mentioned above and is maintained into the future.

Adoption The program must first begin with the decision to use the new intervention, which in the proposed intervention involves SBHS faculty adopting PEER into school programming as indicated on the school curriculum and school website. The key adopters of the program will be SBHS faculty in charge of the Peer Mentorship program that currently exists. These faculty must be encouraged to adopt the program view either their own volition or administrative pressure such as the SB District Board of Education or South Brunswick High School principals and administrators. The performance objectives that demonstrate successful adoption of the program involve changes to the SBHS curricula, which should be publicly available to potential and current students as well as parents and other community members. The main personal determinants identified to adopt the program are self-efficacy, perceived barriers, attitudes, and knowledge. A change in these personal determinants as indicated by the change objectives will increase the likelihood in program adoption (Bartholomew et al, 2016). For example, for the performance objective of listing PEER as required school programming is, SBHS faculty must perceive no significant barriers to making a curriculum such as PEER a requirement. A sample adoption matrix has been included below in Figure 9.

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Figure 9. Excerpt of Program Adoption Matrix

The change objectives and personal determinants of the adopters then guide the methods and strategies for adoption, which in the proposed intervention first involves administrator and faculty buy-in to the necessity of a program such as PEER and then concrete steps toward following through with the intervention. To change self-efficacy of the main adopters to implement PEER, methods such as participation, active learning, and early commitment are suggested. Participation involves assuring high level engagement of the participants’ group in problem solving, decision making, and change activities, which will be driven through an interpersonal channel and designating yearly or quarterly meetings to discuss and evaluate the effectiveness of PEER (Bartholomew et al, 2016). Participation and active learning in piloted dialogues for teachers and administrators to introduce Intergroup Dialogue and grasp the dearth of knowledge SB teachers have about the student experiences of race and racism in SBHS as suggested by preliminary findings from SBHS teacher focus groups (Huang, 2021). Goal setting can also be utilized to encourage adoption of PEER by committing predetermined dates during the year dedicated to PEER programming including PEER faculty, facilitator training and PEER sessions. Designating dates to discuss and implement the intervention can aid in changing Huang, 42 attitudes toward the implementation of the program (Bartholomew et al, 2016). The full methods and strategies matrix can be found in Appendix I.

Implementation After successful adoption of the program, implementation can take place. The outcomes of program implementation are determined by identifying the main tasks that need to take place in order to carry out the essential program components with acceptable completeness, fidelity, and dose (Bartholomew et al, 2016). The main implementers of PEER are SBHS PEER faculty, which is aided and later maintained by PEER facilitators. The current Peer Mentorship program at SBHS is headed by a few teachers who supervise recruitment, training, and curricula. Successful implementation of the PEER program would be indicated by an integration of the above lesson plans using the infrastructure of the established mentorship program. The same 4 personal determinants (self-efficacy, perceived barriers, attitudes, and knowledge) help guide behavior change and achieve the performance objectives. An implementation matrix is created that denote change objectives that align with the performance objectives and personal determinant in the same way that previous matrices of change were developed (Bartholomew et al, 2016). Each performance objective indicates who the implementer is and the goal they need to perform in order to implement the program. For example, PEER faculty need to use the outlined PEER curriculum to train PEER facilitators, which is made possible by overcoming perceived barriers to being able to successfully learn and understand Intergroup Dialogue and the PEER curriculum. An excerpt of the implementation matrix is shown in Figure 10 below. The same methods and strategies from adoption are then used for implementation of the proposed intervention. In addition to active learning and participation on behalf of PEER faculty and facilitators to engage in Intergroup Dialogue, cooperative learning as a method of changing attitudes and knowledge to implement PEER is also encouraged (Bartholomew et al, 2016). Methods and strategies to implement PEER focus on learning the proposed curriculum and continuous dialogue throughout the program to update knowledge of anti-racism and communication, which will not only aid in opening discourse to the target population but to other community and organizational agents as well.

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Figure 10. Excerpt of Program Implementation Matrix

Maintenance Maintenance refers to the phase ensures implementers continue to support ongoing processes and policies of the program (Bartholomew et al, 2016). The key agents to maintaining the program are both administrative bodies of SBHS as well as the designated PEER faculty directing the program. The outcomes or performance objectives associated with successful maintenance of the program is yearly recruitment of new PEER facilitators as well as updating program materials when necessary and continued education and dialogue for PEER faculty. These objectives are guided by the 4 aforementioned personal determinants: self-efficacy, perceived barriers, attitudes, and knowledge. Change objectives are then determined in the same manner as previously for adoption and implementation (Bartholomew et al, 2016). An example change objective for program maintenance is PEER faculty and facilitators recruit the proceeding year’s PEER facilitators, which can be changed by increasing self-efficacy, which is fulfilled by PEER faculty and facilitators expressing confidence in finding appropriate PEER facilitators in Huang, 44

Figure 11. Excerpt of Program Maintenance Matrix the proceeding year’s cohort. The full implementation matrices including adoption, implementation, and maintenance are included in Appendix H.

The main methods to achieve successful maintenance is through public commitment, which is stimulating, pledging, or promising oneself to perform the behavior, and announcing that decision to others, and early commitment, which is having people choose a delayed reward far in advance (Bartholomew et al, 2016). Recruiting PEER facilitators for the proceeding year’s cohort is the strategy demonstrates that the implementers of the program are committed to continuing the program and integrating the program into the school’s yearly plans and policies. Continual learning throughout the year using the strategies for participation, active learning, and cooperative learning as described in the implementation methods are also used to maintain PEER because of the integrative and progressive nature of Intergroup Dialogue (Zúñiga et al, 2007).

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Step 6: Evaluation Plan

The last step of IM is to create a preliminary evaluation plan for the proposed intervention. The proposed evaluation involves two components: 1) assess the effectiveness of the program in being able to change adverse health behaviors and the consequent health outcomes in the specified population, known as an effect evaluation and 2) identify the parts of the program that can be improved upon, which is known as the process evaluation (Bartholomew et al, 2016). The tasks needed to create an evaluation plan include writing appropriate research questions for the effect and process evaluations, developing indicators and measures for assessment, specifying the evaluation design, and completing the evaluation plan (Bartholomew et al, 2016). The effect evaluation plan provides evidence for the continuation and maintenance of the program, and if proven successful can add to the body of research for evidence-based intervention work in peer-facilitated anti-racist programming for adolescents. The process evaluation provides benchmarks throughout the program to constantly improve implementation and update programming as needed (Bartholomew et al, 2016). When creating this evaluation plan, it is imperative to identify key stakeholders, which includes any personnel or group who may be affected by the program as well as those who will oversee and carry out the evaluative processes (Strosberg & Wholey, 1983). With PEER, the main stakeholders are the students, faculty, and administrative bodies of SBHS as well as the South Brunswick School District and community members more peripherally. Student engagement in PEER groups as facilitators and dialoguing members are crucial to success in the Intergroup Dialogue method as well as initial program buy-in. Faculty and administrative members’ understanding and commitment to the methodology also play a similar role in the success of the program and help ensure efficacy and effectiveness in its implementation. SBHS administration should also play a key role in encouraging participation and ongoing maintenance and process evaluation of PEER in addition to communicating with SB parents and community members about the importance of anti-racist programming, who are peripheral stakeholders. These stakeholders include parents as well as SB community-based organizations, public libraries, and small business owners. Engaging them via social media campaigns, administrative emails, and communication about the importance of these topics, especially communications from their children, are all strategies that will be employed to increase public approval of PEER programming implementation. Because PEER utilizes time and infrastructure that already exists Huang, 46 within the SBHS Peer Mentorship program, no additional financial expenses are needed to sponsor PEER’s implementation. The main inputs to instigate implementation of PEER is time and public buy-in.

Effect Evaluation The goal of the effect evaluation is to measure program effectiveness, which is the extent to which the program reached its intended goals. These goals can be identified in the outcomes column of the full condensed Intervention Logic Model (found in Appendix J) and are specified to the individual and interpersonal levels. A logic model of the logistical components mentioned in Step 5 and how they relate to the outcomes in Steps 2 without the theoretical methodology and determinants are outlined below in Figure 12. While the public health theories and strategies are at the root of this intervention, this simplified logic model may be easier to communicate for evaluative and dissemination purposes when engaging with community stakeholders who may be less familiar with public health than those in academia. This logic model simplifies the constructs targeted by the intervention and breaks it down into short, medium, and long-term goals. Short-term outcomes can be observed almost immediately after participating in the program while medium-term outcomes can be observed after a few months or a year following completion of the program (Van Marris & King, 2006). Long-term outcomes or impacts show measured change in health status of the population observed after many years after program completion (Van Marris & King, 2006). Unfortunately, the transient nature of a high school population makes it difficult and implausible to measure a long-term impact as a direct association with the intervention. So, the following effect evaluation questions will focus on the constructs pertaining to the short and medium-term outcomes highlighted in yellow in Figure 12 below. The effect evaluation is ultimately a longitudinal quasi-experimental study that will measure the change in knowledge, attitudes, and beliefs about race and racism in SBHS before and after intervention period described in Step 3: Program Design compared to a control group. To assess the short-term outcomes of the intervention, a pre-test survey will be given during the first session of the program to measure the constructs concerning race and racism, which will be reassessed at the end of the program during the last session. After 1-year post-program completion, the same cohort of students will be asked to fill out a similar survey with added Huang, 47

measures to evaluate medium-term outcomes (Gurin et al, 2009). A comparison group of students who attend required history courses and are not exposed to PEER programming will also be surveyed to better ascertain the change of knowledge, attitudes, and beliefs over the school year compared to the average change in these constructs among similar students not exposed to the intervention. Qualitative focus groups or interviews will also be conducted to get a more in-depth understanding of the ethnography concerning racism in SBHS (Rozas, 2007). The analysis of these measures will indicate how sustainable the changes from the program are and how effective the program is overall.

Outputs Outcomes  Impact

Inputs Activities Participation Short Term Medium Term Long Term

 Facilitators  Secure  Number of  Increased knowledge  Increased academic  Lessened disparities  Faculty administrative students in identifying and achievement in in physical and support participated responding to school mental health  Curriculum  Recruit student  Number of instances of racism  Decreased rates of associated with  School facilitators facilitators  Increased cultural depression and racial time/location discrimination for  Recruit PEER recruited awareness of racism anxiety adolescents age 14- faculty  Faculty in South Brunswick/  Decreased instances US more generally 18 living in SB  Train student participation of racial facilitators  Facilitator  Increased positive discrimination attitudes of students  Train teacher participation about the importance facilitators  Student of anti-racism  Conduct intergroup participation  Increased quantity dialogue sessions and/or quality of social interactions with family/peers

Figure 12. Logic Model of Logistic Implementation

The constructs identified in the short-term outcomes that are derived from the individual and interpersonal outcomes of the Intervention Logic Model are knowledge of combatting racism and racial discrimination, cultural awareness, attitudes toward racial justice, and perception of social interactions. In the medium-term, the constructs identified for the outcomes are academic achievement and perceptions of racism. The constructs measured from each of the short and medium-term outcomes as well as the corresponding research questions and measures used are summarized in Table 1. Huang, 48

Outcome Construct Research Question Measure Survey Increased knowledge in Knowledge What is the difference in - Qualitative interviewing Pre-Survey identifying and responding knowledge before and after - Confidence and Frequency of Post-Survey to instances of racism (both participating in PEER? How Action Scale Post II-Survey internalized and does it compare to groups interpersonal) that did not engage in PEER?

Increased cultural awareness Cultural Awareness How much did cultural - Everyday Multicultural Pre-Survey of racism in South awareness change before and Competencies/ Post-Survey Brunswick/US more after participating in PEER? Revised Scale of Ethnocultural Post II-Survey generally How does it compare to Empathy groups that did not engage in PEER? Increased positive attitudes Attitudes How much do attitudes - Everyday Multicultural Pre-Survey of students about the toward anti-racism change Competencies/ Post-Survey importance of anti-racism before and after participating Revised Scale of Ethnocultural Post II-Survey in PEER? How does it Empathy compare to groups that did not engage in PEER? Increased quantity and/or Perception of Social How much did the perception - Everyday Multicultural Pre-Survey quality of social interactions Interactions of social interactions with Competencies/ Post-Survey with family/peers differing groups change Revised Scale of Ethnocultural Post II-Survey before and after participating Empathy in PEER? How does it - Comfort in Communicating With compare to groups that did People of Other Groups not engage in PEER?

Increased academic Academic How much has academic - Self-reported academic Pre-Survey achievement in school Achievement achievement changed for competence and achievement Post II-Survey students of color compared to their white counterparts before and after participating in PEER? Decreased rates of Depression/Anxiety How much did rates of - Beck Depression Inventory Pre-Survey depression and anxiety depression/anxiety decrease - Beck Anxiety Inventory Post II-Survey for students of color compared to their white

counterparts before and after participating in PEER? Decreased instances of racial Perceptions of Racism What and how many - Perceptions of Racism in Pre-Survey discrimination instances of racism have Children and Youth (PRaCY) Post II-Survey students of color experienced - Appropriated Racial Oppression before and after participating Scale in PEER?

Table 1. Effect Evaluation Questions and Measures

Before evaluating the short-term outcomes, operationalization—or definitions of how corresponding outcomes are measured—of the corresponding constructs needs to occur. In this context, knowledge of combatting racism and racial discrimination is defined as the confidence and frequency in taking action to combat feelings of internalized racism and instances of interpersonal racism (Gurin et al, 2009). The change in this construct will be assessed using the 9-item Confidence and Frequency of Action Scale, which assesses both the self-efficacy of Huang, 49 students’ ability to confront racial discrimination when they encounter it as well as how often they utilize those skills (Gurin et al, 2009). Qualitative interviews will also be utilized to assess the specific methods and strategies students applied to identify and appropriately respond to instances of racial discrimination. Cultural awareness is defined as an understanding of the structural causes of inequity and how they affect particular individual and group identities (Rodriguez et al, 2018). This differs from attitudes toward racial justice, which is operationalized as feelings or thoughts that seek to confront, eradicate and/or ameliorate racism (Pieterse et al, 2016). Both of these constructs, however, will be measured using the 48-item Everyday Multicultural Competencies/Revised Scale of Ethnocultural Empathy (EMC/RSEE) that includes factors pertaining to resentment and cultural dominance, empathetic feeling/acting as an ally, and awareness of contemporary racism and privilege (Mallinckrodt et al, 2014). Perception of social interaction, which is the subjective appraisal of interpersonal interactions with people of differing social groups, will also be evaluated using the EMC/RSEE with 6 additional items from the Comfort in Communicating With People of Other Groups measure (Gurin et al, 2009). For the medium-term outcomes, academic achievement is defined as the self-reported grade point average of the student. While this measure is limited and at times reductive in measuring the overall well-being of a student, this indicator does mediate the relationship between depression and the risk of school dropout (Quiroga et al, 2013). For adolescents, social interaction and interpersonal relationships mainly built in the school community are crucial to their quality of life; especially for students of color who are already at a higher risk of depression than their white counterparts, a measure that mitigates the risk of school dropout and subsequent decrease in quality of life is a relevant medium-term outcome to include (Pineda et al, 2007; Quiroga et al, 2013). The Beck Depression and Anxiety Inventories (1996) will also be conducted for participants to survey the rates of depression and anxiety exist in the population. Lastly, perceptions of racism is operationalized as the subjective negative appraisal of an experience relating to the individual’s race (Pachter et al, 2010). A modified version of the Perceptions of Racism in Children and Youth (PRaCY) scale for 14 to 18-year-olds will be used to address this research question as well as items from the Appropriated Racial Oppression Scale (AROS) (Pachter et al, 2010; Rangel, 2014). Because the PRaCY is a single factor model, the content validity, or the extent to which the measure captures all facets of the construct, may not be sufficient (Pachter et al, 2010). The PRaCY only measures instances of interpersonal racism Huang, 50 and fails to take into account feelings of internalized racism, which also contributes to white supremacy and maladaptive health behaviors and outcomes (David et al, 2019). The ARO is 24- item survey specifically used to measure the extent of internalized racism within an individual; the addition of this metric will increase content validity by including factors that pertain to perceptions of racism at the individual and interpersonal level, both of which are social ecological levels the PEER program is targeting (Rangel, 2014).

Process Evaluation

The process evaluation analyzes the intervention’s implementation and the extent to which it has sufficient input to produce the outputs stipulated in the program design (Bartholomew et al, 2016). The process measures are used as benchmarks to ascertain potential issues that may arise during every step of programming from adoption to implementation and maintenance. Unlike program planning which begins with program outcomes in mind, evaluation planning starts with the inputs and continues throughout the entire intervention process to check and verify that every step is executed effectively (Van Marris & King, 2006). Potential barriers to implementation are also assessed and corrected as the program moves from adoption to maintenance in the process evaluation (Bartholomew et al, 2016). The framework that will guide the process evaluation is RE-AIM, which uses 5 dimensions to determine the public health impact of the intervention (Glasgow et al, 1999). The five dimensions are: reach, efficacy, adoption, implementation, and maintenance. Reach is defined as the percentage of the target population receiving the intervention, while efficacy is the success rate of the intervention, adoption is the proportion of the organizational setting that adopts the intervention, implementation is the extent to which the intervention is implemented as intended, and maintenance is the extent to which a program is sustained over time (Glasgow et al, 1999). The product of these 5 measures produces a number between 0 and 1 and represents the overall impact of the program. The outputs highlighted in blue from Figure 12 will be guide the metrics for the process evaluation and are listed below along with the metrics and constructs in Table 2 below.

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Output Construct Research Question Measure Number of students Reach What proportion of SBHS students participated - Log student participation participated in PEER? numbers per session per facilitator group Student participation Efficacy What proportion of students had significant - Group differences between changes in outcome measures when compared pre and post-test outcome to before and after participating in PEER? measures - Qualitative interviews Faculty participation Adoption What proportion of faculty members in SBHS - Survey of SBHS faculty supports PEER program implementation? support for PEER - Qualitative interviews Facilitator participation Implementation What proportion of sessions followed through - Self-report of session all activities mentioned in the provided PEER activity checklist curriculum? - Qualitative interviews Number of facilitators Maintenance What proportion of PEER facilitators - Current PEER facilitator’s recruited participated in training the incoming cohort’s voluntary participation to facilitators? train next cohort’s PEER facilitators Table 2. Process Evaluation Questions and Measures

The impact of the public health program will be ascertained by multiplying the proportion of SBHS students who participated in PEER by the proportion of students with significant changes in pre- versus post-test outcome measures, the proportion of SBHS faculty who support PEER programming, the proportion of sessions that followed the PEER curriculum, and the proportion of PEER facilitators who agree to train the proceeding year’s cohort of facilitators. For the most part, these outcomes are measured using PEER group activity logs and self-report surveys except for the proportion of significant group differences. This measure necessitates additional statistical testing such as a paired t-test or logistic regression comparing the differences in outcome measures from Table 1 longitudinally over the 3 time points (pre- PEER, post-PEER, 1-year post-PEER) (Gurin et al, 2009). These differences in the intervention group will then be compared to the difference in the control group, both of which are crucial to measuring efficacy (Lopez-Humphreys, 2011). The qualitative measures for each of the constructs in the RE-AIM model are also critical to process evaluation of the program. A grounded theory for analyzing data provided by qualitative methods approach will be used to identify the core social processes that contribute to PEER program learning. Although Step 4 outlines the specific strategies and methods that apply to the constructs and change in personal determinants, the application of them is not readily available through quantitative methods. A qualitative study is able to capture contextual factors Huang, 52 influencing how the strategies and methods work in the PEER curriculum, and how the curriculum works toward the desired outcomes if at all. Qualitative work using grounded theory specifically seeks to construct theories from data; in this evaluation, this method is employed to attempt to reconstruct the theories laid out beforehand and verify that the program successfully employed them and how it did so (Chun et al, 2019). These qualitative focus groups will be performed within two weeks of the program ending and at the end of each Intergroup Dialogue stage (four overall) over the course of implementation with students, PEER facilitators, and PEER faculty. Feedback from community stakeholders such as parents, other South Brunswick School District teachers/administrators, and community leaders (from the public library or other establishments) will also be ascertained using qualitative methods or brief surveys capturing information about public approval of PEER and indicators of noticeable changes in students’ behaviors and attitudes. This feedback will be used throughout the year in order to improve facilitator strategy and enhance dialoguing and cofacilitation techniques. Semi-structured face-to-face interviews or self-reflection interviews can be used in order to gather qualitative data about feelings students may be feeling toward the dialogue process, their own social identities and the social identities of others (Rozas, 2007).

Limitations and Recommendations

The main limitations of this proposal include the intervention’s lack of depth in addressing all levels of the social ecological model. The most effective interventions target all spheres of influence from the individual to the policy level, however the proposed intervention intervenes only at the individual and interpersonal levels. More research is needed on the potential for using Intergroup Dialogue or other academic curriculum changes to influence organizational, community, and policy levels as well. Additionally, because of the specificity of the target population for this intervention, there is a dearth of primary literature to ascertain the exact extent of the health and quality of life problems that exist in South Brunswick High School. Preliminary qualitative data was collected with focus groups with SBHS teachers and students in order to gain a better understanding of these issues and the personal determinants that affect racist behaviors in the school; however recruitment for informant interviews and focus groups was limited. Barriers to gathering data began with limited time constraints among teaching staff, exacerbated by circumstances of Huang, 53

COVID-19, which also affect recruitment for student participants as well. Moreover, the participants who volunteered their time were in groups that already had an interest in issues of race and racism, which likely biased data toward students who are often marginalized and understand the importance of antiracism. Therefore, the preliminary data collected on the attitudes toward racism and perceptions of racism are not likely representative of attitudes and perceptions among the broader school population. Lastly, because the population of SBHS has an unconventional demographic with a majority-minority population of South Asian and other Asian identifying students, the primary data collected from piloted intervention groups may not be generalizable or applicable to other high schools with different race/ethnic make-up. The entire premise of PEER is to increase intergroup contact of peers with differing social identities and because South Brunswick is not a predominantly white community, there is a larger opportunity to create diverse spaces and groups to conduct Intergroup Dialogue. In other high school communities that may be predominantly white, this intervention may have to include neighboring town’s schools with higher populations of non-white identifying students in order to achieve the same results. This program is a site specific intervention that caters directly to the demographic, school schedule, and administrative bodies at South Brunswick High School. Because of the relative ease in accepting change by faculty and school administration, unanticipated challenges involving pushback from key stakeholders as well as scheduling issues for training/program implementation can arise when implementing this intervention proposal in other settings In addition to differing socioeconomic and racial profiles of the student body of other schools in New Jersey or across the country compared to SBHS, limitations to the intervention proposal especially when expanding this program should be noted and addressed.

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Conclusion

The US has come to an impasse in reconciling its roots of white supremacy because there are so many people and institutions still knowingly or unknowingly trying to uphold it. The events of 2020 wherein the world recognized the extent of police brutality against Black Americans followed by the blatant disrespect toward Asian Americans and Pacific Islanders in 2021 are all symptoms of the same underlying issue: white supremacy. The structures of racism and oppression are built on this ideology, which is one of the fundamental misunderstandings people have when discussing topics of race. PEER is designed to deconstruct social identities and reconstruct them using a common vernacular that is built using earnest communication and vulnerability. Currently there is no program that is mandated by the state of New Jersey to provide tools to combat white supremacy and develop anti-racist identities and understandings. This is concerning because so much of a person’s racialization is formed in adolescence. Other programs in antiracism are unsustainable because of their ephemeral and often forced nature. PEER is specifically designed to ensure there is an avenue of sustained and open dialogue that is not meant to provide closure and instead encourage continued learning. Any hesitation in implementing a program to promote this type of learning is another opportunity for racism to continue creating deeper health disparities between non-white and white Americans. In a country with a history of suppressing knowledge and communication as a mechanism to maintain power within the privileged few, the PEER program is a conscious step toward abolishing these structures by providing access to knowledge and promoting collectivism, collaboration, and trust.

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Appendices Appendix A: Logic of Risk Model

LOGIC MODEL OF THE PROBLEM/RISK MODEL HEALTH QUALITY OF LIFE DETERMINANTS OF RISK RISK FACTORS PROBLEM/S CONSEQUENCES Personal Determinants (PDs) Behavioral Level Evidence Behaviors of At-Risk Group Evidence Health Problem/s Evidence Quality of Life Evidence Students of color do not recognize the (Pyke, 2010) Students of color act destructively in their (Akpan, 2019) Disparities in (Braet et al., Decreased quantity (Pineda et al., 2007) mental strains and effects of code- (Davis, 2015) physical and mental well-being as a result physical and 2013) and/or quality of (Weitkamp et al., 2013) switching and microaggressions driven by of internalized racism mental health social interactions white cultural norms associated with with racial family/relatives/peers discrimination for adolescents age 14-18 living in SB Students of color do not recognize (Ong et al, Students of color do not seek help or Black at SBHS normalized racism 2013) support from others when discriminated Instagram against Students of color do not believe there is support available Secondary Students of color believe that white skin (David et al, Students of color do not actively respond Black at SBHS Increased (Servili, Decreased academic (Quiroga et al., 2013) and "white" behavior are superior as a 2019) appropriately to racial Instagram incidence of self 2012) achievement at result of internalized racism discrimination/microaggressions when harm, suicide (Miron et al, school they encounter them attempts and 2019) Students of color do not believe they can suicide deaths respond appropriately to racial discrimination Increased rates of (Trent et al, Decreased (Finning et al, 2019) mental health 2019) attendance at schools morbidity resulting (Sosoo et al, from racial 2019) discrimination PDs Interpersonal Level (IL) Evidence Behaviors of Interpersonal Agents Evidence Teachers do not have the knowledge to (Dotterer et al, Teachers do not provide support for (Neblett et al, support students who experience racial 2018) students who experience racial 2003) discrimination discrimination by modelling race sensitive behavior and actively respond Teachers do not believe they can support appropriately to racial students who experience racial discrimination/microaggressions when discrimination they encounter them Peers do not recognize what racial (Raby, 2004) Peers do not provide support to students PEER Program discrimination and microaggressions who experience racial discrimination Description look/sound like

Peers do not believe they can support students who experience racial discrimination Peers do not have the knowledge of how (Raby, 2004) Peers do not respond appropriately (such Black At SBHS to combat racial as seeking faculty support or Instagram Page discrimination/microaggressions when defending/correcting their peers) to racial they encounter them discrimination/microaggressions when they encounter them

PDs Organizational Level (OL) Evidence Behaviors of Organizational Agents Evidence Teachers do not have knowledge of racial (Sue et al, Teachers do not use relevant and social (Amistad Act, injustice in history 2009) justice oriented material that comes from 2002) diverse sources and writers Teachers do not believe teaching about racial justice is a valuable use of their time Administration and faculty fail to Amistad Act, Administration and faculty do not support Black at SBHS recognize individual experiences and 2002 the needs of students of color such as have knowledge of racial disparities in referring to counseling, giving appropriate the community consequences to racial attacks, or empathize and advise students of color Administration and faculty do not have knowledge of racial disparities in the community Huang, 61

Administration and faculty do not Black at SBHS Administration and faculty give Great Schools perceive injustices in relation to the disproportionate consequences to Website needs of students of color students of color such as using "no tolerance" suspension policies

PDs Community Level (CL) Evidence Behaviors of Community Agents Evidence SB community members perceive racism (Yancura et al, SB community norms (among immigrant (Pyke and Dang, as a taboo topic 2016) families and others) do not encourage 2003) dialogue about racial discrimination Community institutions do not perceive SB Community Social norms do not support adolescents (Wang et al, racial injustice as a prevalent issue FB page experiencing racial discrimination to seek 2019) support and resources

PDs Policy/Societal Level (P/S L) Evidence Behaviors of Policy/Societal Agents Evidence SBSD does not have the knowledge of South SBSD does not have inclusive curricula that SBHS Graduation racial injustices in SBSD Brunswick centers social justice and supports Requirements Schools FB students of color SBSD does not have the knowledge of Page how to implement social justice centered curricula NJ State DOE does not recognize the (Baptiste, NJ State DOE does not standardize a No information need for racial justice in the curriculum 2010) curriculum that is social justice centered found

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Appendix B: Logic Model of Change

Determinants (PDs) Behavioral Outcomes Health Outcomes Quality of Life Improvement Personal Determinants (PDs) Behavioral Level Individual Behavioral Level Outcomes Health Outcomes Quality of Life Improvement Lessened disparities in physical and mental PDs for BO #1: health associated with PD1: Students of color recognize the mental strains and racial discrimination for effects of code-switching and microaggressions driven by BO1...Students of color actively deconstruct adolescents age 14-18 1...Increased quantity and/or quality of social white cultural norms BO1 feelings of internalized racism living in SB interactions with family/relatives/peers PDs for BO #2: Decreased incidence of PD2a: Students of color recognize normalized racism self harm, suicide BO2...Students of color seek help or support attempts and suicide PD2b: Students of color believe there is support available BO2 from others when discriminated against deaths 2...Increased academic achievement at school PDs for BO #3: PD3a: Students of color believe that the color of someone's Decreased rates of skin does not make them superior to any others BO3...Students of color actively respond mental health appropriately to racial morbidity resulting PD3b: Students of color believe they can respond discrimination/microaggressions when they from racial appropriately to racial discrimination BO3 encounter them discrimination 3...Increased attendance at schools

Environmental-Interpersonal Outcomes IO1...Teachers provide support for students who experience racial discrimination by modeling race sensitive behavior and actively responding appropriately to racial discrimination/microaggressions when they IO1 encounter them IO2...Peers respond appropriately (such as seeking faculty support, comforting students of color, defending/correcting their peers) to racial discrimination/microaggressions when they PDs Interpersonal Level (IL) IO2 encounter them PDs for IO #1: PD1a: Teachers have the knowledge to support students who experience racial discrimination

PD1b:Teachers believe they can support students who experience racial discrimination PDs for IO #2: PD2a: Peers do recognize what racial discrimination and microaggressions look/sound like

PD2b: Peers do believe they can support students who experience racial discrimination

PD2c: Peers do have the knowledge of how to combat racial discrimination/microaggressions when they encounter them

Environmental-Organizational Outcomes OO1...Teachers use relevant and social justice oriented material that comes from diverse OO1 sources and writers OO2... Administration and faculty support the needs of students of color such as referring to counseling, giving appropriate consequences to racial attacks, or empathize and advise students of PDs Organizational Level (OL) OO2 color PDs for BO #1: PD1a: Teachers have knowledge of racial injustice in history OO3...Administration and faculty give disproportionate consequences to students of PD1b: Teachers believe teaching about racial justice is a color such as using "no tolerance" suspension valuable use of their time OO3 policies PDs for ORO #2: PD2a: Administration and faculty recognize individual experiences and have knowledge of racial disparities in the community

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PD2b: Administration and faculty have knowledge of racial disparities in the community PDs for ORO #3: PD3a: Administration and faculty perceive injustices in relation to the needs of students of color Environmental-Community Outcomes CO1...SB community norms (among immigrant families and others) encourages dialogue about CO1 racial discrimination CO2...Social norms support adolescents experiencing racial discrimination to seek PDs Community Level (CL) CO2 support and resources PDs for CRO #1: PD1: SB community members do not perceive racism as a taboo topic PDs for CRO #2: PD2; Community institutions perceive racial injustice as a prevalent issue

PDs Policy/Societal Level (P/S L) Environmental-Policy/Societal Outcomes PDs for SRO #1: PD1a: SBSD has the knowledge of racial injustices in SBSD

PD1b: SBSD has the knowledge of how to implement social SO1...SBSD standardizes curricula that centers justice centered curricula SO1 social justice and supports students of color PDs for SRO #2: PD2: SBSD/NJ DOE has the knowledge of how to implement SO2...NJ State DOE implements a curriculum social justice centered curricula SO2 that is social justice centered

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Appendix C: Individual Behavioral Matrix of Change

Step 2. Behavioral Matrix Member/s Responsible: CED = Com munit y BO = Exter behav nal ioral BPO=behavioral performance Deter outco objective; BPD = Behavioral minan "= information entered from Legend: me Personal Determinant; t _CO= Change Objective another worksheet" BO1...Students of color actively deconstruct feelings BO1 of internalized racism Knowledge: Understanding of the Outcome Expectations: Self-Efficacy: Overall measure Attitudes: Beliefs about health risks and benefits of Anticipated consequences of the ability and confidence outcomes or attributes of behaviors and the information (positive or negative) as a result to perform behavior (SCT) performing the behavior necessary to perform the behaviors of performing the behavior (Theory of Reasoned Action) Performance Objectives BPD1 (Social Cognitive Theory) BPD2 (Social Cognitive Theory) BPD3 BPD4 BP01...Students of color Expects that identifying Expresses positive feelings identify the need to instances internalized racism Expresses confidence in the about identifying their understand their feelings of BPD1_C Give examples of internalized racism BPD2 will relieve feelings of guilt and BPD3 ability to identify thoughts BPD4 experiences of internalized BPO1 internalized racism O1 they have experienced _CO1 shame _CO1 about internalized racism _CO1 racism Expresses confidence in ability Expresses positive feelings State how examples of internalized Expects that identifying to actively counter thoughts about understanding their BPD1_C racism affect their self-esteem and BPD2 internalized racism will stop BPD3 of shame resulting from BPD4 experiences with internalized O2 mental health _CO2 behaviors that are destructive _CO2 internalized racism _CO2 racism BPD1_C BPD2 BPD3 BPD4 O3 _CO3 _CO3 _CO3 BP02...Students of color Expresses confidence in their Expresses positive feelings discuss feelings of Expects that discussing these ability to verbalize their about discussing or journaling internalized racism openly BPD1_C Discuss/journal feelings of BPD2 experiences and feelings will BPD3 experiences and feelings of BPD4 about their experiences with BPO2 with other students of color O4 internalized racism _CO4 decrease stress _CO4 internalized racism _CO4 internalized racism Describe examples of how they have Expresses confidence that Expresses less discomfort in demonstrated internalized racism speaking about their disclosing their experiences Expects other students of color experiences with racism will with racial discrimination BPD1_C BPD2 to relate to those experiences BPD3 lessen the stigma in BPD4 O5 _CO5 and events _CO5 conversations about race _CO5 Describe instances of how BPD1_C internalized racism is related to BPD2 BPD3 BPD4 O6 systemic or interpersonal racism _CO6 _CO6 _CO6 BP03...Students of color identify resources (books, Expects that resources to cope Expresses confidence in ability Expresses decreased negative websites, podcasts, etc.) to with racial discrimination are to research resources about feelings such as anxiety, shame, help them overcome trauma BPD1_C BPD2 helpful and eases feelings of BPD3 the experiences of people of BPD4 and guilt toward their social BPO3 from racial discrimination O7 State the tools/resources they used _CO7 discomfort _CO7 color _CO7 identities as people of color Expresses confidence in ability to understand resources BPD1_C State the content of tools/resources BPD2 Expects resources to relate to BPD3 about experiences of people BPD4 Expresses that given resources O8 educated them about _CO8 their experiences with racism _CO8 of color _CO8 are credible and relatable Expects resources to give them BPD1_C BPD2 tools to combat racial BPD3 BPD4 O9 State the credibility of sources _CO9 discrimination _CO9 _CO9 BO2...Students of color seek help or support from others BO2 when discriminated against Knowledge: Understanding of the Outcome Expectations: Self-Efficacy: Overall measure Attitudes: Beliefs about health risks and benefits of Anticipated consequences of the ability and confidence outcomes or attributes of behaviors and the information (positive or negative) as a result to perform behavior (SCT) performing the behavior necessary to perform the behaviors of performing the behavior (Theory of Reasoned Action) Performance Objectives BPD6 (Social Cognitive Theory) BPD7 (Social Cognitive Theory) BPD8 BPD9 BP06...Students of color identify a need to seek help Expects that identifying a need Expresses confidence in ability Expresses positive feelings or support from others BPD6_C States the benefits of seeking social BPD7 to seek help will not affect their BPD8 to identify when racial BPD9 about being able to identify BPO6 when discriminated against O1 support from peers or trusted adults _CO1 self-esteem or social status _CO1 discrimination occurs _CO1 others who can support them Expresses confidence in ability Expresses positive feelings to identify when outside about being able to find BPD6_C Gives examples of instances of racial BPD7 BPD8 support is necessary to diffuse BPD9 appropriate support from O2 discrimination _CO2 _CO2 the situation _CO2 others Expresses positive feelings BPD6_C States methods of how they would BPD7 BPD8 BPD9 about identifying instances of O3 contact peers or trusted adults _CO3 _CO3 _CO3 racial discrimination Huang, 65

when discriminated against (phone, email, in-person) BP07...Students of color seek support from teachers Expects that teachers and Expresses confidence that Expresses feelings of relief or administration when States the teachers and administrators are equipped teachers and administrators when asked about the teacher experiencing racial BPD6_C administrators they would go to for BPD7 with being able to support BPD8 are equipped to supporting BPD9 or administration would BPO7 discrimination O4 support _CO4 them _CO4 their needs _CO4 support them Expresses confidence in ability Express positive feelings about Describes how teachers and Expects that teachers and to identify teachers or teachers/administration BPD6_C administrators would support their BPD7 administrators are willing to BPD8 administrators that would BPD9 regarding discussions about O5 needs _CO5 support them _CO5 support them _CO5 race and racism Expects teachers and administrators to respond BPD6_C BPD7 appropriately to perpetrators BPD8 BPD9 O6 _CO6 of racial discrimination _CO6 _CO6 BP08...Students of color Expresses feelings of relief seek support from peers Expresses confidence in their when asked about the peers when experiencing racial BPD6_C States the peers they would seek for BPD7 Expects that peers are able to BPD8 ability to identify peers who BPD9 that would support them BP08 discrimination O7 support _CO7 support their needs _CO7 would support them _CO7 against racial discrimination Expresses confidence that Express positive feelings about BPD6_C Describes how peers woud support BPD7 Expects that peers are willing to BPD8 peers are able to support BPD9 peers regarding discussions O8 their needs _CO8 support them _CO8 their needs _CO8 about race and racism Expects peers to respond BPD6_C BPD7 appropriately to perpetrators BPD8 BPD9 O9 _CO9 of racial discrimination _CO9 _CO9 BO3...Students of color actively respond appropriately to racial discrimination/microaggress ions when they encounter BO3 them Knowledge: Understanding of the Outcome Expectations: Self-Efficacy: Overall measure Attitudes: Beliefs about health risks and benefits of Anticipated consequences of the ability and confidence outcomes or attributes of behaviors and the information (positive or negative) as a result to perform behavior (SCT) performing the behavior necessary to perform the behaviors BPD1 of performing the behavior BPD1 BPD1 (Theory of Reasoned Action) Performance Objectives BPD11 (Social Cognitive Theory) 2 (Social Cognitive Theory) 3 4 BP11...Students of color Expresses that responding know how to respond Expects that appropriately Expresses confidence in appropriately to racial appropriately to racial State the methods and responses BPD1 responding to racial BPD1 knowing the appropriate time BPD1 discrimination/microaggression discrimination/microaggress BPD11_ they would use to respond to 2_CO discrimination will relieve 3_CO and place to respond to racial 4_CO s will have a positive impact on BP11 ions CO1 discrimination/microagressions 1 negative feelings 1 discrimination 1 them and the aggressor Expresses confidence in BPD1 Expects that disrespectful BPD1 knowledge about their BPD1 BPD11_ State the reasons why appropriate 2_CO responses from aggressors wil 3_CO experiences and effects of 4_CO CO2 responses are necessary 2 not impact their self-esteem 2 racial discrimination 2 BPD1 Expects other party to be BPD1 BPD1 BPD11_ 2_CO educated as a result of using 3_CO 4_CO CO3 3 appropriate tools/resources 3 3 BP12...Students of color identify the need to engage Describe appropriate times to Expresses confidence in ability appropriately to racial respond to racial discrimination (in a BPD1 Expects their engagement with BPD1 to identify racial BPD1 Expresses positive feelings discrimination/microaggress BPD11_ classroom by raising hands, in 2_CO racial discrimination will be met 3_CO discrimination/microaggressio 4_CO toward identifying racial BP12 ions CO4 conversations with peers/family) 4 with respect 4 ns 4 discrimination Expresses positive feelings BPD1 Expects those engaging in BPD1 Expresses confidence in ability BPD1 toward responding BPD11_ Give examples of racial 2_CO discrimination will stop their 3_CO to respond appropriately to 4_CO appropriately to racial CO5 discrimination/microaggressions 5 behavior 5 racial discrimination 5 discrimination BPD1 BPD1 BPD1 BPD11_ Describe appropriate responses to 2_CO 3_CO 4_CO CO6 racial discrimination 6 6 6 BP13...Students of color use Expresses positive feelings that appropriate tools and BPD1 Expects there to be many BPD1 Expresses confidence in ability BPD1 using appropriate resources will resources to educate others BPD11_ 2_CO tools/resources to educate 3_CO to find appropriate 4_CO give them knowledge in how to BP13 about race and racism CO7 State the tools/resources they used 7 themselves 7 tools/resources 7 combat racism BPD1 BPD1 BPD1 Expresses positive feelings that BPD11_ State the content of tools/resources 2_CO Expects that they will be able to 3_CO Expresses confidence in ability 4_CO there are many credible and CO8 educated them about 8 understand the tools/resources 8 to understand tools/resources 8 applicable resources available BPD1 BPD1 BPD1 BPD11_ 2_CO Expects tools/resources to be 3_CO Expresses confidence in ability 4_CO CO9 State the credibility of sources 9 credible and applicable 9 to find credible sources 9

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Appendix D: Interpersonal Environmental Matrix of Change

STEP 2. INTERPERSONAL MATRIX Member/s Responsible: ...insert your name/s here IPD = interp IO= ersona interpe l rsonal deter outcom IPO =interpersonal performance minan IED =Interpersonal External Legend: e objective; t; Determinant _CO= Change Objective IO1...Teachers provide support for students who experience racial discrimination by modeling race sensitive behavior and actively responding appropriately to racial discrimination/microaggress ions when they encounter IO1 them Knowledge: Understanding of the health risks and benefits of Perceived Barriers: Attitudes: Beliefs about behaviors and the information Self-Efficacy: Overall measure of An individual's assessment of the outcomes or attributes of necessary to perform the the ability and confidence to obstacles to behavior change performing the behavior (Theory behaviors (Social Cognitive Performance Objectives IPD1 perform behavior (SCT) IPD2 (Health Belief Model) IPD3 of Reasoned Action) IPD4 Theory) IPO1...Teachers identify the need to engage Expresses confidence in ability to appropriately to racial respond appropriately to their Perceives no significant barriers Expresses positive feelings about Gives examples of racial discrimination/microaggress IPD1_C students' experiences with racial IPD2_C in ability to identify instances of IPD3_ the benefits of identifying racial IPD4_ discrimination and IPO1 ion O1 discrimination O1 discrimination/microaggressions CO1 discrimination/microaggressions CO1 microaggressions Perceives no significant barriers Expresses confidence in ability to in responding appropriately to State methods of identifying IPD1_C identify instances of IPD2_C instances of IPD3_ IPD4_ microaggressions/racial O2 discrimination O2 discrimination/microaggressions CO2 CO2 discrimination IPD1_C IPD2_C IPD3_ IPD4_ O3 O3 CO3 CO3 IP02... Teachers give Perceives no significant barriers Expresses positive feelings about appropriate consequences Expresses confidence in ability to in giving appropriate holding students accountable for Able to state the appropriate to students who engage in IPD1_C give equitable consequences to IPD2_C consequences to students for IPD3_ racial IPD4_ consequences for instances of IPO2 racial discrimination O4 all students O4 racial discrimination CO4 discrimination/microaggressions CO4 racial discrimination State the structural issues that Expresses confidence in what Perceives no significant barriers exist as a result of not giving appropriate consequences are in knowing what appropriate white students appropriate IPD1_C for students who engage in racial IPD2_C consequences are for each IPD3_ IPD4_ consequences for their O5 discrimination O5 student CO5 CO5 behavior State the structural issues that exist as a result of giving non- white students IPD1_C IPD2_C IPD3_ IPD4_ disproportionate consequences O6 O6 CO6 CO6 for their behavior IP03...Teachers actively engage in discussions with Expresses confidence in ability to Perceives no significant barriers Expresses positive feelings about Describes methods of how they students in topics about IPD1_C engage in conversation about IPD2_C in discussing about race and IPD3_ engaging students in discussion IPD4_ encourage discussion about IPO3 race and racism O7 race and racism with students O7 racism with students CO7 about anti-racism CO7 race and racism Perceives no significant barriers Expresses confidence in in knowing how to engage with Expresses positive feelings about Describes topics of race and IPD1_C knowledge about race and IPD2_C students in discussion about race IPD3_ anti-racist materials they are IPD4_ racism they would discuss with O8 racism O8 and racism CO8 engaging with students CO8 students IO2...Peers respond appropriately (such as seeking faculty support, comforting students of color, defending/correcting their peers) to racial discrimination/microaggress ions when they encounter IO2 them Perceived Barriers: Attitudes: Beliefs about Knowledge: Understanding of Self-Efficacy: Overall measure of An individual's assessment of the outcomes or attributes of the health risks and benefits of the ability and confidence to obstacles to behavior change performing the behavior (Theory behaviors and the information Performance Objectives IPD6 perform behavior (SCT) IPD7 (Health Belief Model) IPD8 of Reasoned Action) IPD9 necessary to perform the Huang, 67

behaviors (Social Cognitive Theory) IPO6...Peers identify the need to respond appropriately to racial Expresses confidence in ability to Perceives no significant barriers Expresses positive feelings about State examples of racial discrimination/microaggress IPD6_C identify instances of racial IPD7_C in acquiring knowledge of racial IPD8_ the benefits of identifying racial IPD9_ discrimination and IPO6 ion O1 discrimination O1 discrimination CO1 discrimination CO1 microaggressions Expresses confidence in ability to Perceives no significant barriers Expresses positive feelings about Give examples of when it is IPD6_C respond appropriately to racial IPD7_C to identifying instances of racial IPD8_ responding appropriately to IPD9_ appropriate to respond to racial O2 discrimination O2 discrimination CO2 racial discrimination CO2 discrimination IP07...Students set aside cultural and political Expresses confidence in ability to differences to actively listen actively listen and dialogue with Perceives no significant barriers Expresses positive feelings States importance of to and dialogue with each IPD6_C peers of differing social/racial IPD7_C to listening/dialoguing with peers IPD8_ towards connecting with others IPD9_ understanding peers' differing IPO7 other O4 identities O4 of differing social/racial identities CO4 with varying cultural experiences CO4 experiences Reaches out to people of Perceives no significant barriers Expresses positive feelings differing political and cultural IPD6_C IPD7_C to ability to reach out to peers of IPD8_ toward reaching out to people IPD9_ backgrounds to learn about O5 O5 differing social/racial identities CO5 of differing cultural experiences CO5 their experiences Describes similarities to students of differing cultural IPD6_C IPD7_C IPD8_ IPD9_ backgrounds with experiences O6 O6 CO6 CO6 of their own IP08...Peers use appropriate Perceives no significant barriers tools and resources to Expresses confidence in ability to to finding credible Expresses positive feelings educate themselves and find credible tools/resources to tools/resources to educate toward understanding more others about race and IPD6_C educate themselves about race IPD7_C themselves about race and IPD8_ about racism and social identity IPD9_ State the tools/resources they IP08 racism O7 and racism O7 racism CO7 experiences CO7 used Expresses conficence in ability to Perceives no significant barriers Expresses positive feelings they State the content of IPD6_C understand tools/resources to IPD7_C to understanding tools/resources IPD8_ will be able to find many IPD9_ tools/resources educated them O8 educate themselves O8 about race and racism CO8 resources CO8 about Expresses confidence in ability to Perceives no significant barriers IPD6_C apply tools/resources to combat IPD7_C in applying tools/resources to IPD8_ IPD9_ O9 racism O9 combat racism CO9 CO9 State the credibility of sources IP09...Peers know how to respond appropriately to racial Expresses confidence in ability to Perceives no significant barriers Expresses positive feelings Give examples of appropriate discrimination/microaggress IPD6_C respond appropriately to racial IPD7_C to responding appropriately to IPD8_ towards ability to respond to IPD9_ responses to racial IP09 ions O10 discrimination O10 instances of racial discrimination CO10 racial discrimination CO10 discrimination Expresses confidence in Expresses positive feelings State the reasons why IPD6_C knowledge about racial IPD7_C IPD8_ towards responding to racial IPD9_ appropriate responses are O11 discrimination O11 CO11 discrimination CO11 necessary

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Appendix E: Individual Level Methods and Strategies Matrix

STEP 3. METHODS AND STRATEGIES: Individual LEVEL DEFINITION OF DETERMINANT DETERMINANT METHODS DEFINITION OF METHOD APPLICATION(S)/STRATEGY/IES CHANNELS VEHICLES CHANGE OBJECTIVES Assuring high level A1. ... engagement of the -Group together defines participants' group in internalized vs institutional vs -Gives examples of instances of problem solving, interpersonal racism racial discrimination Understanding of the decision making, and -Group dialogue giving -Give examples of internalized health risks and change activities; with examples of internalized racism racism they have experienced benefits of behaviors highest level being including personal experiences -States the teachers and and the information control by the if comfortable administrators they would go to necessary to perform participants' group -Have members explain how for support the behaviors (Social (Diffusion of internalized racism affects non- Intergroup Dialogue -States the peers they would Knowledge Cognitive Theory) M1...Participation Innovations Theory) white students Interpersonal Training/Curriculum seek for support A2. ... -Web of oppression activity: have students of color identify -State how examples of internalized racism and how internalized racism affect their they affect their self-esteem and mental health behaviors/thinking -States the benefits of seeking -Students of color elaborate on social support from peers or how systems can be trusted adults interrupted by others or -Describes how peers would Stimulating the learner themselves support their needs to add meaning to the -Students of color identify the -Describes how teachers and information that is systems that lead to Intergroup Dialogue administrators would support M2...Elaboration being processed (ELM) internalized racism Interpersonal Training/Curriculum their needs -State the tools/resources they used -State the content of tools/resources educated them about -State the credibility of sources -Describe instances of how internalized racism is related to systemic or interpersonal racism -States methods of how they would contact peers or trusted adults when discriminated A3... against (phone, email, in- -Create posters in groups that person) Ensuring the same cues list school resources -Describe appropriate times to are present at the time -List sources that should be respond to racial discrimination of learning and the time used to look up information (in a classroom by raising hands, of retrieval (Theories of -Create posters with what racial Intergroup Dialogue in conversations with M3...Providing Cues Information Processing) discrimination could look like Mediated/Interpersonal Training/Curriculum peers/family) Providing a collaborative, goal- oriented style of -Discuss/journal feelings of communication with internalized racism particular attention to -Describe examples of how they the language of change; have demonstrated internalized designed to strengthen racism personal motivation for A4.... -State the reasons why and commitment to a -Hold discussions and have appropriate responses are specific goal by eliciting students of color think critically necessary and exploring the about their personal -State the methods and person's own reasons experiences with internalized responses they would use to for change within an racism respond to atmosphere of -Watch Ted Talk- Jabari Lyles: discrimination/microaggressions acceptance and Black self, white world -Describe appropriate M4...Motivational compassion (Self- -Debrief and discuss feelings responses to racial Interviewing Determination Theory) toward it Interpersonal Intergroup Dialogue discrimination A1. ... -Expects there to be many -Online Google Drive created tools/resources to educate within each IGD group with themselves Anticipated collaborative resource list -Expects that they will be able consequences (positive -Have students list books, to understand the or negative) as a result Encouraging learning podcasts, websites, social tools/resources of performing the from goal-driven and media, etc. with resources -Expects tools/resources to be Outcome behavior (Social activity-based activity about anti-racism Intergroup Dialogue credible and applicable Expectations Cognitive Theory) M1...Active Learning (ELM) -Ensure that it is confidential Mediated/Interpersonal Training/Curriculum -Expects that resources to cope Huang, 69

within the group only (no with racial discrimination are teachers or other groups helpful and eases feelings of allowed access) discomfort -Expects resources to relate to their experiences with racism -Expects resources to give them tools to combat racial discrimination -Expects that teachers and administrators are equipped with being able to support them -Expects that identifying a need to seek help will not affect their self-esteem or social status -Expects that appropriately responding to racial discrimination will relieve negative feelings -Expects that identifying internalized racism will stop Encouraging combining A2. ... behaviors that are destructive both cognitive and -Students make up scenarios of -Expects that identifying affective assessments of personal discrimination and instances internalized racism one's self-image with write them on a piece of paper will relieve feelings of guilt and and without an -Students trade papers and shame unhealthy behavior have a partner write down how -Expects that discussing these M2...Self (Transtheoretical they would respond Intergroup Dialogue experiences and feelings will Reevaluation Model) -Share as a group and discuss Interpersonal Training/Curriculum decrease stress -Expects that disrespectful A3... responses from aggressors wil -Have students of color list out not impact their self-esteem all possible responses that -Expects their engagement with aggressors may have racial discrimination will be met Stimulating people to -Have students read a list of with respect focus on their feelings health outcomes related to -Expects those engaging in after unintended risky stress associated with racial discrimination will stop their behavior, before any discrimination behavior losses actually -Have students reflect on the -Expects other students of color M3...Anticipated materialize (Theory of tradeoffs for the responses vs Intergroup Dialogue to relate to experiences and Regret Planned Behavior) health outcomes Interpersonal Training/Curriculum events of racial discrimination -Expects that teachers and administrators are willing to support them A4.... -Expects teachers and -Townhall Role Playing activity: administrators to respond -All students will be given an appropriately to perpetrators of assigned role with different racial discrimination Encouraging emotional social identities than the ones -Expects that peers are able to experiences, followed they currently identify as support their needs by reduced affect or -Each slip will have a prompt -Expects that peers are willing anticipated relief if with what they are to do/act to support them appropriate action is and their goals/resources -Expects peers to respond taken (Transtheoretical -Play out the scene and after Intergroup Dialogue appropriately to perpetrators of M4...Dramatic Relief Model) debrief and reflect Interpersonal Training/Curriculum racial discrimination -Expresses confidence in the ability to identify thoughts about internalized racism -Expresses confidence in their ability to verbalize their A1. ... experiences and feelings of -Outside of IGD group time, internalized racism have students write down -Expresses confidence in ability every instance they have to identify racial thoughts of internalized racism discrimination/microaggressions -Also note their feelings or -Expresses confidence in behaviors when they occur knowing the appropriate time -During group time, have and place to respond to racial Prompting the person students write down self- discrimination Overall measure of the to keep a record of affirmations for when these -Expresses confidence in ability ability and confidence specified behavior thoughts occur to identify when outside to perform behavior M1...Self-Monitoring (Theories of Self- -Give examples of self- Intergroup Dialogue support is necessary to diffuse Self-Efficacy (SCT) Behavior Regulation) affirmations Mediated Curriculum the situation Prompting individuals to A2. ... -Expresses confidence in rehearse and repeat the -Internet Scavenger Hunt: Intergroup Dialogue knowledge about their M2...Guided Practice behavior various times, -Give a vague description of a Mediated/Interpersonal Training/Curriculum experiences and effects of racial Huang, 70

discuss the experience, term or famous person of color discrimination and provide feedback and an endpoint (ex. #metoo -Expresses confidence that (SCT) and KC for Kimberle Crenshaw) speaking about their -Have students take 30 minutes experiences with racism will to get as close as they can to lessen the stigma in the endpoint as possible and conversations about race taking note of resources and -Expresses confidence in ability facts along the way to research resources about the -At the end of the time, experiences of people of color everyone come together and -Expresses confidence in ability discuss what they learned and to understand resources about how they got there experiences of people of color -Expresses confidence in ability to actively counter thoughts of shame resulting from internalized racism -Expresses confidence in ability to find appropriate tools/resources -Expresses confidence in ability to understand tools/resources -Expresses confidence in ability to find credible sources -Expresses confidence in ability to identify teachers or administrators that would A3... support them -Entire group brainstorms safe -Expresses confidence that teachers/administrators/friends teachers and administrators are Prompting making if- to go to when facing racial equipped to supporting their then plans that link discrimination needs situational cues with -Teachers and administrators -Expresses confidence in their responses that are say out loud what they will do ability to identify peers who effective in attaining with students giving them would support them goals or desired prompts -Expresses confidence that M3...Implementation outcomes (Theories of -Makes big poster and hangs it Intergroup Dialogue peers are able to support their Intentions Goal Directed Behavior) up where anyone can see Mediated/Interpersonal Curriculum needs -Expresses positive feelings that using appropriate resources will give them knowledge in how to combat racism A1. ... -Expresses positive feelings that -Create social media post there are many credible and together in group applicable resources available -Individual social media posts -Expresses that given resources or one as a group are credible and relatable Prompting individuals to -Share together on platforms -Expresses positive feelings Beliefs about rehearse and repeat the -Group learning on how and about being able to identify outcomes or attributes behavior various times, what sources to use others who can support them of performing the discuss the experience, -Using collaborative process to -Expresses positive feeilngs behavior (Theory of and provide feedback find and disseminate Intergroup Dialogue toward identifying racial Attitudes Reasoned Action) M2...Guided Practice (SCT) information Mediated/Interpersonal Training/Curriculum discrimination -Expresses positive feelings about identifying their Providing a experiences of internalized collaborative, goal- racism oriented style of -Expresses positive feelings communication with about understanding their particular attention to experiences with internalized the language of change; racism designed to strengthen A2. ... -Expresses positive feelings personal motivation for -Multicultural Circles Activity: about discussing or journaling and commitment to a -Students use handout to about their experiences with specific goal by eliciting identify key identities of internalized racism and exploring the themselves -Expresses less discomfort in person's own reasons -Share a story about when they disclosing their experiences for change within an were proud of their identity to with racial discrimination atmosphere of their partner -Expresses decreased negative acceptance and -Share a story that was painful feelings such as anxiety, shame, M2...Motivational compassion (Self- attached to their identity Intergroup Dialogue and guilt toward their social Interviewing Determination Theory) -Stereotype statements Interpersonal Training/Curriculum identities as people of color Encouraging a process A3... -Expresses positive feelings whereby knowledge is -Fishbowl activity: about being able to find M3...Direct created through the -Students of one social identity Intergroup Dialogue appropriate support from Experience interpretation of are in inside of circle and Interpersonal Training/Curriculum others Huang, 71

experience (Theories of responding to prompt -Expresses positive feelings Learning) -Students of other social about identifying instances of identity on outside circle racial discrimination listening and then switch roles -Expresses feelings of relief -Respond and discuss when asked about the teacher experience with fishbowl or administration would support activity them -Express positive feelings about teachers/administration regarding discussions about race and racism -Expresses feelings of relief when asked about the peers that would support them against racial discrimination -Express positive feelings about peers regarding discussions about race and racism -Expresses that responding appropriately to racial discrimination/microaggressions will have a positive impact on them and the aggressor -Expresses positive feelings toward responding appropriately to racial discrimination

Huang, 72

Appendix F: Interpersonal Level Methods and Strategies Matrix

STEP 3. METHODS AND STRATEGIES: INTERPERSONAL LEVEL DEFINITION OF DEFINITION OF DETERMINANT DETERMINANT METHODS METHOD APPLICATION(S)/STRATEGY/IES CHANNELS VEHICLES CHANGE OBJECTIVES -Expresses confidence in ability to respond appropriately to their students' experiences with racial discrimination -Expresses confidence in ability Prompting making to identify instances of if-then plans that A1. ... discrimination link situational cues -Teachers create classroom protocol -Expresses confidence in ability Overall with responses that for when they see or hear racial to give equitable consequences measure of are effective in discrimination to all students the ability and attaining goals or -Includes appropriate consequences -Expresses confidence in what confidence to desired outcomes for responding to racism with different Intergroup appropriate consequences are perform M1...Implementation (Theories of Goal tiers (essay writing --> suspension/call Dialogue Teacher for students who engage in Self Efficacy behavior (SCT) Intentions Directed Behavior) home Mediated/Interpersonal Training racial discrimination Encouraging a process whereby A2. ... Intergroup knowledge is -Fishbowl activity: Dialogue Teacher -Expresses confidence in ability created through the -Students in inner circle talk about Training/PEER to engage in conversation about interpretation of their experiences Leader race and racism with students experience -Teachers on outer circle then switch Training/Intergroup -Expresses confidence in M2...Direct (Theories of -Repeat with racial identities Dialogue knowledge about race and Experience Learning) -For peers and teachers and just peers Interpersonal Curriculum racism -Expresses confidence in ability to actively listen and dialogue with peers of differing social/racial identities A3 ... -Expresses confidence in ability -Online Google Drive created within to find credible tools/resources Prompting each IGD group with collaborative to educate themselves about individuals to resource list race and racism rehearse and repeat -Have students list books, podcasts, -Expresses confidence in ability the behavior various websites, social media, etc. with to understand tools/resources times, discuss the resources about anti-racism PEER Leader to educate themselves experience, and -Ensure that it is confidential within Training/Intergroup -Expresses confidence in ability provide feedback the group only (no teachers or other Dialogue to apply tools/resources to M3...Guided Practice (SCT) groups allowed access) Mediated Curriculum combat racism A1. ... -Cultural chest activity: -Perceives no significant barriers -Each participant brings 3 objects that to listening/dialoguing with represent their different social peers of differing social/racial identities and shares and then the identities An individual's Bringing people in whole group debriefs at the end Intergroup -Perceives no significant barriers assessment of contact with -Discussions may include: Dialogue Teacher to ability to reach out to peers the obstacles members of the commonalities/differences in Training/PEER of differing social/racial to behavior stigmatized group salient/targeted social identities, Leader identities change (Theories and visible/invisible social identities, the Training/Intergroup -Perceives no significant barriers Perceived (Health Belief M1...Interpersonal Stigma and role society plays in Dialogue in discussing about race and Barriers Model) Contact Discrimination) encouraging/silencing these identities Interpersonal Curriculum racism with students -Perceives no significant barriers in knowing how to engage with students in discussion about race and racism -Perceives no significant barriers in discussing about race and racism with students -Perceives no significant barriers in responding appropriately to instances of discrimination/microaggressions -Perceives no significant barriers to finding credible A2. ... tools/resources to educate -Complete the statement activity: Intergroup themselves about race and Engineering lessons -Students are given half a statement Dialogue Teacher racism in a way that and must complete on piece of paper Training/PEER -Perceives no significant barriers students must learn and must complete the statement Leader to understanding from one another based on their own experiences Training/Intergroup tools/resources about race and M2...Cooperative (Theories of Stigma -Students trade papers and must Dialogue racism Learning and Discrimination) explain from others' points of views Interpersonal Curriculum -Perceives no significant barriers Huang, 73

in applying tools/resources to combat racism -Perceives no significant barriers to responding appropriately to instances of racial discrimination A3... -Perceives no significant barriers Encouraging -Townhall Role Playing activity: in ability to identify instances of combining the -All students will be given an assigned discrimination/microaggressions affective and role with different social identities -Perceives no significant barriers cognitive than the ones they currently identify Intergroup in giving appropriate assessments of how as Dialogue Teacher consequences to students for the presence of -Each slip will have a prompt with Training/PEER racial discrimination absence of a what they are to do/act and their Leader -Perceives no significant barriers personal behavior goals/resources Training/Intergroup in knowing what appropriate M3...Environmental affects one's social -Play out the scene and after debrief Dialogue consequences are for each Reevaluation environment and reflect Interpersonal Curriculum student Encouraging combining both Beliefs about cognitive and A1. ... outcomes or affective -Students make up scenarios of Intergroup attributes of assessments of personal discrimination and write Dialogue Teacher -Expresses positive feelings performing the one's self-image them on a piece of paper Training/PEER towards responding to racial behavior with and without an -Students trade papers and have a Leader discrimination (Theory of unhealthy behavior partner write down how they would Training/Intergroup -Expresses positive feelings Reasoned M1...Self (Transtheoretical respond Dialogue towards ability to respond to Attitudes Action) Reevaluation Model) -Share as a group and discuss Interpersonal Curriculum racial discrimination A2. ... Helping people -Terminology activity: -Expresses positive feelings reinterpret previous -Group comes up with definitions of about the benefits of identifying failures in terms of words racial unstable -Racism, white supremacy, Intergroup discrimination/microaggressions attributions and internalized/institutional/interpersonal Dialogue Teacher -Expresses positive feelings previous successes racism, culture, ethnicity, etc. Training/PEER about anti-racist materials they in terms of stable -Define and explain and give examples Leader are engaging with students attributions of each Training/Intergroup -Expresses positive feelings they M2...Reattribution (Theories of Self- -Come up with ways to combat Dialogue will be able to find many Training Regulation) examples of each Interpersonal Curriculum resources A3. ... -Multicultural Circles Activity: -Expresses positive feelings Forcing oneself to -Students use handout to identify key Intergroup about holding students control impulsive identities of themselves Dialogue Teacher accountable for racial M3...Conscious negative reactions -Share a story about when they were Training/PEER discrimination/microaggressions Regulation of related to stigma proud of their identity to their partner Leader -Expresses positive feelings Impulsive (Theories and -Share a story that was painful Training/Intergroup toward understanding more Stereotyping and Stigma and attached to their identity Dialogue about racism and social identity Prejudice Discrimination) -Stereotype statements Interpersonal Curriculum experiences -Expresses positive feelings about engaging students in Stimulating people discussion about anti-racism to empathize with A4.... Intergroup -Expresses positive feelings another person, i.e, -"What's in a name?" Activity: Dialogue Teacher towards connecting with others imagine how the -Students each share their fullest Training/PEER with varying cultural other person would name to a partner (origins, how they Leader experiences feel (Theories of got it) Training/Intergroup -Expresses positive feelings M4...Empathy Stigma and -Then come together as a group and Dialogue toward reaching out to people Training Discrimination) share their partners' names Interpersonal Curriculum of differing cultural experiences Understanding of the health A1. ... -States importance of risks and -Gallery walk activity "know or don't understanding peers' differing benefits of know": experiences behaviors and -Quotes, people, images, etc. are -State the tools/resources they the places around the classroom used information -Students write Intergroup -State the content of necessary to Encouraging comments/reactions/feelings to each Dialogue Teacher tools/resources educated them perform the consideration of a one as well as if they know or don't Training/PEER about behaviors topic inopen know Leader -State the credibility of sources (Social informal debate -Come together to discuss together Training/Intergroup -Give examples of appropriate Cognitive (Elaboration about credibility of sources as well as Dialogue responses to racial Knowledge Theory) M1...Discussion Likelihood Model) comments on the page Interpersonal Curriculum discrimination Facilitating A2. ... Intergroup -State the structural issues that observation of -Web of oppression activity: have Dialogue Teacher exist as a result of giving non- M2...Provide nonexpert others in students of color identify internalized Training/PEER white students disproportionate Opportunities for order to evaluate racism and how they affect their Leader consequences for their behavior Social Comparison one's own opinions behaviors/thinking Interpersonal Training/Intergroup -State the structural issues that Huang, 74

and performance -Students of color elaborate on how Dialogue exist as a result of not giving abilities (Social systems can be interrupted by others Curriculum white students appropriate Comparison Theory) or themselves consequences for their behavior -Students of color identify the systems -Describes similarities to that lead to internalized racism students of differing cultural backgrounds with experiences of their own Providing a collaborative goal- oriented style of communication with particular attention to the language of change, designed to strengthen personal motivation for and commitment to a A3... specific goal by -Unpacking the Invisible Knapsack: eliciting and -McIntosh, P. (1988). : -Gives examples of racial exploring the Unpacking the invisible knapsack. discrimination and person's own -Ask questions in list and have microaggressions reasons for change students make a mark every time they Intergroup -Reaches out to people of within an relate to the statement Dialogue Teacher differing political and cultural atmosphere of -Do NOT ask for people to reveal their Training/PEER backgrounds to learn about acceptance and answers but reflect on what that Leader their experiences compassion (Self- might mean to have so many of those Training/Intergroup -Describes methods of how they M3...Motivational Determination privileges afforded to them Dialogue encourage discussion about Interviewing Theory) -Discuss and reflect Interpersonal Curriculum race and racism -State methods of identifying Providing microaggressions/racial information, A4.... discrimination feedback, or -Action planning and alliance building -Able to state the appropriate confrontation about -Peer facilitators create posters with consequences for instances of the cases, consequences of racial discrimination racial discrimination consequences, and and post on schools -Describes topics of race and alternatives for a -Create rally/workshop series for peers racism they would discuss with problem or a to talk to people outside of school students problem behavior community Intergroup -State the reasons why M4...Consciousness (Health Belief -Collaboratively come up with tangible Dialogue appropriate responses are Raising Model) action items to combat oppression Mediated/Interpersonal Curriculum necessary

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Appendix G: Intergroup Dialogue Example Lesson Plans

Each session 1.5 hours 10 sessions in total *NOTE* Any of the icebreaker activities can be substituted with any approved icebreaker activity by a PEER Director; the ones described in these lesson plans are just examples of possible activities.

Stage 1: Forming and Building Relationships Session 1- Group Introductions/Team Building “What’s in a Name?” Activity ~15 min  Students turn and talk to each other in pairs for about 5 minutes each  The facilitator will ask each student to explain to their partner their “fullest name”, sharing with their partners the origins of their first, middle, and last names (if applicable)  This may include pronunciation, cultural relevance, parental decision-making, or family histories and stories, etc.  Come together as a group and have some students share their or their partner’s “fullest name” “Blindfolded Tour” Activity ~ 30 min  Students choose a partner first  Each pair is given the same paper puzzle (pre-made before the start of the session)  One student in the pair is asked to complete the puzzle blindfolded while the other sighted student gives directions  Partners switch off and the other partner tries to complete the puzzle with the other giving direction  Facilitators can choose to make this a competition and time the groups to see who can finish the fastest  Students then repeat the activity except with pairs that the facilitators specify  Debrief the activity: o What worked well in your pair? What didn’t? o What techniques did you use to finish the puzzle? o How did you communicate with your partner when you were blindfolded? Sighted? Value of Discussing Race Discussion ~ 45 minutes  Either in pairs or groups of 3 or 4, have students discuss this question: “why may it be valuable for white people, multiracial people, and people of color to talk about race and ethnicity?”  Allow for students to write on index cards or journals first for a few minutes before coming together in their small groups to discuss.  After the small groups have discussed for approximately 15-20 minutes, come back together in the large group to create a collective understanding of the question and responses.  Have representatives from each group share what they discussed to the whole and allow for any students to ask questions or follow-up to any of the responses

Session 2- Team Building/Understanding Dialogue Huang, 76

Icebreaker Activity ~ 10 min  Ex. PEER Bingo  Facilitators have pre-made bingo board with various experiences/attributes in each box  Students must find other students in the group with those experiences/attributes and have them sign off to make Bingo  Cannot have the same person sign off on 2 items more than once Myers-Brigg Personality Quiz ~ 35 min  Printable or online Myers-Brigg Personality Test o https://www.16personalities.com/free-personality-test  Students complete quiz  After the quiz is complete, students will gather in their respective personality group types and discuss for a few minutes about what each student has in common and differ from each other  Have a representative in each group explain their personality type and how they approach conflict or other social situations Dialogue vs Debate Discussion ~ 45 min  Ask students: what is the difference between dialogue vs debate or conversation?  Have students respond after reflecting for a minute or so  Give this information sheet handout to students to read and highlight important notes or substantive quotes: https://capstone.unst.pdx.edu/sites/default/files/Dialogue%20and%20Debate_0.pdf  Come back in the group and have students use the handout and their own thoughts to define the key characteristics of dialogue  Write down the characteristics of dialogue on a large paper to keep for future sessions to refer to  Practice dialoguing in small groups with a PEER Leader assisting in each of the groups  Come back to the large group and debrief how that experience was different from other forms of communication and how dialoguing felt internally

Stage 2: Exploring Differences and Commonalities in Experience Session 3- Cultural Identities Icebreaker Activity ~ 15 min  Ex. “Who Am I?”  Sticky note with name of celebrity/icon written on it and put on each students’ foreheads  Students must figure out who they are by asking other students questions about their celebrity/icon to a partner (facilitators choose pairs) Cultural Chest Activity ~ 30 min  Each student brings 3 objects that represent their different social identities  Each student presents their cultural chest to the group Debrief/Discussion ~ 45 min  Ask the group: o What are commonalities/differences in the objects? o What are salient or targeted social identities? o What identities are visible or invisible? o What role does society play in encouraging or silencing these identities?

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Session 4- Establishing Common Language and the Cycle of Socialization Icebreaker ~15 min  Ex. Skittles  Each group member can take as many skittles from the bag as they would like  Once every person has had a grab at the bag, the facilitator says that for as many skittles that each person took is how many facts they have to say about themselves Terminology Activity ~ 40 min  Define: prejudice, discrimination, oppression in small groups (3-5 in each) then come together to discuss as everyone may have different perceptions/underlying assumptions of each o Prejudice- an attitude about another person or group of people based on stereotypes o Discrimination- an action or behavior based on prejudice o Oppression- prolonged malicious or unjust treatment or exercise of power  In another small group define: interpersonal racism, institutional/structural/systemic racism, and internalized racism o Internalized racism- acceptance and internalization of negative stereotypes about one’s group . Ex. A person of color is bullied or gets bad grades because they themselves do not think they are capable/do not live up to the expectation o Interpersonal racism- prejudice and discrimination: intentional and unintentional actions; lack of respect, suspicion, , devaluation . Ex. Calling someone a racial slur o Institutional/structural/systemic racism- differential access to resources and power, institutional policies and practices . Ex. School curricula ignoring genocide of Indigenous people, middle school teachers disproportionately not recommending Black students to higher level classes, redlining, police brutality  In the large group define: race, ethnicity, o Race- the physical color of a person’s skin . Note that different races can exist within the same ethnicity o Ethnicity- the fact or state of being part of a common cultural tradition . Note that different ethnicities can belong to the same race (ex. Africa the continent is not a monolithic place with only Black people) o Nationality- the citizenship of the person  In large group define: racism and white supremacy o White supremacy- the belief that whiteness is the superior state of being . Ask: is white supremacy unique to white people? . Colorism, skin lightening beauty products, etc. should be mentioned to emphasize that white supremacy transcends race o Racism- the systemic conditions that provide some people more consistent and easier access to opportunities based on (perceived) race or ethnicity . Discuss the phrase: “racism created race” . Give historical context for the US: https://www.thirteen.org/wnet/slavery/about/index.html Huang, 78

. Note that white supremacy is the root of racism; white supremacy is an ideology NOT a person or group it is the foundations of the structures that racism exists on  The facilitator summarizes the themes, acknowledging that these working definitions will likely evolve as the dialogue progresses o Note that racism and other structures of oppression are built on imbalances of power . I.e. people of color cannot be racist against white people because they have more structural power and the system will work in their favor (ex. A club for Black students excludes white students but overall most clubs for students are predominantly white) . However, people of color can have prejudice and discriminate against white people . Note that the “model minority” still disproportionately widens the achievement gap for Black/Latina(o) students and is rooted in white supremacy (read: Asians are “models” because they are perceived to be approximate to white)  The facilitator also stresses the importance of clarifying the meaning attached to a term or concepts before assuming there is consensus or disagreement  Write terms on a large poster board for future reference Cycle of Socialization ~ 20 min  Present Harro’s Cycle of Socialization  Have students think of examples for each part of the cycle, encouraging personal experiences and mapping the newly defined words into the cycle Debrief ~15 min  Notes: students at SBHS have expressed the systemic pressures toward Asian achievement, which seem to create unfair disadvantages against white students according to preliminary findings o The facilitator in this instance should prompt students to reexamine this phenomenon as it exists in the context of social and political power; how does this pressure for academic achievement disproportionately affect students of color? How does it affect specifically Black students? Moreover, who holds the power at the societal and organizational levels who have not actively worked to combat these disparities? (Bablack et al, 2016).  Resource for important points to touch upon while debriefing: http://www.edchange.org/multicultural/activities/activity4.html

Session 5- Rewriting Stereotypes Icebreaker ~15 min  Ex. Look up, look down  Students stand in a circle and look down  Facilitator asks students to look up at a person  If 2 students lock eyes, they are both out  Play until all students out (can repeat multiple times) Circles of My Multicultural Self ~ 60 min  Facilitators give out circles handout (in link below) Huang, 79

 Ask students to write their name in the center circle and then 4 important dimensions of their identity (female, athlete, gay, Asian, Jewish, etc) in the outer circles  In pairs, each student shares 2 stories: one in which they were proud of their identity attached to their circle and one that is particularly painful attached to one of their identities  After sharing, share a stereotype of dimension of their identity that fails to describe them accurately and complete the sentence “I am ______but I am NOT ______” o Ex. I am Chinese but I am NOT the cause of COVID-19  Come back together in the large group and ask if there is anyone who their reactions to their partner’s stories and ask if anyone would like to share a story about themselves or their partner o Facilitators should also engage in this activity with group members  Have all students stand up one by one and read their “I am _____ but I am NOT ____” statements aloud for the group  http://www.edchange.org/multicultural/activities/circlesofself.html Debrief ~15 min  Discussion questions: o How do the dimensions of your identity that you chose as important differ from the dimensions other people use to make judgments about you? o Did anybody hear somebody challenge a stereotype that you once bought into? If so, what? o How did it feel to be able to stand up and challenge your stereotype? o Where do stereotypes come from? How are they connected to the kinds of socialization that make us complicit with oppressive conditions?

Stage 3: Exploring and Discussing Race and Racism Session 6- Active Listening and Learning Icebreaker ~ 15 min  Ex. Circle Dash  Students stand in a circle with one student in the middle  Students must covertly switch spots with another student in the circle before the student in the middle steals the vacancy Fishbowl ~ 60 min  Students sit in Socratic seminar type seating  Students of particular subgroup (non-white or white) are in the inner circle first while others actively listen and then switch with the same prompt  Prompt students in inner circle (these are just examples): o A fox up one day and really wanted to learn to swim. He goes to the pond and asks the fish, “hey what do I have to do to swim?” The fish replies he needs flippers. The fox comes back the next day, flippers in hand and asks the fish again what else he requires to swim. The fish replies that he needs gills. Once again, the fox scampers away and comes back the next day with his flippers and his snorkel. “Ok anything else I need before I jump into the water?” the fox asks, to which the fish replies “what’s water?” Huang, 80

. -From this story, we gather that the fish has only ever known the water and has normalized that environment around him, not knowing what else exists beyond the pond. . The water here represents systemic or structural racism that are central to our society but are seldom resisted because of its often invisible effects to people of privilege. . What water have you swallowed? What are the structures of oppression you have come to accept without questioning? o Hat full of quotes, finish the statement, shocking statement, recall incident/experience… o http://www.intergroupresources.com/rc/Fishbowl,%20Three%20Listening%20Ex cersizes.pdf  Facilitators are welcome to ask follow up or clarification questions in order to continue engaging the dialogue  Ensure that everyone in the fishbowl has a turn to speak Debrief ~15 min  Discussion Questions: o What was difficult about the dialogue? What was easy? o What have you learned from this experience? o How will you apply this information outside of this space?

Session 7- Changing Outcome Expectations Icebreaker ~ 15 min  Ex. Heads Up  One player has a card on their head with an animal on it  Other players give hints to the one about what the animal is while the one player guesses  Player tries to guess the most animals in 1 minute Role Playing Activity ~ 45 min  Facilitators first prompts group: o Why is it important to bring up topics of social justice in school or in our daily lives? o What are some barriers that prevent us from speaking out against racism or other forms of oppression?  Facilitators write down scenarios of racial discrimination they have experienced or heard from others  The group is split up into smaller groups and given one of these scenarios and asked to role play it out (say that all students should have a role in these scenarios)  Replay the scenario again but now allow observing students to “spect-act” during the performance and intervene in the moment when necessary  http://www.edchange.org/multicultural/activities/roleplays.html  https://hbr.org/2017/02/how-to-respond-to-an-offensive-comment-at-work  Examples of how to respond appropriately: o “What do you mean by that?” o “I don’t think you were being intentionally hurtful but that makes me feel uncomfortable/is offensive because...” o “Do you actually believe that? If so, why?” Huang, 81

o “Here is an article about how that comment/behavior was offensive” Debrief ~ 30 min  Dialogue about the experiences of role playing after it is over o What are some ways that the person being discriminated against feels in that situation? What made them feel that way? o How would they like to be supported in that situation? o As a white person, how do you feel in that situation? How would you respond? o How does that make the people of color feel to respond that way? o What are some strategies for managing the situation without immediately ending the conversation? o Were there any parallels in the scenario? o https://accelerate.uofuhealth.utah.edu/connect/how-to-respond-with-compassion- when-someone-is-hurt-by-racism

Session 8- Reexamining History and Continued Learning Icebreaker ~ 15 min  Ex. Lap game  Students sit in a circle and put their left hand on the person to the left’s knee and their right hand on the person to their right’s knee  All students arms should be criss-crossed in a circle  The facilitator begins the game by tapping one of their hands once, which should prompt the tapping to continue around the circle in order of how the hands appear  A double tap of the knee results in the order of tapping around the circle to reverse, and a mistake or hesitation prompts the removal of that hand in the circle until only 1 person remains Gallery Walk ~ 45 min  Facilitators prepare images/facts/stories from Black or history of people of color that was not taught or ignored in history courses (ex. Black Panther Party history and liberation, Claudette Colvin, Japanese Camps, Tuskegee Syphilis Trials, history of racism in the US etc.)  Facilitators post these images/facts/stories around the room and ask students to silently walk around and read/reflect  Post-its can be given out to let students write down any reactions and post them near the image  After 15 min of walking around, come together to dialogue about the experience o Read aloud post-its on each post and allow for any students to elaborate if needed o What surprised you? What didn’t? How did that make you feel? o How do media and culture influence how people feel about these issues? o Why do you believe these types of stories are ignored in traditional American history? Internet Scavenger Hunt ~ 30 min  Using the images and facts/stories/images, have students choose one and find a credible source to back those claims (using laptops or cell phones)  Ask students where they found the source, how they found the source, and how they know it’s credible  What are some barriers that prevent people from being able to do this exercise? Huang, 82

 What are some barriers that prevent people from finding credible sources and how do you overcome it? o These questions should relate to structural problems of classism and hegemony and other intersectional identities  Facilitators then create a shared Google Drive for the group ONLY to access in which they can upload and add any credible knowledge sources they find so any group member can access and continue learning and sharing o Can be anything from social media posts, famous artists or figures, images, poetry, first hand experiences, primary sources, etc.

Stage 4: Action Planning and Alliance Building Session 9- Planning for Change Icebreaker ~ 15 min  Ex. Where the wild wind blows  Students are on one side of the classroom  Facilitator says “the wild wind blows for all students who [insert trait or experience]”  Students who relate to the statement cross the room Harro’s Cycle of Liberation ~ 20 min  Introduce Harro’s Cycle of Liberation (below)  Have students read it over and discuss o How does it differ from the cycle of socialization? o How do we enable these actions to happen using dialogue or other tools we learned in Intergroup Dialogue? o What are actions we’ve taken in Intergroup Dialogue that address the different parts of the cycle? How will you maintain it in the future?

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 Action Planning Committee ~ 55 min  All students identify 3 actions they are willing to take to challenge injustice  Partner up with someone else and exchange ideas and discuss how they address racial discrimination in SB  Using the action continuum, students can identify where they can intervene and in what social ecological level (individual, interpersonal, organizational, community, or policy)

 Come back together as a group and discuss the different approaches to action  Agree on 1 specific action project for the group and what levels of the social ecological model it addresses o Ex. posters to hang around the school to raise consciousness, social media post they can share collectively, social media page, film screening, community dialogue, panel talk, art night  Start planning event or methods to do them

Session 10- Action and Reflection Icebreaker ~ 15 min  Ex. Superhero wars  Students are in a circle and the facilitator starts by saying a super power  The next student must come up with a limitation to the super power and then say their own (e.g. flying is the super power but they can only go 10 inches from the ground)  The trend continues for the entire circle; group votes on best superhero despite limitation Action Project ~ 45 min  From the agreed upon action project, get the group to start planning/creating! Reflection ~ 30 min  As a group, dialogue about their experiences with dialogue o Ask: How did we communicate as a group? What worked? What didn’t? What got in the way? Are there any particular dynamics or tensions that you felt or saw during this session or other sessions that affected our ability to participate fully? o May then turn into a discussion about how their places in society may be influencing the dynamics of the dialogue  What are some ways that your perceptions of race and racism have changed?  What did you learn from dialoguing? What do you wish you did?  How will you incorporate what you learned here into the future?  End of program survey handed out

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Appendix H: Program Matrix for Implementation

STEP 5. PROGRAM MATRIX FOR IMPLEMENTATION ADOPTION: SBHS faculty adopt PEER into school programming as indicated on the school ad1 curriculum Knowledge: Understanding Attitudes: Beliefs about of the health risks and Perceived Barriers: outcomes or attributes benefits of behaviors and Self-Efficacy: Overall measure An individual's assessment of the of performing the the information necessary of the ability and confidence obstacles to behavior change behavior (Theory of to perform the behaviors Performance Objectives adPD1 to perform behavior (SCT) adPD2 (Health Belief Model) adPD3 Reasoned Action) adPD4 (Social Cognitive Theory) adP01...SBHS faculty lists PEER Expresses positive Describe where someone in school curriculum as feelings toward adding can find PEER required programming taught adPD1 Expresses confidence in adPD2_ Perceives no significant barriers adPD3 PEER into school adPD4_C programming on SBHS adPO1 to SBHS students _CO1 requiring PEER programming CO1 to requiring PEER curriculum _CO1 programming O1 curriculum website Expresses positive adP02...SBHS faculty plans out feelings toward days to be trained in PEER Expresses confidence in Perceives no signficant barriers specifying days for State what days SBHS curriculum to be designated adPD1 finding days to train SBHS adPD2_ to specifying days to train PEER adPD3 PEER curriculum adPD4_C faculty will be trained in adPO2 PEER faculty _CO4 faculty in PEER curriculum CO4 faculty _CO4 training O4 PEER curriculum State what parts of adPD1 adPD2_ adPD3 adPD4_C curriculum will be trained _CO5 CO5 _CO5 O5 on which days adP03...PEER faculty have read Expresses confidence in Expresses positive State when and where the lesson plans outlined in the adPD1 finding time to read PEER adPD2_ Perceives no significant barriers adPD3 feelings toward reading adPD4_C they read PEER lesson adPO3 proposed intervention _CO7 lesson plans CO7 to reading PEER lesson plans _CO7 PEER lesson plans O7 plans Expresses confidence in ability adPD1 to read and understand lesson adPD2_ adPD3 adPD4_C _CO8 plans CO8 _CO8 O8 Expresses positive feeligns toward Expresses confidence in Perceives no significant barriers specifying days for State what days PEER adP04...PEER faculty planned finding days to train PEER to specifying days to train PEER PEER facilitator training facilitators will be trained out the days in which PEER adPD1 facilitators before and during adPD2_ facilitators before and during the adPD3 before and during the adPD4_C before and during the adPO4 facilitators will be trained _CO10 the school year CO10 school year _CO10 school year O10 school year State what parts of adPD1 adPD2_ adPD3 adPD4_C curriculum will be trained _CO11 CO11 _CO11 O11 on which days Expresses positive Expresses confidence in Perceives no significant barriers feelings toward adP05...PEER faculty planned specifying days in which PEER to specifying days for PEER specifying days for State what days PEER out days to facilitate PEER adPD1 groups will meet during the adPD2_ groups to meet during the adPD3 PEER group meetings adPD4_C groups will meet during adPO5 groups during the school year _CO13 school year CO13 school year _CO13 during the school year O13 the school year IMPLEMENTATION: The SBHS faculty implement the program and utilize the lesson plans imO2 outlined Knowledge: Understanding Attitudes: Beliefs about of the health risks and Perceived Barriers: outcomes or attributes benefits of behaviors and Self-Efficacy: Overall measure An individual's assessment of the of performing the the information necessary of the ability and confidence obstacles to behavior change behavior (Theory of to perform the behaviors Performance Objectives imPD6 to perform behavior (SCT) imPD7 (Health Belief Model) imPD8 Reasoned Action) imPD9 (Social Cognitive Theory) Expresses positive feelings toward imP06...SBHS faculty use the Expresses confidence in Perceives no significant barriers learning and outlined PEER curriculum to imPD6 learning and understanding imPD7_ to learning and understanding imPD8 understanding PEER imPD9_C State main outcomes of imPO6 train PEER faculty _CO1 PEER curriculum CO1 PEER curriculum _CO1 curriculum O1 each PEER session Expresses positive State main outcomes of imPD6 Expresses confidence in imPD7_ Perceives no significant barriers imPD8 feelings toward training imPD9_C PEER curriculum as a _CO2 training PEER facilitators CO2 to training PEER facilitators _CO2 PEER facilitators O2 whole Demonstrate and imPD6 imPD7_ imPD8 imPD9_C paricipate in learning goals _CO3 CO3 _CO3 O3 for each session Expresses positive feelings toward imP07...PEER faculty use the Expresses confidence in Perceives no significant barriers learning and outlined PEER curriculum to imPD6 learning and understanding imPD7_ to learning and understanding imPD8 understanding PEER imPD9_C State main outcomes of imPO7 train PEER facilitators _CO4 PEER curriculum CO4 PEER curriculum _CO4 curriculum O4 each PEER session Huang, 85

Expresses positive State main outcomes of imPD6 Expresses confidence in imPD7_ Perceives no significant barriers imPD8 feelings toward imPD9_C PEER curriculum as a _CO5 facilitating PEER groups CO5 to facilitating PEER groups _CO5 facilitating PEER groups O5 whole Demonstrate and imPD6 imPD7_ imPD8 imPD9_C paricipate in learning goals _CO6 CO6 _CO6 O6 for each session Expresses positive feelings toward imP08...PEER facilitators use Expresses confidence in Perceives no significant barriers learning and the outlined PEER curriculum imPD6 learning and understanding imPD7_ to learning and understanding imPD8 understanding PEER imPD9_C State main outcomes of imP08 with PEER groups _CO7 PEER curriculum CO7 PEER curriculum _CO7 curriculum O7 each PEER session State main outcomes of imPD6 imPD7_ imPD8 imPD9_C PEER curriculum as a _CO8 CO8 _CO8 O8 whole Demonstrate and imPD6 imPD7_ imPD8 imPD9_C paricipate in learning goals _CO9 CO9 _CO9 O9 for each session MAINTENANCE AND INSTITUTIONALIZATION: SBHS faculty commit to maintaining the program by continually recruiting new PEER leaders and updating program mntO3 materials when necessary Knowledge: Understanding Attitudes: Beliefs about of the health risks and Perceived Barriers: outcomes or attributes benefits of behaviors and Self-Efficacy: Overall measure An individual's assessment of the of performing the the information necessary mntPD of the ability and confidence mntPD obstacles to behavior change mntPD behavior (Theory of to perform the behaviors Performance Objectives 11 to perform behavior (SCT) 12 (Health Belief Model) 13 Reasoned Action) mntPD14 (Social Cognitive Theory) Expresses positive feelings toward mntP11...PEER faculty agree to Expresses confidence in Perceives no significant barriers meeting throughout State days in which they meet throughout the year to mntPD specifying days to meet and mntPD to meeting throughout the year mntP the year to update and will meet to update and update and dialogue about 11_CO dialogue about PEER 12_CO to update and dialogue about D13_C dialogue and PEER mntPD14 dialogue about PEER mntP11 PEER curriculum 1 curriculum 1 PEER curriculum O1 curriculum _CO1 curriculum mntPD mntPD mntP 11_CO 12_CO D13_C mntPD14 State how PEER curriculum 2 2 O2 _CO2 will be updated Expresses positive mntP12...PEER facilitators are feelings toward continually trained throughout Expresses confidence in ability Perceives no significant barriers contributing to the school year and practice mntPD to contribute to continual mntPD to contributing to continual mntP continual training and dialoguing as a part of their 11_CO training and dialoguing 12_CO training and dialoguing D13_C dialoguing throughout mntPD14 State outcome objectives mntP12 regular class schedule 4 throughout the school year 4 throughout the school year O4 the school year _CO4 for each training session mntPD mntPD mntP Demonstrate outcome 11_CO 12_CO D13_C mntPD14 objectives for each training 5 5 O5 _CO5 session Expresses positive feelings toward finding mntP13...PEER faculty and Expresses confidence in Perceives no significant barriers appropriate PEER facilitators recruit the mntPD finding appropriate PEER mntPD to finding appropriate PEER mntP facilitators in Identify specific students proceeding year's PEER 11_CO facilitators in proceeding 12_CO facilitators in proceeding year's D13_C proceeding year's mntPD14 to recruit to be PEER mntP13 facilitators 7 year's cohort 7 cohort O7 cohort _CO7 facilitators Expresses positive feelings toward Expresses confidence in Perceives no significant barriers recruiting appropriate Successfully recruit and mntPD recruiting appropriate PEER mntPD to recruiting appropriate PEER mntP PEER facilitators for accept appropriate PEER 11_CO facilitators for proceeding 12_CO facilitators for proceeding year's D13_C proceeding year's mntPD14 facilitators for proceeding 8 year's cohort 8 cohort O8 cohort _CO8 year's cohort

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Appendix I: Methods and Strategies for Adoption, Implementation, and Maintenance

STEP 5. METHODS AND STRATEGIES FOR ADOPTION, IMPLEMENTATION AND MAINTENANCE DEFINITION OF DETERMINANT DETERMINANT METHODS DEFINITION OF METHOD STRATEGY/IES MEDIUM CHANNELS VEHICLES CHANGE OBJECTIVES -Expresses confidence in requiring S1. ... PEER programming -Piloted dialogues and lessons -Expresses confidence in finding days Assuring high level given to administrators and to train SBHS faculty in PEER engagement of the PEER faculty to convince them curriculum participants' group in the necessity of the -Expresses confidence in finding time problem solving, decision programming to read PEER lesson plans Overall making, and change -Yearly meeting to plan out -Expresses confidence in finding days measure of the activities; with highest PEER programming for the to train PEER facilitators before and ability and level being control by the upcoming school year PEER curriculum during the school year confidence to participants' group -Gathering PEER faculty to training for -Expresses confidence in specifying perform (Diffusion of Innovations train and go over curriculum faculty and days in which PEER groups will meet Self Efficacy behavior (SCT) M1...Participation Theory) -Training PEER facilitators Meetings Interpersonal facilitators during the school year S2. ... -Expresses confidence in learning and -Piloted dialogues and lessons understanding PEER curriculum given to administrators and -Expresses confidence in training PEER PEER faculty to convince them facilitators the necessity of the -Expresses confidence in facilitating programming PEER groups -Continued dialogue training PEER curriculum -Expresses confidence in ability to Encouraging learning from throughout the year training for contribute to continual training and M3...Active goal-driven and activity- -PEER curriculum training in faculty and dialoguing throughout the school year Learning based activity (ELM) the summer Meetings Interpersonal facilitators - -Expresses confidence in finding appropriate PEER facilitators in proceeding year's cohort Having people choose a Recruitm -Expresses confidence in recruiting M3...Early (larger) delayed reward far S3... ent/appli Interpersonal/ PEER facilitator appropriate PEER facilitators for Commitment in advance -Recruiting PEER facilitators cations mediated recruitment proceeding year's cohort S1. ... -Piloted dialogues and lessons -Perceives no significant barriers to Assuring high level given to administrators and requiring PEER curriculum engagement of the PEER faculty to convince them -Perceives no significant barriers to participants' group in the necessity of the specifying days to train PEER faculty problem solving, decision programming -Perceives no significant barriers to An individual's making, and change -Yearly meeting to plan out specifying days to train PEER assessment of activities; with highest PEER programming for the facilitators before and during the the obstacles to level being control by the upcoming school year PEER curriculum school year behavior participants' group -Gathering PEER faculty to training for -Perceives no significant barriers to Perceived change (Health (Diffusion of Innovations train and go over curriculum faculty and specifying days for PEER groups to Barriers Belief Model) M1...Participation Theory) -Training PEER facilitators Meetings Interpersonal facilitators meet during the school year -Perceives no significant barriers to training PEER facilitators -Perceives no significant barriers to facilitating PEER groups -Perceives no significant barriers to meeting throughout the year to S2. ... update and dialogue about PEER -Piloted dialogues and lessons curriculum given to administrators and -Perceives no significant barriers to PEER faculty to convince them contributing to continual training and the necessity of the dialoguing throughout the school year programming -Perceives no significant barriers to -Continued dialogue training PEER curriculum reading PEER lesson plans Encouraging learning from throughout the year training for -Perceives no significant barriers to M3...Active goal-driven and activity- -PEER curriculum training in faculty and learning and understanding PEER Learning based activity (ELM) the summer Meetings Interpersonal facilitators curriculum -Perceives no significant barriers to finding appropriate PEER facilitators in proceeding year's cohort -Perceives no significant barriers to Having people choose a Recruitm recruiting appropriate PEER M3...Early (larger) delayed reward far S3... ent/appli Interpersonal/ PEER facilitator facilitators for proceeding year's Commitment in advance -Recruiting PEER facilitators cations mediated recruitment cohort Beliefs about Prompting planning what S1. ... -Expresses positive feelings toward outcomes or the person will do, -Piloted dialogues and lessons PEER curriculum adding PEER into school programming attributes of including a definition of given to administrators and training for -Expresses positive feelings toward performing the goal-directed behaviors PEER faculty to convince them faculty and specifying days for PEER curriculum Attitudes behavior M1...Goal Setting that result in the target the necessity of the Meetings Interpersonal facilitators training Huang, 87

(Theory of behavior (Thories of Self- programming -Expresses positive feelings toward Reasoned Regulation) -Yearly meeting to plan out specifying days for PEER facilitator Action) PEER programming for the training before and during the school upcoming school year year -Gathering PEER faculty to -Expresses positive feelings toward train and go over curriculum training PEER facilitators -Training PEER facilitators -Expresses positive feelings toward learning and understanding PEER curriculum S2. ... -Piloted dialogues and lessons -Expresses positive feelings toward given to administrators and reading PEER lesson plans PEER faculty to convince them -Expresses positive feelings toward the necessity of the meeting throughout the year to Engineering lessons in a programming update and dialogue and PEER way that students must -Continued dialogue training PEER curriculum curriculum learn from one another throughout the year training for -Expresses positive feelings toward M2....Cooperative (Theories of Stigma and -PEER curriculum training in faculty and contributing to continual training and Learning Discrimination) the summer Meetings Interpersonal facilitators dialoguing throughout the school year -Expresses positive feelings toward finding appropriate PEER facilitators in proceeding year's cohort -Expresses positive feelings toward Having people choose a Recruitm recruiting appropriate PEER M3...Early (larger) delayed reward far S3... ent/appli Interpersonal/ PEER facilitator facilitators for proceeding year's Commitment in advance -Recruiting PEER facilitators cations mediated recruitment cohort -Describe where someone can find PEER programming on SBHS curriculum website -State what days SBHS faculty will be Understanding S1. ... trained in PEER curriculum of the health -Piloted dialogues and lessons -State what parts of curriculum will be risks and Assuring high level given to administrators and trained on which days benefits of engagement of the PEER faculty to convince them -State when and where they read behaviors and participants' group in the necessity of the PEER lesson plans the information problem solving, decision programming -State what days PEER facilitators will necessary to making, and change -Yearly meeting to plan out be trained before and during the perform the activities; with highest school schedule including school year behaviors level being control by the diversity/inclusion initiative -State what parts of curriculum will be (Social participants' group -Include these plans on online trained on which days Cognitive (Diffusion of Innovations school academic calendar that Meetings Mediated/Int Meetings/online -State what days PEER groups will Knowledge Theory) M1...Participation Theory) anyone can access /Website erpersonal calendar meet during the school year S2. ... -Piloted dialogues and lessons given to administrators and PEER faculty to convince them the necessity of the programming -State main outcomes of each PEER Stimulating pledging, -Have learning outcomes and session promising or engaging curriculum publicly available -State main outcomes of PEER oneself to perform the so anyone can access and see curriculum as a whole healthful behavior, and -Allows for students and any -Identify specific students to recruit to announcing that decision person to refer to whether be PEER facilitators to others (Theories of learning outcomes were -Successfully recruit and accept M2....Public Automatic, Impulsive, and achieved Mediated/Int appropriate PEER facilitators for Commitment Habitual Behavior) -PEER facilitator recruitment Website erpersonal Website proceeding year's cohort S3... -PEER facilitators meet during scheduled class time to continue learning how to cofacilitate and dialogue -PEER faculty meet with Group students to also continue training dialoguing learning about and Encouraging learning from current issues in race and continue M3...Active goal-driven and activity- racism and update curricula d Facilitator/Facult -Demonstrate and participate in Learning based activity (ELM) as needed learning Interpersonal y Training learning goals for each session

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Appendix J: Condensed Intervention Logic Model

INTERVENTION LOGIC MODEL - CONDENSED VERSION APPLICATIONS METHODS PERSONAL PERFORMANCE OBJECTIVES OUTCOMES HEALTH QUALITY OF LIFE DETERMINANTS OUTCOME OUTCOMES Behavioral Level Behavioral Level Behavioral Level Behavioral Level Behavioral Level

Intergroup Dialogue Knowledge: Knowledge BO1...Students of color actively BO1...Students of color actively Lessened M1...Participation deconstruct feelings of deconstruct feelings of disparities in M2...Elaboration internalized racism internalized racism physical and M3...Providing Cues mental health M4...Motivational associated Interviewing with racial discrimination for 1...Increased quantity adolescents and/or quality of social age 14-18 interactions with living in SB family/relatives/peers Outcome Outcome BO2...Students of color seek BO2...Students of color seek Decreased Expectations: Expectations help or support from others help or support from others incidence of M1...Active Learning when discriminated against when discriminated against self-harm, M2...Self suicide Reevaluation attempts and M3...Anticipated suicide Regret deaths 2...Increased academic M4...Dramatic Relief achievement at school Self-Efficacy: Self-Efficacy BP03...Students of color identify BO3...Students of color actively M1...Self-Monitoring resources (books, websites, respond appropriately to racial Behavior podcasts, etc.) to help them discrimination/microaggressions M2...Guided Practice overcome trauma from racial when they encounter them M3...Implementation discrimination 3...Increased attendance Intentions at schools Attitudes: Attitudes BP06...Students of color identify M2...Guided Practice a need to seek help or support M2...Motivational from others when discriminated Interviewing against M3...Direct Experience BP07...Students of color seek support from teachers or administration when experiencing racial discrimination BP08...Students of color seek support from peers when experiencing racial discrimination BP11...Students of color know how to respond appropriately to racial discrimination/microaggressions BP12...Students of color identify the need to engage appropriately to racial discrimination/microaggressions BP13...Students of color use appropriate tools and resources to educate others about race and racism

Interpersonal Level Interpersonal Level Interpersonal Interpersonal Level Interpersonal Level Level Intergroup Dialogue Self-Efficacy: Self-Efficacy IO1...Teachers provide support M1...Implementation for students who experience Intentions racial discrimination by M2...Direct modeling race sensitive Experience behavior and actively M3...Guided Practice IPO1...Teachers identify the responding appropriately to need to engage appropriately to racial racial discrimination/microaggressions discrimination/microaggression when they encounter them Huang, 89

PEER Faculty Training Perceived Barriers: Perceived IO2...Peers respond M1...Interpersonal Barriers appropriately (such as seeking Contact faculty support, comforting M2...Cooperative students of color, Learning IP02... Teachers give defending/correcting their M3...Environmental appropriate consequences to peers) to racial Reevaluation students who engage in racial discrimination/microaggressions discrimination when they encounter them PEER Facilitator Training Attitudes: Attitudes IP03...Teachers actively engage M1...Self in discussions with students in Reevaluation topics about race and racism M2...Reattribution Training M3...Conscious Regulation of Impulsive Stereotyping and Prejudice M4...Empathy Training Knowledge: Knowledge IPO6...Peers identify the need to M1...Discussion respond appropriately to racial M2...Provide discrimination/microaggression Opportunities for Social Comparison M3...Motivational Interviewing M4...Consciousness Raising IP07...Students set aside cultural and political differences to actively listen to and dialogue with each other IP08...Peers use appropriate tools and resources to educate themselves and others about race and racism IP09...Peers know how to respond appropriately to racial discrimination/microaggressions

Huang, 90

Appendix K: Effect Evaluation Metrics and Survey Items

Confidence and Frequency of Action Scale (Pre-Survey/Post-Survey/Post II-Survey) People can take a variety of actions to address issues of prejudice, discrimination, and injustices. Listed below are different actions. - In column A to the right, indicate how confident you feel about your abilities in each of the actions listed. (1 = Not at all confident; 7 = Extremely confident) - In column B to the far right, indicate how often you have engaged in each of the actions during the last few months. (1 = Never; 7 = Very often)

Factor 1: Self-directed actions (4 items) 1. Recognize and challenge the biases that affect my own thinking (SELF) 2. Avoid using language that reinforces negative stereotypes (SELF) 3. Make efforts to educate myself about other groups (SELF) 4. Make efforts to get to know people from diverse backgrounds (SELF) Factor 2: Other-directed actions (2 items) 5. Challenge others on derogatory comments (OTHER) 6. Reinforce others for behaviors that support cultural diversity (OTHER) Factor 3: Intergroup collaboration (3 items) 7. Join a community group/organization that promotes diversity 8. Get together with others to challenge discrimination 9. Participate in a coalition of different groups to address some social issues

Everyday Multicultural Competencies/Revised Scale of Ethnocultural Empathy (Pre- Survey/Post-Survey/Post II-Survey) Below is a set of questions that deal with social issues in the United States (U.S.). Using the 6- point scale, please give your honest rating about the degree to which you personally agree or disagree with each statement. Please be as open and honest as you can; there are no right or wrong answers. Record your response to the left of each item.

6-point Likert scale: 1-Strongly disagree 2-Disagree 3-Somewhat disagree 4-Somewhat agree 5-Agree 6-Strongly agree

Factor 1: Cultural Openness and Desire to Learn (10 items) 1. I think it is important to be educated about cultures and countries other than my own. Huang, 91

2. I welcome the possibility that getting to know another culture might have a deep positive influence on me. 3. I admire the beauty in other cultures. 4. I would like to work in an organization where I get to work with individuals from diverse backgrounds. 5. I would like to have dinner at someone’s house who is from a different culture. 6. I am interested in participating in various cultural activities on campus. 7. Most Americans would be better off if they knew more about the cultures of other countries. 8. A truly good education requires knowing how to communicate with someone from another culture. 9. I welcome being strongly influenced by my contact with people from other cultures. 10. I believe the United States is enhanced by other cultures. Factor 2: Resentment and Cultural Dominance (10 items) 11. Members of minorities tend to overreact all the time. 12. When in America, minorities should make an effort to merge into American culture. 13. I do not understand why minority people need their own TV channels. 14. I fail to understand why members from minority groups complain about being alienated. 15. I feel irritated when people of different racial or ethnic backgrounds speak their language around me. 16. Minorities get in to school easier and some get away with minimal effort. 17. I am really worried about White people in the U.S. soon becoming a minority due to so many immigrants. 18. I think American culture is the best culture. 19. I think members of the minority blame White people too much for their misfortunes. 20. People who talk with an accent should work harder to speak proper English. Factor 3: Anxiety and Lack of Multicultural Self-Efficacy (7 items) 21. I feel uncomfortable when interacting with people from different cultures. 22. I often find myself fearful of people of other races. 23. I doubt that I can have a deep or strong friendship with people who are culturally different. Huang, 92

24. I really don’t know how to go about making friends with someone from a different culture. 25. I am afraid that new cultural experiences might risk losing my own identity. 26. I do not know how to find out what is going on in other countries. 27. *I am not reluctant to work with others from different cultures in class activities or team projects. Factor 4: Empathic Perspective-Taking (5 items) 28. It is easy for me to understand what it would feel like to be a person of another racial or ethnic background other than my own. 29. *It is difficult for me to put myself in the shoes of someone who is racially and/or ethnically different from me. 30. *It is difficult for me to relate to stories in which people talk about racial or ethnic discrimination they experience in their day to day lives. 31. I can relate to the frustration that some people feel about having fewer opportunities due to their racial or ethnic backgrounds. 32. *I don’t know a lot of information about important social and political events of racial and ethnic groups other than my own. Factor 5: Awareness of Contemporary Racism and Privilege (8 items) 33. The U.S. has a long way to go before everyone is truly treated equally. 34. For two babies born with the same potential, in the U.S. today, in general it is still more difficult for a child of color to succeed than a White child. 35. I can see how other racial or ethnic groups are systematically oppressed in our society. 36. Today in the U.S, White people still have many important advantages compared to other ethnic groups. 37. I am aware of how society differentially treats racial or ethnic groups other than my own. 38. I am aware of institutional barriers (e.g., restricted opportunities for job promotion) that discriminate against racial or ethnic groups other than my own. 39. *Racism is mostly a thing of the past. 40. *In America everyone has an equal opportunity for success.

Huang, 93

Factor 6: Empathic Feeling and Acting as an Ally (8 items) 41. *I don’t care if people make racists statements against other racial or ethnic groups. 42. I get disturbed when other people experience misfortunes due to their racial or ethnic background. 43. I am touched by movies or books about discrimination issues faced by racial or ethnic groups other than my own. 44. I share the anger of people who are victims of hate crimes (e.g., intentional violence because of race or ethnicity). 45. *I rarely think about the impact of a racist or ethnic joke on the feelings of people who are targeted. 46. When I hear people make racist jokes, I tell them I am offended even though they are not referring to my racial or . 47. When I see people who come from a different racial or ethnic background succeed in the public arena, I share their pride. 48. When I know my friends are treated unfairly because of their racial or ethnic backgrounds, I speak up for them. *Starred items are reverse coded

Comfort in Communicating with People of Other Groups (Pre-Survey/Post-Survey/Post II- Survey) For each item below, indicate how well you think it describes your motivation and skills in learning about people of racial/ethnic groups different from your own and interacting with them. (Mark one for each item) (1 = Not at all like me; 7 = Very much like me)

1. *I find it hard to challenge opinions of people in other racial/ethnic (gender) groups 2. I am able to respect and interact positively with people in other racial/ethnic (gender) groups whose views on social issues differ from my own 3. *I have difficulty expressing myself when discussing sensitive issues with people in other racial/ethnic (gender) groups 4. I feel comfortable asking people of other racial/ethnic (gender) groups about their perspectives on issues involving their groups 5. *I avoid conversations with people of other racial/ethnic (gender) groups who hold really different perspectives from my own Huang, 94

6. *I worry about offending people from a different gender/race when I disagree with their points of view *Starred items are reverse coded

Perceptions of Racism in Children and Youth for 14 to 18 Year-Olds (Pre-Survey/ Post II- Survey) When people are racially discriminated against, they are treated badly, not given respect, or are considered inferior because of the color of their skin, because they speak a different language or have an accent, or because they come from a different country or culture. For each of the following situations, think whether you have ever in your life felt discriminated against because of the color of your skin, language or accent, or because of your culture or country of origin: Have you ever:

Please indicate your experiences using this scale: 1-Never 2-Rarely 3-Occasionally 4-A moderate amount 5-Frequently

If you have experienced it, why did you think it happened? (You can choose more than 1 answer) The color of my skin____ My ethnicity or culture____ The language I speak____ My race ____ My accent____ Another reason (please describe)______

1. Been watched closely or followed around by security guards, school officers, or store clerks at a store or mall? 2. Been treated unfairly by a police officer/school officer? 3. Been accused of something you didn’t do at school? 4. Been treated badly or unfairly by a teacher? 5. Had the feeling that someone was afraid of you? 6. Been called an insulting name? 7. Had someone make a bad or insulting remark about your race, ethnicity, or language? 8. Had someone be rude to you? 9. Had people assume you’re not smart or intelligent? 10. Seen your parents or other family members treated unfairly or badly because of the color of their skin, language, accent, or because they came from a different country or culture?

Huang, 95

Appropriated Racial Oppression Scale (Pre-Survey/ Post II-Survey) Factor 1: Emotional Responses (8 items) 1. There have been times when I have been embarrassed to be a member of my race 2. I wish I could have more respect for my racial group 3. I feel critical about my racial group 4. Sometimes I have a negative feeling about being a member of my race 5. In general, I am ashamed of members of my racial group because of the way they act 6. When interacting with other members of my race, I often feel like I don’t fit in 7. I don’t really identify with my racial group’s values and beliefs Factor 2: American Standard of Beauty (6 items) 8. I find persons with lighter skin-tones to be more attractive 9. I would like for my children to have light skin 10. I find people who have straight and narrow noses to be more attractive 11. I prefer my children not to have broad noses 12. I wish my nose were narrower 13. Good hair (i.e. straight) is better Factor 3: Devaluation of Own Group (8 items) 14. Because of my race, I feel useless at times 15. I wish I were not a member of my race 16. Whenever I think a lot about being a member of my racial group, I feel depressed 17. Whites are better at a lot of things than people of my race 18. People of my race don’t have much to be proud of 19. It is a compliment to be told “You don’t act like a member of your race” 20. When I look in the mirror, sometimes I do not feel good about what I see because of my race 21. I feel that being a member of my racial group is a shortcoming Factor 4: Appropriation of Negative Stereotypes (3 items) 22. People of my race shouldn’t be so sensitive about race/racial matters 23. People take racial jokes too seriously 24. Although discrimination in America is real, it is definitely overplayed by some members of my race