agenda · more inclusive, we end up tokenizing entire communities. having a few different kinds of...
TRANSCRIPT
Moderator: Joseph Taylor, Education and Training Manager, NPCC
Panelists:
Cecilia Gentili, Director of Policy at Gay Men's Health Crisis (GMHC)
Cardozie Jones, Diversity and Inclusion Consultant /Arts Advocate (2017 Selection Committeemember)
Jessica Greer Morris, Co-Founder and Executive Director at Girl Be Heard
Agenda 10:00 AM – 10:05 AM Welcome
10:05 AM – 10:20 AM Moderator and Panelist Remarks
10:20 AM – 11:20 AM Panel Discussion and Useful Tools & Resources
11:20 AM – 11:25 AM Peer Sharing
11:25 AM – 11:55 AM Q & A
11:55 AM – 12:00 PM Closing Remarks
Table of Contents
Organizational Profiles of Panelists…………………………………………………………...…….... 2-5
Tips & Strategies from Workshop Panelists………………………………………………….……....... 6
Nonprofit Excellence Awards: List of Past Winners ………………………………..………...……......7
Resources:o GMHC Cis Trans Ally Training….……………….………………………......……………….8-16 o GMHC Agency-Wide Trans Ally Training...…………………..……………………………17-28 o GMHC SurveyMonkey………....…………………..………………………………………...29-31 o Girl Be Heard Board Members Dismantling Racism Presentation…………..………….32-46o Girl Be Heard 2017-2019 Strategic Plan…...……………………………………………..47-49
Western States Center - Dismantling Racism: A Resource Book.................................50-51
Notes Page……………………………….…….................................................................................52
Pathways to Excellence 1
ORGANIZATIONAL PROFILE
Gay Men’s Health Crisis (GMHC) 2017 Gold Prize Winner for Overall Management
Excellence
Who We Are: Gay Men’s Health Crisis (GMHC) is the nation’s leading provider of HIV
prevention, services, and advocacy. GMHC serves more than 12,000 people living with and
affected by HIV and AIDS annually in New York City.
Our Mission: GMHC fights to end the AIDS epidemic and uplift the lives of all affected.
Our Story: A cornerstone of New York City’s human services community since 1982, GMHC
works to address the key drivers of the HIV epidemic, which today include poverty, racial and
gender inequality, stigma, and discrimination. We recognize that New Yorkers face many
intersecting barriers to health and happiness, so we provide a wide range of services to promote
whole-person wellness.
GMHC’s programs include HIV prevention and testing; health insurance and benefits navigation;
legal services; supportive housing; mental health counseling and substance use care; hunger
relief; and workforce development. GMHC also advocates tirelessly for the rights of LGBT people
and people living with HIV.
While advances in treatment and prevention have brought the end of the epidemic within reach,
we cannot afford to lose momentum. People living with HIV are among the most vulnerable
communities in New York City; they consistently experience disproportionate rates of poverty,
homelessness, unemployment, and early death. The HIV epidemic also increasingly affects
people who are already in need, particularly people of color, young gay and bisexual men, and
transgender women, and in our work we prioritize reaching those who are most affected.
We are constantly growing and evolving to meet the needs of our clients and the community at
large. Most recently, GMHC was recognized as a Gold Prize winner of the 2017 Nonprofit
Excellence Awards, created by the Nonprofit Coordinating Committee of New York to recognize
outstanding management practices. To have received this prestigious recognition as we
commemorated our 35th year was not only humbling, but also an affirmation that we’re doing
things right—and making the proper strategic, data-driven decisions required to end the AIDS
epidemic.
Some Important Statistics About Our Work:
Every year, GMHC:
serves more than 12,000 people living with or affected by HIV
provides more than 120,000 nutritious meals to clients living with HIV
provides more than 2,100 hours of mental health counseling
successfully links nearly 90% of people newly diagnosed with HIV to medical care within
one day
provides workforce development and vocational education to more than 1,000 people
Pathways to Excellence 2
connects people living with HIV with over $4.4 million in public benefits
provides more than 4,300 HIV tests at our David Geffen Center for HIV Prevention and
Health Education
provides free legal services to more than 1,000 people
Who we serve:
70% of GMHC’s clients are people of color
72% of GMHC’s clients identify as gay, lesbian, bisexual, or transgender
25% of GMHC’s clients are women
More than 45% of new GMHC clients are HIV negative
Examples of Excellence Identified by the 2017 Selection Committee:
Organization focuses on results by regularly tracking, measuring, evaluating and reporting on
defined goals.
o Department-specific dashboards inform an agency-wide dashboard that summarizes
performance and outcomes using carefully selected metrics.
Organization actively solicits qualitative and quantitative data directly from constituents
(including clients and staff) and uses feedback to refine programming and administrative
functions.
Organization uses its Triad management paradigm to track program implementation and
outcome data, target staff development, and inform continuous quality improvement projects.
Organization learns from data and disseminates through impactful advocacy efforts and
presentations.
Pathways to Excellence 3
Cardozie Jones Diversity and Inclusion Consultant /Arts Advocate
Cardozie Jones has spent more than a decade working in and supporting schools and nonprofit organizations in New York City and across the country. Having started his career as a classroom teacher, Mr. Jones has had an opportunity to view a complex system from a myriad of vantage points. Despite having witnessed a great deal of innovation and compassion on the part of educators and organizational leaders, he understands that many institutions lack the experience and expertise to create holistic and quantifiable change.
Since 2013, Mr. Jones has worked primarily as a Diversity, Equity, and Inclusion consultant. He facilitates workshops, coaches leadership teams, and supports organizations in systemic analyses through an equity lens. While much of Mr. Jones’ work is devoted toward the creation and strengthening of anti-racist practice and policy, his passions intersect with LGBTQ justice as well. He has served as Manager of Youth Programming for Live Out Loud, a nonprofit organization committed to connecting LGBTQ youth to positive queer role models, and he is currently Co-Artistic Director of The Youth Pride Chorus, an arts-based organization that uses music as a vehicle to galvanize queer and ally youth around self-acceptance and social change. Cardozie believes that true transformation comes from experiential processes where all stakeholders are partners in a commitment toward equity and justice.
Pathways to Excellence 4
ORGANIZATIONAL PROFILE
Girl Be Heard
2017 Finalist
Girl Be Heard develops, amplifies, and celebrates the voices of young
women through socially conscious theatre-making.
Girl Be Heard (GBH) was founded in 2008 under the name Project Girl Performance
Collective. Director Ashley Marinaccio, Co-Founder and Founding Artistic Director of Girl Be
Heard, was asked to write a play for the Estrogenius Theatre Festival, and gave birth to the first
Girl Be Heard workshop by teaching the cast of twelve young women from diverse racial and
socioeconomic backgrounds to write their own show and tell their own stories. The result was
transformative. This collective soon formalized a girl-empowerment workshop and curriculum to
deliver a unique mentoring experience. Since its inception, the theatre company has grown from
twelve to nearly 200 members, and has gone on to tour the country and raise the visibility of
issues affecting girls. The collective is based in New York City and serves thousands of youth via
school performances, workshops, and nonprofit partnerships in the five boroughs and Tri-State
area.
Through theatre and writing exercises, girls think critically about social justice, challenge
stereotypes, foster friendships, and build tools for bringing about positive change. Girl Be Heard
creates safe spaces for girls (ages 12-21) to tell their stories about rising above adversity—
including bullying, discrimination, domestic violence, gun violence, self-harm, sex trafficking, and
other struggles girls and young women face. GBH runs after-school and weekend theatre
education programs in NYC, empowering girls to become, brave, confident leaders in their
communities by building self-esteem and growing each girl’s individual creative talents. GBH
workshops culminate in the creation of cutting-edge, cause-related theatre that is inspired,
written, and performed by the girls themselves.
Curriculum develops writing, speaking, critical thinking and analytic skills as participants are
encouraged to think about issues close to them and place them in a broader context. This
approach makes learning more accessible and leads to better self-esteem and stronger
performance in school.
Examples of Excellence Identified by the 2017 Selection Committee:
Undoing Racism training and Dismantling Racism meetings plus workbook.
Convened a Teaching Artist of Color Caucus to revamp program curriculum.
Firm stance on racial equity with intentional language and does not operate from a 'color blind'
perspective.
Track participants in moving through their leadership matrix to give them leadership opportunities.
Staff meet weekly to discuss how they are doing in moving the dial on diversity and racism.
o Active steps taken from meetings to monitor moving organization to antiracist.
Youth invited to board meetings.
Programs promote interaction of youth from various backgrounds and Board encouraged to
attend.
Pathways to Excellence 5
Moving Beyond Policy: Practice In Action.
Tips from the Workshop Panelists
Gay Men’s Health Crisis (GMHC)
• Don’t aim for equality—achieve it. While we all want to look inclusive, sometimes the hiring process can feel more like checking a series of boxes. When we hire people just to make our workplace look more inclusive, we end up tokenizing entire communities. Having a few different kinds of people in the crowd doesn’t equal inclusion.
• Your inclusive hiring should innovate and elevate the dream. Having a seat at the table doesn’t mean that someone’s just sitting there. Ask yourself: Is this employee part of the conversation and the movement I want to create in my organization? If the answer is yes, you’re doing something right. If the answer is no, you should rethink your workplace’s approach to inclusion.
Cardozie Jones, Diversity and Inclusion Consultant /Arts Advocate (2017 Awards Selection Committee member)
• The training is not the destination. An organization's ability to create and sustain change--that is, create more equitable outcomes for historically marginalized stakeholders—requires a continuous cycle of reflection and action. Because this work is an inherent push against a firmly held status quo, we have not been socially “wired” to sustain it. Trainings without follow up are like laying the foundation for a building you never intend to build. Use trainings as an opportunity to learn and re-imagine. Learn the ways in which institutional oppression permeate our organizations, fields, and relationships. Feel deeply whatever revelations, discomfort, or hope this brings but then forge ahead. Continue training, but begin strategic planning and gathering the resources necessary to disrupt and dismantle systems of inequity both internally and externally.
• Diversity without equity and inclusion is PR not revolutionary. Many organizations have an outward facing value of diversity and if you walk around the offices of these organizations, you may even see evidence that a diversity of identity is present in the space.
Many, organizations, however, aren’t asking the kind of next level questions that transform diversity into institutional change. Questions like: Whose voice is heard most or given most weight? Whose opinion is
given most legitimacy? How are we codifying experience? Who is called
professional/unprofessional? Who is seen as having conviction and resolve and who is seen as emotional and inflexible? Organizations that are truly committed to this work must look at the ways in which power operates and is distributed at all levels.
Girl Be Heard
• If you are white, don't depend on POC to educate you. Do the work. Actions speak louder than words. Take the training with Race Forward or the People's Institute. Read the Bryan Stevenson. See 13th.
• Remember that undoing racism is a life-long journey. Take on a long-term commitment to go through the workbook.
Pathways to Excellence 6
New York Community Trust Nonprofit Excellence Awards
35 Winning Organizations 2007 - 2017
America Needs You, 2015 Winner
BRC, 2015 Winner
Brooklyn Community Services, 2017 Winner
BronxWorks, 2013 Winner
Center for Urban Community Services, 2007 Winner
City Harvest, 2011 Winner
Children’s Aid, 2017 Winner
Community Health Action of Staten Island, 2008 Winner
CSH, 2013 Winner
Families United for Racial and Economic Equality, 2007 Winner
GMHC, 2017 Winner
God’s Love We Deliver, 2010 Winner
Good Shepherd Services, 2007 Winner
Graham Windham, 2014 Winner
Groundwork, Inc., 2009 Winner
Harlem Academy, 2011 Winner
Harlem RBI, 2009 and 2012 Winner
Ifetayo Cultural Arts, 2008 Winner
Institute for Family Health, 2008 Winner
Jewish Board of Family and Children’s Services, 2016 Winner
Leake & Watts, 2014 Winner
Neighbors Link, 2016 Winner
Neighborhood Economic Development Advocacy Project, 2009 Winner
New York Cares, 2009 Winner
New York Common Pantry, 2015 Winner
New York Lawyers for the Public Interest, 2010 Winner
Open Door Family Medical Centers, 2012 Winner
Per Scholas, 2016 Winner
Red Hook Initiative, 2012 Winner
Row New York, 2014 Winner
Sadie Nash Leadership Project, 2010 Winner
Sanctuary for Families, 2011 Winner
The Children’s Village, 2013 Winner
Vera Institute of Justice, 2009 Winner
WITNESS, 2007 WinnerPathways to Excellence 7
By: Cecilia Gentili
Cisgender people identify with (or are on the
same side of) the gender assigned to them at
birth.
transgender is a term often used to describe
an individual whose gender identity does not
necessarily match the sex assigned to them
at birth.
Pathways to Excellence 8
Social and legal transition: Change of name, pronoun selection, cosmetic modifications to appearance, dress, changes to an individual’s vocal tone, etc. For many people, this will also entail legal changes to their name and gender marker on identification documents like driver’s licenses and passports.
• Medical transition: The introduction of hormones (testosterone for trans men, estrogen and testosterone blockers for trans women) into the body. For some people, it will also involve surgical procedures that align the physical body with one’s gender identification. These may include “top” surgery, “bottom” surgery, and, for trans women, facial feminization.
Someone who advocates for
and supports members of a
community other than their
own; reaching across
differences to achieve
mutual goals.
Pathways to Excellence 9
Call people by their preferred name,
pronouns, and label. Always. Even if you're
angry with them, even if they're total jerks,
even if they're using gender-neutral pronouns
that "sound weird" or "are hard to
remember." Yes, even when they're not
around to hear. It's a respect thing.
If you've met the person after transition:
don't ask to see pictures from "before," or
ask about their previous name, or otherwise
quiz them on topics that are likely
offensive/painful.
Pathways to Excellence 10
Don't try to compliment people by telling
them that they look like a "real [gender]," or
that you "never would have known."
Don't make comments about the person's
gender presentation that you wouldn't make
to someone who was assigned that same
gender at birth. Critiquing a trans woman's
makeup in detail, or offering a trans man
suggestions on how to walk "like a guy," is as
rude as it would be if you were talking to a
cis person.
Pathways to Excellence 11
Do not inform any third party that your
sibling/parent/partner/whomever is trans
without the trans person's express
permission, gotten in advance.
Don't describe past situations by saying
"When [person] was a [gender]. . ."
Pathways to Excellence 12
Don't ever describe someone as a member of
the wrong gender, even in a way that's
superficially nice. "But you're so handsome as
a man!" is unacceptable, as is "You were a
lovely little girl."
Words that you shouldn't ever use: "tranny,"
"shemale," "he-she," "shim." Seriously. Even if
your other trans friend told you it was okay.
Just don't say it
Pathways to Excellence 13
Don't make comments that fetishize trans
people. "I love trans guys — they're so hot!" is
pretty belittling; so is "People like you are so
exotic." These kinds of statements reduce
trans people to sex objects, as though we
exist just to be that "exotic" kink or turn-on.
Don't ever ever inquire about the state of
someone's genitals, about whether they're
having surgery, or about how they have sex.
Ruuuuude.
Pathways to Excellence 14
Don't make assumptions about someone's
sexual orientation. Some trans men are gay
or bi, or asexual; likewise with some trans
women. Genderqueer folks have sexual
attractions that come in all stripes.
If someone's gender is ambiguous, resist
asking "What are you?" flat-out; though some
people don't mind or even relish it, for many
it's simply intrusive. Instead, try to pick up
on the person's identification through
context. If you really don't know, and really
need to talk about the person in a gendered
way, ask "What pronouns do you prefer?" or
"How should I refer to you, gender-wise?"
Pathways to Excellence 15
This training was a compilation of
information we can easily find at:
http://transwhat.org/allyship/
http://www.glaad.org/transgender/allies
http://www.bustle.com/articles/76762-11-
ways-to-be-a-trans-ally-according-to-
transgender-people-themselves
Pathways to Excellence 16
Trans Ally Training
Transgender Training Series, #2
• Feedback from Summer 2015 Trans 101 Training wasthat staff wanted:
• More information on terminology
• Smaller class size
• More time questions
Background on this training
Pathways to Excellence 17
• Use “I” perspective
• Talk about your experience (vs someone else’s)
• This is a learning space; be open to new ideas, feelfree ask questions, or make a mistake
• Trainers will share new information, promotediscussion, foster self awareness and groupownership.
• As such, trainers are not authorities on “all things Trans.”
• Anything else to add?
Ground Rules for this training
• High prevalence and risk for HIV in transgendercommunities, extremely high for women of color - 50%seroprevalence in NYC
• People of transgender experience report high rates ofdiscrimination in social service settings
• Long shunned and stigmatized, there is very littlefactual discourse about the communities’ shape,needs, and contributions to the world.
• Historically, what is shared about people oftransgender experience is misinformed and intended toactivate fear.
• GMHC wants to serve more people of transgenderexperience
Why a Transgender focused training?
Pathways to Excellence 18
Exercise 1
• Sex: the classification of organisms as male, female or intersex, based on anatomical or biological characteristics
• Gender (norms): what the culture associates with maleness or femaleness
• Gender Identity: One’s self concept of their gender “Answers the question, am I a man, a woman, or something else entirely?” – K. Bornstein
• Gender Expression: The way you express your gender identity
• Gender Role: A set of societal norms dictating the types of behaviors generally considered acceptable, appropriate, or desirable for people based on their actual or perceived sex
Terminology Basics
Pathways to Excellence 19
• Romantic Attraction: Who you like to do romantic things with; cuddling, kissing, spending time with, etc.
• Sexual Attraction: Who you like to have sex with
• Sexual Behavior: Who you have sex with and how
• Sexual Orientation: The pattern of romantic and sexual relationships/attractions you have with others
• Trans Amorous: Identity used to claim and celebrate having an attraction to a person of trans-experience
Terminology Basics Continued
TGNC Diversity
Pathways to Excellence 20
• Transgender – umbrella term, collection of communities, identities and experiences
• Intersex - a person who is generally not distinctly male or female within a medical model
• Cisgender Man/Male & Cisgender Woman/Female –person who is not transgender, gender assigned at birth matches their primary sex anatomy
• TGNC – Transgender, Gender Non-Conforming
Terminology Continued
• Woman of Transgender Experience
• Trans Woman
• Man of Transgender Experience
• Trans Man
• Gender Non-Conforming (GNC)
• Gender Queer (GQ)
• Man
• Woman
• Two Spirit
• …..
• Sometimes also:• Cross Dresser
• Drag Queen, Drag King
Some Identities within the “Transgender” umbrella
Pathways to Excellence 21
• Transgendered
• “A Transgender”
• Transvestite
• Tranny
• She-Male
• He-She
• “A pre-op” or “Post-op”
• “A sex change”
• MTF & FTM becoming less common
• Hermaphrodite
• Lady Boy
Terminology To Avoid
• Misgendering:• Related terminology: Passing, Passing Privilege, Stealth,
Getting Read, Clocked or Spooked
• Transition, Pre Transition, In Transition/ Transitioning, Post Transition
• Related terminology: Social Transition, Medical Transition, Legal Transition
• Living Full Time or Part Time
• Gender Dysphoria • Related terminology: Gender Identity Disorder (GID), World
Professional Association for Transgender Health (WPATH), “Getting Letters.” Gate Keeping
• Transphobia & Transmisogyny
Other Transgender Terminology
Pathways to Excellence 22
• Break up into pairs
• One person shares, the other listens, then switch
• Respond to the following questions:• What was the first message or instruction you remember
receiving based on your sex assigned at birth?
• What did you think or feel?
Exercise #2
• We constantly receive messages about gender rolesand how we should behave based on our sex assignedat birth
• These messages usually feel more like rules and often,there are consequences, subtle to extreme for notfollowing rules –i.e. invisibility, violence, discrimination
• People of transgender experience, in general,experience that their gender identity does not matchthe “rules” assigned to them at birth
• Most Trans people are caught in a “Catch 22” - eitherpay an emotional price for following social rules (loss ofself) or pay a social price for not following them
Take Away
Pathways to Excellence 23
• What forms of discrimination do TGNC people oftenencounter?
Question #3
• What coping strategies might a TGNC identified persondevelop to manage related stressors?
Question #3
Pathways to Excellence 24
• What thoughts and feelings might a TGNC person feel when coming to GMHC for the first time?
Question # 5
How To Be An Ally
Pathways to Excellence 25
• Assume that identity = behavior
• Assume identity is static over time
• Ask questions simply out of curiosity, such as:• Genital status, surgeries, hormone status• Birth name• Kind of sex the person has
• Disclose a person’s trans status or anatomy
• Assume gender identity is the root of all problem orautomatically what the client is seeking help with
• Assume someone is “confused” or “wishy-washy” if theyhave a non-linear social transition
• Say “I never would have known”
• Say “I have a ______( cousin, aunt) like you.”
• Get defensive and repeatedly apologize if you make amistake
Don’t
• Ask open ended questions
• If you are unsure of someone’s gender pronouns say, “Iuse ____ pronouns, what pronouns to do use?”
• Standardize intake forms, asking about chosen name,legal name and pronouns for everyone
• Refer to a client based on their gender expression(clothes, name, hair, etc.) not their assigned sex
• Use their chosen name
• Mirror the language a client uses to describe theiridentity
• Reflects strengths
• Apologize if you make a mistake and move on
Do
Pathways to Excellence 26
• Assist clients with fundamental needs:• Housing
• Gender Affirming Health Care
• Client who are getting gender affirming care have better HIV related status measures
• Gender Confirming Identification
• Access to peers and mentors
• Employment
• “Where-ever they are at”
• Participate in making the environment gender affirming. • Politely correct colleagues/staff/clients who mis-gender a
client
• Follow the agencies guidelines for violations of code of conduct
Do
Questions?
Pathways to Excellence 27
• Reports:• http://www.thetaskforce.org/static_html/downloads/reports/rep
orts/ntds_full.pdf
• http://www.thetaskforce.org/static_html/downloads/reports/reports/ntds_report_on_health.pdf
• http://www.nyclu.org/files/publications/2013_GENDA_report_update.pdf
• Legal:• http://srlp.org/resources/
• Health & Community:• http://callen-lorde.org/graphics/2012/03/NYC-Metro-TGNC-
Resources_Updated-9_12_2013.pdf
• https://forge-forward.org/wp-content/docs/Lets-Talk-Therapist-Guide.pdf
Resources
Pathways to Excellence 28
We want to be able to better provide accurate data for HR reporting to our funders and governmentagencies. In order to do this, we need your help. Completing these questions is voluntary, but wehope that you will choose to fill them out. Your answers will not be used against you in any way.
Voluntary Self-Identification Questions
1. Please choose one of the options below
Yes, I have a disability
No, I do not have a disability
I do not wish to answer
2. Are you a veteran?
Yes
No
3. Is your gender identity different from the sex you were assigned at birth?
Yes
No
4. Gender identity can conceptually be more nuanced and fluid than simply female or male. What bestdescribes your gender identity?
Female
Male
Other (please specify)
5. Are you/do you identify as transgender?
Yes
No
Voluntary Self-Identification Questions
1Pathways to Excellence 29
Yes No
At home
With colleagues
With your manager
At work generally
6. Are you open about your gender identity?
Voluntary Self-Identification Questions
7. What is your sexual orientation?
Bisexual
Gay man
Gay woman/lesbian
Heterosexual/straight
Prefer not to say
Other (please specify)
Voluntary Self-Identification Questions
Yes No
At home
With colleagues
With your manager
At work generally
8. Are you open about your sexual orientation?
Voluntary Self-Identification Questions
2Pathways to Excellence 30
9. What is your race/ethnicity? Please choose the one option below that best describes the race/ethnicitycategory with which you primarily identify.
Hispanic or Latino: A person of Cuban, Mexican, Chicano, Puerto Rican, South or Central American, or other Spanish culture ororigin, regardless of race.
White: A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
Black or African-American: A person having origins in any of the black racial groups of Africa.
Asian: A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including,for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
Native Hawaiian or Other Pacific Islander: A person having origins in any of the original peoples of Hawaii, Guam, Samoa, orother Pacific Islands.
American Indian or Alaska Native: A person having origins in any of the original peoples of North and South America (includingCentral America), and who maintains tribal affiliation or community attachment.
Two or More Races/Ethnicities: A person who primarily identifies with two or more of the above race/ethnicity categories.
Other (please specify)
3Pathways to Excellence 31
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Pathways to Excellence 32
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Pathways to Excellence 33
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Rac
ism
Res
ourc
e Bo
ok
•w
orkb
ook
deve
lope
d by
the
Wes
tern
Sta
tes
Cen
ter a
s su
pple
men
t to
anti-
raci
sm tr
aini
ng
•ha
s be
en s
hare
d w
ith s
taff
and
boar
d m
embe
rs a
s re
com
men
ded
read
ing
•cu
rrent
ly b
eing
inco
rpor
ated
into
wee
kly
staf
f mee
tings
for “
anti-
raci
sm m
etam
orph
osis
” (Tu
esda
ys a
t 1pm
)
Pathways to Excellence 34
BR
EA
DT
H &
IN
CL
USI
VIT
Y O
F
AN
TI-
RA
CIS
T I
NIT
IAT
IVE
SAn
impo
rtant
asp
ect t
o no
te a
bout
this
goa
l (an
d its
lang
uage
) is
that
th
e sp
ecifi
city
of n
amin
g “r
acis
m” a
nd “a
nti-r
acis
t” is
mea
nt to
be
inte
ntio
nally
pro
duct
ive
rath
er th
an li
miti
ng o
r exc
lusi
onar
y. Di
sman
tling
Ra
cism
: A R
esou
rce
Book
mak
es th
is c
lear
from
the
begi
nnin
g, s
tatin
g:
“Sk
illf
ul r
acia
l ju
stic
e w
ork
als
o cr
eate
s a
bas
is fo
r u
nd
erst
and
ing
sys
tem
ic in
equ
alit
y an
d o
pp
ress
ion
bas
ed o
n
oth
er id
enti
ties
su
ch a
s cl
assi
sm, s
exis
m, h
eter
osex
ism
, an
d
able
ism
. Th
is a
pp
roac
h is
ess
enti
al fo
r b
uil
din
g b
rid
ges
bet
wee
n
thos
e w
ho
are
mar
gin
aliz
ed. N
oth
ing
less
is r
equ
ired
if w
e w
ant a
b
road
, str
ong,
an
d c
ohes
ive
mov
emen
t for
pro
gre
ssiv
e so
cial
ch
ange
.”
Girl
Be
Hea
rd w
as b
uilt
on a
pas
sion
for f
emin
ism
and
gen
der e
quity
. An
anti-
raci
st in
itiat
ive
incl
udes
and
stre
ngth
ens,
rath
er th
an d
etra
cts
from
, th
is m
issi
on b
y cr
itiqu
ing
oppr
essi
ve s
truct
ures
that
wor
k to
geth
er to
pe
rpet
uate
the
viol
ent d
isem
pow
erm
ent o
f peo
ple
of v
ario
us id
entit
ies.
Pathways to Excellence 35
SHO
RT
CO
MIN
GS
OF
“M
UL
TIC
UL
TU
RA
LIS
M”
Exc
erp
ted
from
The
Con
text
of D
ism
antl
ing
Rac
ism
Wor
k*
Div
ersi
ty v
s. R
acia
l Jus
tice
The
diffe
renc
e be
twee
n di
vers
ity tr
aini
ng a
nd th
e ra
cial
just
ice
appr
oach
em
bedd
ed in
W
este
rn S
tate
s C
ente
r's D
ism
antli
ng R
acis
m P
roje
ct b
egin
s w
ith th
e de
finiti
on o
f ra
cism
. Div
ersi
ty tr
aini
ng s
ees
raci
sm p
rimar
ily a
s th
e re
sult
of in
divi
dual
act
ion:
pe
rson
al p
reju
dice
or s
tere
otyp
ing,
and
inte
ntio
nal a
cts
of d
iscr
imin
atio
n by
in
divi
dual
s. A
raci
al ju
stic
e de
finiti
on in
clud
es th
ese
belie
fs a
nd a
cts,
but
con
side
rs
indi
vidu
al a
cts
of p
reju
dice
onl
y on
e di
men
sion
of r
acis
m. M
ore
impo
rtant
ly, ra
cism
is
defin
ed a
s a
set o
f soc
ieta
l, cu
ltura
l, an
d in
stitu
tiona
l bel
iefs
and
pra
ctic
es—
rega
rdle
ss o
f int
entio
n—th
at s
ubor
dina
te a
nd o
ppre
ss o
ne ra
ce fo
r the
ben
efit o
f an
othe
r.
“Alt
hou
gh
div
ersi
ty tr
ain
ing
may
mak
e go
od b
usi
nes
s se
nse
, th
e m
odel
fall
s te
rrib
ly s
hor
t of t
he
com
pre
hen
sive
rac
ial
just
ice
app
roac
h r
equ
ired
for
pro
gre
ssiv
e so
cial
ch
ange
.”
*Dism
antli
ng R
acism
: A R
esou
rce
Book
, pg
6
Pathways to Excellence 36
TH
RE
E E
XP
RE
SSIO
NS
OF
RA
CIS
ME
xcer
pte
d fr
om D
evel
opin
g a
Shar
ed L
angu
age
and
Ana
lysi
s*
*Dism
antli
ng R
acism
: A R
esou
rce
Book
, pg
38
Pers
onal
: The
way
in w
hich
we
perp
etua
te ra
cism
on
an in
divi
dual
ba
sis.
Cul
tura
l: Th
e no
rms,
val
ues,
or
stan
dard
s as
sum
ed b
y th
e do
min
ant
soci
ety
whi
ch p
erpe
tuat
e ra
cism
.
Inst
itutio
nal:
The
way
in w
hich
in
stitu
tions
– H
ousi
ng, G
over
nmen
t, Ed
ucat
ion,
Med
ia, B
usin
ess,
Hea
lth
Car
e, C
rimin
al J
ustic
e, R
elig
ion
– pe
rpet
uate
raci
sm.
Pathways to Excellence 37
STA
TE
S O
F O
RG
AN
IZA
TIO
NA
L
DE
VE
LO
PM
EN
TE
xcer
pte
d fr
om A
nti-
Rac
ist O
rgan
izat
iona
l Dev
elop
men
t*
“Bec
ause
raci
sm is
refle
cted
in e
very
inst
itutio
n an
d or
gani
zatio
n in
the
U.S
., it
is a
lso
pres
ent i
n pr
ogre
ssiv
e, s
ocia
l cha
nge
grou
ps. …
But
org
aniza
tions
, lik
e in
divi
dual
s ev
olve
, cha
nge
and
grow
. Gro
ups
can
trans
form
them
selv
es in
to a
nti-r
acis
t gro
ups.
[The
wor
kboo
k pr
esen
ts] f
our s
tate
s of
org
aniza
tiona
l dev
elop
men
t. M
ost
orga
niza
tions
hav
e ch
arac
teris
tics
from
eac
h of
the
stat
es. N
o or
gani
zatio
n fit
s an
y st
ages
pre
cise
ly, a
lthou
gh y
ou w
ill fin
d th
at o
ne s
tage
may
be
dom
inan
t. …
Any
trans
ition
requ
ires
mov
ing
thro
ugh
the
elem
ents
of o
ne s
tage
to th
e ne
xt.”
The
All W
hite
Clu
bTh
e Affi
rmat
ive
Actio
n or
“To
ken”
Org
aniz
atio
nTh
e M
ulti-
Cul
tura
l Org
aniz
atio
nTh
e An
ti-R
acis
t Org
aniz
atio
n
*Dism
antli
ng R
acism
: A R
esou
rce
Book
, pg
57
Pathways to Excellence 38
STA
TE
S O
F O
RG
AN
IZA
TIO
NA
L
DE
VE
LO
PM
EN
T -
CH
AR
AC
TE
RIS
TIC
SIn
ord
er to
mov
e be
yond
“div
ersi
ty,”
or e
ven
“mul
ticul
tura
lism
,” an
d to
war
ds ra
cial
ly
just
ant
i-rac
ist w
ork,
an
orga
niza
tion
(GBH
) mus
t act
ivel
y st
rive
for c
hang
e on
mor
e th
an ju
st a
cos
met
ic o
r sup
erfic
ial l
evel
. The
follo
win
g sl
ides
dep
ict t
he S
tate
s of
O
rgan
izatio
n De
velo
pmen
t (SO
D) C
hart,
whi
ch is
div
ided
up
into
var
ious
cat
egor
ies,
all
of w
hich
pla
y a
role
in a
n or
gani
zatio
n’s
rela
tions
hip
to ra
cial
just
ice
(and
, as
such
, all
of w
hich
mus
t und
ergo
cha
nge
in o
rder
to o
pera
te a
s an
ti-ra
cist
). Th
e ca
tego
ries
are:
Dec
isio
n M
akin
gBu
dget
Mon
ey F
rom
…
Acco
unta
ble
To…
Pow
er a
nd P
ay
Loca
tion
Mem
bers
Cul
ture
Prog
ram
s
Pathways to Excellence 39
ASS
ESS
ING
OR
GA
NIZ
AT
ION
AL
RA
CIS
ME
xcer
pte
d fr
om A
nti-
Rac
ist O
rgan
izat
iona
l Dev
elop
men
t*
Key
Que
stio
ns to
Ask
W
ho m
akes
dec
isio
ns in
you
r org
aniza
tion?
W
ho h
as c
ontro
l and
influ
ence
ove
r fina
ncia
l res
ourc
es?
Wha
t kin
d of
edu
catio
n ab
out r
acis
m a
nd o
ppre
ssio
n is
pr
ovid
ed th
roug
h th
e or
gani
zatio
n?
Wha
t is
the
cultu
re o
f you
r org
aniza
tion?
H
ow d
oes
your
org
aniza
tion
wor
k in
allia
nce
with
peo
ple
of
colo
r org
aniza
tions
?
*Dism
antli
ng R
acism
: A R
esou
rce
Book
, pg
65
Pathways to Excellence 43
A N
OT
E F
RO
M O
UR
BO
AR
D C
HA
IR
Rac
ial E
quity
“R
acia
l equ
ity is
the
cond
ition
that
wou
ld b
e ac
hiev
ed if
one
's ra
cial
iden
tity
no
long
er p
redi
cted
, in
a st
atis
tical
sen
se, h
ow o
ne fa
res.
Whe
n w
e us
e th
e te
rm, w
e ar
e th
inki
ng a
bout
raci
al e
quity
as
one
part
of ra
cial
just
ice,
and
thus
we
also
in
clud
e w
ork
to a
ddre
ss ro
ot c
ause
s of
ineq
uitie
s no
t jus
t the
ir m
anife
stat
ion.
Th
is in
clud
es e
limin
atio
n of
pol
icie
s, p
ract
ices
, atti
tude
s an
d cu
ltura
l mes
sage
s th
at re
info
rce
diffe
rent
ial o
utco
mes
by
race
or f
ail t
o el
imin
ate
them
.”—
Cen
ter f
or A
sses
smen
t and
Pol
icy
Deve
lopm
ent
Rac
ial J
ustic
e
“Rac
ial j
ustic
e [is
defi
ned]
as
the
proa
ctiv
e re
info
rcem
ent o
f pol
icie
s, p
ract
ices
, at
titud
es a
nd a
ctio
ns th
at p
rodu
ce e
quita
ble
pow
er, a
cces
s, o
ppor
tuni
ties,
tre
atm
ent,
impa
cts
and
outc
omes
for a
ll.”
—C
atal
ytic
Cha
nge:
Les
sons
Lea
rned
from
the
Raci
al J
ustic
e G
rant
mak
ing
Asse
ssm
ent
Repo
rt, P
hila
nthr
opic
Initi
ativ
e fo
r Rac
ial E
quity
and
App
lied
Rese
arch
Cen
ter,
2009
.
On
Usi
ng
Lan
gu
age
Wit
h C
lari
ty A
nd
In
ten
tion
Pathways to Excellence 44
NE
XT
ST
EP
S
An
ti-R
acis
t Wor
k a
s St
rate
gic
In
itia
tive
fo
r 20
17-2
019
As a
rticu
late
d in
this
Dism
antli
ng R
acism
wor
kboo
k, tr
ansi
tioni
ng in
to
mor
e ju
st a
nd a
nti-r
acis
t sta
tes
of o
rgan
izatio
nal d
evel
opm
ent i
s a
purs
uit t
hat w
ill re
quire
ext
ensi
ve ti
me,
effo
rt, a
nd c
omm
itmen
t. Th
is
wor
k, w
hich
so
man
y m
embe
rs o
f the
Girl
Be
Hea
rd c
omm
unity
co
nsid
er im
pera
tive
to th
e su
cces
s an
d su
stai
nabi
lity
of G
BH a
nd it
s m
issi
on, w
ill aff
ect a
ll as
pect
s of
the
orga
niza
tion.
We
hope
this
brie
f ove
rvie
w p
rovi
des
a be
tter u
nder
stan
ding
of t
he
Dism
antli
ng R
acis
m P
roje
ct, a
nd a
mor
e cl
ear p
ictu
re o
f wha
t a
com
mitm
ent t
o pu
rsui
ng th
is g
oal m
ight
look
like
for G
irl B
e H
eard
.
Pathways to Excellence 45
Mission Girl Be Heard develops, amplifies and celebrates the voices of
young women through socially conscious theatre-making.
Core Value Honoring the voices of those we serve.
Theory of Change GBH creates safe spaces for young women (ages 12-21) to mobilize, share their stories, and create cutting-edge, politically--relevant theatre about social justice issues affecting them and youth around the world. Our unique listening model and ensemble-based programs provide an empowering community for youth to come together, and develop as writers,
performers, feminists, and activists. GBH performances also inspire audiences to take action and create a world where girls are valued as leaders and change makers.
Strategic Planning -- How Did We Get to This Point? Background/Her-Story Girl Be Heard has gone from a scrappy, hungry, young start up to a job-creating, impactful nonprofit, inspired by social justice ideals, and renowned for work in low-income communities, locally and globally. When Co-Founders, Ashley Marinaccio and Jessica Greer Morris, first began working together in 2009 at the Estrogenius Festival, Girl Be Heard was called Project Girl Performance Collective. Bake sales were the revenue stream, street theatre was the norm, and it was a struggle to cover the cost of workshops/rehearsal space and fees to enter festivals such as The Fringe. Proskauer law firm was secured as Girl Be Heard’s pro bono counsel (and remains to this day). 501c3 nonprofit status was attained in 2011, but due to the recession, and limited bandwidth, the Co-Founders did not go on payroll until July 1, 2013, the same year that the organization was rebranded under the leadership of Board Member Mark Fina who worked extensively with company members, staff and the Board. While working other jobs, the Co-Founders continued to meet with theatre company members every Sunday, direct and produce new shows, and grow the theatre company (which has over 200 members today). Dena Adriance also joined the team in 2013 as Founding Director of Education and pioneered efforts to take the Girl Be Heard program “out of Ashley and Jessica’s head” and into a formal curriculum that has taken off in 12 Title 1 schools, two community-based settings in New York City, and in Trinidad and Tobago. While the organization has engaged in some strategic planning over the years (with Growth for Good consultants and graduate students at NYU Wagner School), the Executive Director has been raising funds for four years to work with strategic planning consultant, Marta Siberio.
During the last 18 months, GBH has experienced significant growth and change. Many of the goals in the 2013-2015 plan have been achieved, others have appropriately been put on hold or eliminated1, and some new initiatives have emerged.
1 Delayed items (which we still intend to pursue) are a Girls’ Advisory Board/Leadership Council and an Artistic Steering Committee (to be folded into a larger “honorary board”). Eliminated items were a GBH Summit, GBH for Women and a GBH Book, which have all been deemed to be outside our core focus.
Pathways to Excellence 47
In 2013-2015, GBH achieved the following goals from our 2013-2015 plan:
Education 1. Expanded after school programming from 2 schools in the 2013-2014 school year to 12
schools in the 2015-2016 school year.2. Produced mid-year and end-of year Girl Power (Sunday Workshops) shows of consistent
quality with high return rates each year.3. Created new workshops and educational materials for new works.4. Developed a mentoring program.5. Enhanced program evaluation capacity via the design and refinement of a monitoring and
evaluation system.
Performance 1. Pursued new performance opportunities for Touring Company. GBH has had over 50
performance opportunities each of the past 2 years.2. Developed new work. (one local and one global show per year). We have developed a
mainstage show each year and have developed multiple global shows (for the US Missionin Geneva, Bermuda, Sarajevo, Trinidad, etc.).
3. Marketed existing portfolio and increased demand for GBH.4. Developed staff.5. Engaged our audiences as measured via audience surveys.
Global Advocacy 1. Cultivated strategic partnerships to expand touring and cross-cultural exchange
opportunities, and created a strategic plan to fully leverage current relationships.2. Take GBH to four countries. We exceeded this goal, having been to six countries: Taiwan,
Denmark, the United Kingdom, Bermuda, Bosnia & Herzegovina, Switzerland in 2013-2015.
3. Secured dedicated funding for GBH global advocacy work via a 3-year grant from the OakFoundation.
3-Year Strategy and GoalsOur fast and significant growth has presented us with new challenges. Informed by our experiences, GBH is committed to implementing a more methodical approach to its programming, organizational development and fundraising. Our 2017-2019 Strategic Plan will continue our dedication to ensuring that GBH continues to make a meaningful difference in the lives of young women and girls; strengthens our work with girl participants; provides further opportunities for girls to develop and share their voices; and brings global issues affecting girls center stage by empowering young women to tell their stories.
Our current core programming consists of the following: After-School Programming
Pathways to Excellence 48
Sunday Girl Empowerment Workshops Performances Cross-cultural Exchanges
While we will continue to implement our core programming, in addition, over the next three years, GBH will target these new priorities and goals:
Goal #1: Transform GBH into a cohesive, connected and racially just community. GBH will consciously work to pursue racial justice2 through the implementation of fair practices in the organization and elimination of implicit biases in its programming. GBH will become a more integrated community and all its stakeholders will have a clear understanding of their contributions and work together well.
Goal #2: Deepen our work. GBH will work to deepen its programs, offering more skills and opportunities to the young women it serves.
Goal #3: Expand GBH programs to address the needs of youth (12-21), in partnership with social justice minded service providers. GBH will expand its work to enhance offerings to current participants and also serve selected new communities and young women with targeted needs, such as girls in foster care and detention.
Goal #4: Demonstrate the impact of GBH programs. The organization will work to strengthen its program models, and demonstrate how they positively impact the lives of girls.
Goal #5: Increase organizational sustainability. GBH will take significant steps to become a financially sustainable organization. This includes diversifying its funding sources by adding large government grants; expanding its individual donor base to include grassroots fundraising, cultivating mid-level donors; creating a sustained giving program; and, adding new earned income revenue streams. GBH will also build organizational capacity to support these efforts and pay competitive wages to retain current staff talent and attract new individuals with needed skills to the GBH team.
2 Racial Justice [is defined] as the proactive reinforcement of policies, practices, attitudes and actions that produce
equitable power, access, opportunities, treatment, impacts and outcomes for all. Catalytic Change: Lessons Learned from the Racial Justice Grantmaking Assessment Report, Philanthropic Initiative for Racial Equity and Applied Research Center, 2009.
Pathways to Excellence 49
!
!
DISMANTLING RACISM: A RESOURCE BOOK!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!FOR SOCIAL CHANGE GROUPS
!
!
!!
!
!
!
!
!
Western States Center, 2003 PO Box 40305 Portland, OR 97240 503-228-8866!
!
Pathways to Excellence 50
Dismantling Racism Resource Book
Dismantling Racism Project 56 Western States Center
Anti-Racist OrganizatioNal
Development !
!
!
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Pathways to Excellence 51
Workshop Notes:
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Pathways to Excellence 52