ywca boulder county, colorado
reading to
end racism, inc.
hallmark area
Racial Justice
association information
1) Name: YWCA Boulder County, Colorado
2) Contact Person: Naomi Harris, Board Member, 303-449-9819, [email protected]
3) Regional Council: Southwest Delta
program/activity information
4) Name: Reading to End Racism, Inc. (note: This is an independent program that was created in Boulder, Colorado
and has developed into a nation-wide initiative. YWCA of Boulder County offers in-kind office space for the original
Boulder RER affiliate and several board members are active in both organizations.)
5) Brief Description: Reading to End Racism (RER) is an initiative dedicated to helping communities eliminate
racism through empowering and engaging literacy-based programs for local students. This community-based model
includes training for adult volunteers to facilitate age-appropriate discussions in which racism is explained and explored;
prescribed but flexible classroom format; and support materials for volunteers and faculty. RER also assists schools and
districts in meeting state and federal literacy, social science and diversity standards and works with faculty to integrate
curriculum into their classrooms.
6) How long has the program or activity been in operation: The RER model is in its eighth year of
operation with three affiliates in the Boulder Valley, three in Vermont and one in Oklahoma City (YWCA), but the story is one
of evolution. In the late 1980s, a growing concern about racism in Boulder, Colorado sparked city-sponsored roundtable
discussions among diverse groups to highlight and educate about the issue. Inspired by these discussions, the Women’s
International League for Peace and Freedom (WILPF), developed and coordinated a week-long education project for
school-aged children with the goal of bringing diversity education into some Boulder classrooms. In 1998, ten years later,
in collaboration with the Anti-racism Taskforce of Boulder, parents, educators and organizers, the project was revived and
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launched as a district-wide initiative. Over time, the project produced a training video and annotated booklist, purchased a
collection of books, refined materials and approaches and developed strategies to reproduce the model.
7) Describe how the program, activity or initiative meets the hallmark standards for
racial justice and/or women’s economic advancement:
a) What are the intended outcomes or goals of the program? What specific conditions are you intending to influence?
The RER program directly meets the standards for racial justice. The mission of the RER program model is to
eliminate racism through interactive personal and literary programs that educate and empower youth. RER, Inc.’s
goal is to help establish and support RER affiliates that adhere to this goal through comprehensive technical
assistance and train-the-trainer instruction and guidance.
b) Hallmark activities and programs must have measurable results. Please explain your measurement criteria, program
evaluation model or evaluation tools used to measure the criteria and detail the actual results of this initiative.
Each RER affiliate is provided with evaluation tools for program participants: students, teachers, and adult presenters
or “Readers.” Using a Richter Scale, these feedback instruments are designed to gauge quantitative and qualitative
outcomes of each event:
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The effectiveness of the materials provided, the Reader’s facilitation, and the Reader training
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The quality and thoroughness of the coordination of the event
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The students’ increase in understanding of racism, level of willingness to act as an ally, and readiness to monitor their
own behavior
The Student and Teacher feedback forms also allow for comments to their Reader, and the Reader forms to the classroom
teacher. The forms for students are available in Spanish and English. Please see the attached evaluation instruments.
The tools enable coordinators to identify any aspects of the program that need adjustment. For instance, if coordinators
get feedback from Readers that the classrooms have not been prepared, this would indicate that faculty presentations
need enhancement. If students give feedback that their sessions are boring, this would indicate that Reader trainings
needs to include a discussion on how to make the session more engaging.
Consistently, students have been enthusiastic about participating in RER events.
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An average of 80% of participating students respond “4” or “5” out of 5 that they have an increased understanding of
racism.
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An average of 80% of participating students respond “4” or “5” out of 5 that they would intervene when they hear racist
comments
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During the past year, 99% of the Readers marked “4” or “5” out of 5 that their recent training was helpful to them.
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Faculty responses rose an average of 15%, from 80% to 95% that the program was “well explained” to them after
Boulder RER included an interactive activity during faculty preparatory presentations.
c) Hallmark activities and programs must create meaningful, mission-focused change in a condition or set of
conditions versus just raising awareness. Identify the intended or actual change. If the identified change is a step
along the way to systemic/institutional change, identify next steps in your plan.
RER is designed to help students create actions plans in safe and empowering ways. Through interactive presentations
led by volunteer “Readers,” students have an opportunity to listen to literature, personal stories, and insights regarding
racism; participate in discussions and role plays about racism and activism; and gain reinforcement about the power
of literature during the one-day, school-wide event. Essential in each session is the component in which students are
encouraged to brainstorm and come up with their own ideas to end racism. Among the many ideas generated have been:
“stick up for other people,” “learn about other cultures,” “talk to and educate people about racism,” and “use the news
media to publicize the problem.” Student comments not only routinely include thanks to Readers for “helping me learn
more about racism,” but also “We should have this every year,” “Now I know what it would feel like,” “Now I don’t feel so
alone, I know people will help me.”
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In addition to educating youth and inspiring them to action, and helping teachers to infuse anti-bias curriculum into their
classrooms, RER contributes to community growth in several ways:
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RER provides a forum for interested adults to explore the complicated issues of White privilege and institutional racism
and a vehicle to work on these issues in their community.
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The program allows for discussions to thrive in classrooms that otherwise would not have taken place. Often this is an
opportunity for a teacher to identify an issue, bring the discussion up at faculty meetings and enable the development of
strategies to improve school climate.
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Because of the unique age-appropriate and annotated RER booklist, librarians are delighted to have a resource from
which to increase their collections of books dealing with diversity, ethnicity and racism at schools and public libraries.
The outcomes of RER are systemic changes that far surpass the schools in which the RER events occur.
8) What number and types of persons have participated? Please specify by gender, age,
and race/ethnicity: Boulder RER now reaches over 6,000 elementary and middle school students each year. RERs
in other communities reach thousands more. The following are examples of aggregate demographics for schools served.
In Boulder, Colorado: 51% male, 49% female; 1% Native American; 2% African American; 6% Asian/Pacific Islander; 13%
Latino/Chicano; 78% Anglo. In Lafayette, Colorado: 50% male, 50% females; 1% Native American; 1% African American; 4%
Asian/Pacific Islander; 43% Latino/Chicano; 50% Anglo.
Gender, age, and race/ethnicity figures vary by community and by school. The RER program can be successfully
implemented without regard to the demographics of the community, school, or individual classroom.
9) Describe why this initiative would be appropriate for replication by other associations:
The RER model is perfect for replication in all communities where there is a commitment to eliminating racism. In fact, the
national expansion initiative (RER, Inc.) was created in direct response to the interest from other communities who saw
its potential for success. While RER is a specific, copyrighted set of materials and methodology, there exists a careful
balance between individuality and conformity:
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Each classroom session is successful because of the individuality that a Reader brings to it, the story they tell and the
literature they select.
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Each organizing team is required to reflect the diversity within their own community
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It is the students’ own discussion, reflections and feelings, and their own solutions that drive each session. Some
communities may need to help their students learn to be allies, while some need to help their students learn to respect
the diversity within their midst.
However, along with the allowance for individualized approaches, RER is packaged with detailed training materials and
strategies, and master materials for Readers, coordinators, schools, faculty and media specialists. The RER affiliate
training program incorporates a community’s own needs with the required approaches for a successful program delivery.
10) What factors have been key to program success: a) A strong mission; b) Community support; c)
Dedicated volunteer participation; d) Flexibility; e) Quality materials; f) Effective evaluation tools
11) What resources are required annually for program operations (dollars, number of
staff or volunteer hours required, partner organization roles): The resources of hours and dollars
needed for operation depend on how many schools a community serves, how RER staff will be compensated and what
community resources can be donated or need to be purchased, such as space, copies, and promotional materials. Some
estimated costs and hours are itemized below.
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Start-up costs will include initial investments of training ($1000/day + travel expenses), master materials ($250 + minor
photocopying), books ($500 in Year 1, $300-$500 in Year 2, $200 in Year 3), and promotional materials.
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On-going costs include copying (25 pgs/Reader for training), professional development workshops, if desired, volunteer
recognition strategies, administrative assistance, materials, and annual RER licensing fees.
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n
Start-up hours would include the establishment of an organizing council, a database, networking and recruiting (such as
speaking at clubs, organizations, holding informational meetings), retreats to begin organizing and training new Readers.
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On-going hours include training Readers (periodic 3-hour trainings), professional development workshops, networking
and training, and coordinating schools (one school can take from 15 to 30 hours to organize and coordinate).
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Collaborating with community members and organizations is essential for achieving the goals of the program both
for representation in the coordinating body and for Reader participation. Educational institutions, professional
organizations, schools and school districts, service clubs, PTOs, ethno-centric community-based organizations and
university clubs, city and county agencies, and media outlets are a few suggested sources that provide entry into
schools, Reader bases, organizers and promoters.
Please see Starting an RER Affiliate Program for detailed start-up suggestions.
12) What funding sources/strategies have supported the initiative:
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City and private foundation funds
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School district in-kind support
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School in-kind photocopying
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Modest fees received from participating schools
13) What is the annual budget of your association: Each affiliate’s need will vary according to the size
of the area served, number of schools, and level of volunteer and in-kind support on which it chooses to operate. We
recommend an annual budget of $3,000 to $5,000 at the very least for minimal part-time honoraria, materials, books, and
program-related costs such as photocopying materials for training and program delivery.
14) Describe your YWCA’s relationship to other local organizations that are also programming
(or have related missions) in this area: RER is an independent program initiated in Boulder, Colorado. The YWCA
of Boulder County has housed and supported Boulder RER since 2005, and members of the YWCA Board have been active
Readers and organizers for RER, Boulder for several years. The local RER program has a close working relationship with the
Boulder Valley School District, WILPF, Center for Diverse Communities, City of Boulder Office of Human Rights, the Boulder Public
Library, and often works with the CU School of Education, Women’s Studies program, culturally-centric university service clubs, the
Boulder City Council, Boulder Youth Opportunities Board, Unitarian Universalist Fellowship, and with members of ethnically diverse
organizations such as Black Women United, Latina Women’s League, and Native American Rights Fund.
YWCA, Oklahoma City recently received training to become an RER Affiliate. They are currently working with Oklahoma
Jewish Federation, who also also donated start-up funds, Respect Diversity Foundation, Cimarron Alliance, Alpha Kappa
Alpha Sorority, Inc. as well as schools in local districts.
15) What are the biggest challenges to implementing this program: Challenges differ by
community, however, some typical challenges include:
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The time commitment needed to network and coordinate on an on-going basis in order to serve the demand
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Getting the buy-in from some individual schools
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Ensuring that all Readers, including youth Readers receive remedial training if they need it
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Maintaining a diversity of Readers
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Raising funds to cover administrative support.
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program checklist
1. Hallmark area:
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Racial Justice
Women’s Economic Empowerment
2. Methodology:
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3
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Direct Service
Partnership or Collaboration
Internal Capacity Building
Advocacy/Public Policy
Modification of Prior YWCA Program
3. Target Audience:
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3
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Adults
Young Women
Children
Business, Organization, or System
3
Women over 30
Adolescents
Public at large
4. Your Local Community Characteristics:
Racially/ethnically homogeneous. Specify type:
Racially/ethnically diverse. Specify composition: The aggregate composition of schools that RER has served in the
City of Boulder is approximately: 1% Native American; 2% African American; 6% Asian/Pacific Islander; 13% Latino/
Chicano; 78% Anglo. (The RER Program has been successfully presented in schools that are over 90% Anglo, in schools
that are over 80% Latino, and in schools that are very diverse in their composition, with students speaking as many as 35
different languages.)
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Urban
Rural
3 Suburban
5. This model would be most appropriate for an association that is:
Building “internal readiness”
Integrating hallmarks into ongoing programming
Beginning community programming in the hallmark area
Highly experienced in the hallmark area
Any association could implement this model
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