Dear Anti-racist Abolitionist,  

This packet is designed to be an orientation and onboarding to key topics around the subject of anti-racism. Institutional racism is a 400+ year old system and structure and impossible to fully comprehend with just the 2 hours of material provided. Thusly, this packet is to help you gain a general understanding of the principles of anti-racism.  This is NOT a comprehensive learning, only a sampling. It is also important to note that much of this learning is centered on anti-blackness. The history of racism in this country (which affects all racially oppressed and targeted groups) stems from this country’s history of anti-blackness. To start to understand how to become anti-racist, one must have an understanding of anti-blackness, as much of the system of racism is built on anti-blackness ideology. 

We hope this packet will inspire you to dive deeper into unpacking and relearning, so that you can support Round House in their endeavor to become more and more anti-racist.     

Learning starts where knowledge ends. 

We hope this information will lead you to anti-racist ideas and action.  

The journey of this work for Round House will only move as fast the slowest absorber of this information moves. We hope that your learning will move at a pace that supports this organization and the people it desires to include.  

Anti-racism is an ACT OF LOVE.  We are showing love to people who have never been loved by this country.    

We welcome you to do the work and be a part of the anti-racist community and initiatives. 

--Michael J. Bobbitt 

⏳Grand Total (Required): 2hr 2min 36sec 

Unit One: Introduction to Anti-Racism ⏳[21min 27sec]

GOAL: To have a brief understanding of antiracism and its concepts which provide a foundation for further EDIA learning.



  • What does it mean to be an anti-racist? How is this different from being “not racist?”
  • Is it possible to be anti-racist in one moment and racist in the next? Explain the importance of recognizing this concept.
  • Evaluate Megan Ming Francis’ statement that “education is a stepping-stone” to activism. List at least one way you will commit to using the information in this lesson to actively support the anti-racism movement.
  • How would you respond to someone within your racial community who makes a problematic statement on issues of race and racism?
  • Why is “Black Lives Matter” such an important statement? Why do you think this statement is so controversial?
  • What would you say are the differences and similarities in the journeys for White people and people of color working to become racial allies?  

Unit Two: Whiteness and Unearned Advantages ⏳[11min 32sec]

GOAL: To have an overview of the discourse around whiteness and the emotional impact of privilege.



  • What privileges do you benefit from? Why is it so important to acknowledge these privileges?
  • Your friend takes you aside and informs you that something you said was racist. What are some constructive ways you could respond to this feedback? 
  • What is white supremacy? What are some of the ways we experience white supremacy in our everyday lives? 

Unit Three: Implicit Bias & Microaggressions

GOAL: To bring more awareness to our biases and to eliminate microaggressions



  • What are implicit biases? How do they differ from explicit biases?
  • Your friend tells you that they are “not racist” because they would never intentionally treat somebody differently because of their race. Knowing about the concept of implicit bias, how might you respond to that? 
  • What are microaggressions? How are they a form of racism? 
  • What effect do microaggressions have on BIPOC as they navigate their everyday lives? 
  • In some instances, microaggressions can be more difficult to directly address than instances of overt racism. Why is this? What are some specific strategies you can employ if someone you know commits a microaggression?  

Unit Four: Understanding Racial Trauma & Radical Healing ⏳[12min 53sec]

GOAL: To better understand the healing work BIPOC need to undertake in the Antiracist movement.



  • What are the thoughts and feelings that come up for you as we begin exploring racial healing
  • ​What support and accountability will you need in this group to explore internalized dominance as a White person or internalized racism as a person of color?  
  • What have you learned about yourself from your self-care journey so far?
  • Is there anything that your self-care practice has helped you overcome?
  • What does it look like—and how does it feel—when you feel cared for by yourself or your community? 

Unit Five: Unpacking Internalized Racism ⏳[19min 57sec]

GOAL: To better understand the cost of internalized racism and what that means to the BIPOC individual.



  • Do you relate to these notions of internalized racial inferiority and superiority? Is either one familiar to you? If so, how do they show up in your life? 
  • How do they show up in your workplace, school, place of worship, or community?
  • How do they interact with feelings associated with other aspects of your identity like gender, age, ethnicity, class status, etc.? Explore your answer by drawing, singing, or dancing your reactions.
  • How will understanding my attitude about skin color change things personally or communally?
  • What are the solutions that can possibly cause an end to colorism? 

Unit Six: Intersectionality ⏳[4min 57sec]

GOAL: To introduce the concept of intersectionality and consider how your various identities intersect.


  • How do you identify and are there other facets to your identity that don't immediately spring to mind? Race? Gender? Sexuality? Other?
  • In what ways might your identities intersect?
  • What moments in your life when experiencing discrimination did intersectionality come into play?

Unit Seven: Racial Diversity and Pride ⏳[3min 14sec]

GOAL: To amplify the ways individual racial identities can be celebrated.


  • Why is racial diversity beneficial in an organization? In society? 
  • How often do you connect with communities outside your own?  
  • What new thing can you try from your culture that you haven’t ever tried. 
  • How can you celebrate other cultures? 
  • Name 5 things you admire about other cultures. 

Unit Eight: Tools for Conflict De-Escalation ⏳[10min 52sec]

GOAL: To introduce you to some tools that can be used to assist unpredictable situations. 



  • What are some common signs of conflict escalation/agitation in an individual? 
  • Why is your voice such an important tool for conflict de-escalation? Give specific examples. 
  • What is the role of active listening in the conflict de-escalation process? 
  • What are some things that you should NOT do when interacting with someone in crisis? 

Unit Nine: Bystander Intervention Training ⏳[8min 54sec]

GOAL: To introduce you to some tools that can be used to help activate your voice and support others in uncomfortable situations.



  • What can you do to create a safe space for someone experiencing racist harassment? 
  • How can you avoid further agitating an aggressor? 
  • What does it mean to take cues from an individual being harassed? Give specific examples. 
  • Why is it extremely important to avoid calling the police in situations involving BIPOC 
  • Why is it so important to intervene when racist incidents occur? 
  • What is one “ism interrupter” that you can make your go-to response for shutting down racist comments? 

Unit Ten: Anti-Racism in the Theatre Industry

GOAL: To give you an overview of past and current racism in the Theatre industry which may assist in dismantling them.

  • 📺Watch Dear Amy Cooper by Griffin Matthews, a testimonial about his experiences at ART (7:15 min) 
  • ​📖Read the official Statement from We See You,White American Theatre (~2 min) 
  • 👓View the two charts below from Actors Equity Association on 1. AEA’S National Racial/Ethnic Distribution and 2. Average Contractual Salaries for AEA members by Racial/Ethnic Group (~1 min)
A chart which reflects the percentages of race and ethnicity distribution in Actor's Equity Members as of September 1st 2016. Top row left to right: 7.5%25 African American, <0.1%25 American Indian, 2.2%25 Asian, 68%25 Caucasian. Bottom row left to right: 2.5%25 Hispanic or Latino, 0.2%25 Pacific Islander, 3.6%25 Two or more Races, 16%25 Not Provided.Average contractual salaries for equity members by racial and ethnic group. From top of chart to bottom.    Average Agreement Minimum for African American = $730.63, Average Negotiated Overscale for African American = $119.96, Average Contractual Salary for African American = $852.21.       Average Agreement Minimum for American Indian = $548.67, Average Negotiated Overscale for American Indian = $11.33, Average Contractual Salary for American Indian = $560.00.       Average Agreement Minimum for Asian = $689.70, Average Negotiated Overscale for Asian = $105.52, Average Contractual Salary = $796.77      Average Agreement Minimum for Caucasian = $742.45.66, Average Negotiated Overscale = $129.22, Average Contracted Salary = $874.09      Average Agreement Minimum for Hispanic or Latino = $745.21, Average Negotiated Overscale = $103.42, Average Contracted Salary = $852.40      Average Agreement Minimum for Pacific Islander = $649.67, Average Negotiated Overscale = $69.67, Average Contracted Salary = $719.33      Average Agreement Minimum for Two or More Races = $727.08, Average Negotiated Overscale = $86.34, Average Contracted Salary = $815.24      Average Agreement Minimum for Not Provided = $730.66, Average Negotiated Overscale = 120.33, Average Contracted Salary = $852.94      Of the 8296 National LORT Principal Contracts in 2013 – 2015, 60.64%25 where for Caucasian actors, 20.62%25 were for No Race/Ethnicity Provided Actors, 9.97%25 were for African American Actors, 3.45%25 were for Actors for Two or More races, 2.52%25 were for Asian Actors, 2.69%25 were for Hispanic or Latino Actors, 0.07%25 were for Pacific Islander Actors, and 0.04%25 were for American Indian Actors.


  • Considering the statistics from Actors Equity Association, why is it essential that theatre companies create standards for minimum BIPOC representation? 
  • Does hiring BIPOC artists automatically mean that a theatre company is anti-racist? What can happen when companies use diversity as a means of getting good publicity? 
  • If you wanted to promote an anti-racist rehearsal environment, what are some of the issues that you would consider? Use Griffin Matthews’s respective rehearsal experiences to create your list.
  • What can happen when white artists are given creative control over the presentation of Black stories? How might the experiences of BIPOC artists in productions such as Witness Uganda be different with Black leadership?
  • Based on the professional consequences incurred by Griffin Matthews, why do you think that so many racist incidents in the theatre industry go unreported and/or unpunished? 
  • In what ways will the dismantling of white supremacy in the theatre industry require sacrifice from white leaders? 

Optional Learning Unit - Unit Eleven: Cultural Appropriation ⏳[22min 23sec]

GOAL: To understand cultures different from our own and be able to appreciate—not appropriate—them.


  • What is the difference between cultural appreciation and cultural appropriation? 
  • How do you appreciate a culture you are not part of? 
  • What cultural appropriation have you witnessed in the media (television, magazines, music, theatre, etc.)? 


Once you have viewed or read all the above, please be sure to complete the form at the link here (via Microsoft Forms) to certify your completion of the orientation. 

Please do not forget this step, or we will not have a record of your participation.

As Round House implements this orientation, your feedback would be a valuable addition to our process. The above form includes a few questions on how you felt about this process, but you can also provide feedback directly to the Round House EDIA Staff Workgroup at

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