Facilitators
“…your game was a remarkable tool. ‘Road to Racial Justice’ combines the structure of a board game with a pedagogy of racial identity development. Players discuss recognizable racist situations supplied by the game and can’t help but to tell stories of their own besides. What better way to suggest critical thinking and generate deeper awareness of U.S. culture’s white racial frame?”
— Kevin Cummins, High School Teacher, Albuquerque, New Mexico
“They found it fun and insightful and many had not realized all these instances of racism, even though we have been talking about racism for 6 weeks already.”
— Kathryn Young, Associate Professor, Metropolitan State University of Denver, Colorado
“The game provided a non-threatening environment in creating awareness, empowerment, and discussion on race as well as…social justice issues. Appreciated the way team-building component was integrated into the actual game.”
— Monica Lakhwani, Multicultural Specialist, Diversity, Equity, and Poverty Programs, Jefferson County Public Schools, Kentucky
“What excites me about the ‘Road to Racial Justice’ is that it provides a meaningful, interactive experience for students and teachers to begin to understand the complex culture they live and navigate daily.”
— Dr. Shani Byard, Professor, “Critical Media Literacy” course, University of California, Los Angeles (UCLA)
“Thank you for allowing me to pilot the game with my own teenage sons as well as with my inter-faith post college service corps members in the context of deeply exploring the theme of social justice this year…It is not just a game, but a wide range of materials of which any one page can be used to educate as well as prompt a dynamic conversation…”
— Suzanne Edwards-Acton, Program Director, Jubilee Consortium/Episcopal Urban Intern Program, Los Angeles, California
“The game was FANTASTIC. I was skeptical at first that a board game could actually help dismantle racism. But the ‘Road to Racial Justice’ provided a playful storyline and really clever game cards that enabled the participants to let down our guard, and have candid discussions about the normally taboo issues of race and privilege…I really think it strengthened our relationships with one another, [and] increased our level of empathy and understanding…”
— Juliette Hirt, Assistant General Counsel, Sierra Club, Oakland, California
“As an instructor of a diversity and social justice course here in the College of Agriculture at Purdue University, I have found your game to be very engaging and beneficial in helping students gain a deeper understanding of the many critical social issues that we face living in a global society.” Read Professor Morris’ full letter here.
— Pamala V. Morris, Ph.D., Assistant Dean/Director, Multicultural Programs
Professor, College of Agriculture, Purdue University, Indiana
“The Road to Racial Justice is a great and fun teaching tool! I used it in a church small group Bible study setting and it generated honest and fruitful discussions that likely would not have come about otherwise.”
— Shalyse Iseminger, Ph.D., Postdoctoral Researcher, Office of Multicultural Programs, College of Agriculture, Purdue University, Indiana
“Although the game was developed for students, we have used it to train adults and students in our community where – for most people – the idea of shedding colorblind practices and thinking about race more critically is a brand new strategy. So far, we have trained 40 community members at our ‘Road To Racial Justice’ game nights and the feedback from the participants has been incredible.”
— Tracey Robertson, Executive Director, Fit Oshkosh, Inc., which provides racial literacy education in Wisconsin
“Before observing a lesson on the ‘Road to Racial Justice,’ I anticipated a class full of students that would be unprepared, uninterested, and too timid to engage in the uncomfortable conversation of learning about race beyond ‘Roots.’ What I saw almost made me cry…It was breath taking. I saw Weber Middle School students work hard to understand complicated subject matter, share their feelings, and talk candidly about racism, white privilege, and discrimination as they played the game.”
— Matthew Swinson, Vice-Principal, Mark Weber Middle School, New York
“I used the game ‘Road to Racial Justice’ with my college-level teacher candidates in my Human Relation Skills class. I wanted them to experience a fun instructional strategy to teach about social justice. My students engaged and discussed the topics and agreed that the game helped them build self-awareness, have constructive conversations, identify stereotypes, and learn new strategies to help resolve conflicts around differences. It was a hit! After class, I realized how valuable this tool is. I plan to present and use the game with a wider audience at the Women’s & Gender Studies Consortium next year.”
— Dr. Angie Brandel, Associate Professor of Teacher Education, University of Dubuque
“A Road to Racial Justice is a great conversation starter inside the classroom. Upper elementary learners appreciate the invitation to better understand racism and small ways to disrupt white supremacy. I highly recommend using this board game as one tool to explore anti-racist work inside the classroom.”
— Britt Hawthorne, Anti-bias guide, Montessori for Social Justice, Houston, Texas
“This game was a great jumping off point for getting political science and criminal justice majors to think about the space between ‘laws’ and ‘reality.'”
— Stephanie Hallock, Professor of Political Science, “American National Government” course, Harford Community College, Bel Air, Maryland
“We really enjoyed playing the game, and even though the students were familiar with many of the concepts, I think the game helped them to develop a deeper understanding. It’s really important to be able to identify the different types of racism and to think about responses to incidents you perceive. Highly recommended.”
— Meg Petersen, Professor, College Juniors and Seniors (pre-service teachers), Plymouth State University, New Hampshire
“The Road to Racial Justice is a valuable activity to facilitate moving from studying and talking about anti-racism to ACTING as anti-racists. The scenarios give concrete examples for what those actions look like. Everyone thought it was a good use of time.”
— Kirstin McEachern, SEED group facilitator (Seeking Educational Equity and Diversity), Summit Country Day School (played with faculty and staff)
“This game helped spark discussion about a topic that EVERYONE thinks and feels about, but very little time and space is given to talk about it! ‘Road to Racial Justice’ created an easy-to-digest, constructive opportunity to learn and share about the critical reality of racism in our world today.”
— Ilana, Residential Housing Therapist/Case Manager, Oakland, California
“I used the game…it was amazing! The students not only completely understood the content, but were able to apply their new found ability to interrupt racism to their real lives. Thank you! I plan on using the game again this year with fifth graders across our district.”
— Lisa Sahasrabudhe, Instructional Coach for Equity, Inclusion, and Innovation, Ithaca City School District, Ithaca, New York
“The game encouraged a positive dialogue that the students otherwise may not have engaged in…Students were anxious to have their turns, and they wanted to play on additional days.”
— Scott Martin, ELA Teacher, Mark Weber Middle School, New York
Adult Players (Includes College Students)
“I learned that my preferred way to fight institutional racism is by not beating around the bush and bringing it up right away.”
— Michael (White), Student, “Educational (In)Equality in the 21st Century” course, Metropolitan State University of Denver
“This game successfully introduces students to various racial scenarios and gives them the opportunity to think of concrete, practical ways to realize their power to respond to the moment.”
— Sarah (Korean), Graduate Student, “Critical Media Literacy” course, UCLA, Los Angeles, California
“Creative way to explore the topic of racism, and I appreciate the realistic/practical action-based solutions presented in the game.”
— James Holly, Jr. (African American), Graduate Student, “Consequences of Race & Privilege in America” course, Purdue University, Indiana
“At first I felt uncomfortable playing a game about racism because I felt like I might be targeted as a white person…I’ve had struggles and hard times too. But through playing the game I realized there’s a clear difference between my personal struggle and the continual, widespread oppression of those who are targeted by racism.”
— Jesse (White)
“Before I played the game, I would never discuss racism in public just because I always thought it would make other people uncomfortable. So basically I would only discuss the issue with certain friends at certain times. Now it’s a huge relief because I am able to engage in dialogue with people that I would never approach on this subject of racism. I learned that it doesn’t always have to end in tears.”
— Unati (African American)
“The game was a great way to facilitate conversation. I liked the specific situations it offered…Thanks for [offering the game] to an older audience!”
“Great means to open up conversation on often avoided topics. A safe way to bring up difficult conversation.”
“The multiple choice options were fantastic. Great conversations came from the ‘other’ [create your own] option at our table.”
— Workshop Participants, Oshkosh, Wisconsin
“Fun, engaging, powerful, interesting, educational, emotional.”
“Challenging (in a good way).”
“Informational, exciting, and awesome.”
“Relevant.”
“Thought-provoking, nervous.”
“Allowed individuals to share thoughts in an open-minded way.”
“Allowed for a non-threatening environment.”
“Promoted values on adults/students; assisted with seeing diverse opinions.”
“Prompted good conversation among groups.”
“Prompted some issues not thought of before.”
“Increased awareness.”
“Brought about people’s feelings.”
“Good for all ages in high school and adults.”
— Workshop Participants, Jefferson County, Kentucky
High School Players
“Before playing the game whenever the topic of racism would come up, I wouldn’t share my opinion because I felt I would offend someone…Now I’m more confident and courageous regardless of the feedback.”
— Asian Indian American
“Although I’m still scared to speak up about racism, I’m more knowledgeable about why something is racist, which gives me the confidence and yearning to do something about it.”
— African American
“I learned that my whole life I have been treated a certain way by the people around me, because I am white, which I had never really thought about before.”
— White
“It made me aware of certain situations that I would normally not think about. This game really challenged me to think beyond me own race and think about others.”
— Eurasian
“This was actually really interesting. I’m white, so it was really interesting hearing the way my fellow students have been affected by racism, and how they have been in situations I probably will never be in. Also, this allowed me to reflect on my personal experience with people of different races…”
— White
“It was a great way to recognize what types of situations are considered racist and what you could do to help.”
— White
“It brings out the issue of racism in a fun and new way. It keeps students entertained while tackling a very important issue.”
– Asian Indian American
“Racist situations don’t have to come up and not be stopped. I can use my white privilege to stand up for minorities.”
— White
Middle School Players
“It prepares me for situations where people are being racist and teaches me how to deal with them in a non-violent way.”
— Fiona (White)
“I liked that the game teaches you to be respectful for others and learn how to stand up for yourself.”
— Jasmine (Latina)
“It really got you thinking about racism and all the ways it could happen. It really got you to think about how to solve these problems and the best way to approach them.”
— Rose (White)
“It puts you in the shoes of others.”
— Betsy (White)
“..if you say something bad it can hurt someone but if you say something good it can make people feel better.”
— Zoie (Latina/White)
“…I can act when something like that happens.“
— Daniela (Latina)
…because I now know what to do.”
— Jimena (Latina)
“I liked that the game used examples that might actually happen and that could be useful in life.”
— Jianjia (Chinese)
“I could help others.”
— Ana (Latina)
“Every small thing can make a difference.”
— Betsy (White)
“If I say something it will affect someone else for the better or for the worse and it goes around like a chain-reaction.”
— Rose (White)
“It (the game) will let people know racism is not cool and that how (they) would feel if they were the ones being hurt.”
— Carmen (Latina)