Melanin MagiQ: Workshops for Queer and Trans Youth

MELANIN & MAGIQ SESSION OVERVIEW SESSION 1: WELCOME TO MELANIN & MAGIQ – The purpose of this session

is to provide an overview of the Melanin & MagiQ curriculum, review key aspects to the group structure, define terms and concepts related to session content, develop group norms and agreements, and practice relationship development.

SESSION 2: WHO AM I TO YOU? – The purpose of this session is to explore the

OVERVI EW

intersectionality of identity including race, ethnicity, culture, gender identity, gender expression, and sexual/romantic orientation through artistic storytelling.

SESSION 3: THAT AIN’T ME – This session explores how people of color (POC)

and queer and trans people of color (QTPOC) are represented in mainstream media by evaluating commercial advertising. Youth will challenge stereotypical ideals of beauty and identify ways to support content and media outlets created for and by POC.

SESSION 4: BREAKING THE CHAINS – This workshop explores the impacts of

systemic oppression as it relates to the marginalization of people of color. The session will also identify how oppressions manifest through systems including school-to-prison pipeline, capitalism, and immigration. Youth will make connections to seek solutions to overcome systemic oppression in their lives.

SESSION 5: SHOW ME THE MONEY – This session will define capitalism,

explore the effects it has on decision-making, and consider solutions to overturn the power of capitalism. Youth will also identify ways to seek self-value beyond financial definitions.

SESSION 6: GIVE ME SOMETHING TO BELIEVE IN – This session explores

the ways in which faith and spirituality play a role in the lives of people of color (POC) and queer and trans people of color (QTPOC) through society, family, relationships, and identity. Youth will discuss their experience with faith, spirituality and religion growing up, how those influences impact understanding and expressing identity as well as explore ways for youth to define their own faith and spirituality.

SESSION 7: CHILL, THAT’S MY BOO – This session explores what defines healthy

and unhealthy relationships and how consent plays a major role in healthy relationships.

Media often portrays people of color (POC) and queer and trans people of color (QTPOC) in negative, unhealthy relationships. Through discussion and role play, participants will have a better understanding of what makes a healthy relationship.

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SESSION 8: KEEPIN’ IT REAL ABOUT SEX – This session explores how to

communicate with sexual partners and examines the transmission of STD’s and HIV and its disproportionate effects on the QTPOC community. Youth will practice using direct and assertive sexual communication.

SESSION 9: RISE UP! – This session centers social justice movements and how

people of color ‘Rise Up’ through them. Youth will examine the composition, intent and impact of social movements which amplify voices of marginalized or oppressed communities. Youth will identify ways to engage locally to ‘Rise Up’ in their own communities.

SESSION 10: ADORE YOUR MELANIN – This closing session for Melanin &

MagiQ is a time to celebrate the individuals involved with the discussion group, the accomplishments of the group and a time to honor QPOC folks. This session will also provide time for formal session evaluation.

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ABOUT MELANIN & MAGIQ

Melanin & MagiQ is a 10-session discussion guide for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) youth of color and allies of color dealing with topics related to race, ethnicity, sexual orientation and gender identity. Melanin & MagiQ is designed to be a confidential space where youth of color can discuss topics like systemic injustice and oppression, understanding intersectionality, healthy sexual communication, faith and spirituality and ways to resist and rise up to support communities of color. The Melanin & MagiQ discussion guide can be used in any LGBTQ youth center, youth groups, student clubs in school or in home settings to guide deeper discussions on topics which are often silenced or policed.

ABO U T

HISTORY

Melanin & MagiQ was created as a discussion group for youth of color at Time Out Youth Center in Charlotte, North Carolina. Youth established the themes and content ideas and supported the development of the discussion curriculum to be implemented.

Through development, implementation, evaluation and feedback, Melanin & MagiQ has been successfully running as a weekly discussion group at The Center since 2016.

ABOUT TIME OUT YOUTH CENTER

Time Out Youth Center is a youth center offering support, advocacy, and opportunities for personal development and social interaction to lesbian, gay, bisexual, transgender, queer and questioning (LGBTQ) youth ages 11-20. The Center provides a safe environment for LGBTQ youth and their allies by fostering interaction, learning and affirmation; supports identity development through uniquely targeted programming; offers diverse opportunities for group activities that are open to all; and promotes awareness, understanding, acceptance and inclusion for LGBTQ youth.

The mission of Time Out Youth Center is to support lesbian, gay, bisexual, transgender, queer and questioning youth by offering vital programs, fostering unconditional acceptance, and creating safe spaces for self-expression through leadership, community support and advocacy.

The vision of Time Out Youth Center is to inspire inclusive communities where all youth are equally empowered to reach their true potential.

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INTRODUCTION BY THE AUTHORS

Time Out Youth Center envisions an inspired, inclusive community where all youth are empowered to reach their true potential. The core of that vision is to uplift the unique experiences of lesbian, gay, bisexual, transgender, queer and questioning (LGBTQ) youth of color. The development and implementation of Melanin & MagiQ is now available for organizations and individuals to guide discussions around the experiences of LGBTQ youth of color.

Melanin & MagiQ is a comprehensive guide to facilitate a ten-week discussion group for LGBTQ youth of color and allies of color. Each session focuses on a particular topic related to the unique experiences of LGBTQ youth of color when dealing with race, ethnicity, sexual orientation and gender identity.

Melanin & MagiQ is designed to be facilitated by supportive organizations that fundamentally understand youth of color are negatively impacted by systems of oppression. These systems target and marginalize youth of color through identity policing, profiling, violence and injustice. Queer and trans youth of color are impacted by the school-to-prison pipeline, which feeds directly to the overrepresentation of queer and trans people of color in the prison industrial complex. Queer and trans people of color are subject to systematic injustice and oppression, and are more likely to be verbally, physically, and culturally policed due to their ethnicity, skin color, sexual orientation and gender identity, in all forms of social institutions.

By implementing this discussion group, facilitators and organizations will actively work to create a culture where youth of color are prioritized and uplifted by creating anonymous spaces for youth of color to openly discuss the issues they face in their daily lives, politics, and social movements, safely, unfiltered, and unapologetically.

The goal is for youth to be empowered to use their voice, power and resistance to confront systems of oppression which fight to further marginalize communities of color.

The group will also facilitate a space where deep, authentic connections are made among members which develops trust and confidence.

The creators of Melanin & MagiQ are energized to share this discussion guide to support anti-racist work in LGBTQ centers and youth serving organizations supporting LGBTQ youth of color.

Shakira Clarke Rebby Kern James Rice III

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ABOUT THE AUTHORS SHAKIRA CLARKE, MSW

Shakira Clarke is a native Canadian who has dedicated her life and career to ending homelessness among LGBTQ youth/young adults. She currently serves as the Youth Housing Specialist at Time Out Youth Center in Charlotte, North Carolina. Shakira runs and oversees the Host Home Program at the Center. Shakira also works at The Men’s Shelter of Charlotte as the Youth Housing Specialist. Shakira graduated from Johnson C. Smith University with a Bachelors of Social Work and Masters in Social Work. Shakira’s passions include youth services, building innovative community partnerships, and helping youth find healthy relationships.

Shakira is a member of the 2009 Johnson C. Smith CIAA Women’s Basketball Championship team and was a member of the Trinidad and Tobago National Women’s Basketball team. Shakira has presented at the national conference-Forty To None on LGBTQ homelessness and at the NCCADV 2016 Biennial Conference for Domestic Violence on teen dating violence prevention in the LGBTQ community. Shakira also was a lead researcher for data collection on LGBTQ homeless youth in North/South Carolina. Shakira is passionate about helping LGBTQ homeless youth, loves sports, and enjoys spending time with family and friends.

REBBY KERN

Rebby Kern currently serves at the Assistant Director of School Outreach at Time Out Youth Center in Charlotte, North Carolina. Rebby works directly with students, school personnel, and district-level administrators to provide youth leadership programs and educate school systems and educators on best practices and policies for more inclusive schools for LGBTQ youth across the region. Rebby holds a B.A. in Communications from La Sierra University. Rebby previously served three years as Media, Communications and Programs Manager at Campus Pride, a Charlotte-based, national organization supporting safer and more LGBTQfriendly college campuses. In 2017, Rebby participated in the Community Builder’s Initiative Leaders Under 40 Program. This year-long program developed young leaders to engage deeper in the Charlotte community to identify root causes and conditions of systemic barriers and create pathways to new solutions and amends to these barriers. Rebby also spends countless hours engaging with the recovery community in Charlotte serving individuals who have been affected by substance and alcohol abuse.

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JAMES RICE III

James Rice III came to Time Out Youth Center in 2013 as a community intern who was passionate about LGBTQ youth homelessness. After his internship, James continue to support TOY as a volunteer and later in the role of part-time programs assistant. After five years James received what he calls his “dream job” when he was selected to be the Assistant Director of Programs and Services. Accepting this role made James only the second openly gay, African-American male to hold a full time position with the agency. Before joining Time Out Youth Center, James served as Director of Communication for both the Charlotte LGBT Chamber of Commerce and Charlotte Black Gay Pride. He earned his B.A. in Communication from Queens University of Charlotte in 2010 and since then has made Charlotte his home. When he’s not at work, James enjoys riding his Segway-Mini and exploring all the Queen City has to offer.

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RUNNING MELANIN & MAGIQ

RU N NI NG M &M

SESSION LENGTH

Each session is developed to run for 90 minutes and can be successful in a 2-hour window of time. It can be restrictive for participants to share thoughts and ideas in less than 90 minutes, as these topics are conceptually complex and youth of color are often silenced. Be sure there is uninterrupted access to a room for the group to take place.

Make reservations ahead of time, if necessary.

PARTICIPANTS

Melanin & MagiQ is designed as an exclusive space for People of Color (POC) and Queer and Transgender Youth of Color (QTPOC) aged 13-20. This discussion guide can be used in any youth center or youth group so long as it centers Youth of Color.

If white allies join this group it can disrupt trust during the sessions for participants.

QTPOC and POC deserve a space where they can speak uncensored about their experiences around racism, oppression and violence without the fear of being silenced or overshadowed by the experiences of white youth.

LOCATION

For successful facilitation of Melanin & MagiQ it is crucial that there is uninterrupted access to a private room which can hold the group comfortably. Conversations during this group can be highly emotional and very personal, which requires the use of a private space to uphold the power of trust. It is helpful to have a second room where youth can go if they need a few minutes away from the conversation to process.

CHECK-IN AND ONE-ON-ONES

Youth may need to have a check-in with a facilitator if they are processing an experience or if they have been emotionally triggered by the conversation during group. Remembering that Melanin & MagiQ functions on the basis of a Brave Space, it is still important to hold space for folks who need to process more deeply. This may be the first time that youth are in a group exclusive for QTPOC and POC – honor that experience.

EVALUATION & FEEDBACK

Utilizing general feedback after each session is helpful for facilitators to evaluate if outcomes are being reached to uplift youth voice. Session feedback forms can be distributed and collected after each of the ten sessions. The final session includes a cumulative evaluation for participants to provide direct feedback for the group topics, facilitators, things learned and areas of improvement. See Appendix 10A for the evaluation after all ten sessions are completed. This is distributed during Session 10.

See Appendix 11 for evaluations for each session.

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ROLES OF THE FACILITATORS MODERATOR

Facilitators should encourage discussion among the youth, not lead it. Keep the focus on the experiences and ideas of the youth. If the conversation stops, the facilitator may choose to spark new conversation by asking new open-ended questions. Silence can be an advantage as it gives participants time to think and empowerment to speak.

Include quieter youth by asking them directly if they would like to share on the topic. It is always okay for youth to participate internally.

INFORMATION & EXPERIENCE SEEKER

R O LES

Ask for facts, information, experiences, ideas, and feelings from the participants to encourage and build group discussion. Be mindful that any facts, information, opinions and ideas that are expressed are also respectful of group norms and expectations (i.e., supportive & appropriate).

SUMMARIZER

Pull together related ideas or suggestions and restate or summarize the major points discussed. This can be particularly helpful after a lengthy discussion or as a means of focusing the conversation when talk becomes heated or off topic. You may relate some of the points made back to the goals you have established for the group. However, pay attention to new points or themes that arise.

ADDRESS CONFLICT

Pay attention to sources of difficulty or conflict within the group. Utilize group rules to keep the group respectful and supportive. Conflict in itself is healthy and a sign that change may be occurring. However, conflict should be mediated, and it is the role of the facilitator to maintain a respectful, safe, and supportive environment for that change to be beneficial to all participants.

SELF-CARE

The energy and enthusiasm you bring to group helps bring out high energy from participants. Prepare yourself before group by nourishing your body, dressing comfortably, and coming prepared at least 30 minutes before group. These conversations can be just as hard on facilitators as they are for youth. Take time before and after group with your co-facilitator(s) and/or trusted friends to help process your own experiences in relation to the topics of Melanin & MagiQ.

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EXPECTATIONS FOR GROUP FACILITATORS

E X PECTAT I O NS

BE AFFIRMING

Offer encouragement and positive feedback towards the participants with each facilitator making the effort to affirm at least one of the youth during a support group session.

EXERCISE EMPATHIC LISTENING

Be mindful of not giving in to the pressure of always having to continue the discussion by speaking and being more intuitively attentive to what participants are sharing.

FACILITATE, DON’T LEAD

Facilitators are members of the group who help structure the discussion and keep it moving. Facilitators should not monopolize group time or stifle the discussion unless it becomes inappropriate.

BE FAIR AND IMPARTIAL

Facilitators should mediate disagreements, but not encourage or discourage any one “side.” Try to separate the statements of a person from their personhood. People have a right to their own opinion

PROHIBIT SEXIST, RACIST, TRANSPHOBIC AND HARMFUL LANGUAGE

The facilitator should maintain a safe and supportive environment in the support group at all times. The use of sexist, homophobic, transphobic, racist, ageist, or otherwise disparaging or limiting language should be actively discouraged. If the facilitator believes that a person is using this language or behavior, they are responsible for addressing this in an educational and supportive manner.

KNOW YOURSELF AND BE YOURSELF

Be confident and fully prepared. It is okay to be a little nervous. If anything, you will be a lot more alert towards what is going on. Allow yourself to laugh, to have a sense of humor, and at times even to cry. There may be moments when you will not be able to stop yourself from becoming emotional. Ideally, you should be able to look at the subject matter and anticipate such a possibility. Whether you expect this to happen or not, keep in mind that it is still your responsibility to maintain focus and continuity on the subject.

KNOW YOUR SUBJECT MATTER

It will be extremely helpful to study your topic beforehand, especially if you yourself do not have personal experience with the kinds of circumstances in question.

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KNOW YOUR AUDIENCE

Respect them and listen to what they say. Call them by name if you are able.

BE LIVELY AND ENTHUSIASTIC

Exuding more energy will increase the engagement of participants in discussion.

BE ORIGINAL AND CREATIVE

There are a million ways to express any single idea. Most of the time, you will have to choose one. You can build suspense, use analogies and metaphors to convey complex themes, and employ parallelism to relate two seemingly opposing viewpoints. This will challenge what the participants believe.

VARY YOUR VOCAL QUALITY AND MAKE STATEMENTS CLEAR, SIMPLE, AND EASY TO REMEMBER

Changes in pitch, speaking rate, and volume will prevent you from sounding monotonous. Offer ideas one at a time and relate them to each other. Summarize when needed.

USE YOUR BODY BETTER

If your gestures, body posture, and facial expressions are meaningful and even genuinely animated, they will help show participants that what you are saying is important and that your engagement is a reflection of your commitment to the group’s purpose. You can also use body language to help direct the flow of conversation.

BE FLEXIBLE AND ADAPTABLE

Try to read and interpret verbal and non-verbal responses. This will allow facilitators to adapt the discussion more closely towards the needs of the participants. Allow the conversation to center on a topic if participants request – if a major action, event or politics are at the forefront of the minds of the group, move the group to process together. The session can always be run at another time.

PREPARE AND OVER-PREPARE

Always prepare more material than you think you will need. Time flies when you’re having fun, so it is important to have enough activities, conversation starters, discussion points, etc. to accommodate for the progression of each group discussion.

KNOW THE LANGUAGE

The sessions in Melanin & MagiQ refer to concepts, terms and cultural references which require the facilitators to be knowledgeable and clear about definitions. These concepts and terms are listed out in Appendix 1A and are reviewed in Session 1 for participants to become more familiar.

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GROUP NORMS & AGREEMENTS

These are the group norms established for Melanin & MagiQ. It is the role of the facilitator to uphold these agreements and remind participants what they agreed to if these norms aren’t upheld.

G R O U P N&A

RESPECT THE SPEAKER – If a person is sharing, allow them to share their complete thoughts, avoid interrupting them, and listen actively.

MOVE UP – If you are someone who speaks often, move up to listen more. If you are someone who prefers to listen, move up to speak out and share more often.

RESPECT YOURSELF – This group honors personal identity and urges every

member to do the same. These stories are yours and you are your most authentic self.

Put yourself first.

LEAN INTO DISCOMFORT – The topics discussed in Melanin & MagiQ may feel

uncomfortable to talk about because of oppressions felt in predominately white spaces.

This group is exclusive to youth of color who identify as LGBTQ or allies which honors a Brave Space to speak openly about these topics. Every member should lean into discomfort and operate on a foundation of learning. The emotions and feelings that may arise are normal and help enhance authentic conversations together.

SPEAK FROM I AND EYE – Share from your own experience and perspective.

Don’t assume the experiences of others and avoid making comments or generalizations about entire communities. Keep your shares focused on what you see, what you notice and what you feel.

BE PRESENT – It can be easy to be distracted by digital devices and the environment and we ask that every member makes an effort to push past distractions to stay present for every member in group.

BURN/ALOE/RECOVERY – If someone says something which is offensive to you or is harmful you can say ‘Burn.’ The person who said the harmful thing can say ‘Aloe.’ This will open dialogue about what was said, how it impacted the person and then discover what can be done next time to avoid the language or action. This is ‘Recovery.’ It is also okay to quickly recognize what happened and move along if the person impacted requests. Remember that impact is often different from intention. Just because you ‘didn’t mean it that way’ doesn’t mean you can ignore taking responsibility for the impact you created for another person.

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SAY WHAT YOU MEAN – You don’t have to censor or edit what you feel or say in

this group. It can be easy to hide what you mean in predominately white spaces, though in this group it is welcomed to say exactly what you mean!

CONFIDENTIALITY – What is said here, stays here.

BE BOLD – Be YOU! This is the time to be your most authentic self! No one will tell you to be otherwise in this group. Honor your true self!

TRIGGER WARNINGS – If you want to share about an experience which could be triggering for other members, please preface your statement or story with ‘trigger warning [insert topic].

For example: “This reminds me of an experience I had. Trigger warning intimate partner violence…” Leave time if anyone needs to excuse themselves. It is encouraged to lean into discomfort in these instances. Ask yourself why you may be uncomfortable and be brave in the conversation.

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KEY ASPECTS OF M&M WORKSHOPS

MELANIN CONNECTION is designed to deepen the understanding of the

KEY ASPECT S

shared experience of the room. This is used during the group welcome section where participants share part of their story and reintroduce themselves to the group. This happens every session which helps folks who may be joining for the first time to get to know everyone in the room. Each Melanin Connection includes a Storytelling Prompt.

STORYTELLING is a social and cultural tradition of sharing storied, experience,

histories, and narratives. Historically, it has been a part of many cultural practices as a means of entertainment, education, and cultural preservation. During Melanin & MagiQ sessions, storytelling tools are used for youth to share their experiences, thoughts on topics, and pieces of their cultural history. Storytelling is used instead of “ice-breaking” because it is culturally aligned and because “breaking the ice” assumes we are starting from a place of not knowing each other, as strangers; but in fact cultural and socials experiences of people of color have already created a connection that cannot be broken.

SPEAK OUT & GOING DEEPER are efforts to inspire youth of color to

unapologetically speak their minds, share their experiences, and regain their power through the use of their voice. These titles reclaim oppressive language which is used to silence youth. For example, in school or at home a youth maybe told “speak out of turn” so in the space we encourage them to “Speak Out” and speak their mind.

Some discussion prompts to use during the session include: How did it feel when you heard the story of your peer?

What is something you learned?

What is something you will remember or take away from the experience/ activity?

What connections did you make?

What are some of the experiences you share or had in relation to this topic?

How/is this relevant to you in your everyday life? Why or why not?

What are some key takeaways, learnings, or tools you can and will use when you leave this space?

MAKE YOUR MagiQ is a portion of the closing where participants will have a major take away or action to consider related to the session topic. The term ‘homework’ should be avoided and rather supporting participants will be asked to ‘Make Your MagiQ’ and share what they’ve gained with others.

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MELANIN & MagiQ TERMINOLOGY

T E R M I N O LO GY

BISEXUAL: an identity which describes a person who is emotionally, romantically and/or physically attracted to people of more than one gender or gender identity.

CISGENDER OR CIS: An umbrella term that describes a person whose gender identity matches their birth assignment.

ETHNICITY: the fact or state of belonging to a social group that has a common national or cultural tradition.

GAY: an identity which describes a man who is emotionally, romantically and/or physically attracted to people of the same gender or gender identity.

GENDER EXPANSIVE: describes a person who identifies or expresses their gender in ways which broaden the culturally defined behavior or expression associated with gender.

GENDER EXPRESSION: how a person expresses their gender through outward presentation and behavior. This includes a person’s name, pronouns, clothing, hairstyle, body language and mannerisms.

GENDER IDENTITY: an internal sense of being male, female, a blend of both, or neither – how a person perceives their gender. This can be the same or different than a person’s birth assignment.

HERITAGE: features belonging to the culture of a particular society, such a traditions, languages, or buildings, which can come from ancestors.

IMPLICIT BIAS: the unconscious attitudes, stereotypes and unintentional actions (positive or negative) towards members of a group merely because of their membership in that group. These associations develop over the course of a lifetime beginning at a very early age through exposure to direct and indirect messages.

INSTITUTIONS: are fairly stable social arrangements and practices through which collective actions are taken. Examples of institutions in the U.S. include the legal, educational, health care, social service, government, media and criminal justice systems.

INTERNALIZED RACISM: the acceptance of negative attitudes, beliefs, ideologies, and stereotypes perpetuated by the white dominant society as being true about one’s racial group, and oneself.

INTERSECTIONAL/INTERSECTIONALITY: the interconnected nature of social identities such as race, class, and gender as they apply to a given individual or group, regarded as creating overlapping and interdependent systems of discrimination or disadvantage.

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LESBIAN: an identity describing a woman who is emotionally, romantically and/or physically attracted to people of the same gender or gender identity.

MICROAGGRESSION: a brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative slights and insults towards any person based on the marginalized parts of their identity.

NATIONALITY: refers to the place where the person was born and/or holds citizenship.

However, oftentimes nationality can be determined by place of residence, ethnicity, or national identity.

NON-BINARY: a person whose gender identity and/or expression is outside of societal expectations of the gender binary. Some non-binary people identify as transgender, but not all do.

OPPRESSION: prolonged cruel or unjust treatment or control; unjust or cruel exercise of authority or power.

PERSON OF COLOR: a person who is not white. This can include, but is not limited to Black, Asian, LatinX/Latino, Pacific Islander, Indigenous/Native American, African, Mexican, et al.

PREJUDICE: favorable or unfavorable opinion or feeling about a person or group, usually formed without knowledge, thought or reason. It can be based on a single experience, which is then transferred to or assumed about all potential experiences.

PRISON INDUSTRIAL COMPLEX: a term used to describe the overlapping interests of government and industry that use surveillance, policing and imprisonment as solutions to economic, social and political problems.

RACE: a social construct of human categorization determined by shared physical characteristics, ancestry, genetic and biology. These traits can include hair and eye color and bone and jaw structure, and skin color.

SCHOOL TO PRISON PIPELINE: a process through which students are pushed out of schools and into prisons. In other words, it is a process of criminalizing youth that is carried out by disciplinary policies and practices within schools that put students into contact with law enforcement.

SEXUAL ORIENTATION: describes a person’s emotional, romantic, and/or physically attraction to other people.

STEREOTYPES: are attitudes, beliefs, feelings and assumptions about a target group that are widespread and socially sanctioned. Can be positive and negative, but all have negative effects. Stereotypes support the maintenance of institutionalized oppression by seemingly validating misinformation or beliefs.

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SYSTEMS OF OPPRESSION: is the systematic mistreatment of people within a social identity group, supported and enforced by the society and its institutions, solely based on the person’s membership in the social identity group.

TRANSGENDER OR TRANS: An umbrella term that describes a person whose gender identity differs from their birth assignment.

WHITE SUPREMACY: is a racist ideology based upon the belief that white people are superior in many ways to people of other races and that therefore white people should be dominant over other races.

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GENDER TERMS & CONCEPTS SEX AND GENDER

G ENDER T &C

Sex and gender are two concepts that have been separated heavily within the transgender community for many years. This idea is summed up in a simple phrase: genitals don’t equal gender! It’s important to remember, however, that genitals should not be gendered at all!

For transgender people that are comfortable with their bodies the way that they are, hearing the term “x stuck in a y body” can be discomforting. When trans people don’t want to make alterations to their bodies, they aren’t stuck in the wrong one. For this reason, trans people are moving away from gendering genitalia as “male” or “female” anatomy. Simply put, a trans woman can happen to have a female penis, and a trans man can have a male vagina. This is more inclusive for transgender people who are comfortable with their genitalia and the bodies they were born with.

You may here the terms AFAB/AMAB used when speaking about the trans community.

They mean “assigned female at birth/assigned male at birth” respectively. These terms are used to convey important information about a trans person in very specific context.

There usually is no need to talk about a transgender person’s birth assignment, so these two terms are mostly used by trans people to refer to themselves when the information, like when talking about the privilege in AFAB vs AMAB communities.

GENDER IDENTITIES – THE GENDER BINARY

When talking about trans identities and issues, you may hear the term “gender binary” being used in conversation. The gender binary is a key piece of information when talking about trans people and their experiences, as the gender binary shapes quite a bit of our experiences of the world. But let’s back up a little bit. What exactly is a binary?

Binary – composed of two pieces or parts.

When applied to gender, this means the two parts of gender that are acknowledged in our dominant society- male and female. These two genders are heavily separated into expectations of what one or the other should do. The gender binary is a huge part of our society as a whole, and is a culturally engrained part of our existence.

Therefore, trans people that fit within the gender binary of male/female are binary trans people.

Trans Men: Men who were assigned female at birth.

Trans Women: Women who were assigned male at birth.

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Notice that the language used here focuses on that individual’s identity, rather than their birth assignment. This language is used intentionally to validate the trans person’s identity.

THE GENDER SPECTRUM

While there are usually only two identities that form most peoples’concept of gender, gender is far more than just male or female. Discussed above is binary gender identities, but there are identities that are separate from the gender binary. In the introductory terminology, you may have noticed a term- “non-binary.” This term is used to refer to people that fall outside of the gender binary. It is important to note that while some non-binary people identify as trans, not all do.

People that fall outside of the gender binary have been documented throughout human history, though they were often seen as cultural oddities. Gender as most of the world sees it today is largely a product of colonialism. The gender binary has never been a universal human idea. Rather than a binary, gender is a spectrum of many different identities. Some fall between male/female, some fall entirely outside of the male/female binary, and some reject all gender identities. Around the world, identities that challenge the gender binary are receiving more recognition. While many assume that these identities are a new “trend”, this is not the case. This is just the first point in our recent history where these identities have been deemed somewhat valid, or at least worthy of media attention.

So how do you begin to view gender as not just two identities, but many different ones?

The first step is to recognize gender as a spectrum, rather than just two specific points.

It is alright if you find this concept a little difficult. Our culture teaches us from birth that there are only two genders. As a result, it’s especially difficult to conceive of gender outside of that. Just remember that these identities are very much real, and deserve to be respected. It’s completely normal to take time to process this information.

Here are few gender identities you may encounter when working with trans and nonbinary youth: • Generqueer • Agender • Bigender/Trigender • Genderfluid • Demigender • Two-Spirit

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GENDER IDENTITY VS GENDER EXPRESSION GENDER IDENTITY Simply put, gender identity is the gender that a person identifies. Gender is “between the ears,” and has nothing to do with one’s body, gender expression, or sexual orientation.

GENDER EXPRESSION Gender expression is the way that a person expresses their gender. Gender identity and expression are usually conflated as the same thing, but are actually two separate things!

Society tells us that a boy has to wear a certain type of clothing, and that girls have to do the same. But people can express their gender with any type of clothing that they’d like! For example, the reason that drag and crossdressing are differentiated from trans people is because drag and crossdressing is solely gender expression. Trans people can do drag, but not all drag performers are trans. Many drag queens, for instance, are cis men, Because of this, it’s important to remember not to assume a person’s gender identity on the basis of their gender expression.

Trans peoples’ gender expression varies just as much as cis peoples’ though oftentimes if a trans person doesn’t express the way that society expects them too, they are often invalidated. Many trans people find that dressing in societally expected ways allows them more safety when in public. Remember that a person’s gender expression is as valid as their gender identity, and the way that they express makes them no less trans.

GENDER TERMS & CONCEPTS

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WELCOME TO MELANIN & MAGIQ Time: 90 minutes Ages: 13-20 Group Size: 5-25

PREPARATION OVERVIEW

SESSI O N

1

The purpose of this session is to provide an overview of the Melanin & MagiQ curriculum, review key aspects to the group structure, define terms and concepts related to session content, develop group norms and agreements, and practice relationship development.

GOAL

For youth to build authentic relationships with each other and develop storytelling skills to express identity and experiences.

OUTCOMES

Establish agreements and norms of the group; Initiate relationships among youth and facilitators; Youth will have a working knowledge of terms and concepts related to session topics.

SUPPLIES

• Flip Chart Paper • Markers • Term Matching Activity (See Appendix 1A) • Terms with Definitions (See Appendix 1B) • Nametags & Pronoun Buttons (optional)

PREPARE BEFORE THE SESSION

• Write the Pronouns Chart on flip chart paper and it hang up • Write the group norms and agreements on a piece of flip chart paper and hang it up • Make a copy of the Term Matching Activity (Appendix 1A) and cut out the terms and definitions • Make a copy of the Terms with Definitions (Appendix 1B) for facilitators to reference during the Term Matching Activity

SESSION 1: WELCOME TO MELANIN & MAGIQ

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GETTING STARTED GROUP WELCOME (10 MINUTES)

Say, “Welcome to Melanin & MagiQ! This is a discussion group designed for lesbian, gay, bisexual, transgender, queer, and questioning youth of color and allies of color.

This is the first session of ten sessions which will explore topics related to the unique experiences of queer and trans youth of color.”

Each facilitator should introduce themselves to the group and share more about their roles as facilitators. If days and times have been set for each group meeting, this is a good time to share that information with the group.

Say, “Before we get to know more about each of you, let’s take a few minutes to talk about respecting identity in Melanin & MagiQ, including pronouns. In Melanin & MagiQ every identity is respected. This includes pronouns, gender identity, gender expression, sexual orientation, race and ethnicity and beyond. It is a general practice to use pronouns during introductions and to honor the pronouns that each individual is using.”

Say, “Gender pronouns are used to refer to people including she/her/hers, he/ him/his and they/them/theirs. You can’t always know a person’s pronouns and you should never assume so it’s always respectful just to ask. When someone uses the wrong pronoun to refer to someone that is called ‘misgendering’ which can make that person feel disrespected, invalidated or dysphoric. It is a privilege to not have to worry about which pronoun someone is going to use for you based on how they perceive your gender. If you have this privilege and misgender others, this is not only disrespectful and hurtful, it is also oppressive. During the beginning of every session all participants will have time to practice introducing themselves using their name and pronouns.”

Say, “When asking someone their pronouns, this is a great way to ask: ‘Hi! My name is Zane and I use they/them pronouns. What is your name and which pronouns do you use?’”

Copy the chart on page X onto flip chart paper for all participants to have a better idea on how to use pronouns.

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PRONOUN CHART She

Her

Hers

She is speaking.

I listened to her.

The backpack is hers.

He

Him

His

He is speaking.

I listened to him.

The backpack is his.

They

Them

Theirs

They are speaking.

I listened to them.

The backpack is theirs.

Ze

Hir/Zir

Hirs/Zirs

Ze is speaking.

I listened to hir.

The backpack is zirs.

Say, “Every session we will start with our Melanin Connection where each person will introduce themselves with their name, pronouns and answer a prompt to help folks get to know you better. Let’s do our first Melanin Connection now.”

MELANIN CONNECTION (10 MINUTES)

Have participants introduce themselves with their name, pronoun(s) and a response to a storytelling prompt.

Suggested Prompt: What is one thing someone may not know about you?

GROUP NORMS (10 MINUTES)

Melanin & MagiQ is a discussion-driven group which will run most effectively if every group member honors group norms and supports respect and learning for everyone in the group. These are suggested group norms that can help the group run smoothly.

Hang up the group norms and agreements flip chart paper where it is visible to all members.

Say, “In Melanin & MagiQ we will honor the space and each member by implementing group norms and agreements. Here are the group norms for Melanin& MagiQ.”

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Review each norm and agreement with explanations: RESPECT THE SPEAKER – If a person is sharing, allow them to share their complete thoughts, avoid interrupting them, and listen actively.

MOVE UP – If you are someone who speaks often, move up to listen more. If you are someone who prefers to listen, move up to speak out and share more often.

RESPECT YOURSELF – This group honors personal identity and urges every member to do the same. These stories are yours and you are your most authentic self. Put yourself first.

LEAN INTO DISCOMFORT – The topics discussed in Melanin & MagiQ may feel uncomfortable to talk about because of oppressions felt in predominately White spaces. This group is exclusive to youth of color who identify as LGBTQ or allies which honors a Brave Space to speak openly about these topics. Every member should lean into discomfort and operate on a foundation of learning.

The emotions and feelings that may arise are normal and help enhance authentic conversations together.

SPEAK FROM I AND EYE – Share from your own experience and perspective.

Don’t assume the experiences of others and avoid making comments or generalizations about entire communities. Keep your shares focused on what you see, what you notice and what you feel.

BE PRESENT – It can be easy to be distracted by digital devices and the environment and we ask that every member makes an effort to push past distractions to stay present for every member in group.

BURN/ALOE/RECOVERY – If someone says something which is offensive to you or is harmful you can say ‘Burn.’ The person who said the harmful thing can say ‘Aloe.’ This will open dialogue about what was said, how it impacted the person and then discover what can be done next time to avoid the language or action.

This is ‘Recovery.’ It is also okay to quickly recognize what happened and move along if the person impacted requests. Remember that impact is often different from intention. Just because you ‘didn’t mean it that way’ doesn’t mean you can ignore taking responsibility for the impact you created for another person.

SAY WHAT YOU MEAN – You don’t have to censor or edit what you feel or say in this group. It can be easy to hide what you mean in predominately White spaces, though in this group it is welcomed to say exactly what you mean!

CONFIDENTIALITY – What is said here, stays here.

BE BOLD – Be YOU! This is the time to be your most authentic self! No one will tell you to be otherwise in this group. Honor your true self!

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TRIGGER WARNINGS – If you want to share about an experience which could be triggering for other members, please preface your statement or story with ‘trigger warning [insert topic].

For example: “This reminds me of an experience I had. Trigger warning intimate partner violence…” Leave time if anyone needs to excuse themselves. It is encouraged to lean into discomfort in these instances. Ask yourself why you may be uncomfortable and be brave in the conversation.

CONTENT MEET & GREET ACTIVITY (20 MINUTES)

INSTRUCTIONS This activity is an opportunity for youth to connect with each other and practice storytelling skills. Youth will pair and share in response to prompts which will help them get to know each other better.

Say, “We are going to do an activity where you will get to know more about each other. There are a few questions which you will respond to with a partner. Each person will respond to the question in two minutes or less. Then you will switch partners and respond to the next question. Find a partner now and introduce yourselves.”

When every person has found a pair read the first question to group and watch the clock for 4 minutes. After 4 minutes ask the group to find a new partner and introduce themselves. Read the next question to the group. Do this again for every round.

PROMPTS

Round 1 – If you could have dinner with anyone, past/present, who would it be? Why? Round 2 – What part of your identity are you most proud of? Why? Round 3 – Share about a difficult time and how you coped with it or overcame it.

Round 4 – What do you hope to gain from Melanin & MagiQ? Facilitator Note: Move through the space and be available to answer any questions or give clarification. Be mindful of time and inform the group when time is up each round.

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SPEAK OUT (10 MINUTES)

Use the prompts below to guide a group discussion about the Meet & Greet Activity.

Did you share something that you haven’t shared with anyone before?

Did any of you skip the first thing that came to your mind? If so why?

Was it difficult for you to share personal stories with folks? Why or why not?

Say, “In Melanin & MagiQ we encourage everyone to be their authentic selves.

This also means that sharing our stories is a key aspect to how we run group. We encourage you to share your personal experiences and practice storytelling skills throughout the sessions.”

TERM MATCHING ACTIVITY (20 MINUTES)

Say, “Each of our sessions will have key themes and topics, some may be new to you.

At this time we are going to get to know some key terms and concepts related to the topics we will be discussion during Melanin & MagiQ. You will be given terms and concepts and you will need to find the definition that matches your term. You may work with other folks in the group to talk through which definition might be correct one.”

INSTRUCTIONS Gather the terms and definitions from the Term Matching Activity (Appendix 1A) have the Terms with Definitions (Appendix 1B) available to reference during the activity.

Lay out the Melanin & MagiQ terms around the room, on a table, or near the seats of the participants. Randomly distribute definitions to youth and ask them to find the term that best matches their definition. If the group is small you may need to ask youth to find terms for multiple definitions. Youth may work together to support each other during this activity.

After all youth have paired definitions to terms, go over each term as a group.

Facilitators should call out each definition one by one. The youth with that term will read out the definition they selected. If the answer is correct, move to the next. If the answer is incorrect allow youth to work together to trade their answers. If youth are stuck, facilitator can provide hints and support. Provide clarification and space for discussion.

Facilitator Note: Some terms and concepts have multiple definitions and can change over time. If a youth has a supporting definition for a term or concept, ask them to share with the group. These terms are important for a group understanding themes of the subsequent sessions.

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CLOSING MAKE YOUR MAGIQ!

Every session will end with Make Your MagiQ. It is an opportunity for participants to apply what was learned to gained in the session in everyday life.

Say, “Make Your MagiQ by introducing yourself with your name and pronouns all week.

Share with folks why it is important to respect pronouns and avoid making assumptions about gender.”

CHECK OUT (10 MINUTES)

Name, pronouns, 3 words to describe how you’re feeling.

NEXT SESSION: WHO AM I TO YOU?

This workshop discusses intersectionality, including race, gender identity, sexual/ romantic orientation, age and culture though storytelling. Youth will also gain a deeper sense of connection with others based on shared and difference in experience and identity.

SESSION 1: WELCOME TO MELANIN & MAGIQ

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WHO AM I TO YOU?

Time: 90 minutes Ages: 13-20 Group Size: 5-25

PREPARATION OVERVIEW

The purpose of this session is to explore the intersectionality of identity including race, ethnicity, culture, gender identity, gender expression, and sexual/romantic orientation through artistic storytelling.

SESSI O N

2

GOAL

For youth to find power in their own stories and identities through artistic expression.

OUTCOMES

Youth will develop an understanding of personal stories of others in the group; Develop storytelling skills through artistic expression; Gain a better understanding of the importance of storytelling as a skill to develop interpersonal relationships; Enhance public speaking skills.

SUPPLIES

• Flip Chart Paper • Blank Paper • Pens/Pencils • Markers • ‘Where I’m From’ Poem (Appendix 2A) • Brainstorm Activity (Appendix 2B) • Pronoun Buttons and Nametags (optional)

PREPARE BEFORE THE SESSION

• Make copies of the ‘Where I’m From’ poem (Appendix 2A) – for each participant • Make copies of the Brainstorm Activity (Appendix 2B) – for each participant • Write intersectionality guiding questions on flip chart paper and hang up

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GETTING STARTED GROUP WELCOME

Facilitators should spend a few minutes describing the topic and outcomes of the session, review group norms and values and go over any announcements.

MELANIN CONNECTION (10 MINUTES)

Have each participant go around the room and introduce themselves with their name, pronoun(s) and a response to the storytelling prompt. Facilitators should also participate.

Suggested prompt: What does intersectionality mean to you?

WHAT IS INTERSECTIONALITY? (15 MINUTES)

Say, “This session focuses on how every person holds multiple identities at all times.

In fact, as people of color, having multiple marginalized identities creates unique challenges. It is important as people of color to own all of our identities and empower our whole self.”

Read the definition of intersectionality to the group:

Intersectionality is the interconnected nature of social identities such as race, class, and gender as they apply to a given individual or group, regarded as creating overlapping and interdependent systems of discrimination or disadvantage.

Say, “We are going to break into pairs and respond to a few questions around identity.

You will each respond to four guiding questions.” Read the following questions to the group: Name three of your identities (seen or unseen identities).

Has your identity ever been challenged?

Have you ever questioned your own identity? Why or why not?

Have you ever had to prioritize one identity over another? Why or why not?

Say, “You will have 5 minutes to respond to the questions. Please find a partner or small group, introduce yourselves and begin sharing with each other.”

Give youth 5 minutes to discuss these questions in pairs. After 5 minutes bring the group back together.

Ask, “Would anyone like to speak out and share what they discussed in their group?”

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Say, “As queer and trans people of color, our identities are often assumed and examined by the people in our life. These identities make up who we are and we are always all of these identities. You are free to be your authentic self in Melanin & MagiQ and we honor all of your identities.”

WHERE I’M FROM ACTIVITY (40 MINUTES)

INSTRUCTIONS In this activity, youth will explore their identities and life experience through poetry.

The group will use the poem, ‘Where I’m From’ by Ella Lyons to inspire their own poem. There will be time for each person to brainstorm, write and share their original poem.

Hand out the ‘Where I’m From’ poem, the brainstorm worksheet, blank paper (or flip chart paper or poster paper) to every participant.

Say, “Who will read the poem, ‘Where I’m From’ to the group?”

Ask, “What does this poem mean to you? What does it say about the authors’ life experience and identities?” Allow the group to respond.

Say, “Today you will each be writing a poem similar to ‘Where I’m From’ which will reflect your identities and your life experience. You will have time to brainstorm using the worksheet to help you build your poem. Then you will spend time writing the poem and there will be an opportunity to share your work with the group.”

Say, “There is no required length for the poem and you can write about anything that comes to mind during your brainstorm process.

FACILITATOR NOTE: This activity can bring up some traumatic experiences for folks.

Facilitators may need to check in with youth who are feeling emotionally or physically triggered by conversations during group. Take note if youth need to add trigger warnings to the top of the poems.

Pre-Write: Review the brainstorm worksheet with the group. This will help inspire youth to write about their own identities and experiences. Allow 10 minutes.

Writing: Direct participants to frame their responses to the brainstorm activity into a structure similar to the ‘Where I’m From’ poem. Allow 10 minutes.

Sharing: After all youth have completed their poem poster, hang the poems up on the walls. Encourage youth to move through the room to read each poem.

Bring the group back together. Allow 10 minutes.

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Say, “Would anyone like to read their poem to the group?” Provide time for each participant to read their poems to the group. If no one is willing to present their work, move into the Going Deeper section.

GOING DEEPER (10 MINUTES)

Have the group return to the circle to debrief the activity. You may use the suggested prompts below to help get the conversation moving.

What was the brainstorm and writing process like for you?

Was this activity difficult for you or was it easy for you? Why? What identities did you see reflected in the poems?

Did you see identities in this room that you didn’t know were here?

In what ways can you support the identities mentioned?

What are ways that you can learn more about the identities of others?

What else came up for you during this activity that you would like to share?

Facilitator Note: If youth are stuck in responding, offer connections between intersectionality, storytelling and respect.

CLOSING MAKE YOUR MAGIQ!

Say, “Make Your MagiQ this week by sharing your ‘Where I’m From’ poem with others and allow them to get to know you better. You may find you have more in common with the people around you than you think!”

CHECK OUT (10 MINUTES)

Name, pronouns, 3 words to describe how you’re feeling.

NEXT SESSION: THAT AIN’T ME

This workshop explores representation of people of color in media and the impacts of misrepresentation. Youth will review mainstream media reflecting stereotypical ideals of beauty, discuss how people of color are or are not represented in mainstream media and identify empowerment skills for positive self-image.

SESSION 2: WHO AM I TO YOU?

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THAT AIN’T ME

Time: 90 minutes Ages: 13-20 Group Size: 5-25

OVERVIEW

This session explores how people of color (POC) and queer and trans people of color (QTPOC) are represented in mainstream media by evaluating commercial advertising.

Youth will challenge stereotypical ideals of beauty and identify ways to support content and media outlets created for and by POC.

GOAL

SESSI O N

3

For youth to identify the impacts of representation of POC in mainstream media on self-image; Identify media content created for and by people of color.

OUTCOMES

Youth will become aware of the implications caused by misrepresentation of POC in mainstream media; Youth will identify ways to challenge stereotypical ideals of beauty in media; Youth will become more intentional about supporting POC stories in media.

SUPPLIES

• Pens/Pencils • Old magazines or access to internet (to view commercial advertising and websites) • Advertisement Worksheet (Appendix 3) • Pronoun Buttons & Nametags (optional)

PREPARE BEFORE THE SESSION

• Make copies of the Advertisement Worksheet (Appendix 3) for each participant

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GETTING STARTED GROUP WELCOME

Facilitators should spend a few minutes describing the topic and outcomes of the session. Review group norms and values, and go over any announcements.

INTRODUCTIONS (10 MINUTES)

Have each participant go around the room and introduce themselves with their name, pronouns, and a response to the storytelling prompt. Facilitators should also participate.

Suggested Prompt: Which character from TV/film, comic or video game are you most like?

CONTENT ADVERTISING EVALUATION ACTIVITY (20 MINUTES)

INSTRUCTIONS In this activity, participants will evaluate marketing advertising in magazines or websites to identify how POC are represented. Depending on the size of the group, ask each person to work independently, or in pairs or small groups.

Provide a magazine to each participant, or ensure every person/group has access to a mobile device or technology to reference commercial advertising (clothing brands, corporate companies, restaurants, products, etc.).

Ask everyone to flip though the magazine or website to identify where POC are found, the type of advertisement activity or brand represented. Provide copies of the Advertisement Worksheet (found in Appendix 3) and have each participant/group respond to the questions listed.

Each participant/group is allowed 10 minutes to review the magazine/website to respond to the questions on the reflection worksheet. The group will come back together to share their findings.

Facilitator Note: Remember that these are perceived racial identities and sometimes it can be hard to truly know a person’s racial/ethnic background.

SPEAK OUT (20 MINUTES)

Ask, “Let’s take a few minutes to have each person/group share their findings from the website or magazine you selected.” Guide the conversation using questions from the activity worksheet.

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What type of content is this (apparel, product, sports, technology, culinary, etc.)?

Is there a person of color on the cover or homepage?

Are people of color primarily represented? If not, who is?

On the pages where people of color are represented, what is the main message of the story/ad?

Were people of color portrayed in a positive way? In a negative way?

Did you notice a variety of skin tones in the people of color represented?

Are LGBTQ identities represented?

Is gender diversity represented?

How are people with different abilities represented?

How do these ads portray beauty? How is beauty defined in the magazine or website?

Do you see yourself reflected in any of these advertisements?

GOING DEEPER (30 MINUTES)

Say, “Each of you has seen how marketing, advertising and mainstream media play a role in the messages we receive every day about POC and QTPOC communities. Let’s go deeper to see how we can generate solutions to address lack of representation in media.” Use the discussion questions below to guide the discussion.

How do we redefine beauty standards? How do we break stereotypes of beauty?

Why is there such a lack of diversity in media?

Were queer identities also reflected in your magazines? What about in the shows you watch? Do you intentionally watch shows with characters who reflect who you are?

What can you do to uplift your own story? How can you use social media to positively represent who you are? How do we continue to support diverse media content?

Say, “There are many ways to break through the stereotypes and misrepresentation of POC and QTPOC communities. Use technology and social media to uplift the stories and identities of POC and QTPOC. Continue seeking TV shows and digital content which are positive representations of QTPOC identities. Share your own story with your community and be visible with your identities, when it is safe to do so.”

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CLOSING MAKE YOUR MAGIQ!

Say, “Make Your MagiQ this week by imagining you are on the front cover a magazine or website. What would your headline story be? Share your own story and challenge stereotypes and societal norms of LGBTQ and QPTOC by sharing stories of leaders, activists, artists and icons.”

CHECK OUT (10 MINUTES)

Name, pronouns, 3 words to describe how you’re feeling.

NEXT SESSION: BREAKING THE CHAINS

This workshop explores the impacts of systemic oppression as it relates to the marginalization of people of color. This session will also identify how oppressions manifest through systems of oppression including education, economics and immigration. Youth will make connections to seek solutions to overcome and confront systemic oppression.

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BREAKING THE CHAINS

Time: 90-120 minutes Ages: 13-20 Group Size: 5-25

PREPARATION OVERVIEW

SESSI O N

4

This workshop explores the impacts of systemic oppression as it relates to the marginalization of people of color. The session will also identify how oppressions manifest through systems including school-to-prison pipeline, capitalism, and immigration. Youth will make connections to seek solutions to overcome systemic oppression in their lives.

GOAL

For youth to identify how systems of oppression manifest and empower youth to challenge systems of oppression every day.

OUTCOMES

Youth will gain an understanding of how systems of oppression operate and will be able to identify the systems of oppression in their own lives; Youth will identify ways to challenge and resist systems of oppression which affect their lives.

SUPPLIES

• Flip Chart Paper • Markers • Cycle of Systemic Oppression Handout (Appendix 4A) • Matrix of Oppression Handout (Appendix 4B) • Prison Industrial Complex Handout (Appendix 4C) • Pronoun Buttons & Nametags (optional)

PREPARE BEFORE THE SESSION

• Make copies of the Cycle of Systemic Oppression Handout (Appendix 4A)for each participant • Make copies of the Matrix of Oppression Handout (Appendix 4B) for each participant • Make copies of the Prison Industrial Complex Handout (Appendix 4C) for each participant • Label three pieces of flip chart paper “school-to-prison pipeline”, “capitalism” and “immigration” SESSION 4: BREAKING THE CHAINS

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GETTING STARTED GROUP WELCOME

Facilitators should spend a few minutes describing the topic and outcomes of the session, review group norms and values, and go over any announcements.

MELANIN CONNECTION (10 MINUTES)

Have participants introduce themselves with their name, pronoun(s) and a response to a storytelling prompt. Facilitators should also participate.

Suggested Prompt: How old were you when you first recognized oppression?

CONTENT UNDERSTANDING SYSTEMS OF OPPRESSION (15 MINUTES)

This session takes a deeper look into systems of oppression and how they manifest in the lives of marginalized communities.

Say, “In order for us to resist systems of oppression, we must first understand how those systems function and manifest. We will explore definitions of oppression, understand the cycle of systemic oppression and brainstorm ways to challenge and overcome oppressions.”

Distribute the Cycle of Systemic Oppression (Appendix 4A), Matrix of Oppression (Appendix 4B) and Prison Industrial Complex (Appendix 4C) handouts to each participant.

Say, “Let’s take a look at the Cycle of Systemic Oppression. This cycle explains how society perpetuates oppression through power capitalism and how oppression manifests in social groups.”

Read the following descriptions of the cycle to the group: The Cycle begins with a stereotype, which is a generalized perception of an entire group of people. The stereotypes a person holds form the basis of prejudices, the next component of the cycle.

Prejudice is a conscious or unconscious negative belief about a whole group of people. A person in power with prejudice can deny opportunities or resources to someone which is discrimination.

Discrimination is prejudice plus power. Repeated acts of discrimination against a social group by a more powerful social group leads that group to a state of oppression.

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Oppression is the systematic power of one social group over another where target group members often believe the messages and internalize the oppression.

Internalized oppression is when a member from a target group ‘buys into’ oppression, believes those things about themselves and perpetuates the stereotypes which reinforces the prejudice and keeps the cycle going.”

Say, “Now let’s look at the Matrix of Oppression and see how oppression manifests against target groups in different ways. This matrix helps clarify the relationships between identity groups, privilege, target groups and isms. Keep this in mind as we go deeper into our conversation today.”

Say, “Last, let’s look at the Prison Industrial Complex. This concept is used to describe the way government uses policing and imprisonment as solutions to economic, social and political problems. This is bigger than simply knowing that prisons exist.

It describes the system which connects prisons, police, courts, as well as companies making a profit from exploiting, transporting and feeding prisoners.”

Say, “Keep the information from all three of these handouts in mind as we continue the conversation.”

NAMING OPPRESSION ACTIVITY (15 MINUTES)

In this activity participants will identify how systems of oppression are oppressive by naming potential harms caused to POC. Participants can use the definitions described in the previous portion of the activity to gain deeper understanding to the systems of oppression listed in this activity.

Hang up three pieces of flip chart paper on the wall labeled “school-to-prison pipeline” “capitalism” and “immigration” and provide markers for participants.

Participants will go to each sheet and write ways which the specific system manifests oppression.

Say, “In this activity we will be examining how systems of oppression manifest in our lives. We will be looking specifically at the school-to-prison pipeline, capitalism and immigration. Each of you will go to each sheet and write ways that each system manifests oppression. For example: for school-to-prison pipeline someone may write ‘POC students are suspended or given detention more than their white peers for the same offences.’ Capitalism could include oppressions related to poverty, housing, employment etc. Immigration can include topics including citizenship, documentation, language barriers etc. These three systems are a small representation of many systems that individuals interact with daily through life. Also consider how people from multiple marginalized identity groups may be oppressed by these systems.”

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Allow 10 minutes for youth to write responses.

Facilitator Note: It is very important that the facilitator(s) spend time reviewing the supplemental materials and becoming familiar with the terms and concepts in this session to help inform and guide this discussion.

SPEAK OUT (10 MINUTES)

Read the responses under each system to the group. Use the following prompts to guide a discussion about the activity.

What connections did you make between the different systems of oppression?

Does this reflect the experiences you have in life?

Why do some identity groups hold power over others?

What are other examples of systems of oppression that impact you?

GOING DEEPER (30 MINUTES)

Use this time to explore solutions and accountability methods to overcome macroaggressions. Hang up a new sheet of flip chart paper to list the ideas. Use the following prompts to guide the discussion.

From the problems we’ve identified on paper, what are ways we can use our power to stand up against oppression or oppressors?

When you hear a stereotype, prejudice, or macroaggression, do you stand up for the target?

In what ways do you fight back against oppression in your life?

What are some ways we can practice intervening in racial slurs and bias based language?

Name some micro/macroaggressions you hear or see and how would you respond to those?

Why is it important to assess risk vs reward associated with uplifting your power?

Say, “You all have just brainstormed ideas to ‘Break the Chains’ of oppression. Is there anything else to add to this list?” Read the list to the group. Allow for any feedback.

Say, “Now pull down the oppression pages from the wall and destroy the oppressions.

We are not this oppression and we have the power to challenge oppression. We have the power. We are powerful. We are powerful together.”

Take a photo of the solutions page, or have someone type it up, and send it to all participants.

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CLOSING MAKE YOUR MAGIQ!

Say, “Make Your MagiQ this week by performing acts of resistance. Resisting systems of oppression is necessary to generate change. Rosa Park’s revolutionary act of resistance by sitting in the front of a bus was a catalyst in the Civil Rights Movement.

You have the power.”

CHECK OUT (10 MINUTES)

Name, pronouns, 3 words to describe how you’re feeling.

NEXT SESSION: SHOW ME THE MONEY

This session will explore capitalism and the effects it has on decision-making. Youth will identify solutions to overturn the power of capitalism and ways to seek self-value beyond financial definitions.

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SHOW ME THE MONEY

Time: 90-120 minutes Ages: 13-20 Group Size: 5-25

PREPARATION OVERVIEW

This session will define capitalism, explore the effects it has on decision-making, and consider solutions to overturn the power of capitalism. Youth will also identify ways to seek self-value beyond financial definitions.

SESSI O N

5

GOAL

For youth to have a better understanding of the effects of capitalism and how to be aware of the influence is has over decision making; both financially and mentally.

OUTCOMES

Youth will be able to define capitalism and understand its effects on society; Brainstorm ways to overcome capitalistic spending and focus spending to support people of color (POC) and queer and trans people of color (QTPOC); Have an understanding of self-worth outside of capitalistic expectations.

SUPPLIES

• Flip Chart Paper • Markers • Company Ownership Handout (Appendix 5A) • Buying Power Handout (Appendix 5B) • Pronoun Buttons & Nametags (optional)

PREPARE BEFORE THE SESSION

• Label four sheets of flip chart paper ‘What is Capitalism’ ‘Impacts of Capitalism’ ‘Self-Worth’ and ‘Solutions’ • Make copies of Company Ownership Handout (Appendix 5A) for each participant • Make copies of Buying Power Handout (Appendix 5B) for each participant

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GETTING STARTED GROUP WELCOME

Facilitators should spend a few minutes describing the topic and outcomes of the group. Review group norms and values and go over any announcements.

INTRODUCTIONS (10 MINUTES)

Have participants introduce themselves with their name, pronoun(s) and a response to a storytelling prompt.

Suggested Prompt: If you were given 1 million dollars how would you spend it?

CONTENT UNDERSTANDING CAPITALISM & NAVIGATING THE SYSTEM (25 MINUTES)

This section will explore the definition of capitalism, identify impacts of capitalism and challenge participants to consider their own self-value beyond monetary definitions.

Hang up four pieces of flip chart paper labeled, ‘What is Capitalism’ ‘Impacts of Capitalism’ ‘Self-Worth’ and ‘Solutions.’

Facilitator Note: This conversation focuses heavily on United States/Westernized economics and can easily be connected to a global conversation. It is important that facilitators be mindful of thoughts and experiences of every member while also ensuring their ideals are included in the discussion.

Say, “For this part of the activity, we will consider how capitalism impacts our everyday lives. We will collectively define capitalism, examples of capitalistic systems, understand how money plays a role in our decision making, and talk about how we seek self-value and self-worth. After the discussion we will brainstorm and identify solutions to resist the effects capitalism.”

Distribute the Company Ownership Handout (Appendix 5A) for this portion of the discussion to illustrate capitalist business ownership.

“Capitalism can be defined in many ways. Capitalism is an economic system characterized by private or corporate ownership of capital goods, by investments that are determined by private decision, and by prices, production and the distribution of goods that are determined mainly by competition in a free market.

Ask, “How do you define capitalism?” Write the responses on the ‘What is Capitalism’ flip chart paper.

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Ask, “What are examples of capitalism?” Write the responses on the ‘What is Capitalism’ flip chart paper. Examples can include: • Indigenous people being pushed out of their lands because of colonialist capitalism • The Prison Industrial Complex and slave labor for the benefit of corporations • Big business corporations, media conglomerates and food corporations • Featured ads on social media, or being required to watch ads before watching content • Holiday branding or adding cartoon characters to candy branding and sold at higher costs Say, “The impacts of capitalism can affect our decision making when it comes to interpersonal relationships, where we live, what we eat and the jobs where we work.

How do you think capitalism affects your decision making?” If participants have a hard time with responses offer any of the following examples: • Food availability and food deserts • Social pressures to buy expensive gifts for a partner • Working or shopping at LGBTQ-friendly businesses • Over-spending on guilty pleasures/indulgences (i.e. apps on your phone, trendy items, or coffee) • Choosing which neighborhood to live in • Seeking affordable healthcare (requiring people to have healthcare or to be fined)

SPEAK OUT (20 MINUTES)

Say, “Capitalism plays a major role in the decisions we make every day. Let’s talk more about how you see capitalism working in your life.” Write the responses on the ‘What is Capitalism’ flip chart paper. Use the following questions to guide the discussion: Does capitalism have effects on gender, gender norms and gender stereotypes?

Does capitalism play a role in interpersonal relationships?

In what ways can capitalism impact family structures?

How does capitalism effect society in terms of class?

What current events illustrate how capitalism is creating negative impacts on society?

Does capitalism have positive impacts on your day-to-day life?

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GOING DEEPER (25 MINUTES)

Say, “Self-worth is often directly connected to financial success or how much money someone has gained or obtained. The reality is that every person can experience happiness and success regardless of the amount of money they make or how much capital have gained or obtained. In the beginning of the session we asked you what you would do with 1 million dollars. Think about your response to that question and see how your response may be directly connected to capital and happiness.”

Ask, “How do you define your self-worth? What do you do to increase your selfworth?”

Write the responses on the ‘Self Worth’ flip chart paper.

Say, “It can be difficult to navigate through systems which manifest oppression for social groups, especially for POC. However, there are many ways to resist oppressive systems, including capitalism. Let’s brainstorm ways that we can resist and overcome economic systems of oppression.”

Ask, “How can you use education and awareness to understand how systems impact POC and QTPOC communities? How can you challenge those systems?”

Write the responses on the ‘Solutions’ flip chart paper.

Say, “Buying power is the total personal income of residents available for spending.

Buying power refers to a community’s ability to purchase goods, services, property, etc. Buying power as a POC can be used to resist impacts of capitalism and build power to support POC and QTPOC business and capital.”

Distribute the Buying Power Handout (Appendix 5B) to show the buying power of ethnic minorities in the U.S. Ask, “How can buying power be used in your life as a form of resistance against capitalism?”

Write the responses on the ‘Solutions’ flip chart paper.

Say, “Consider how you can apply these solutions to your life every day to resist capitalism.”

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CLOSING MAKE YOUR MAGIQ!

Say, “Make Your MagiQ this week and use your capital and invest in yourself. Practice self-care and do something kind for yourself. Your self-worth is not determined by what you have; what you have and how you love yourself can increase your selfworth.”

CHECK OUT (10 MINUTES)

Name, pronouns, 3 words to describe how you’re feeling.

NEXT SESSION: GIVE ME SOMETHING TO BELIEVE IN

This session explores the intersections of faith, spirituality and identity in the lives of youth of color. Youth will discuss their experience with faith, spirituality and religion growing up, how those influences impact understanding and expressing identity as well as explore ways for youth to define their own faith and spirituality.

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GIVE ME SOMETHING TO BELIEVE IN Time: 90 minutes Ages: 13-20 Group Size: 5-25

PREPARATION OVERVIEW

SESSI O N

6

This session explores the ways in which faith and spirituality play a role in the lives of people of color (POC) and queer and trans people of color (QTPOC) through society, family, relationships, and identity. Youth will discuss their experience with faith, spirituality and religion growing up, how those influences impact understanding and expressing identity as well as explore ways for youth to define their own faith and spirituality.

GOAL

Youth will gain a better understanding of how people experience religion, faith and spirituality differently while defining their own faith ideals and practicing coping techniques.

OUTCOMES

Youth will gain confidence discussing faith and spirituality in a group setting; Youth will identify the differences between religion, faith and spirituality; Youth will process positive, negative and neutral experiences related to religion, faith and spirituality; Youth will identify ways to express their own conception of spirituality.

Supplies • Flip Chart Paper • Markers • Guiding Light Meditation Activity Script (Appendix 6) • Nametags & Pronoun Buttons (optional) Prepare Before the Session • Label three sheets of flip chart paper with ‘Faith’ ‘Spirituality’ and ‘Religion’ and hang up • Make one copy of Guiding Light Meditation Activity Script (Appendix 6) for facilitator to reference during the activity

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GETTING STARTED GROUP WELCOME

Facilitators should spend a few minutes describing the topic and outcomes of the session, review group norms and values, and go over any announcements.

MELANIN CONNECTION (10 MINUTES)

Have participants introduce themselves with their name, pronoun(s) and a response to a storytelling prompt. Facilitators should also participate.

Suggested Prompt: What are three words that come to mind when you think of spirituality?

CONTENT DEFINING FAITH, SPIRITUALITY & RELIGION (10 MINUTES) INSTRUCTIONS This session is focused on holding a guided conversation around how faith and spirituality influences the lives of youth, how religious experiences can impact family rejection for LGBTQ youth, and how youth can reclaim their own definition of faith.

Reiterate to the group that every person may have different views and experiences when it comes to faith traditions and beliefs. This session welcomes all of those views and each person shall be respected in the group, regardless of views. It is helpful to remind folks to use ‘I’ statements and speak generally from their own experience and perspective.

Hang up flip chart paper labeled with ‘Faith’ ‘Spirituality’ and ‘Religion.’

Ask, “How do you define faith, spirituality and religion?” Write responses on the flip chart paper. Below are definitions of the terms which can be read to the group: Faith – an allegiance to duty or a person; belief and trust in and loyalty to a god or deity; something that is believed especially with strong conviction.

Spirituality – belief or faith in moral values, often times not connected to a formal religion, not exclusively; related or joined in spirit.

Spirit – unseen force believed to give life to organisms; a supernatural being or essence; the immaterial or sentient part of a person.

Religion – the service and worship of a god, a deity, or the supernatural; commitment or devotion to a religious faith or observance; a personal set or institutionalized systems of religious attitudes, beliefs and practices.

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Facilitator Note: These definitions can vary and each person’s own definition is valid.

GOING DEEPER (40 MINUTES)

This portion of the session will be focused on the experiences of the youth and their own stories. The conversation may follow the discussion question, or it may follow a new direction. Use a few of the following discussion questions to guide a conversation to help youth make connections between each other and within themselves: How has your faith, spirituality and/or religion influenced your perception of LGBTQA identities?

Has your family and/or friends expressed negatives views of LGBTQ identities based on faith or religious traditions?

Does faith, spirituality and/or religion affect how you understand your identity or impact your decision to come out LGBTQ or as an ally?

Did coming out as LGBTQA or being an ally cause you to leave your religion/ faith tradition? Did you change your religious or faith tradition?

In what ways do QTPOC folks face challenges when it comes to being out as queer in a religious household/family?

Can our spiritual/religious identities coexist with our LGBTQ identities?

How do you decide if it is safe to be out as LGBTQ in faith-based communities?

Have you heard negative messages from religious or spiritual leaders regarding LGBTQ identities?

Is it possible to be out as an LGBTQ person, or as an ally to the community, and also be religious?

Has religion and spirituality helped you navigate your identity?

Are there other ways to be spiritual/religious other than believing in a higher power?

Facilitator Note: This topic can bring up trauma from family rejection or negative experience from past experiences which can result in strong emotional responses.

Allow the youth to be in this headspace and support them to find this discussion group a safe place. Youth are welcome to exit the conversation or have a check-in with a facilitator should they need additional support. Remind youth that every person’s experience is valid and to welcome disagreement of values and beliefs so long as every person is respected.

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GUIDING LIGHT MEDITATION ACTIVITY (20 MINUTES)

INSTRUCTIONS It is important for each person to seek positive connections with this session, especially if the discussion was heavy for participants. This activity will introduce a short meditation which can be implemented as a coping skill and relaxation technique for youth to utilize at any time. This practice is often used by spiritual and religious communities as well and non-religious and non-spiritual communities. It can be utilized individually, in partners or even in group settings.

Ask, “What is your concept of a Guiding Light, a Higher Power, God or any other concept which may bring you light and positivity? What are three ways to connect with that ideal?” Allow the group to respond.

Say, “However you identify your concept of a guiding light, we invite you practice a short meditation as a group. Meditation is a great way to center yourself, cope with stress and feel one with yourself and your guiding light.” Use the Meditation Activity Script (Appendix 6) and read it to the group as they meditate. Turn the lights down if possible. Participants can sit in chairs, on the ground or even lie down.

CLOSING MAKE YOUR MAGIQ!

Say, “Make Your MagiQ this week by incorporating meditation, prayer, mindfulness or yoga into your life this week. You can even visit a QTPOC affirming faith community.

Brighten your path by seeking your guiding light.”

CHECK OUT (10 MINUTES)

Name, pronouns, 3 words to describe how you’re feeling.

NEXT SESSION: CHILL, THAT’S MY BOO

This session explores what defines healthy and unhealthy relationships and how consent plays a major role in healthy relationships. Through discussion and role play, participants will have a better understanding of what makes a healthy relationship.

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CHILL, THAT’S MY BOO

Time: 90-120 minutes Ages: 13-20 Group Size: 5-25

PREPARATION OVERVIEW

SESSI O N

7

This session explores what defines healthy and unhealthy relationships and how consent plays a major role in healthy relationships. Media often portrays people of color (POC) and queer and trans people of color (QTPOC) in negative, unhealthy relationships. Through discussion and role play, participants will have a better understanding of what makes a healthy relationship.

GOAL

Youth will be able to identify and understand the characteristics of healthy and unhealthy relationships. For youth to feel more comfortable requesting consent and declining sexual or intimate activities.

OUTCOMES

Youth will identify characteristics of healthy and unhealthy relationships; Understand consent for sexual and romantic activities or expression of attraction; Know how to ask for consent; Be able to give enthusiastic, verbal consent; Be empowered to decline requests by saying ‘no’ respectfully.

SUPPLIES

• Flip Chart Paper • Pens/pencils • Markers • Healthy Relationships Handout (Appendix 7A) • What Consent Looks Like Handout (Appendix 7B)

PREPARE BEFORE THE SESSION

• Make copies of the Healthy Relationships Handout (Appendix 7A)for all participants • Make copies of the What Consent Looks Like Handout (Appendix 7B) for all participants • Label two sheets of flip chart paper ‘Healthy’ and ‘Unhealthy’ • Write the consent prompts on a sheet of flip chart paper and hang up

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GETTING STARTED GROUP WELCOME

Facilitators should spend a few minutes to review the purpose of Melanin & MagiQ, describe the session content, and go over any general announcements.

INTRODUCTIONS (10 MINUTES)

Have participants introduce themselves with their name, pronoun(s) and a response to a storytelling prompt.

Suggested Prompt: What is one way you receive or show love to others?

(Example: I enjoy walking the dog together with my partner.)

CONTENT IDENTIFYING HEALTHY RELATIONSHIPS (10 MINUTES)

Say, “In this section we will identify characteristics of healthy and unhealthy relationships as a group. People of color (POC) and queer and trans people of color (QTPOC) are often portrayed in unhealthy relationships in media, news coverage and in film. Like the Cycle of Socialization (Appendix 4A), if is common to internalize what we learn about POC couples and accept behaviors from a partner even it makes us uncomfortable. If you are in a relationship it is important to identify if yours is healthy or unhealthy and develop strategy to exit unhealthy relationships.”

Hang up two sheets of flip chart paper labeled ‘Healthy’ and ‘Unhealthy.’

Ask, “What are characteristics of a healthy relationship?” Write responses on the sheet labeled ‘Healthy.’

Examples can include: • Trust • Honesty • Independence • Respect • Equality • Communication • Playfulness • Support Ask, “What are characteristics of an unhealthy relationships?” Write responses on the sheet labeled ‘Unhealthy.’

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Examples can include: • Pressure to change • Fear of retaliation • Arguments result in physical violence • Unequal control of resources • Lack of fairness or equality • Communication • Pressure to quit activities • Lack of privacy • Isolation Facilitator Note: This session can bring up the topics of domestic abuse, sexual assault and/or physical abuse and trauma. The goal of this session is to generally identify how relationships can be healthy or unhealthy.

FAMOUS HEALTHY RELATIONSHIP ACTIVITY (10 MINUTES)

INSTRUCTIONS This activity will use celebrity couples as examples of identifying aspects of a healthy relationships. Participants will brainstorm three examples of celebrity couples who have healthy relationships. Distribute the Healthy Relationships Handout (Appendix 7A) and pens/pencils to the group.

Say, “For this activity we are going to identify examples of healthy relationships by using celebrity couples. The media portrays healthy and unhealthy relationships on TV and in films which sends messages to viewers about expectations, gender norms and consent.”

Say, “One example of a healthy relationship is Jada Pinkett Smith and Will Smith. This is a couple known for film and TV. Signs that they might be in a healthy relationship is how they treat each other with kindness and respect. Media coverage about this could portray a happy, healthy, strong relationship. Think of three famous couples and fill in the worksheet. Use key examples of how the couple communicates, how they treat each other and things you notice about their relationship. If you can’t think of healthy relationships, you can use famous unhealthy relationships and use examples of why their relationship is unhealthy.”

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WHAT IS CONSENT? (10 MINUTES)

This portion of the session will be exploring the importance of consent and will allow youth to practice requesting and giving consent in roleplay scenarios. Distribute What Consent Looks Like Handout (Appendix 7B) to participants.

Say, “Consent is necessary in healthy relationships, whether friendships/platonic, romantic relationships and intimate or sexual relationships. We are going to have a conversation about what consent means, how to negotiate boundaries and supporting healthy communication with partners. Use the What Consent Looks Like handout as a resource on the key aspects of consent.”

Use the following prompts to guide a discussion about boundaries and consent: What does consent mean to you?

If you consent one time for one activity, have you given consent for increased activity?

Do you feel comfortable saying ‘no’ to a request? (platonic or romantic) How does coercion and pressure play a role in consent?

ASKING CONSENT ACTIVITY (15 MINUTES)

INSTRUCTIONS Say, “Consent is a key aspect of having a healthy relationship with someone. Consent is also the first step towards intimacy with a partner or platonic friend. Consent is permission for something to happen or an agreement to do something, especially between individuals to engage in sexual activity. Giving consent for one activity, one time, does not mean giving consent for increased or recurring sexual contact.”

Say, “We are going to do an activity where you will practice giving enthusiastic consent and also practice saying ‘no.’ You will be paired up to practice requesting consent with each other.”

Say, “One person will start by asking the other for consent using the questions from this list. Partner B will respond with ‘yes’ ‘no’ or asking a clarifying question or making an additional request or negotiation. Respect someone when they say ‘no’ and honor their boundary. You do not have to touch your partners in this activity.”

Say, “Requesting consent takes place among intimate and platonic relationships.

Respect people’s boundaries and always ask consent before physically touching anybody.”

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May I give you a compliment? (if yes, give a non-sexual compliment) Can I give you a hug?

May I touch your arm?

Would you like to go on a date with me?

Is it okay with you if I __________ with you?

Would you enjoy it if I _________?

Facilitator Note: These are suggested questions. Feel free to expand these questions to accommodate larger groups or to lengthen the time of the session if necessary.

GOING DEEPER (10 MINUTES)

Use the following questions to guide a discussion about consent: Why is it important to receive enthusiastic consent?

What happens if someone pressures you into saying yes?

What happens if someone pressures you if you don’t have capacity to say yes? (drunk or high on drugs) What was it like to feel empowered to say ‘no’ and have your ‘no’ respected?

How do you communicate ‘no go zones’ between you and a partner?

CLOSING MAKE YOUR MAGIQ!

Say, “Make Your MagiQ this week and evaluate the health of your relationships.

This can be relationships with friends, family, or romantic partners. If you evaluate a relationship and find it is unhealthy, seek resources and support to get out or end the relationship.”

CHECK OUT (10 MINUTES)

Name, pronouns, 3 words to describe how you’re feeling.

NEXT SESSION: KEEPIN’ IT REAL ABOUT SEX

This session explores healthy sexual communication and healthy ways to engage in sex and intimacy with a partner. This session will also explore preventive methods and information about sexual and body health.

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KEEPIN’ IT REAL ABOUT SEX Time: 120 minutes Ages: 13-20 Group Size: 5-25

PREPARATION OVERVIEW

This session explores how to communicate with sexual partners and examines the transmission of STD’s and HIV and its disproportionate effects on the QTPOC community. Youth will practice using direct and assertive sexual communication.

SESSI O N

8

GOAL

Empower youth to communicate clearly with their sexual partners and educate youth about the unique HIV infection rates in the QTPOC community and how to protect themselves from transmission.

OUTCOMES

Youth will understand effective, assertive sexual communication; Assess risk associated with sexual acts to reduce or eliminate risk for STDs or HIV; Gain knowledge of health disparities affecting POC and QTPOC communities.

SUPPLIES

• Flip Chart Paper • Blank Paper • Pens/Pencils • Markers • Healthy Sexual Communication Scenarios (Appendix 8A) • Risky Behaviors Activity (Appendix 8B) • Health Disparities and HIV Data (Appendix 8C) • Safer Sex Tools (Appendix 8D) • Nametags & Pronoun Buttons (optional)

PREPARE BEFORE THE SESSION

• Label one sheets of flip chart paper ‘Aggressive’ ‘Passive’ and ‘Assertive’ and hang up • Make copies of the Healthy Sexual Communication Scenarios (Appendix 8A) and cut out each scenario for each pair to receive one scenario

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• Make a copy of the Risky Behaviors Activity (Appendix 8B) and cut out each sexual activity. Also cut out the labels ‘high risk’ ‘low risk’ ‘no risk’ for the group.

If working with a large group, assign one full set of sexual activities to each small group to order • Make copies of the Health Disparities and HIV Data (Appendix 8C) for every participant

GETTING STARTED GROUP WELCOME

Facilitators should spend a few minutes describing the topic and outcomes of the session, review group norms and values, and go over any announcements.

MELANIN CONNECTION (10 MINUTES)

Have participants go around the room and introduce themselves with their name, pronoun(s) and a response to the storytelling prompt.

Suggested Prompt: Why is it important to communicate about your sexual health?

CONTENT HEALTHY SEXUAL COMMUNICATION (20 MINUTES)

Say, “Using effective sexual communication with your sexual and intimate partners can help reduce or eliminate sexual risk and greatly decrease your chances of contracting STDs, including HIV. STD stands for ‘sexually transmitted disease’ which means a person can get an STD from another person when they do something sexual with them. STDs can only be transmitted from someone who already has the STD. Sometimes you may hear STI, which stands for ‘sexually transmitted infection.’ There are only minor differences. HIV stands for Human Immunodeficiency Virus, which is a virus that weakens the immune system in humans preventing the body from fighting off infections and doesn’t function the way it should.

Say, “Healthy communication demonstrates mutual respect in a relationship, whether it’s intimate or platonic. Healthy communication is necessary to communicate sexual health and boundaries with each other.”

Ask, “Why do you think it is difficult to communicate about sex with others?” Some responses can include: being outed, confidentiality, embarrassment, privacy, and/or fear of rejection.

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Say, “Being clear about sex and communicating desires, boundaries and giving consent is necessary for relationships to thrive. Although it may feel difficult to talk about avoiding STDs and/or pregnancy, it can prevent STDs including HIV. What we say and how we say it matters. There are three key ways to communicate with others: aggressive, passive and assertive.”

Read the following descriptions of the three communication styles to the group: Being aggressive is when a person bullies someone else to get what they want when the other person may not want it.

Being passive is when a person is timid or unclear in expression their needs – or when they are unable to communicate what they want, and just agree with what the other person wants.

Being assertive is when a person says exactly what they mean without causing harm or being hurtful to the other person.

Ask, “If someone asked you out on a date and you were not into that person, how might you respond if you were being passive?”

• “Agree to the date, even though I didn’t like that person in that way.”

• “Tell them that you would think about it.”

Ask, “Why isn’t that an effective way of communicating your needs?”

• Because you’re agreeing to do something that you don’t want to do.

• It isn’t being honest with the other person.

Ask, “If someone asked you out on a date and you were not into that person, how might you respond if you were being aggressive?”

• “Uhm, no! I don’t like you. I would never go on a date with you.”

• “Why would you ask me out? Do you actually think I like you?!”

Ask, “Why isn’t that an effective way of communicating your needs?”

• You can be clear with your boundaries without causing harm to another person.

• Being mean or rude isn’t healthy communication

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Ask, “If someone asked you out on a date and you were not into that person, how might you respond if you were being assertive?”

• “I really like you as a friend and am not interested in going on a romantic date with you.”

• “Our friendship means a lot to me. I’m not interested in going on | a date with you.”

Ask, “Why is this the most effective way of communicating your needs?”

• It is clear, direct, and doesn’t create harm to the other person.

• It can provide space for the other person to also share how they feel in a clear way.

HEALTHY COMMUNICATION ACTIVITY (30 MINUTES)

INSTRUCTIONS This activity will allow participants to practice using effective, assertive communication with each other through roleplay scenarios. The group will be divided into pairs and provided one scenario. Each pair will write a 1-2 minute scene that they will act out in front of the whole group. Distribute the Healthy Communication Activity (Appendix 8A) to each group with blank paper and pens. If the group is large, multiple pairs will have the same scenario which will show the group that there are many ways to respond to the same scenario.

Say, “Now we are going to pair up and act out scenarios. You will now demonstrate effective, assertive communication with your partner. There isn’t just one correct answer to any of the scenarios. It is important that you consider the difference between aggressive, passive and assertive communication, respect boundaries and give enthusiastic consent or be clear in your refusal. Each pair will be assigned one scenario and you will spend 5 minutes reviewing it with your partner. Then you will act out the scenario to the whole group. Please keep your skits to 1 or 2 minutes. You may use the blank paper to brainstorm your skits.”

Some pairs may have the same scenario – if this is the case, ask pairs to share how they would respond in the scenario.

Here are suggested responses which reflect effective, assertive communication for each scenario: Scenario 1: I am not ready to have sex.

Scenario 2: I have been drinking and do not feel like I’m sober enough for sex.

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Scenario 3: I really like you, but I do not want to have an exclusive relationship right now.

Scenario 4: I will not have sex unless we both know our STD status. Let’s get tested together.

Scenario 5: I really like you. I do not want to have sex. Can we cuddle instead of having sex?

Scenario 6: I will not have sex without contraceptives.

GOING DEEPER (15 MINUTES)

Say, “Now that you’ve all seen how these real life scenarios can play out, let’s go deeper and consider other connections when it comes to effective communication, boundaries, consent, and sexual health.”

How do gender norms and gender stereotypes play a role in the scenarios?

What was it like to be assertive in these scenarios? Did you find yourself responding passively or aggressively?

How does being drunk or high play a role in effective, assertive communication?

What did negotiation look like for you in these scenarios?

RISKY BEHAVIOR ACTIVITY (20 MINUTES)

INSTRUCTIONS Using the Risky Behavior Activity Handout (Appendix 8B) participants will rank sexual activity in order of least risky to most risky. Give folks about 5 minutes to rank these activities and then share back as a group. If the group is large, create 2-3 smaller groups and provide activity handouts for each group separately. When complete, ask each group to present their work.

“Now that we have talked about healthy sexual communication and consent let’s talk about sexual health and understand why we should always give and receive consent to healthy sexual practices. Transmission of STDs and HIV disproportionately affects the QTPOC community. Understanding the risk of infection associated with sexual activity is necessary to preventing and eliminating risk of STDs, including HIV. STDs can be transmitted through oral, insertive and anal sex, skin-to-skin contact and bodily fluids. With every consensual sexual act, there is a risk associated when it comes to your sexual health. It is important to understand those risks so you can make decisions to reduce or eliminate risk of STDs.”

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Say, “We are going to do an activity where we identify risks associated with sexual activity. There are three categories for this activity: low risk, medium risk, and high risk.

You will work together as a group to put the sexual activities in order of risk. It is okay to guess if you are not sure. Medium and high risk activities are when bodily fluids are exchanged which can cause HIV to be transmitted. The four bodily fluids that can transmit HIV are semen, blood, breast milk, vaginal secretion. Medium risk activities can be low risk if there is no open sore where blood or semen could be introduced.

Low risk activities typically remain low risk so long as these fluids are not transmitted.

Using contraceptives and physical barriers like internal or external condoms can help reduce and eliminate risk of STDs and HIV.” Say, “You will have 5 minutes to rank these activities as ‘no risk’ ‘low risk’ or ‘high risk’ and then we will have a conversation afterwards.”

Allow about 5 minutes for participants to rank their lists.

Use this list to review with the group on how to best order these activities: NO RISK

• Hugging • Kissing on the Lips • Abstaining from Sex • Massage • Fantasizing • Mutual Masturbation

Aside from continuous abstinence – meaning, not having oral, anal or vaginal sex with another person for a period of time – very few shared sexual behaviors carry no risk for STDs. The activities here are more related to intimacy – with the exception of masturbation and mutual masturbation. These behaviors are important because they can help people learn about their bodies and build connection between people without any risk of STDs (or pregnancy).

LOW RISK

• Deep “Tongue” Kissing • Unprotected Oral Sex • Correctly Using Condoms

The key to low risk behaviors are “unprotected” and “correctly.” “Unprotected” means not using a latex barrier, such as a condom. These behaviors are only low-risk if condoms or other barriers are used consistently and correctly – which means ever SESSION 8: KEEPIN' IT REAL ABOUT SEX

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time two people are sexual together, from the beginning of the sex act to the end.

As soon as body parts come into contact with each other, and/or mouths come into contact with body parts, STD transmission is possible.

The level of risk also depends on the STD. For example, deep or “tongue” kissing is high risk for herpes, but not for HIV. In addition, although using external and internal condoms and latex barriers significantly reduce the risk of STD transmission, they don’t protect partners completely. While semen and vaginal fluids are blocked by the barrier they do not cover bodies completely. When bodies rub against each other, they can also cause microscopic openings in the skin, which are small enough for some viruses to pass through in order to transmit an STD. HIGH RISK

• Unprotected Vaginal Intercourse • Unprotected Anal Intercourse • Using oil-based lubricant with latex condom

Unprotected oral, vaginal and anal intercourse are high risk behaviors for transmitting STDs. “Unprotected” means not using a latex barrier, such as a condom. Oil-based lubes break down latex condoms causing them to break, rip or tear.

Say, “Be aware of risk when you are engaging in sexual activity and use physical barriers like internal or external condoms and dental dams to prevent transmission of STDs and have open communication with your partner about being tested and knowing your status.”

SOURCE: Adapted from Rights, Respect, Responsibility: a K-12 Sexuality Education Curriculum

UNDERSTANDING HIV AND THE QTPOC COMMUNITY (15 MINUTES)

Distribute Health Disparities and HIV Data Handout (Appendix 8C) to participants as a reference.

Say, “Now that you have a better understanding of assessing risk during sexual activities let’s take a look at how health disparities are impacting communities of color.

The healthcare systems acts a systems of oppression which impacts quality access to prevention and care for many people of color. Because of the barriers faced by QTPOC communities, health disparities arise which generate stigma and concern.

Take a look at the document we handed out and be aware of how disparities are disproportionality impacting communities of color. Keep this reference guide as you may have further questions after this session or to help inform others if they have questions about healthcare systems barriers.”

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RESOURCES & CONNECTIONS (15 MINUTES)

It is important that participants leave this session with tools and resources to support healthy and knowledgeable choices about their bodies and intimacy with romantic or sexual partners. Inform youth where they can go to access free and confidential STD/ HIV screenings. Have safer sex materials available (dental dams, internal and external condoms, body safe lube etc.) and provide additional information for youth to make informed decision while utilizing these contraceptives and prevention tools. Distribute the Safer Sex Tools Handout (Appendix 8D) to participants.

Say, “It is up to you to protect yourself and your partners when it comes to sexual health. Use this reference guide as a way to know more about prevention and treatment. Take time to know where confidential testing is available and where you can access safer sex tools and materials.”

CLOSING MAKE YOUR MAGIQ!

Say, “We as QTPOC people must know our HIV/STD status and ensure we engage in healthy sexual decision. Make Your MagiQ this week and find a local HIV/STD testing center, get tested confidentially and gain access to sexual health supplies.”

CHECK OUT (10 MINUTES)

Name, pronouns, 3 words to describe how you’re feeling.

NEXT SESSION: RISE UP

This session explores groundbreaking social movements for civil rights of marginalized identity groups and the power asserted by these actions.

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RISE UP!

Time: 90 minutes Ages: 13-20 Group Size: 5-25

PREPARATION OVERVIEW

This session centers social justice movements and how people of color ‘Rise Up’ through them. Youth will examine the composition, intent and impact of social movements which amplify voices of marginalized or oppressed communities. Youth will identify ways to engage locally to ‘Rise Up’ in their own communities.

SESSI O N

9

GOAL

For youth to gain an understanding of the components which make up social movements and to make connections on the ways in which people of color fight against systems of oppression.

OUTCOMES

Youth will draw connections from the Cycle of Socialization and the amplification of social justice movements; Youth will identify key components of social justice movements; Youth will become empowered to participate and create social movements in their local areas.

SUPPLIES

• Pens/Pencils • Examining Social Justice Movements Handout (Appendix 9A) • 10 Ways To Rise Up in Your Community Handout (Appendix 9B) • Nametags & Pronoun Buttons (optional)

PREPARE BEFORE THE SESSION

• Make copies of Examining Social Justice Movements Handout (Appendix 9A) • Make copies of 10 Ways To Rise Up in Your Community Handout (Appendix 9B)

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GETTING STARTED GROUP WELCOME

Facilitators should spend a few minutes to review the purpose of Melanin & MagiQ, describe the session content, and go over any general announcements.

MELANIN CONNECTION (10 MINUTES)

Have participants introduce themselves with their name, pronoun(s) and a response to a storytelling prompt.

Suggested Prompt: Name a social justice movement leader you look up to.

CONTENT SOCIAL MOVEMENT ACTIVITY (25 MINUTES)

INSTRUCTIONS Youth will use the Rise Up handout (Appendix 9A) to respond to guiding questions about social justice movements, actions and groups which create change through action for communities of color and marginalized communities.

Say, “Social justice movements across the world are uplifting voices of marginalized communities. These movements are important to recognize as they show the true power of resisting systems of oppression. Social movements take many forms and are composed of leaders, action and impact. Technology has created new ways for individuals to participate in and generate power through Internet, social media and digital campaigns. This activity will examine social justice movements throughout history and now.

Distribute the Examining Social Justice Movements Handout (Appendix 9A).

Say, “The Social Justice Movements Handout has examples of movement leaders, actions and collectives. Think of one social justice movement or activist to respond to the questions examining how the individual activists involved in that movement took action to rise up.”

Participants can work in pairs, or individually, to respond to the questions on the handout. Allow 10 minutes for participants to work on the handout.

After everyone has completed the handout, ask for a few groups share their responses to the group.

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GOING DEEPER (20 MINUTES)

Use the following questions to facilitate a discussion about social justice movements: How have QTPOC people contributed to these movements?

How has intersectionality played a role in these movements?

What social movement(s) could you support that don’t relate to your primary racial, gender, or sexual identity but intersects with your lived experience or reality?

Where there any shortcomings in these movements and if so how would you improve them?

Do these movements ever really end?

What other movements are occurring right now?

Facilitators Note: It can uplift the conversation further to provide relevant videos or other media to highlight these social movements.

SPEAK OUT (25 MINUTES)

Now that participants have gained an understanding into the workings of social justice movements ask participants to reflect on their personal social justice work using the questions below: Talk about a time you participated in a protest or social justice movement.

Why did you choose that particular cause?

What was the most challenging and rewarding thing about your participation?

Distribute the 10 Ways to Rise Up in Your Community Handout (Appendix 9B) and select participants to read each bullet to the group.

Facilitator Note: If participants collectively feel strong about a particular social justice movement or if there is an upcoming local social action (protest, demonstration, or rally), use this time to plan how the group will Rise Up to take action with that social justice movement.

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CLOSING MAKE YOUR MAGIQ!

For generations, our collective ancestors rose above oppression, injustice and discrimination. Some movements were large and some started with a small act of resistance. Make Your MagiQ this week and consider the ways you can “Rise Up” in your community to take action against the oppressions you might face.

CHECK OUT (10 MINUTES)

Name, pronouns, 3 words to describe how you’re feeling.

NEXT SESSION: ADORE YOUR MELANIN

This closing session for Melanin & MagiQ is a time to celebrate the individuals involved with the discussion group, the accomplishments of the group and a time to honor QPOC folks. This session will also provide time for formal session evaluation.

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ADORE YOUR MELANIN – CELEBRATE YOURSELF

Time: 90 minutes Ages: 13-20 Group Size: 5-25

PREPARATION OVERVIEW

SESSI O N

10

This closing session for Melanin & MagiQ is a time to celebrate the individuals involved with the discussion group, the accomplishments of the group and a time to honor QPOC folks. This session will also provide time for formal session evaluation.

GOAL

To celebrate the growth of every participant in the group and wrap up learning outcomes.

OUTCOMES

Youth will identify how they have grown as an individual during the group and share what they learned, realized and are proud of; Gather formal assessment of Melanin & MagiQ from the group members; Provide time for youth to share feedback with the group and facilitators regarding Melanin & MagiQ sessions and structure.

SUPPLIES • Pens/Pencils • Flip Chart Paper • Evaluation forms (Appendix 10) • Pronoun Buttons & Nametags (optional)

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GETTING STARTED GROUP WELCOME

Facilitators should spend a few minutes to review the purpose of Melanin & MagiQ, describe the session content, and go over any general announcements.

MELANIN CONNECTION (10 MINUTES)

Have participants introduce themselves with their name, pronoun(s) and a response to a storytelling prompt.

Suggested Prompt: What does Melanin & MagiQ mean to you?

CONTENT This session is designed to be a space to honor and reflect Melanin & MagiQ as a whole. This is best done in a group conversation led by the facilitator(s) reviewing each session, key likes and dislikes as well as allow feedback from participants on what can make facilitation even better, including additional topics, facilitation suggestions and any general feedback. Use flip chart paper to make note of feedback items which can be applied for future facilitation plans.

SPEAK OUT

Use flip chart paper to make lists of feedback from participants. Use one sheet to write out every Melanin & MagiQ session and the main theme to remind youth of all of the sessions.

What did you learn during Melanin & MagiQ? What are your key takeaways?

How have you grown as an individual during these sessions?

What are you more proud of for being part of this group?

What realizations did you make during Melanin & MagiQ? What was your favorite Melanin & MagiQ session?

Which was your least favorite Melanin & MagiQ session?

What did you like most about Melanin & MagiQ? What is one thing you would change to the group structure?

What topics should be added to Melanin & MagiQ?

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MELANIN & MAGIQ EVALUATIONS

Distribute Melanin & Magic evaluations and pens/pencils to participants and give them at least 10 minutes to fill them out. Play music or set up snacks/food while they are doing this. Collect the evaluations and use this time to ‘adore your melanin’ and generate gratitude in the room. If snacks are being provided, allow folks to eat and relax for the rest of the session.

If youth are comfortable, this is a great time to capture a group photo or share any selfies taken with group members before the session is over. Always request permission to post or share any of these photos.

CLOSING MAKE YOUR MAGIQ!

This week help us make MagiQ! Tell your neighbors, friends, classmates and loved ones all about Melanin & MagiQ and invite fellow queer and trans people of color (and allies of color) to the group. As always, remember to adore your melanin!

CHECK OUT (10 MINUTES)

Name, pronouns, how have you evolved and grown during Melanin & MagiQ?

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