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Home My WebLink About12-05-2020 Special Council Meeting Agenda 1 Auburn City Council Professional Development Transformational Leadership for Racial Equity Session 5 Part 1 Agenda 12-5-2020 Professional Development Learning Objectives: 1. Build the capacity of Auburn City Council to develop a shared analysis of racial equity and social justice to effectively and sustainably work to drive transformational institutional change in the City of Auburn 2. Gain understanding about the role of City Government in advancing racial equity and social justice 3. Learn effective national best/effective practices to transform the City of Auburn and to dismantle institutional and structural racism through City Council Governance 4. Develop a sustainable network of Auburn City Council Members who are equity guardians with a shared analysis to advance racial equity for systems change in the City of Auburn 5. Cross-pollinate ideas and develop intentional practices to thrive as leaders for racial equity Session Learning Objectives: • Explore Racial Equity Analysis Tools and practice utilizing the DRAFT Auburn Racial Equity Analysis Tool • Use a Strategy Chart to Lead and Govern for Racial Equity and Social Justice • Investigate, Consider and Examine how to Sustain the Inclusive Auburn Initiative to advance racial equity and social justice • Continue learning, exploring and discussing the implementation of effective national best practices to transform the City of Auburn and to dismantle institutional and structural racism through City Council Governance 2 Time Activity 9:00- 9:15AM WELCOMING • Establishing a Courageous Learning Space Together • Learning Objectives • Community Agreements 9:15- 9:30AM GETTING STARTED • Leadership Reflection Questions • Leadership WHY Statements 9:30- 10:50AM EXPLORING RACIAL EQUITY ANALYSIS TOOLS and PRACTICE UTILIZING THE INCLUSIVE AUBURN RACIAL EQUITY ANALYSIS TOOL DRAFT • proactively seeks to eliminate racial inequities and advance equity; • identifies clear goals, objectives and measurable outcomes; • engages meaningful community in decision-making processes; . 10:50- 11:00AM BREAK 11:00- 12:25PM Investigate, Consider and Examine how to Sustain the Inclusive Auburn Initiative to advance racial equity and social justice • identify the benefit of developing a sustainability plan for the Inclusive Auburn Initiative • Examines potential unintended consequences of not continuing supporting the initiative; and, • develops mechanisms for successful advancement and sustainability of the Inclusive Auburn Initiative to have long-lasting positive impacts 12:25- 12:35PM BREAK 12:35- 12:55PM Professional Individual Reflection • Individual Integration of Learning • Evaluation Feedback Loop 12:55- 1:00PM Closing Circle • Group Reflection • Homework 3 Government Alliance for Racial Equity City Government Racial Analysis Tool https://www.racialequityalliance.org/wp-content/uploads/2015/10/GARE- Racial_Equity_Toolkit.pdf Annie E Case Family Foundation Equity Impact Analysis Tool https://www.aecf.org/resources/race-matters-racial-equity-impact-analysis/ Annie E Casey Family Foundation Advancing the Mission: Tools for Equity Diversity and Inclusion https://www.aecf.org/resources/advancing-the-mission-tools-for-equity-diversity-and- inclusion/ Seattle Housing Authority Equity Tool https://www.seattlehousing.org/sites/default/files/SHRSJToolkitWorkingDraft2-12-18.pdf King County Equity Impact Tool http://racialequitytools.org/resourcefiles/KingCountyEIRTool2010.pdf Race Forward Equity Assessment Tool https://www.raceforward.org/sites/default/files/RacialJusticeImpactAssessment_v5.pdf Racial Equity Tool Kit City of Portland Oregon https://www.portlandoregon.gov/oehr/article/592296 SPS Racial Equity Tool Guide https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/ DREA/racial_equity_analysis_tool_facilitators_guide.pdf 1 DEVELOPED BY RACING TO EQUITY CONSULTING GROUP City of Auburn, Inclusive Auburn Initiative Racial Equity Toolkit to Assess Program, Policy, Budgetary, and Procedure Decisions Background: On July 15, 2019, the City Council voted to approve the City of Auburn’s Resolution #5427 Inclusive Auburn Initiative to accomplish the following goals: (1) Eliminate systemic causes of disparities, racial and otherwise, in the City of Auburn. (2) Promote inclusion and create opportunities for full participation for every resident and business in the City of Auburn. (3) Reduce, and eventually eliminate, disparities of outcomes in our community. Phase One of the Inclusive Auburn Initiative focused on providing professional development to the City’s senior leadership team and City Council. Department directors and Mayor Backus participated in a six- session Inclusive Auburn Initiative training designed to help us address systemic barriers and elevate opportunities within the City by interweaving equity and inclusion tools throughout our operations. During this phase, we planned to create a City-wide Equity and Inclusion Team to help support these efforts (something that has been postponed due to COVID-19). Phase Two of this crucial work involves professional development for managers and staff. This work includes reaching out to staff and community members for participation in both surveys and focus groups during the beginning of 2020 and will continue when safe and able to do so per COVID-19 public health and safety recommendations. The data that is collected will be central in ensuring that we are providing our team and the greater community with the right training and solutions to reach our goals. WHAT'S NEXT • Employee survey engagement • Online racial equity and implicit bias training for staff • Finalization of organizational assessment using interviews, surveys, focus group data on identifying areas of continued work in the City of Auburn on racial equity issues • Reschedule Governing for Equity training for Council as restrictions permit • Reschedule citywide keynote speaker on implicit bias (Dr. Marks) • City of Auburn Equity Team creation, formation, and training • City of Auburn affinity caucusing • Equity tool development 2 DEVELOPED BY RACING TO EQUITY CONSULTING GROUP The following toolkit is meant to: • Assist the City of Auburn in planning and decision-making related to moving forward with Phase Two goals and outcomes. • Support the achievement of the three goals laid out in Resolution #5427. • Provide a framework for incorporating a racial equity analysis into program, policy, budgetary, and procedure decisions moving forward in a way that uses national best practices, including engaging with ethnically and linguistically diverse communities to advance racial equity and social justice. When do I use this toolkit? Early and often. Research shows that tools are only useful to the extent that they are used, and that they must be used consistently. The more often you use the following tool, the more natural it will become. Over time, the guiding questions below will naturally become a part of every decision you make, weaving racial equity into the very fabric of the City of Auburn and all program, policy, budgetary, and procedure decisions moving forward. How do I use this toolkit? With a strong commitment to achieving racial equity. Before you begin the process below, be sure that you have committed fully to the process and that you are starting from a point of inclusion—ask who is and isn’t at the table when you traditionally make decisions and make a conscious effort to include those who have been excluded in the past, especially Black, Indigenous, and People of Color and folks with other marginalized identities. With transparency, accountability, and attending to power dynamics. Research shows that being transparent about the process and intended outcomes helps build trust with those who are most impacted by program, policy, budgetary, and procedure decisions. Transparency also helps create a culture of accountability—if everyone knows what the process is and the intended outcomes, they can hold you accountable to fulfilling the process and meeting the goals laid out. Additionally, in any type of change work, it is critical to attend to power dynamics and disrupt traditional power structures. One step at a time. The tool below was created in a specific order. Go through step by step, answering each question thoroughly. If you need to do more research or include other people in the conversation to be able to answer the questions, take the time do so. Research shows that the process of making racially equitable decisions is just as important as the outcomes. 3 DEVELOPED BY RACING TO EQUITY CONSULTING GROUP The Step-by-Step Process Step 1. Assessment Assess community conditions and set goals for affecting desired community impact. Step 2. Education Education and consciousness raising on issues of race and racism. Step 3. Inclusive Collaboration Promote racially inclusive collaboration and engagement. Step 4. Opportunity Expansion Expand opportunity and access for individuals. Step 5. Undoing Racism Undo structural racism by affecting sustainable systemic change. Step 6. Measurement Plan for measuring outcomes and goals. Step 7. Post-Analysis Reflect on the process; make note of lessons learned and next steps. 4 DEVELOPED BY RACING TO EQUITY CONSULTING GROUP Racial Equity Toolkit Analysis Worksheet The City of Auburn Racial Equity Toolkit lays out a process and set of questions to guide the development, implementation, and evaluation of policies, initiatives, programs, and budget issues to address the impacts on racial equity. It employs national best practices for developing and implementing strategies for eliminating racial inequities: • Assessment: Assess community conditions and set goals for affecting desired community impact. • Education: Education and consciousness raising on issues of race and racism. • Inclusive Collaboration: Promote racially inclusive collaboration and engagement. • Opportunity Expansion: Expand opportunity and access for individuals. • Undoing Racism: Undo structural racism by affecting sustainable systemic change. • Measurement: Plan for measuring outcomes and goals. • Post-Analysis: Reflect on the process; make note of lessons learned and next steps. Title of program, policy, budgetary decision, or procedure: This is a: Program Policy Budgetary Decision Procedure Departmental Information Department Name: Main Contact Name: Email: Phone: Goals and Outcomes What are the overall goals and outcomes of the proposed program, policy, budgetary decision, or procedure? Are the overall goals and outcomes focused on decreasing racial and/or other inequities? What specifically? Overview of the proposed program, policy, budgetary decision, or procedure: 5 DEVELOPED BY RACING TO EQUITY CONSULTING GROUP Note: To be anti-racist, the assessment and goal-setting should be a process driven by the community. People using the tool should be working directly with the community and remove as many barriers to participation as possible. 1. Assessment 1a. Are community conditions, including racial inequities, clearly documented? If not, what is the plan for doing so? 1b. What was the initial process for documenting these community conditions? Was it a collaborative process involving community members and their direct input? If not, what data and stories may be missing from the current documentation and how will you collect this missing information? 1c. What is the desired community impact of the proposed policy, program, budgetary decision, or procedure? 1d. How will goals be adjusted regularly to keep pace with changing community needs and racial demographics to ensure that we do not inadvertently exacerbate negative impacts? Step 1. Assessment Assess community conditions and set goals for affecting desired community impact. 6 DEVELOPED BY RACING TO EQUITY CONSULTING GROUP 1e. Based on feedback from the community, what are potential unintended consequences of the proposed program, policy, budgetary decision, or procedure? 2. Education 2a. What is the history and current reality regarding race, racism, and opportunity gaps as it relates to the program, policy, or procedure in question? (Use both quantitative and qualitative data to answer this question.) 2b. Does the program, policy, or procedure itself (beyond the process of developing the program, policy, or procedure) provide opportunity to educate people about the history and current realities regarding race, racism, opportunity gap and/or culture? If not, why not? 2c. Does the program, policy, or procedure itself (beyond the process of developing the program, policy, or procedure) educate and encourage sharing about race and racism, including the connections between individual feelings and experiences and race-related systemic issues? If not, why not? Step 2. Education Education and consciousness raising on issues of race and racism. 7 DEVELOPED BY RACING TO EQUITY CONSULTING GROUP 3. Inclusive Collaboration 3a. Who initially came up with the proposed policy, program, budgetary decision, or procedure and why? Was it community-driven? 3b. Who will be most impacted by the proposed policy, program, budgetary decision, or procedure? 3c. What is your plan for engaging these community members, including Black, Indigenous, People of Color, and other colonially marginalized peoples in its development, implementation, and evaluation?** Step 3. Inclusive collaboration Promote racially inclusive collaboration and engagement. 8 DEVELOPED BY RACING TO EQUITY CONSULTING GROUP 3d. What are potential barriers to involvement in the planning and decision-making process and how will you mitigate these? (e.g., access to transportation or technology; childcare needs; work schedules; providing food for longer meetings; compensation for time; etc.) 3e. How will the development of the program, policy, budgetary decision, or procedure foster greater engagement in the City of Auburn community? (Who has been included/excluded from these conversations in the past and how will you address this in the current development and decision- making process?) **When engaging community members, be sure to ask the following questions: o What do you want us to know about this issue? o How will this proposed policy, program, budgetary decision, or procedure benefit or burden you? o How can we minimize potential negative impacts of this policy, program, budgetary decision, or procedure? 9 DEVELOPED BY RACING TO EQUITY CONSULTING GROUP 4. Opportunity Expansion 4a. How does the program, policy, budgetary decision, or procedure increase opportunity and/or access for those who have been colonially excluded? This means, more explicitly, who benefits from and/or who is harmed by the program, policy, budgetary decision, or procedure? 4b. What are the strategies to improve access for immigrants and refugees, including appropriate interpretation and translation policies? Step 4. Opportunity Expansion Expand opportunity and access for individuals. 10 DEVELOPED BY RACING TO EQUITY CONSULTING GROUP Note: To be anti-racist, an analysis of power and gatekeeping is critical. 5. Undoing Racism 5a. How does the program, policy, budgetary decision, or procedure make changes within the city/department to eliminate institutional racism (including the promotion of accountability)? 5b. How are issues of internalized racial oppression and internalized racial superiority acknowledged and attended to? 5c. How does the program, policy, budgetary decision, or procedure work to address structural racism? Step 5. Undoing Racism Undo structural racism by affecting sustainable systemic change. 11 DEVELOPED BY RACING TO EQUITY CONSULTING GROUP 6. Measurement 6a. What are your specific measurements or tools you will use to determine if outcomes were achieved? 6b. What is your timeline for doing so? 6c. Who is responsible for conducting the outcomes assessment? 6d. What resources are needed to accomplish this? Step 6. Measurement Plan for measuring outcomes and goals. 12 DEVELOPED BY RACING TO EQUITY CONSULTING GROUP 7. Post-Analysis 7a. What are the lessons learned from doing the above analysis? 7b. What changes need to be made to the proposed program, policy, budgetary decision, or procedure to ensure a racially equitable outcome? 7c. What resources are needed to make equitable changes? 7d. What are the next steps that need to take place to advance racial equity and social justice? Step 7. Post-Analysis Reflect on the process; make note of lessons learned and next steps. 13 DEVELOPED BY RACING TO EQUITY CONSULTING GROUP THIS RACIAL EQUITY TOOLKIT WAS CREATED THROUGH THE USE OF RESOURCES FROM THE GOVERNMENT ALLIANCE ON RACE AND EQUITY, THE CITY OF SEATTLE, PSESD, THE CITY OF OAKLAND, AND KING COUNTY. City of Auburn Data Resources Inclusive Auburn Homepage: https://www.auburnwa.gov/cms/one.aspx?pageId=16598321 City of Auburn U.S. Census Data: https://www.census.gov/quickfacts/fact/table/auburncitywashington/IPE120219 Population and Demographics Related Links & Resources: Federal: • https://data.census.gov/cedsci/: The U.S. Census Bureau’s main site for online access to population, housing, economic, and geographic data. State • Washington Office of Financial Management: OFM is the official state agency that provides estimates, forecasts, and reports on the state’s population, demographic characteristics, economy, and state revenues. Regional • Puget Sound Regional Council: PSRC is the regional growth management and transportation planning agency for the central Puget Sound region in Washington State. County • King County Census Data: A web-based application for viewing maps and tables of more than 100 community census data indicators for 77 defined places in King County. • King County Department of Development and Environmental Services: The growth management planning agency for King County • Seattle & King County Public Health- Assessment, Policy Development, and Evaluation Unit: Provides health information and technical assistance, based on health assessment data 14 DEVELOPED BY RACING TO EQUITY CONSULTING GROUP Inclusive Auburn Diversity and Inclusion Glossary **This glossary of terms was formatted and adapted by UWT’s Diversity Resource Center using a number of resources, including universities, community centers, and the wisdom and experience of various people engaged in social justice. This glossary is a comprehensive, but not exhaustive, listing of terminology used in our conversations about diversity and equity. Because language is a reflection of the lived experience, many of these words and terms will continue to evolve as the lived experience evolves. Even so, it is still useful to have a reference that provides basic working definitions to facilitate shared discussions. It is a work in progress, so please share your ideas and suggestions with us for this glossary. Ableism: Prejudicial thoughts and discriminatory actions based on differences in physical, mental, and/or emotional ability; usually that of able-bodied/-minded persons against people with illnesses, disabilities, or less developed skills/talents. Accessibility: The extent to which a facility is readily approachable and usable by individuals with physical disabilities, such as self-opening doors, elevators for upper levels, or raised lettering on signs. Also, the term refers to being admitted to programs and activities and having the right to enter institutions, such as colleges and universities. Advocate: Someone who speaks up for her/himself/themself and members of his/her/their identity group; e.g., a woman who lobbies for equal pay for women. Ageism: Prejudicial thoughts and discriminatory actions based on differences in age; usually evidenced as a societal predilection for younger persons over older persons. Agency: Agency refers to the thoughts and actions taken by people that express their individual power in social context. The core challenge at the center of the field of sociology is understanding the relationship between structure and agency. Structure refers to the complex and interconnected set of social forces, relationships, institutions, and elements of society that work together to shape the thought, behavior, experiences, choices, and overall life courses of people. In contrast, agency denotes the power people have to think for themselves and act in ways that shape their experiences and life trajectories. Agency can take individual and collective forms. Ally: Someone who makes the commitment and effort to recognize their privilege (based on gender, class, race, sexual identity, ability age, etc.) and work in solidarity with oppressed groups in the struggle for justice. Allies understand that it is in their own interest to end all forms of oppression, even those from which they may benefit in concrete ways. Many people are shifting from the use of the word “ally” to “accomplice” or “co-conspirator” because allyship is often not enough, as the focus of being an ally is largely related to the idea of supporting or listening to oppressed peoples and groups. An accomplice or co-conspirator “must be willing to do more than listen; they must be willing to stand with those who are being attacked, excluded or otherwise mistreated, even if that means suffering personal or professional backlash. Being an accomplice means being willing to act with and for oppressed peoples and accepting the potential fallout from doing so. As an accomplice, you will walk the talk and take the steps necessary to dismantle the power structure of White privilege and supremacy and create substantial and sustainable societal and institutional change that treats all persons with dignity and respect.” Assimilation: The process by which one group takes on the cultural and other traits of a larger group; usually refers to the forced acculturation of a marginalized group by the dominant or White group. Bias: Prejudice: an inclination or preference, especially one that interferes with impartial judgment. Bigotry: Intolerance and prejudice that glorifies one's own group and denigrates other groups and their members. 15 DEVELOPED BY RACING TO EQUITY CONSULTING GROUP Categorization: The natural cognitive process of grouping and labeling people and other things based on their perceived similarities. Categorization becomes problematic when the groupings become oversimplified and rigid, thereby stereotyping people. CIS: An abbreviation for cisgender, which refers to "individuals whose assigned sex at birth is congruent with their gender identity.” Classism: Prejudicial thoughts and discriminatory actions based on difference in socioeconomic status and income, usually referred to as class. Most particularly refers to the hierarchical striation of people by class. Colonialism/colonizing: The invasion, dispossession, and subjugation of a people that results in long-term institutionalized inequality in which the colonizer benefits at the expense of the colonized. Colonially excluded: The phrase “colonially excluded” is an intentional shift from the phrase “historically excluded,” which implies that history starts when colonizers arrived in North America. History extends well before the arrival of colonizers, and thus the phrase “colonially excluded” is used to acknowledge and bring light to the fact that groups who have been oppressed have not always been oppressed (i.e., historically excluded), but were and continue to be oppressed under colonialism (i.e., colonially excluded). Color blind: Color blindness is rooted in the belief that racial group membership and race-based differences should not be taken into account when decisions are made, impressions are formed, and behaviors are enacted. Color blindness “encourages those who endorse this perspective to ignore the ongoing processes that maintain racial stratification in schools, neighborhoods, health care, and other social institutions” and more often than not results in racial inequity because of the lack of attention paid to the fact that race does matter. Critical Race Theory: Refers to a critical analysis of race and racism that examines the intersection of race, law, and power. Critical Race Theory questions the very foundations of the liberal order, including equality theory, legal reasoning, Enlightenment rationalism, and principles of constitutional law. Cultural racism: Cultural racism refers to representations, messages, and stories conveying the idea that behaviors and values associated with the dominant societal group, generally identified as White, are automatically “better” or more “normal” than those associated with subordinate groups, generally other racially defined groups. It is a powerful force in maintaining systems of internalized supremacy and internalized racism by influencing collective beliefs about what constitutes appropriate and valued behavior, status, expression, or lifestyle. All of these cultural norms and values in the U.S. have explicitly or implicitly racialized ideals and assumptions. Cultural white privilege: A set of dominant cultural assumptions about what is good, normal, or appropriate that reflects Western European White world views and dismisses or demonizes other world views. Culture: A social system of meaning and custom that is developed by a group of people to assure its adaptation and survival. These groups are distinguished by a set of unspoken rules that shape values, beliefs, habits, patterns of thinking, behaviors, and styles of communication. Discrimination: Actions stemming from conscious or unconscious prejudice, which favor and empower one group over others based on differences of race, gender, economic class, sexual orientation, physical ability, religion, language, age, national identity, religion, and other categories. Diversity: Diversity refers to all the ways in which people differ, and it encompasses all the different characteristics that make one individual or group different from another. It is all-inclusive and recognizes everyone and every group as part of the diversity that should be valued. A broad definition includes not only race, ethnicity, and gender — the groups that most often come to mind when the term "diversity" is used — but also age, national origin, religion, disability, sexual orientation, socioeconomic status, education, marital status, language, and physical appearance. 16 DEVELOPED BY RACING TO EQUITY CONSULTING GROUP Dominant culture: The cultural values, beliefs, practices, language, and traditions that are assumed to be the most common, accepted, and influential within a given society. Ethnicity: A socially constructed grouping of people who share a common cultural heritage derived from values, behavioral patterns, language, political and economic interests, history, geographical base, and ancestry. Examples include: Cape Verdean, Haitian, African American (Black); Chinese, Korean, Vietnamese (Asian); Cherokee, Mohawk, Navajo (Native American); Cuban, Mexican, Puerto Rican (Latino); Polish, Irish, and Swedish (White European). First Nations People: Tribal people who identify as those who were the first people to live on the Western Hemisphere continent; also identified as Native Americans. Fundamental attribution error: A common cognitive action in which one attributes his/her/their own success and positive actions to his/her/their own innate characteristics (“I’m a good person”) and failure to external influences (“I lost it in the sun”), while attributing the success of other people to external influences (“he had help, was lucky”) and failure to others’ innate characteristics (‘they’re bad people”). This operates on the group levels as well, with the ingroup giving itself favorable attributions, while giving the outgroup unfavorable attributions, as a way of maintaining a feeling of superiority. A “double standard.” Gender: The socially constructed concepts of masculinity and femininity; the “appropriate” qualities accompanying biological sex. Hate crime: Law or legislation that designates a crime as being motivated by hate for the actual or perceived race, color, religion, national origin, ethnicity, gender, disability, or sexual orientation of any person and assigns a greater penalty for conviction of such a crime. Heterosexism: The presumption that everyone is, and should be, heterosexual. Homophobia: The fear or hatred of homosexuality (and other non-heterosexual identities), and persons perceived to be gay, lesbian, bisexual, pansexual, or any other sexual orientation that is not heterosexual. Implicit bias: Negative associations expressed automatically that people unknowingly hold; also known as unconscious or hidden bias. Many studies have indicated that implicit biases affect individuals’ attitudes and actions, thus creating real-world implications, even though individuals may not even be aware that those biases exist within themselves. Notably, implicit biases have been shown to trump individuals’ stated commitments to equality and fairness, thereby producing behavior that diverges from the explicit attitudes that people may profess. The Implicit Association Test (IAT) is often used to measure implicit biases with regard to race, gender, sexual orientation, age, religion, and other topics. Inclusion: Authentically bringing colonially excluded individuals and/or groups into processes, activities, and decision/policy making in a way that shares power. Individual racism: Refers to the beliefs, attitudes, and actions of individuals who support or perpetuate racism. Individual racism can be deliberate, or the individual may act to perpetuate or support racism without knowing what they are doing: for example, telling a racist joke or believing in the inherent superiority of Whites over other groups. In-group bias (favoritism): The tendency for groups to “favor” themselves by rewarding group members economically, socially, psychologically, and emotionally in order to uplift one group over another. Institutional racism: Institutional racism refers specifically to the ways in which institutional policies and practices create different outcomes for different racial groups but always benefit the dominant group. The institutional policies may never mention any racial group, but their effect is to create advantages for Whites and oppression 17 DEVELOPED BY RACING TO EQUITY CONSULTING GROUP and disadvantage for people from groups classified as Black, Indigenous, and People of Color: for example, city sanitation department policies that concentrate trash transfer stations and other environmental hazards disproportionately in communities of color. Internalized oppression: A process by which people come to accept and internalize the inaccurate myths and stereotypes they have been exposed to. Internalized racism: The situation that occurs in a racist system when a racial group oppressed by racism supports the supremacy and dominance of the dominating group by maintaining or participating in the set of attitudes, behaviors, social structures, and ideologies that undergird the dominating group's power. Internalized racism is the system in place that makes it difficult for Black, Indigenous, and People of Color to get access to resources for their own communities and to control the resources of their community. Resources are broadly defined assets (e.g. money, time, etc.) that are unequally in the hands, and under the control, of White people. Interpersonal racism: When private beliefs are put in interaction with others, racism resides in the interpersonal realm: for example, a public expression of racial prejudice, hate, bias, and bigotry between individuals. Interpersonal white privilege: Behavior between people that consciously or unconsciously reflects White superiority or entitlement. Intersectionality: An approach largely advanced by women of color, arguing that classifications such as gender, race, class, and others cannot be examined in isolation from one another; they interact and intersect in individuals’ lives, in society, in social systems, and are mutually constitutive. For example, a Black woman in America does not experience gender inequalities in exactly the same way as a White woman, nor racial oppression identical to that experienced by a Black man. Each race and gender intersection produces a qualitatively distinct life. LGBTIQQ: Lesbian, Gay, Bisexual, Transgender, Intersex, Queer, and Questioning. Marginalized: Excluded, ignored, or relegated to the outer edge of a group/society/community. Multiethnic: An individual who comes from more than one ethnic group and/or whose parents are born from more than one ethnicity. Naming: When a thought that traditionally has not been discussed due to its counter-culture nature is articulated. Oppression: The use of power to disenfranchise and marginalize groups of people, usually Black, Indigenous, and People of Color, for the benefit of another, usually Whites, in order to dominate the culture and society. It may also be defined as the use of institutional power and privilege for domination. People of Color: A collective term for men and women of Asian, African, Latin and Native American backgrounds; as opposed to the collective "White" for those of European ancestry. Many people now use the term BIPOC which refers to Black, Indigenous, and People of Color. The term BIPOC is used to “highlight the unique relationship to whiteness that Indigenous and Black (African Americans) people have, which shapes the experiences of and relationship to white supremacy for all people of color within a U.S. context.” Personal identity: Our identities as individuals, including our personal characteristics, history, personality, name, and other characteristics that make us unique and different from other individuals. Power: Power is unequally distributed globally and in U.S. society; some individuals or groups wield greater power than others, thereby allowing them greater access to and control over resources. Wealth, Whiteness, citizenship, patriarchy, heterosexism, and education are a few key social mechanisms through which power operates. Prejudice: A pre-judgment or unjustifiable, and usually negative, attitude of one type of individual or group toward another group and its members. Such negative attitudes are typically based on unsupported generalizations (or 18 DEVELOPED BY RACING TO EQUITY CONSULTING GROUP stereotypes) that deny the right of individual members of certain groups to be recognized and treated as individuals with individual characteristics. Privilege: Unearned social power accorded by the formal and informal institutions of society to ALL members of a dominant group (e.g. White privilege, male privilege, etc.). Privilege is usually invisible to those who have it because they are taught not to see it, but nevertheless it puts them at an advantage over those who do not have it. Race: An historical, political, and social construction created to concentrate power with White people and legitimize dominance over non-White people. Racial and ethnic identity: An individual's awareness and experience of being a member of a racial and ethnic group; the racial and ethnic categories that an individual chooses to describe themself based on such factors as biological heritage, physical appearance, cultural affiliation, early socialization, and personal experience. Racial equity: Racial equity is the condition that would be achieved if one's racial identity no longer predicted, in a statistical sense, how one fares. When we use the term, we are thinking about racial equity as one part of racial justice, and thus we also include work to address root causes of inequities, not just their manifestation. This includes elimination of policies, practices, attitudes, and cultural messages that reinforce differential outcomes by race or fail to eliminate them. Racial justice: The proactive reinforcement of policies, practices, attitudes, and actions that produce equitable power, access, opportunities, treatment, impacts, and outcomes for all. Racism: Individual, cultural, institutional, and systemic ways by which differential consequences are created for groups colonially or currently defined as being advantaged, and groups colonially or currently defined as disadvantaged or non-White (African, Asian, Hispanic, Native American, etc.). Racism may also be said to be prejudice plus power. The relationship and behavior of these interdependent elements has allowed racism to recreate itself generation after generation, such that systems that perpetuate racial inequity no longer need racist actors or to explicitly promote racial differences in opportunities, outcomes, and consequences to maintain those differences. Sexism: Prejudiced thoughts and discriminatory actions based on difference in sex/gender; usually by men against women. Sexual orientation: An individual's natural preference in sexual partners. Stereotype: Blanket beliefs and expectations about members of certain groups that present an oversimplified opinion, prejudiced attitude, or uncritical judgment. They go beyond necessary and useful categorizations and generalizations in that they are typically negative, are based on little information, and are highly inflammatory. Structural racism: The normalization and legitimization of an array of dynamics – historical, cultural, institutional, and interpersonal – that routinely advantage Whites while producing cumulative and chronic adverse outcomes for Black, Indigenous, and People of Color. Structural racism encompasses the entire system of White domination, diffused and infused in all aspects of society including its history, culture, politics, economics, and entire social fabric. Structural racism is more difficult to locate in a particular institution because it involves the reinforcing effects of multiple institutions and cultural norms, past and present, continually reproducing old and producing new forms of racism. Structural racism is the most profound and pervasive form of racism – all other forms of racism emerge from structural racism. For example, we can see structural racism in the many institutional, cultural, and structural factors that contribute to lower life expectancy for African American and Native American men, compared with White men. These include higher exposure to environmental toxins, dangerous jobs and unhealthy housing stock, higher exposure to and more lethal consequences for reacting to violence, stress and racism, lower rates of health care coverage, access and quality of care, and systematic refusal by the nation to fix these situations. 19 DEVELOPED BY RACING TO EQUITY CONSULTING GROUP Structural white privilege: A system of White domination that creates and maintains belief systems that make current racial advantages and disadvantages seem normal. The system includes powerful incentives for maintaining White privilege and its consequences, and powerful negative consequences for trying to interrupt White privilege or reduce its consequences in meaningful ways. The system includes internal and external manifestations at the individual, interpersonal, cultural, and institutional levels. The accumulated and interrelated advantages and disadvantages of White privilege are reflected in racial/ethnic inequities in life-expectancy and other health outcomes, income and wealth and other economic outcomes, and through differential access to opportunities and resources. These differences are maintained in part by denying that these advantages and disadvantages exist at the structural, institutional, cultural, interpersonal, and individual levels and by refusing to redress them or eliminate the systems, policies, practices, cultural norms, and other behaviors and assumptions that maintain them. System of oppression: Conscious and unconscious, non-random, and organized harassment, discrimination, exploitation, discrimination, prejudice, and other forms of unequal treatment that impact different groups. Transphobia: Transphobia is the fear, hatred, disbelief, or mistrust of people who are transgender, thought to be transgender, or whose gender expression doesn’t conform to traditional gender roles. Transphobia can take many different forms, including: negative attitudes and beliefs; aversion to and prejudice against transgender people; irrational fear and misunderstanding; disbelief or discounting preferred pronouns or gender identity; derogatory language and name-calling; bullying, abuse, and even violence. Transphobia can create both subtle and overt forms of discrimination. For example, people who are transgender (or even just thought to be transgender) may be denied jobs, housing, or health care, just because they’re transgender. People may hold transphobic beliefs if they were taught them by other people, including parents and families who encourage negative ideas about trans people and who hold strict beliefs about traditional gender roles. Some people are transphobic because they have misinformation or have no information at all about trans identities. They may not be aware of transgender people or trans issues or personally know anyone who is trans. Two Spirit: Though Two Spirit may now be included in the umbrella of LGBTQ, the term "Two Spirit" does not simply mean someone who is a Native American/Alaska Native and gay. Traditionally, Native American two spirit people were male, female, and sometimes intersexed individuals who combined activities of both men and women with traits unique to their status as two spirit people. In most tribes, they were considered neither men nor women; they occupied a distinct, alternative gender status. In tribes where two spirit males and females were referred to with the same term, this status amounted to a third gender. In other cases, two spirit females were referred to with a distinct term and, therefore, constituted a fourth gender. Although there were important variations in two spirit roles across North America, they shared some common traits. Most Indigenous communities have specific terms in their own languages for the gender-variant members of their communities and the social and spiritual roles these individuals fulfill; with over 500 surviving Native American cultures, attitudes about sex and gender can be very diverse. Even with the modern adoption of pan-Indian terms like Two Spirit, not all cultures will perceive two spirit people the same way, or welcome a pan-Indian term to replace the terms already in use by their cultures. Non-Indigenous people cannot identify as Two Spirit. White privilege: Refers to the unquestioned and unearned set of advantages, entitlements, benefits, and choices bestowed on people solely because they are White. Generally White people who experience such privilege do so without being conscious of it. THIS RACIAL EQUITY TOOLKIT WAS CREATED THROUGH THE USE OF RESOURCES FROM THE GOVERNMENT ALLIANCE ON RACE AND EQUITY, THE CITY OF SEATTLE, PSESD, THE CITY OF OAKLAND, AND KING COUNTY. CITY OF AUBURN LEADERSHIP DEVELOPMENT FOR JUSTICE, EQUITY, DIVERSITY AND INCLUSIONBERNARDO RUIZ, RACING TO EQUITY CONSULTING GROUP SESSION 5 PART 1 11/17/2020 LAND ACKNOWLE DGMENT First, we want to begin by acknowledging that we are on Indigenous land, the traditional territories of the Muckleshoot and Coast Salish people, who since time immemorial have taken care of, hunted, fished, gathered and buried their ancestors on these lands. We respect their sovereignty, their right to self-determination, and we honor their sacred spiritual connection with the land and water. AGENDA Build the capacity of Auburn City Council to develop a shared analysis of racial equity and social justice to effectively and sustainably work to drive transformational institutional change in the City of Auburn Gain understanding about the role of City Government in advancing racial equity and social justice Learn national best/effective practices to transform the City of Auburn and to dismantle institutional and structural racism through City Council Governance Develop a sustainable network of City Leaders who are equity guardians with a shared analysis to advance racial equity for systems change in the City of Auburn Cross-pollinate ideas and develop intentional practices to thrive as leaders for racial equity Leadership Learning Objectives AGENDAExplore Racial Equity Analysis Tools and practice utilizing the DRAFT Auburn Racial Equity Analysis Tool Use a Strategy Chart to Lead and Govern for Racial Equity and Social Justice Investigate, Consider and Examine how to Sustain the Inclusive Auburn Initiative to advance racial equity and social justice Continue learning, exploring and discussing the implementation of effective national best practices to transform the City of Auburn and to dismantle institutional and structural racism through City Council Governance Continue learning, exploring and discussing the implementation of effective national best practices to transform the City of Auburn and to dismantle institutional and structural racism through City Council Governance Session 5 Part 1 Learning Objectives Choice points are decision-making opportunities that influence outcomes. The cumulative impacts of many small choices can be as significant as the impacts of big decisions. When we’re conscious of choice points and the related impacts, we’re less likely to replicate implicit bias and the status quo, and we open new possibilities for equitable change. Choice Points: Taking Mindful Actions Power To New Outcomes: Equity, Inclusion, Prevention of Racism Same old choices and actions Same outcomes: Inequity, exclusion, racism Choosing equitable options and actions CHOICE POINT ADAPTIVE LEADERSHIP CHALLENGES What is the City of Auburn’s default approach to solving problems? Identify a challenge that you’re the City of Auburn is currently facing. Which aspects of the challenge are technical? Which are adaptive? What is the story/narrative that it is being told about this problem? What is one adaptive challenge that you are currently facing in you are currently facing at the City of Auburn as a Councilmember? Heifitz and Linsky 2009 Grounding in Our Humanity Courageous and Gracious Space COURAGEOUS GRACIOUS SPACE AGREEMENTS We start where we are and question our selves Each one of us is responsible for the wellbeing of the group We acknowledge our own identities and power and how it interacts with others Stay Engaged not defensive Speak your truth/Own your impact Experience Discomfort Expect and accept non-closure Listen for Understanding This is an ongoing experience our focus is on education and growing Use your heart and humanity to see each other and hear each other Leadership for Racial Equity Journey •Land Acknowledgement and 7 Generation •Mindfulness/Centering Exercises •Practice of Constructive Listening •Community Agreements for creating a courageous and gracious space •Building our Net-That-Works •Critical Race Theory •Adaptive Leadership Strategies •Antiracist Organizing Principles •Equity Lasik/DNA Leadership for Racial Equity Journey •Power Analysis •Common Vocabulary •National Effective Practices •Systems Thinking •Why Statement •Racial Equity Strategy Chart •Where I am From Poems Reflecting on your journey…. What is one key learning you have applied and will continue to apply to advance racial equity in your schools, district or education association? Leadership Reflection National Effective Practice Normalize -A shared analysis and definitions -Urgency/prioritize Organize -Internal infrastructure -Partnerships Operationalize -Racial equity tools -Data to develop strategies and drive results Visualize Government Alliance for Racial Equity GARE Critical Race Theory Tenets 1.Counter Story Telling 2. Permanence of Racism 3. Whiteness as Property 4. Interest Convergence 5. Critique of Liberalism Leadership for Racial Equity Challenge Adapted from Leadership Challenge Kouzes & Posner Model the Way to Advance Racial Equity and Social Justice Inspire a Shared Vision to Ensure Racial Equity and Social Justice Challenge White Supremacy, Institutional Racism Process and Status Quo Enable Others to Act to Advance Racial Equity Encourage the Heart to Honor our Individual and Collective Humanity Racial Equity Analysis Tool A racial equity tool: • proactively seeks to eliminate racial inequities and advance equity; • identifies clear goals, objectives and measurable outcomes; • engages community in decision-making processes; • identifies who will benefit or be burdened by a given decision, examines potential unintended consequences of a decision, and develops strategies to advance racial equity and mitigate unintended negative consequences; and, • develops mechanisms for successful implementation and evaluation of impact Racial Equity Analysis Tool Multnomah County’s Equity and Empowerment Lens •deconstructing what is not working around racial equity; • reconstructing and supporting what is working; • shifting the way we make decisions and think about this work; and, • healing and transforming our structures, our environments, and ourselves. Racial Equity Analysis Tool Multnomah County’s Equity and Empowerment Lens •deconstructing what is not working around racial equity; • reconstructing and supporting what is working; • shifting the way we make decisions and think about this work; and, • healing and transforming our structures, our environments, and ourselves. City of Auburn Racial Equity Analysis Tool Inclusive Auburn Iniative •Review • What works well; • What needs improvement? ROI How do we know what moves to make? What we need to sacrifice when times are hard? EXAMINING COST/BENEFIT THINKING IN THE CHAT, WHAT ARE SOME OF THE LOGICAL/REASONABLE POINTS THAT SOME PEOPLE MIGHT USE ABOUT WHY DEI WORK MIGHT NEED TO BE DE-PRIORITIZED OR “CUT” DURING TIME OF CRISIS? •Cost/Benefit thinking in our overall economy is often directly related to protecting the status quo… •Most economic thinking around cost/benefits often leads to strategizing how to preserve the status quo – defending it against the threats to it’s existence. •However, our status quo economy was built on the inequity (launching power) of slave labor driving capitalization returns into of a concentrated number of families/individuals –predominantly white •Innovative or Equitable ideas are often viewed as threats and eliminated or de-funded in times of pressure – keeping us in status quo thinking, which will regularly prioritize the rights of the comfortable few at the expense of the less-valued many. 23 NO BUT REALLY Times get hard, something has to go… this seems like a “nice to have” –not a “must have” EXAMINING OUR THINKING… INVESTMENTS Investments require time to “mature” –if you have invested time and resources into setting a more equitable course and pull back to “save money” –those “sunk costs” are gone/your ROI disappears. EXAMINING OUR THINKING… SPROINGGGGG…. If you ask a community that is already “stretched” to trust you, to partner with you, to tell you what they need –and then you let go? You will likely end up with a “snap back” where you end up worse than before, and that community is less likely to trust you again If DEI has been touted as “integral” in your work and then dropped as “extra” –this results in a “revelation” of what we really value, and who we really see as “us”. (The loss of leadership credibility has a wake of years and years….) EXAMINING OUR THINKING… REDUCTIONS AND TRUST Reducing positions often means that those who remain are doing more, with less – and that requires higher efficiency, better communication, and trust. What we choose to value and protect = identifying key programs and “core” values. Whose comfort do we center? Whose voice do we engage? Are we trust-worthy? EXAMINING OUR THINKING… FUTURE STRATEGY…. Strategy is about leveraging the present to thrive in the future. Strategic decisions are based on assumptions about a future operating environment. Who is least invested in the status quo? Who is most able to help us navigate a changing world? Are we committed to a sustainable future or to protecting a WS-based past? ROI How do we know what moves to make? What we need to sacrifice when times are hard? It depends on whether we are playing for the Future, or playing to protect a Past that is already gone and changing . Maybe the first “sacrifice” could be a scarcity-based, status-quo protection way of thinking? Racial Equity Strategy Chart Who should use a racial equity tool? Elected officials: Elected officials have the opportunity to use a racial equity tool to set broad priorities, bringing consistency between values and practice. Government staff: The routine use of a racial equity tool by staff provides the opportunity to integrate racial equity across the breadth, meaning all governmental functions, and depth, meaning across hierarchy. Community based organizations: Community based organizations can ask questions of government about use of racial equity tool to ensure accountability. Racial Equity Strategy Chart The Racial Equity Tool The Racial Equity Tool is a simple set of questions: 1.Proposal: What is the policy, program, practice or budget decision under consideration? What are the desired results and outcomes? 2. Data: What’s the data? What does the data tell us? 3. Community engagement: How have communities been engaged? Are there opportunities to expand engagement? 4. Analysis and strategies: Who will benefit from or be burdened by your proposal? What are your strategies for advancing racial equity or mitigating unintended consequences? 5. Implementation: What is your plan for implementation? Government Alliance on Race and Equity TOOLKIT Racial Equity Toolkit: An Opportunity to Operationalize Equity 6. Accountability and communication: How will you ensure accountability, communicate, and evaluate results? Racial Equity Strategy Chart PROFESSIONAL PRACTICE REFLECTION CLOSING CIRCLE CITY OF AUBURN LEADERSHIP DEVELOPMENT FOR JUSTICE, EQUITY, DIVERSITY AND INCLUSIONBERNARDO RUIZ, RACING TO EQUITY CONSULTING GROUP SESSION 5 PART 1 11/17/2020