The document provides guidance on how to interrupt microaggressions through various communication approaches: - Inquire: Ask the speaker to elaborate on their statement to gain more context and help them recognize problematic implications. - Paraphrase/Reflect: Restate what was said to demonstrate understanding while avoiding simply repeating the speaker. - Reframe: Suggest looking at the situation differently to open new perspectives. - Use Impact and "I" Statements: Focus on how the comment impacted you personally rather than accusing the speaker to reduce defensiveness. - Use Preference Statements: Clearly state your preferences rather than demands so others can understand how to support you. - Re-

1. Centre College Office of Diversity and Inclusion
Power,Privilege, andOppressionConcepts
1. __________________ A pervasive system of supremacy and discrimination that
perpetuates itself through differential treatment and institutional control.
2. __________________ Unearned access to power enjoyed by a dominant group, giving
them economic, political, social, and cultural advantages at the expense of members of
a marginalized group.
3. __________________ A system of oppression that produces social and physical barriers
based on ethnicity and ethnic heritage, real or perceived, specifically by an ethnic group
who dominates in all levels of society.
4. __________________ A system of oppression that produces social and physical barriers
based on one’s real or perceived economic status or background.
5. __________________ A system of oppression that produces social and physical barriers
based on one’s romantic and sexual identities, specifically individuals who are
questioning, lesbian, non-labeling, bisexual, queer, pansexual, gay, asexual, or identify in
any other way that is not heterosexual/straight.
6. __________________ A system of oppression that produces social and physical barriers
based on gender.
7. __________________ It is judging another culture solely by the values and standards of
one’s own culture.
8. __________________ A system of oppression that produces social and physical barriers
based on one’s gender identity, specifically individuals who do not identify with the
gender they were assigned at birth.
9. __________________ A system of oppression that produces social and physical barriers
based on one’s abilities (mental/intellectual, emotional, and/or physical) and one’s
contributions to “productivity.”
10. __________________ A system of oppression that produces social and physical barriers
based on one’s age.

2. Centre College Office of Diversity and Inclusion
11. __________________ A state of being grounded in one’s evolving identity, free
movement, free from bias, imposed expectations, control, and violence towards one’s
place in the world.
Adapted from Terminologies of Oppression from the Anti-Oppression Network.
Word Bank
Ageism
Classism
Cissexism
Dis/ableism
Ethnocentrism
Heterosexism
Liberation
Oppression
Privilege
Racism
Sexism
In your own words, describe
 Power
 Privilege
 Oppression
What is the difference between
 Ethnocentrism and Racism
 Sexism and Cissexism
 Earned Privilege and Unearned Privilege

3. FOOD + MUSIC
Unconscious Bias
What is unconscious bias?
How do I uncover my
unconscious bias?
When is unconscious
bias most active?
Psychologists tell us that our unconscious biases are
simply our tendency to prefer people who are like us,
sound like us, and share our interests. Social psychologists
call this phenomenon "social categorization" whereby we
routinely and rapidly sort people into groups. This
preference bypasses our normal, rational, and logical
thinking. We use these processes very effectively but the
categories we use to sort people are not logical, modern,
or perhaps, even legal. These neurological "short cuts" can
lead to bias and poor decision making.
Neuropsychologists tell us cognitive bias is build into the very structure of our brain. Our
unconscious brain processes and sifts vast amounts of information looking for patterns
(200,000) times more than the conscious mind). When the unconscious brain sees two things
occurring together, it begins to expect them to be seen together and begins to wire them
together neurally. Brain imaging scans have demonstrated that when people are shown images
of faces that differ from their own, the experience activates an irrational prejudgment in the
brain's alert system for danger, the amygdala. This happens in less than a tenth of a second.
Our associations and biases are likely to be activated every time we encourage a member of a
particular group, even if we consciously reject a group stereotype.
Bias is more likely to influence behavior
when someone is cognitively strained, such
as when emotionally stressed, under time
constraints, or distracted. Bias is also more
likely when someone is operating on "auto-
pilot," or acting without being self-reflexive
and mindful of one's motivations and
thinking.
Harvard Implicit Bias Test
https://implicit.harvard.edu/implicit/takeatest.html
Invisible Gorilla Video
www.theinvisiblegorilla.com/videos.html
Everyday Bias
http://everydaybias.com
Blindspot
http://blindspot.fas.harvard.edu

4. Overcoming unconscious bias
What are some of my biases?
Prejudice reduction strategies
Three things I can do to
manage my biases
Remind yourself of the need to be fair
and objective at key times, either in your
head or with written reminders such as
posters and cards.
Spend sufficient time when making
decisions. Take breaks during extended
or emotional discussions.
Know where you are in terms of your
motivations to change or manage your
biases. It can be unrealistic to expect to
change deeply held beliefs. It may be all
you can do is expect to manage them in
key situations.
Learn about research on biases and
assumptions.
Discuss research on biases and
assumptions and consciously strive to
minimize their influence in your work.
Be able to defend your decisions with
evidence.
Periodically evaluate your decisions and
consider whether underrepresented
people are included. If not, consider
whether biases and assumptions are
influencing your decisions.
Role Models- seeing people
representing groups targeted by negative
stereotypes in a positive light reduces
bias
Inner motivation- people with an inner
drive to be non-prejudiced are less
biased
Noticing personal contradictions-
people who are able to detect the
contradiction between their intentions
and actions are more successful in
reducing bias
Intergroup contact and friendships-
exposure to people different than us
curbs impact of implicit bias
Counter-stereotype plans- intentionally
create positive associations with people
representing groups targeted by negative
stereotypes
Carrots and curiosity- we generalize
people from other races as a symbol of
that race. To humanize them, ask
yourself if they like carrots.
Education and training- read and
attend trainings that effectively reduce
bias and prejudice
Adapted from Deep Diversity: Overcoming
Us vs. Them (2015) Shakil Choudhury.

5. Centre College Office of Diversity and Inclusion
Microaggresions
Definitions
 Microaggresions- a typically unconscious action that demeans, dismisses, or ignores a
person based upon their marginalized identity.
o Microinvalidations- communications that subtly exclude, negate, or nullify the
thoughts, feelings, or experiential reality of a marginalized person.
o Microinsult- verbal and nonverbal communications that subtly convey rudeness
and insensitivity and demean a person’s identity.
o Microassaults- conscious and intentional actions or slurs.
Examples
 Asking if you can pet the hair of an African American with an afro.
 Telling someone with no visible markers of disability that they don’t look disabled.
 Telling a transwoman that she will never be a real woman.
 Asking if you can call someone by a nickname because their name is hard to pronounce.



In your own words, what is a microaggression?
Intent vs. Impact
In essence, the “intent” conversation is one about “what they are.”
Because if someone intended their action to be hurtful and
racist/sexist/transphobic/pickyourpoison, then they must inherently be
racist/sexist/transphobic/pickyourpoison.
On the other hand, the “impact” conversation is one about “what they did.”
For you, it takes the person who said or did the hurtful thing out of the center and places the
person who was hurt in the center. It ensures that the conversation is about how “what they
did” hurts other people and further marginalizes or oppresses people.
(https://everydayfeminism.com/2013/07/intentions-dont-really-matter/)
Supporting other people
 Say something in the moment. Silence communicates approval.
 Ask the person later if they are okay or if they need anything from you.
 Take it upon yourself to educate yourself and others.
 Cut microaggressors out.

6. Gender Pronouns Guide
Some people don’t feel like traditional gender pronouns (she/her, he/him) fit their gender identities.
Transgender, genderqueer, and other gender-variant people may choose different pronouns for
themselves. The following guide is a starting point for using pronouns respectfully.
What are pronouns and how do I use them? Pronouns are words that take the place of proper nouns
and reflect the gender of that noun. The card below explains how to use them.
How do I know which pronouns to use? If the person you’re referring to is a stranger or brief
acquaintance (like a server, cashier, fellow bus patron, etc.), you may not need to know. If the person is
a classmate, student, or coworker, for example, it is best to ask. Try:
 “What pronouns do you use?”
 “How would you like me to refer to you?”
 “How would you like to be addressed?”
 “My name is Tau, and my pronouns are he and him. What about you?”
How often do pronouns change? Remember that people may change their pronouns without changing
their name, appearance, or gender identity. Try making pronouns an optional part of introductions or
check-ins at meetings or in class.
What if I make a mistake? Most people appreciate a quick apology and correction at the time of the
mistake. Try: “Her books are—I’m sorry, hir books are over there.” By correcting yourself, you’re
modeling respectful pronoun use for others in the conversation. If you only realize the mistake later, a
brief apology can help. Try: “I’m sorry I used the wrong pronoun earlier. I’ll be more careful next time.”
Also, practice! Use this card, practice with a friend, or check out websites like
www.practicewithpronouns.com to get better at using a variety of pronouns.
When should I correct others? Some people may not want a lot of public attention to their pronouns,
while others will appreciate you standing up for them. If someone uses the wrong pronoun for a person
who isn’t present, try a brief correction: “I think Sam uses she and her pronouns. And yes, I’m going to
her house later too!”
It can be tough to remember pronouns at first. The best solution is to practice! Correct pronoun use is
an easy step toward showing respect for people of every gender.
Adapted from UW-Madison.
Centre College Office of Diversity and Inclusion

7. Tool: Interrupting Microaggressions
MICROAGGRESSION
EXAMPLE AND THEME
THIRD PARTY
INTERVENTION EXAMPLE
COMMUNICATION APPROACH
Adapted from Kenney, G. (2014). Interrupting Microaggressions, College of the Holy Cross, Diversity Leadership & Education. Accessed on-line,
October 2014. Kraybill, R. (2008). “Cooperation Skills,” in Armster, M. and Amstutz, L., (Eds.), Conflict Transformation and Restorative Justice Manual,
5th
Edition, pp. 116-117. LeBaron, M. (2008). “The Open Question,” in Armster, M. and Amstutz, L., (Eds.), Conflict Transformation and Restorative
Justice Manual, 5th
Edition, pp. 123-124. Peavey, F. (2003). “Strategic Questions as a Tool for Rebellion,” in Brady, M., (Ed.), The Wisdom of
Listening, Boston: Wisdom Publ., pp. 168-189.
Alien in One’s Own Land
To a Latino American: “Where
are you from?”
Ascription of Intelligence
To an Asian person, “You’re all
good in math, can you help me
with this problem?”
Color Blindness
“I don’t believe in race.”
“I’m just curious. What makes you
ask that?”
“I heard you say that all Asians are
good in math. What makes you
believe that?”
“So, what do you believe in? Can
you elaborate?”
INQUIRE
Ask the speaker to elaborate. This will give you
more information about where s/he is coming
from, and may also help the speaker to become
aware of what s/he is saying.
KEY PHRASES:
“Say more about that.”
“Can you elaborate on your point?”
“It sounds like you have a strong opinion about
this. Tell me why.”
“What is it about this that concerns you the
most?”
Myth of Meritocracy
“Everyone can succeed in this
society, if they work hard
enough.”
Pathologizing Cultural
Values/Communication
Styles
Asking a Black person: “Why do
you have to be so
loud/animated? Just calm
down.”
“So you feel that everyone can
succeed in this society if they work
hard enough. Can you give me
some examples?”
“It appears you were
uncomfortable when ___said that.
I’m thinking that there are many
styles to express ourselves. How
we can honor all styles of
expression—can we talk about
that?”
PARAPHRASE/REFLECT
Reflecting in one’s own words the essence of
what the speaker has said. Paraphrasing
demonstrates understanding and reduces
defensiveness of both you and the speaker.
Restate briefly in your own words, rather than
simply parroting the speaker. Reflect both
content and feeling whenever possible.
KEY PHRASES:
“So, it sounds like you think…”
“You’re saying…You believe…”
Second-Class Citizen
You notice that your female
colleague is being frequently
interrupted during a committee
meeting.
Pathologizing Cultural
Values/Communication
Styles
To a woman of color: “I would
have never guessed that you
were a scientist.”
Responder addressing the group:
“_____ brings up a good point. I
didn’t get a chance to hear all of it.
Can ______repeat it?”
“I’m wondering what message this
is sending her. Do you think you
would have said this to a white
male?”
REFRAME
Create a different way to look at a situation.
KEY PHRASES:
“What would happen if….”
“Could there be another way to look at this…”
“Let’s reframe this…”
“How would you feel if this happened to
your____...”
Second-Class Citizen
Saying “You people….”
Use of Heterosexist
Language
Saying “That’s so gay.”
“I was so upset by that remark that
I shut down and couldn’t hear
anything else.”
“When I hear that remark, I’m
offended too, because I feel that it
marginalizes an entire group of
people that I work with.”
USE IMPACT AND “I” STATEMENTS
A clear, nonthreatening way to directly address
these issues is to focus on oneself rather than on
the person. It communicates the impact of a
situation while avoiding blaming or accusing the
other and reduces defensiveness.
KEY PHRASES:
“I felt_____(feelings) when you said or did
________ (comment or behavior), and it
_________ (describe the impact on you).”
Second-Class Citizen
A woman who is talked over.
Making a racist, sexist or
homophobic joke.
She responds: “I would like to
participate, but I need you to let
me finish my thought.”
“I didn’t think this was funny. I
would like you to stop.”
USE PREFERENCE STATEMENTS
Clearly communicating one’s preferences rather
than stating them as demands or having others
guess what is needed.
KEY PHRASES:
“What I’d like is…”
“It would be helpful to me if….”

8. Tool: Interrupting Microaggressions
MICROAGGRESSION
EXAMPLE AND THEME
THIRD PARTY
INTERVENTION EXAMPLE
COMMUNICATION APPROACH
Adapted from Kenney, G. (2014). Interrupting Microaggressions, College of the Holy Cross, Diversity Leadership & Education. Accessed on-line,
October 2014. Kraybill, R. (2008). “Cooperation Skills,” in Armster, M. and Amstutz, L., (Eds.), Conflict Transformation and Restorative Justice Manual,
5th
Edition, pp. 116-117. LeBaron, M. (2008). “The Open Question,” in Armster, M. and Amstutz, L., (Eds.), Conflict Transformation and Restorative
Justice Manual, 5th
Edition, pp. 123-124. Peavey, F. (2003). “Strategic Questions as a Tool for Rebellion,” in Brady, M., (Ed.), The Wisdom of
Listening, Boston: Wisdom Publ., pp. 168-189.
Color Blindness
“When I look at you, I don’t see
color.”
Myth of Meritocracy
“Of course he’ll get tenure,
even though he hasn’t
published much—he’s Black!”
“So you don’t see color. Tell me
more about your perspective. I’d
also like to invite others to weigh
in.”
“So you believe that _____will get
tenure just because of his race.
Let’s open this up to see what
others think.”
RE-DIRECT
Shift the focus to a different person or topic.
(Particularly helpful when someone is asked to
speak for his/her entire race, cultural group, etc.)
KEY PHRASES:
“Let’s shift the conversation…”
“Let’s open up this question to others….”
Myth of Meritocracy
In a committee meeting:
“Gender plays no part in who
we hire.”
“Of course she’ll get tenure,
even though she hasn’t
published much—she’s Native
American!”
Second-Class Citizen
In class, an instructor tends to
call on male students more
frequently than female ones.
“How might we examine our
implicit bias to ensure that gender
plays no part in this and we have a
fair process? What do we need to
be aware of?”
“How does what you just said
honor our colleague?”
“What impact do you think this has
on the class dynamics? What
would you need to approach this
situation differently next time?”
USE STRATEGIC QUESTIONS
It is the skill of asking questions that will make a
difference. A strategic question creates motion
and options, avoids “why” and “yes or no”
answers, is empowering to the receiver, and
allows for difficult questions to be considered.
Because of these qualities, a strategic question
can lead to transformation. Useful in problem-
solving, difficult situations, and change efforts.
KEY PHRASES:
“What would allow you…”
“What could you do differently….”
“What would happen if you considered the impact
on…”
Traditional Gender Role
Prejudicing and Stereotyping
In the lab, an adviser asks a
female student if she is
planning to have children while
in postdoctoral training.
To the adviser: “I wanted to go
back to a question you asked
_______
yesterday about her plans for a
family. I‘m wondering what made
you ask that question and what
message it might have sent to
her.”
To the student: “I heard what your
advisor said to you yesterday. I
thought it was inappropriate and I
just wanted to check in with you.”
REVISIT
Even if the moment of a microaggression has
passed, go back and address it. Research
indicates that an unaddressed microaggression
can leave just as much of a negative impact as
the microaggression itself.
KEY PHRASES:
“I want to go back to something that was brought
up in our conversation/meeting/class ….”
“Let’s rewind ___minutes…”
CONSIDERATIONS:
The communication approaches are most effective when used in combination with one another, e.g., using impact and
preference statements, using inquiry and paraphrasing together, etc.
Separate the person from the action or behavior. Instead of saying “you’re racist”, try saying “that could be perceived as a
racist remark.” Being called a racist puts someone on the defensive and can be considered “fighting words.”
Avoid starting questions with “Why”—it puts people on the defensive. Instead try “how” “what made you …..”
When addressing a microaggression, try to avoid using the pronoun “you” too often—it can leave people feeling defensive and
blamed. Use “I” statements describing the impact on you instead or refer to the action indirectly, e.g., “when ______ was
said…” or “when_______happened…”
How you say it is as critical as what you say, e.g., tone of voice, body language, etc. The message has to be conveyed with
respect for the other person, even if one is having a strong negative reaction to what’s been said. So it is helpful to think about
your intention when interrupting a microaggression—e.g., do you want that person to understand the impact of his/her action,
or stop his/her behavior, or make the person feel guilty, etc. Your intention and the manner in which you execute your intention
make a difference.
Sometimes humor can defuse a tense situation.
Page 2

9. © Taylor & Francis 2015
Getting Started: Core Concepts for Social Justice Education
QUADRANT 4
ACTION PLANNING WORKSHEET
Step 1: Describe briefly the intervention or change or action plan you want to design.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Step 2: Use the table below to make notes about the perceived risk level for you in carry-
ing out this intervention or change or action plan. Explain briefly the source of risk (such as
challenges, difficulties, sources of anxiety, loss of relationships or role or status). Is this action
worth taking that risk? If not, think through what could be done to minimize that risk.
Perceived Risk Level
High risk Medium risk Low risk
Step 3: Use the table below to make notes about the sphere of influence that is involved in
your plan. Is this within your personal sphere of influence (one-on-one relationships with
friends or family), or institutional sphere of influence (an organization you belong to, a
group you work with, your school or classroom), or social or cultural sphere of influence
(outside of people you know one-on-one or whom you work or interact with, such as your
town or city or a national political or activist organization). Some examples might reach
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10. © Taylor Francis 2015
across spheres—for example, cases in which you have personal friendships or family rela-
tionships with someone you interact with at an institution and which involves larger social
issues or that reach a large generalized audience (through music, for example).
Primary Sphere of Influence
(Mainly) personal (Mainly) institutional (Mainly) societal/cultural
Step 4: In the table below, make notes about the degree of collaboration you anticipate.
Are there steps in your action that you will carry out alone or individually? Are there steps
that will involve your collaborating in networks of several people? Are there steps that will
involve your collaborating across groups of people in coalitional activities? Be as specific as
possible in listing the solo, network, and coalitional steps that you anticipate needing for
your action. (For example, if your major action is to learn more about a subject, you might
engage others in providing information about resources and then in talking with you about
your new learnings. If you plan to change your curriculum, your networks might involve
other teachers, and your coalitions might involve professional organizations.)
Degree of Collaboration
Individual activities Networks (one-on-one) Coalitions (groups)
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11. © Taylor Francis 2015
Step 5: Use the tables below to assess the skills and knowledge or information required for
this action plan. What are the skills you already have that you might need to draw upon in
this plan, or new skills you need to develop to be successful in this action? What knowl-
edge and information do you have that will be useful, or that you need to develop in order
to be successful?
Skills Available or Needed
What skills? How to use or develop? Support and resources
Knowledge or Information Available or Needed
What? How? Support and resources
Step 6: Use the table below to assess how you will assess success with this action plan.
How will you measure success? What is your timeline? How will you tell the difference
between slow change and no change? How will you know when your action plan is com-
plete? Develop specific deadlines for your action plan over the next six months.
Assessing Success
Action step Measure of success Deadline
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12. © Taylor Francis 2015
Credits:
Adams, M., Joshi, K. Y. (2007). Religious oppression curriculum design (Chapter 11, Appendix
11W: Considerations for action plans). In M. Adams, L. A. Bell, P. Griffin (Eds.), Teaching for
diversity and social justice (2nd ed., pp. 255–284). New York: Routledge.
Adams, M., Joshi, K. Y. (2007). Religious oppression curriculum design (Chapter 11, Appendix
11X: Action planning worksheet). In M. Adams, L. A. Bell, P. Griffin (Eds.), Teaching for diver-
sity and social justice (2nd ed., pp. 255–284). New York: Routledge.
Bell, L. A., Love, B. J., Roberts, R. (2007). Racism and white privilege curriculum design (Chap-
ter 6, Appendix 6I: Action planning worksheet). In M. Adams, L. A. Bell, P. Griffin (Eds.),
Teaching for diversity and social justice (2nd ed., pp. 123–144). New York: Routledge.
Q4 - Action Planning Worksheet Handout.indd 4 15-Dec-15 2:35:31 PM