Appendix 6G

Characteristics of an Ally

Becoming an Ally/What is an Ally?

An ally is a member of the advantaged social group who takes a stand against social injustice
directed at targeted groups (Whites who speak out against racism, men who are anti-sexist). An
ally works to be an agent of social change rather than an agent of oppression. When a form of
oppression has multiple targeted groups, as do racism, ableism, and heterosexism, targeted group
members can be allies to other targeted social groups they are not part of. (Lesbians can be allies
to bisexual people. African American people can be allies to Native Americans. Blind people can
be allies to people who use wheelchairs.)
Characteristics of an Ally

1.

Feels good about own social group membership; is comfortable and proud of own identity

2.

Takes responsibility for learning about own and targeted group heritage, culture, and experience, and how
oppression works in everyday life

3.

Listens to and respects the perspectives and experiences of targeted group members

4.

Acknowledges unearned privileges received as a result of advantaged status and works to eliminate or
change privileges into rights that targeted group members also enjoy

5.

Recognizes that unlearning oppressive beliefs and actions is a lifelong process, not a single event, and
welcomes each learning opportunity

6.

Is willing to take risks, try new behaviors, act in spite of own fear and resistance from other members of
advantaged groups

7.

Takes care of self to avoid burn-out

8.

Creates images of how they wish to relate and work for social justice

9.

Acts against social injustice out of a belief that it is in her/his own self-interest to do so

10.

Is willing to make mistakes, learn from them, and try again

11.

Is willing to be confronted about own behavior and attitudes and consider change

12.

Is committed to taking action against social injustice in own sphere of influence

13.

Understands own growth and response patterns and when she/he is on a learning edge

14.

Understands the connections among all forms of social injustice

15.

Believes she/he can make a difference by acting and speaking out against social injustice

16.

Knows how to cultivate support from other allies

Teaching for Diversity and Social Justice, Second Edition, Routledge, 2007

Appendix 6H
Action Continuum
Actions against inclusion and social justice

Actively
participating

Denying and
ignoring

Recognizing,
no action

---------------Educating
self

Actions for diversity and social justice

Educating
others

Supporting,
encouraging

Initiating,
preventing

Actively Participating: Telling derogatory jokes, putting down people from targeted groups, intentionally avoiding
targeted group members, discriminating against targeted group members, verbally or physically harassing
targeted group members.
Denying: Enabling discrimination and injustice by denying that targeted group members are oppressed. Does not
actively discriminate or oppress, but by denying that oppression exists, colludes with oppression.
Recognizing, No Action: Is aware of oppression actions by self or others and their harmful effects but takes no
action to stop this behavior. This inaction is the result of fear, lack of information, confusion about what to
do. Experiences discomfort at the contradiction between awareness and action.
Recognizing, Action: Is aware of oppression and injustices, recognizes oppressive actions of self and others and
takes action to stop them.
Educating Self: Taking actions to learn more about oppression and privilege, and the life experiences affected by
unjust social relations by reading, attending workshops, seminars, cultural events, participating in
discussions, joining organizations or groups that oppose injustices, attending social action and change
events.
Educating Others: Moving beyond only educating self to questions and dialogue with others too. Rather than only
stopping oppressive comments or behaviors, also engaging people in discussion to share why you object to
a comment or action.
Supporting, Encouraging: Supporting others who speak out against injustices or who are working to be more
inclusive of targeted group members by backing up others who speak out, forming an allies group, joining
a coalition group.
Initiating, Preventing: Working to change individual and institutional actions and policies that discriminate against
targeted group members, planning educational programs or other events, working for passage of legislation
that protects excluded groups from discrimination, being explicit about making sure members of
historically marginalized groups are full participants in organization or groups.

Source - Adapted from:

Wijeyesinghe, C. L., Griffin, P., & Love, B. (1997). Racism curriculum design. In M. Adams, L. Bell, & P. Griffin
(Eds), Teaching for diversity and social justice: A sourcebook (pp. 82-107). New York: Routledge.
Teaching for Diversity and Social Justice, Second Edition, Routledge, 2007

Appendix 6I
Action Planning
Worksheet

1.

What action do you want to take to interrupt or combat racism?

______________________________________________________________________________________

2.

What resources or materials (people, space, information, etc.), if any, would you need to achieve your goal?
______________________________________________________________________________________

3.

How can you access those resources?

______________________________________________________________________________________

4.

What behaviors or steps on your part would taking this action entail?
______________________________________________________________________________________

5.

What is a realistic timeline for carrying out the steps involved in this action plan?
______________________________________________________________________________________

6.

What hazards or risks are involved?

______________________________________________________________________________________

7.

Is this action worth taking that risk? (If not, go back to number one, or think through what could be done to
minimize that risk.)
______________________________________________________________________________________

8.

What obstacles might you encounter?

______________________________________________________________________________________

9.

What could you do to reduce or overcome these obstacles?

______________________________________________________________________________________

10.

What supports do you have?

______________________________________________________________________________________

11.

Where could you find more support?

______________________________________________________________________________________

12.

How can you measure/evaluate your success? (How can slow change be differentiated from failure?)
______________________________________________________________________________________

Go back to the beginning, identify the next action you will take and take this action through the analysis process.
Know that you can be engaged in creative action steps on an ongoing and continuous basis and that you are
committing to a life-long process of working for racial justice.

Teaching for Diversity and Social Justice, Second Edition, Routledge, 2007