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Understanding Structural Racism Activity
Thisactivityhelpsparticipantsdelve deeperinanalyzingracismandstart to learnhow to use a structural
racismlens.Many times,actionsare focusedonchangingthe personal beliefswithoutlookingatthe
practicesand proceduresthatcontribute tothe issue.Throughthisactivity,participantswill have the
opportunitytobreakdownthe issue of racismat a structural level sothatthe group can come up with
realisticactionideasforchange.
Goal:
 To get participants to analyze an issue through a structural racism lens
 To engage participants in an interactive way to identify the personal beliefs, practices,
and procedures that contribute to the issue
 To create a compiled list of barriers impacting the issue on the structural level
Materialsneeded:
 Structural Racism handouts
 Chart paper
 Markers
Preparation:
 Review the Structural Racism handout. Familiarize yourself and understand all 3 layers
to structural racism: the personal attitudes/beliefs, formal and informal practices, and
policies and procedures.
 Review the sample structural racism examples. If the sample examples do not fit the
community specific issue, brainstorm a few examples for each level.
 Identify the community specific issue the group will work on.
Part 1: Activity overview
1. Passout the Structural Racism handouts.Give participantsafew minutestoreview them.
2. Explaineachlevel of structural racismasparticipantslookon.
3. Use the examplestohelpparticipantsunderstandeachlevel.Allow timeforclarifyingquestions.
4. Divide participantsintothree groups.Group1 will be “Personal Attitudes,”Group2 will be “Formal
and Informal Practices,”andGroup3 will be “PoliciesandProcedures.”

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5. In the small groups, give participants 10minutes tothinkof examplesfortheirassignedgroup.Have
the groupsrecord theiranswersonchart paper.
Part 2: Skit Activity
1. Followingthe brainstorm,askeachsmall grouptopick one example and create a2-minute skitto
illustrate the example.
2. Have each group set the skit’s context and perform their skit. Ask the audience to pay
attention to how the skit illustrates the group’s assigned level.
3. After each skit, debrief with the following questions:
a. Was the skit realistic?
b. How was the skit an example of personal attitudes and beliefs/practices/policies and
procedures?
4. After all the skits, ask all three skits to start up simultaneously. Wait about 20 seconds.
5. Then, stop the skits and explain that collectively, these are the different levels contributing to
the issue. If one level is addressed, there are two other levels occurring at the same time. If
this group wants to truly see change, actions need to address all three levels.