DPP Educator Memo BIPOC Perspective

INTRODUCTION In the winter of 2023, the Butler Institute 1 conducted a series of first round interviews with 21 Denver Preschool Program (DPP) educators to better understand their lived experience. A follow-up interview was offered to 14 educators who identified as Black, Indigenous, or Person of Color (BIPOC). Overall, 12 DPP BIPOC educators agreed to a follow-up interview, conducted by the same evaluator to increase rapport. These follow up interviews explored personal identity and workplace experiences, including those related to systemic racism and interpersonal bias, educator strengths, and the role of DPP and the larger system in supporting BIPOC educators. We have analyzed major themes from these 12 BIPOC follow-up interviews below.

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Our respondents highlighted that BIPOC educators bring many strengths to their workplace, including cultural awareness and empathy for the children and families in their care.

DPP’s BIPOC educators identify in meaningful and diverse ways across racial and ethnic continuums.

The Butler Institute for Families at the University of Denver Graduate School of Social Work aims to create equitable, effective, and innovative systems in which children, youth, and families thrive. We work throughout Colorado and nationwide to provide human services research, evaluation, capacity building, workforce development, and consultation in the areas of early childhood, child welfare, tribal child welfare, and behavioral health.

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Our respondents have experienced racism within the workplace, though definitions of racism and responses to racist incidents vary across individuals.

Many BIPOC educators relied on family and professional support networks to both process and heal from discrimination in the workplace, often leading to overlap in stress between the work and home settings.

DPP’s BIPOC educators reported signs of Racial Battle Fatigue 2 in response to experiences at work that resulted in physical, mental, and social/emotional consequences.

Our respondents noted that autonomy and trust were essential to feeling that they could bring their whole selves to work.

There is a system-wide need for pathways that directly address racial trauma experienced by DPP’s BIPOC educators in the workplace, leading to actionable and tangible accountability.

Recommendations for DPP include providing culturally grounded curriculum and materials to promote equity, increase representation for BIPOC educators and families, and actively address systemic bias.

SUMMARIES IDENTITY

BIPOC educators interpreted “identity” in different ways. Most mentioned their racial or ethnic identity which was at times tied to gender, highlighting the intersectionality of gender and race.

For example, one participant identified as a “Black woman,” and several of the participants who identified as Latine or Hispanic used the gendered ending that corresponded to their gender identity.

For another participant, the connection between race and ethnicity was more complicated, due to having parents from different races and connections to several different countries. They felt more connected to a culture than a race or ethnicity, and they indicated that they may not be readily identified as another race due to their physical appearance (e.g., “white-presenting”):

Racial Battle Fatigue (RBF) is a theoretical framework created by Dr. William A. Smith for the purpose of “[modeling] the psychological, physiological, and behavioral effects, and the relationship among these effects, that are associated with racial/ethnic minorities’ experiences fighting racial microaggressions” (Ragland Woods et al., 2021, p. 221). See Butler’s annotated bibliography for source information.

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I don't look like I am a person of color. Something happened, and I don't look like other people that would be from my different races. So, I don't feel like I've had any difficulty…in that way. Definitely, I have a different culture. I have different ways that I think about things because of my culture, but I don't feel like I've had any difficulty as a person of color might.

In some cases, BIPOC educators identified with a country of origin or a geographic location, whether they were born there or whether their family emigrated to the United States prior to their birth. In one case, a participant strongly identified with a specific neighborhood in the Denver metro area, one that has important historical ties to the Black community.

Other factors that came into play for a few BIPOC educators included disability and specific life circumstances. For one participant, becoming a teenage parent was a central component of their narrative, which led them into the early childhood education (ECE) field and propelled them to take advantage of professional development (PD) opportunities with encouragement from their supervisors. In turn, these experiences made them realize the importance of PD, and they continued the tradition of promoting PD to their staff and offering similar opportunities for career growth. Regarding other unique life circumstances, one participant described how their neurodivergence functions as a strength, helping them connect with and better understand the children in their care.

WORKPLACE EXPERIENCES – SYSTEMIC RACISM EDUCATOR DEFINITIONS OF RACISM When asked to describe racism from their perspective, our BIPOC respondents held differing views, yet their definitions shared several key elements. For many, they defined racism as a deliberate act intended to cause harm or to marginalize others. Others noted that lack of awareness of different cultures or identities was a factor, suggesting that ignorance due to lack of exposure and education were primary underpinnings of racism. BIPOC educators observed that racism appears rooted in power dynamics that are built into the current system.

Additionally, our respondents expressed awareness that individuals of any race can hold racist beliefs, due to stereotypes and discrimination promoted by white supremacy culture. This was a particular focus for BIPOC educators who worked with children and families from other marginalized cultures.

Participants also identified other forms of discrimination that exist in ECE. For example, BIPOC educators noted that children who are recent immigrants and/or who are multilingual learners may often be segregated from their peers or may experience unequal academic experiences due to xenophobia.

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IMPACT OF LANGUAGE DIFFERENCES BIPOC educators self-identified in many ways, with language identities existing as an important part of their experience at work. In fact, some participants felt that they were most impacted by their status as immigrants to the United States and/or as multilingual learners. For example, an educator who came to the United States as a young child shared their experience with learning English and being placed in classrooms with other multilingual students. The participant highlighted the inequity of grouping all students in a single classroom with little differentiated support, regardless of age, language needs, and cultures. For this educator, their personal experience led to an increased sense of empathy and connection. For example, the educator felt better able to connect with the children and families in their care, and they actively worked to become more aware and cognizant of their students’ academic and social needs. Their narrative highlights the ways in which educators with experience in multicultural and multilingual environments can create bridges for students and families from different cultural backgrounds.

Educators with experience in multicultural and multilingual environments can create bridges for students and families from different cultural backgrounds.

EXPERIENCES WITH RACISM From a personal experience perspective, many BIPOC educators shared that they had often witnessed racism in the workplace, both prior to and within the past 12 months, including biased generalizations, microaggressions, segregation of students or teachers based on race, disparities in opportunities, and unfair expectations. When faced with the need to report racism in the workplace, our participants expressed frustration with the perceived inaction and lack of response from administration. Several educators also noted the failure to implement inclusivity and diversity training effectively, and/or the expectation that they, as BIPOC educators, should be responsible for hosting or facilitating cultural events. For example, the interviews cited in this memo occurred during Black History Month. More than one Black educator noted that their schools expected them to play a primary role in facilitating culturally BIPOC Educator Memo | 4

related events, which was an exhausting and frustrating experience that added physical, social, and psychological burden. As one educator explained: "Black people are tired of doing everything for you to figure stuff out... I need support from the people that aren't Black to get on board with me... So, the person [facilitating] doesn't have to be [Black]."

Our participants highlighted the need for support from colleagues and non-Black individuals in fighting against racism. They rejected the notion that the burden of educating others should fall solely on BIPOC individuals and emphasized the importance of shared responsibility in addressing racism.

Further, BIPOC educators felt that administrators failed to follow through after completion of system-wide diversity, equity, and inclusion (DEI) training. One participant shared the discouraging outcomes of trainings that did not lead to actionable change: "It's racist to do training and meetings around inclusiveness, diversity, and then when we have perfect golden opportunities to carry out what we have learned in our training, do nothing."

In these interviews, BIPOC educators noted that racism is often perpetuated by those in positions of power, which can lead to inequitable treatment, dismissive attitudes, and condescension. They also highlighted pay disparities and the differential treatment of employees based on race. For example, one educator noted that they felt less valued as a result of their BIPOC identity: "And I'm not imagining this, your life doesn't have the same value." In addition to feeling as if they were not fully embraced by their coworkers or accepted in their school setting, they noted that systemic racism also affects their classroom experience. For example, participants reported that students of color with special needs were purposefully segregated into classrooms with BIPOC educators, as administrators incorrectly assumed that BIPOC teachers would be better able to manage student behaviors, leading to a lack of needed supports.

Though many BIPOC educators readily identified episodes of racism and discrimination, some felt that they had not experienced racism within their workplace, representing differences in perception. Further, some educators reported experiencing racism at former jobs but not at their current work setting.

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EMOTIONAL RESPONSE TO RACISM IN THE WORKPLACE BIPOC educators described their emotional response to racism at work, revealing challenging dynamics that they were forced to confront in their workplace environment. Many shared that they internalized their emotions by rationalizing the actions of others or by feeling as if they should “avoid making waves.” For example, a Black participant reportedly suppressed their feelings to avoid being labeled as the "angry Black woman” at work, a stereotype threat that is a frequent consideration for Black educators. Other BIPOC educators indicated that their coworkers or parents of children in their care may have been unaware of their racist behaviors and beliefs, often causing unintentional harm with their actions.

When asked about their response to racist incidents, BIPOC participants highlighted their need to maintain employment, fear of negative repercussions, and internal conflicts as reasons for not speaking up. Some expressed feelings of frustration, sadness, and the emotional toll of suppressing their true emotions. "I internalize it because I don't want to be a wave maker... Just keeping it moving." Others employed strategies such as turning off their "racism switch" to survive and maintain employment. These coping mechanisms highlight the unfair challenges faced by BIPOC educators who are forced to balance self-preservation with the desire for change in their workplace setting.

Overall, many BIPOC educators reported symptoms of what is known as Racial Battle Fatigue (RBF) in their response to discrimination at work. For example, participants did not feel that they had the necessary resources or supports when faced with racism in the workplace and often internalized the experience or avoided confrontation as a result. They emphasized the need for organizations to implement effective strategies, policies, and consequences to both identify and to combat racism, beyond simply expecting BIPOC educators to carry that burden alone.

EMOTIONAL RESPONSE TO RACISM IN THE HOME SETTING BIPOC educators shared ways in which they sought emotional support from their families and engaged in self-care in response to experiencing racism at work. For some, connecting with family members was a way to process their experiences and to seek guidance in how to heal and respond. A few BIPOC participants noted that their parents provided insight and strategies based on their own previous experiences with discrimination. Further, some educators noted that their own experiences with racism in the workplace negatively affected their interactions with family members.

Other participants indicated a reluctance to discuss racism in their home setting, particularly with their children, to protect them from negative experiences and to maintain a positive atmosphere. They recognized the impact of racism but chose to shield their children, considering emotional well-being first and foremost. As one educator noted,

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"I don't bring it home to them because it's not good … I avoid now as my kids get older... I didn't realize that ... they're like sponges, they are absorbing all that."

Taken as a whole, BIPOC educators reported one of two options when faced with workplace racism, either seeking guidance from trusted family members or internally processing the event to shield their loved ones.

REACTION TO EXPERIENCES As evidenced within their narratives, BIPOC educators responded to racism and discrimination in different ways. They shared the toll that experiencing racism in the workplace takes on their mental health. BIPOC participants described how the emotional burden and constant pressure of dealing with systemic bias and discrimination negatively impacted their overall well-being.

They also highlighted the consequences of workplace racism that flow into their personal and family lives.

Some participants felt that they could advocate for change within their workplace or seek support from colleagues and support groups. For other BIPOC educators, the only option was to leave their positions. They expressed feelings of being undervalued and unappreciated and described the profound impact of racism on their overall health and well-being. As noted, many discussed their feelings of frustration with the lack of action to combat racism and their internalization or forced rationalization of their experiences.

STRENGTHS-BASED EXPERIENCE

BIPOC participants described how the emotional burden and constant pressure of dealing with systemic bias and discrimination negatively impacted their overall wellbeing.

BIPOC EDUCATOR STRENGTHS Due to their own lived experience, BIPOC educators reported a nuanced understanding of children and families from diverse backgrounds. One educator mentioned that their experience as a former ESL student provided a frame of reference to understand their current students’ BIPOC Educator Memo | 7

needs. This experience resulted in the educator creating an inclusive environment that welcomes and celebrates a variety of cultures. Another participant modeled cultural inclusivity in their classroom by sharing about their culture, which made students and families more comfortable in sharing their own stories.

BIPOC educators frequently emphasized that they bring significant empathy to their job because of what they have experienced in their own lives, with one participant explaining: “The purpose is trying to understand others, and make others feel loved and appreciated and accepted.” Several educators mentioned a willingness to share their knowledge, whether to support a new teacher or the families in their care. One educator explained their process of sharing knowledge with peers and with parents: Being able to step outside of my role as an educator and then help somebody out who is genuinely curious and willing to help their child and willing to learn means a lot to me. Also, if they see something on my wall at work or February's Black History Month, [or] I'm wearing things that have to do with Black history, or they're asking me certain things that I can sit and voice and I can give my knowledge to them … [it] not only helps them learn, but helps them understand why I am the way I am.

Being able to connect with families was an important part of the job for many teachers. This connection was especially resonant for several participants who identified as Latine or Hispanic, highlighting the cultural significance of family. As a result of having direct or indirect experience with immigration themselves, BIPOC educators felt that they could offer salient advice or provide targeted resources to the children and families in their care.

Observing practices and holidays from different cultures are additional examples of how BIPOC educators promote inclusion at work. One BIPOC participant praised their administration for encouraging staff to choose books for their curriculum that could help broaden cultural understanding and provide diverse examples for students. Some participants also pointed out that BIPOC staff themselves are role models for BIPOC students, especially those in leadership positions.

FEELING SUPPORTED AND BRINGING WHOLE SELF TO WORK In terms of what makes educators feel supported, several participants mentioned autonomy and trust. One BIPOC educator appreciated “the freedom I have to teach,” with another saying, “They trust me to do my job…that is invaluable.” Participants indicated that program administrators made them feel supported by proactively reaching out and periodically checking in to gauge needs, as well as providing support for trainings (e.g., dedicated time for trainings, seeking out/promoting available trainings, and helping educators secure funding opportunities).

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Recognition, validation, and expression of identity were central to many BIPOC educators’ perceptions of how they can fully show up at work. One participant stated: “I want to be supported by full acknowledgement that I am in fact [an] African American woman.” Another educator recognized that being comfortable in their identity allowed them to be fully themselves, which, in turn, enhanced their work with diverse families: I think just being comfortable with my identity... and knowing that this is how I was brought up and that is okay, and this is part of the culture. That helps me connect... I think part of it was conversations and experiences and talking to parents … So, things like that, having those conversations and helping parents feel comfortable because I could relate with them on a level that others couldn't, helped me really feel comfortable with myself. I had that to offer to my [families].

In contrast, a few BIPOC educators felt unable to bring their authentic selves to work due to their identities being misunderstood or invalidated. In the case of one participant, they became aware of their coworkers’ fear-based avoidant attitudes, a telltale reaction that the participant recognized as a hallmark of racism: And I think that the other very big stereotype is ... if I say something, it makes me a “mad Black woman.” And I think that has a lot to do with why no one comes to talk to me about situations when it comes up.

They always go to my supervisor. And that has irritated me. I'm such [an] open person ... And when you go behind my back, yes, that is going to make me upset because again, I am a single mother and I cannot let people jeopardize my job of what is keeping a roof over my daughter, what is sitting here and giving us food, especially when I know the amount of work that I am trying to put in.

This participant’s story highlights the frustration and increased anxiety caused by raciallycharged dynamics at work, culminating in a perceived threat to their and their child’s financial well-being.

BIPOC participants noted that lack of respect from other staff members can be a barrier to feeling wholly accepted at work. This included being assigned inequitable workloads. A few participants noted that “feeling heard” is an important part of validation, though at times they felt disregarded or condescended to at work: Knowing that I'm being heard and not just pacified. Knowing that my comments, my questions, my concerns are being heard and they're doing something actively to help me. Not saying, "Oh, ... that's just how that person is." Or, "Maybe you should kill them with kindness."

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But it's like, "No, this is [really] happening, and I need your help, and I need your support," and it doesn't feel like I'm getting that.

Additionally, one BIPOC participant expressed annoyance with their coworkers’ lackluster response to their ideas related to DEI, although this did not stop the educator from continuing to pursue their DEI goals. These narratives serve to demonstrate how widely experiences of acceptance and inclusion can vary between BIPOC educators, including the complex interplay between their lived experiences and the systems in which they work.

THRIVING AS A BIPOC EDUCATOR BIPOC educators often mentioned support networks, both personal and work-related, as integral components of their well-being. Several BIPOC educators shared that family was especially important and a specific source of resilience. Likewise, some participants highlighted support from coworkers as a source of strength, particularly when provided by others with similar identities and cultural backgrounds. They also cited mentorship and advice as helpful factors.

BIPOC educators felt supported when their skills and efforts were recognized at work, and when they felt full acceptance of their self and their racial/ethnic identity. The latter, as some participants clarified, has vastly improved over time due to an increased focus on equity and diversity in teacher preparation programs and PD. One BIPOC educator specifically identified “learning to advocate” for themselves as a critical skill that they had to develop over time. To achieve this, they started saying “no” more often to tend to their own well-being. The participant pointed out that this is particularly important for BIPOC educators, who often feel pressured to work harder than their white counterparts—a manifestation of how systemic racism has shaped the workforce, both in ECE and beyond: That's something that a lot of people of color take with them to the workforce; they want to outwork their white coworkers. They feel like they need to outwork them because they're people of color. I just recently heard of a study done of black males in... I can't remember which workforce it was, but they were dying really young. It was because they were working so hard. They were trying to outwork their counterparts. After hearing that, I was like, "Man, I need to slow down a bit. I need to find a balance and not do as much, or just do enough to keep my juices flowing." After hearing that, because that's how I felt, I felt like I was just always working and always doing stuff and just trying to always help. It got stressful, and it takes time away from the kids.

After hearing that, I found I started to say “no” more. That's a good strategy for people to find that balance, to learn how to say “no.”

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ROLE OF DPP AND THE LARGER ECE SYSTEM DPP-STANDOUT MOMENTS DPP’s training opportunities were well regarded by many BIPOC participants. One educator reported that trainings offered in Spanish have been particularly helpful for paraprofessionals who may speak Spanish as a first language. Additionally, another participant described their innovative approach to recruiting Spanish-speaking educators, by initially hiring staff into entrylevel positions and then encouraging them to pursue certification through PD, the costs of which are usually covered through DPP’s funding. Due to DPP’s training opportunities, this example highlights a pathway to increasing diversity in the workforce while also addressing staffing shortages. However, some educators pointed out that there is still a need to provide more DPP training and materials in multiple languages, to improve accessibility for all.

BIPOC educators felt motivated to engage in PD by having access to free training through DPP and receiving incentives. As one participant noted: A lot of us are moms, and we have families; we work full time and then we go home and have to cook and clean and take care of our kids. So, to do those trainings and further our education, it’s a lot to ask of some of these teachers. So, when they’re rewarded or when they don’t have to pay for an education, I think that’s rewarding to them. It gives them some incentive to do it.

Additionally, one BIPOC participant expressed appreciation for DPP’s events and classes that bring together educators from different areas and communities, explaining how this presents a unique opportunity for sharing knowledge and diverse perspectives.

RECOMMENDATIONS FOR DPP TO RETAIN BIPOC EDUCATORS BIPOC educators identified lack of training and materials in multiple languages as an area of need. While efforts have been made to increase the presence and use of Spanish in ECE, this approach should likewise be extended to other languages that lack representation within the current system. There may be language needs that have gone unnoticed, for which it would be useful to survey educators and assess their needs in relation to the children and families in their care. For example, support could come in the form of culturally and linguistically informed mentorship, expanded language translations for accessible paperwork, and interpretation services. As one educator pointed out, this support would benefit not only educators but also families who speak languages other than English that receive comparably less recognition in the current ECE system.

In general, BIPOC participants noted that materials and resources should not only be more widely available but also easy to find, including information on available trainings. Specifically, one participant called out the need for accessible resources on racism in ECE. Others expressed

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a desire for actionable steps to address racism in the workplace. For example, one BIPOC participant requested a system that allows educators to report discrimination at DPP sites, which they felt would empower marginalized employees and also hold DPP providers accountable for acts of discrimination. Others called for more diversity training for all DPP educators and administrators.

BIPOC participants identified a need to connect with other BIPOC educators and to have avenues to share their thoughts and voices. Not only would this help BIPOC educators support each other in ways that acknowledge their specific needs, but it would also contribute to a positive work environment that promotes equity and decreases the likelihood of burnout.

Supports for BIPOC educators must also consider individual circumstances and allow for tailored approaches rather than blanket solutions. These participant testimonials demonstrate that each educator and their circumstances are unique. If diversity is to be accepted, celebrated, and encouraged in ECE, there must be room for flexibility and adaptation guided by the voices of educators themselves. While this work has been a significant step forward, there is still room to increase knowledge and to elevate the voices of those who the system has often left behind.

ADDITIONAL COMMENTARY

When asked if they had any additional feedback about their experiences, BIPOC educators commented on a variety of topics. Most focused on how BIPOC educators may lack representation at the administrative level, the value of evaluations that focus on diverse educator experiences in ECE, and the importance of trust.

I think what you're doing is great. I think you guys are asking the right questions and I love that .... I love that you guys are doing it with [ECE.]. A lot of times we are not thought about largely. I guess when it comes to race issues, it's always high school or middle school. I really do think that in order to make all of that better, it kind of starts within the younger grades, whether it's staff or the student.

CONCLUSION Our interviews revealed similarities and differences between DPP’s BIPOC educators, demonstrating that identity and perception are individual, unique, and best described within a spectrum of experience. For our BIPOC participants, though it is important to avoid simplification and overgeneralization of these findings, the feedback received from our interviews reveals the consequences of racism in the workplace and highlights specific needs of DPP’s racially and ethnically diverse workforce. It is clear that DPP’s BIPOC educators must

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contend with systemic racism in their ECE settings, and the onus is unfairly and frequently placed upon them to navigate the effects without significant administrative support.

In addition to their experiences with systemic racism, BIPOC educators shared many strengths that they bring to their workplace and to the children and families in their care. However, BIPOC educators face significant threats to their health and well-being because of their experiences with racism and discrimination at work. In response to this reality, the following recommendations are offered as starting points for DPP to consider, along with policy and advocacy recommendations for the larger ECE system.

RECOMMENDATIONS These recommendations were developed through an analysis of our BIPOC interviews and aim to address systemic issues, in order to promote positive change for DPP educators. By considering these approaches, DPP can contribute to the creation of inclusive, anti-racist educational environments where all students and educators can thrive.

Implementing Anti-Racist Policies

Encourage the development and enforcement of policies that explicitly address and combat systemic racism in educational institutions. This includes policies focused on equity, diversity, and inclusion, as well as policies that promote cultural competence and anti-bias training. This also includes creating safe avenues for educators to report racism in the workplace.

Investing in Educator Professional Development (PD)

Provide funding for comprehensive and ongoing professional development opportunities for educators. Support educators in developing the skills and knowledge needed to effectively address issues of racism and bias. Further, provide classroom coverage so that educators can better access PD opportunities.

Affinity Groups and Support Networks

Mentorship and support networks can help BIPOC educators to build a community of support.

Create and support affinity groups or safe spaces for BIPOC educators. Provide funding and resources to not only create but to sustain these spaces over time. This also includes respecting BIPOC identities and creating affinity groups for each community.

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Diversifying Leadership through BIPOC and Multilingual Representation

Support BIPOC educators who wish to pursue EC leadership opportunities. Ensure that they have necessary access to networks and mentoring along their journey. This includes actively identifying and addressing systemic barriers in hiring and promotions.

The pipeline for BIPOC leaders begins with recruitment and retention. Consider funding programs that promote EC education programs for BIPOC students, and also consider retention programs that highlight the need to develop and ensure long-term careers for educators of color. This includes recruitment of multi-lingual educators who provide important benefits for the children in their care.

Foster Inclusive Curriculum

Provide educators with curriculum, materials, and resources that honor and reflect diverse perspectives, histories, languages, and experiences. Fund initiatives that address the underrepresentation of BIPOC perspectives in educational materials. Provide training on how to present culturally relevant curriculum and ensure that all educators in a school setting feel prepared to implement with fidelity.

Actively Address Pay Disparities

Identify and address pay disparities among BIPOC educators within the EC system. Work to level the compensation playing field by providing additional grants and resource allocation for BIPOC educators who do not receive equitable compensation. DPP may consider allocating additional resources to sites that have a higher percentage of BIPOC educators.

Diversify Leadership and Decision-Making

Actively work towards diversifying leadership positions and decision-making bodies within educational institutions. Create opportunities for BIPOC educators to serve in leadership roles at various levels, including school administration, district-level positions, and education boards.

Ensure that their voices and perspectives are represented in shaping policies, practices, and initiatives.

Trauma-Informed Support for BIPOC Educators

The effects of systemic racism are impacting DPP educators. Providing funding for initiatives that address racial trauma can have a positive impact on BIPOC educators’ health and wellbeing. This BIPOC Educator Memo | 14

can include providing access to counseling and trauma-informed supports to help combat the effects of racism experienced in the workplace.

Evaluating Progress

Consider ways to regularly evaluate and monitor the experience of BIPOC educators in relation to systemic racism. Implement data collection and reporting systems to track disparities, identify areas for improvement, and promote accountability. This information can be used to identify sites who can benefit from support for their BIPOC workforce including improved recruitment and retention and improved workplace experiences.

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