Understanding Structural Racism Activity

This activity helps participants delve deeper in analyzing racism and start to learn how to use a
structural racism lens. Many times, actions are focused on changing the personal beliefs without
looking at the practices and procedures that contribute to the issue. Through this activity,
participants will have the opportunity to break down the issue of racism at a structural level so
that the group can come up with realistic action ideas for change.
Goal:

To get participants to analyze an issue through a structural racism lens

To engage participants in an interactive way to identify the personal beliefs, practices, and
procedures that contribute to the issue

To create a compiled list of barriers impacting the issue on the structural level

Materials needed:

Structural Racism handouts

Chart paper

Markers

Preparation:

Review the Structural Racism handout. Familiarize yourself and understand all 3 layers to
structural racism: the personal attitudes/beliefs, formal and informal practices, and policies and
procedures.

Review the sample structural racism examples. If the sample examples do not fit the community
specific issue, brainstorm a few examples for each level.

Identify the community specific issue the group will work on.

Part 1: Activity overview

1. Pass out the Structural Racism handouts. Give participants a few minutes to review them.
2. Explain each level of structural racism as participants look on.
3. Use the examples to help participants understand each level. Allow time for clarifying
questions.
4. Divide participants into three groups. Group 1 will be Personal Attitudes, Group 2 will be
Formal and Informal Practices, and Group 3 will be Policies and Procedures.

5. In the small groups, give participants 10 minutes to think of examples for their assigned
group. Have the groups record their answers on chart paper.
Part 2: Skit Activity
1. Following the brainstorm, ask each small group to pick one example and create a 2-minute
skit to illustrate the example.
2. Have each group set the skits context and perform their skit. Ask the audience to pay attention to
how the skit illustrates the groups assigned level.
3. After each skit, debrief with the following questions:
a.

Was the skit realistic?

b.

How was the skit an example of personal attitudes and beliefs/practices/policies and procedures?

4. After all the skits, ask all three skits to start up simultaneously. Wait about 20 seconds.
5. Then, stop the skits and explain that collectively, these are the different levels contributing to the
issue. If one level is addressed, there are two other levels occurring at the same time. If this group
wants to truly see change, actions need to address all three levels.

Personal beliefs, attitudes,

and actions

Formal and informal practices

Individual

The person may act intentionally or

without knowing it

Make white normal

Behaviors or customs that lead to

advantages to some and
disadvantages to others

May not be intentional

Structural
Racism
Policies and procedures

Create advantages for whites and disadvantages for

people of color

May not mention race or have been created to produce

the racial disadvantage

Personal, local, and national racial history may cause

unequal or unintended results

Personal beliefs, attitudes,

and actions

Formal and informal practices

A teacher only recommends white and

The information sent home about the
Asian students for the program even
program is written in very formal and
though she has black and Latino students
academic language that many parents do not
who have the grades to get in. She
understand.
doesnt believe they have the right
The informational meeting about
attitude for the program.
the program is in a large-scale
Example: Low
setting that intimidates many
Many black students do not
percentage of black
apply for the program because
parents.
and Latino students
they will be teased by their
in gifted and talented
friends for acting white.
programs

Policies and procedures

Parents must write an in-depth application for their child to get
into the program. Many parents are unable to complete the
application.

Personal beliefs, attitudes,

and actions

Only people with a certain look are

hired and promoted

Some people of color dont believe

they can be successful at this
company

Some people believe that

talking about race is
perpetuating racism

Formal and informal practices

The company doesnt recruit from schools

with diverse populations

There is a lack of support for employees of color

Example: Lack of
diversity in upper
management

Hiring is often rushed, which doesnt allow

time to reach out to more diverse applicants

There is a lack of training to support

internal promotions

The referral program is based on

who you know

Policies and procedures

Human Resources screens and sends only three resumes

Hiring practices favor formal education versus years of

experience

Hiring decisions are sometimes taken out of the hands of the

supervisor