Let's Talk About Race

Let's Talk About

A Family Guide to Raising Kids With Positive
Racial & Ethnic Identities 

Written by Chemay Morales-James
Commissioned by Waterbury Bridge to Success

YOUTH
MAGAZINE

Let's Talk About

A Family's Guide to Raising Kids With Positive Racial & Ethnic Identities

WRITTEN BY
Chemay Morales-James, Ed.M
Founder, My Reflection Matters, LLC (MRM)

COMMISSIONED BY
Althea Brooks, M.S., M.Div.
Executive Director, Waterbury Bridge to Success (BTS)

EDITED & REVIEWED BY
BTS Staff & Equity Matters Think Tank:

Akia S. Callum Jacquee Porter, LPN
Ellen Carter, MPA Roslyn Cecilia Sotero 
Jackie Davis Bilal Tajildeen, M.A.
Kris Noam, Ph.D Kathy Taylor, J.D., Esq.

SPECIAL THANKS
A very special thank-you to local community members who submitted photos

and/or allowed us to photograph their families!

This book is made possible thanks to the William Caspar Graustein Memorial Fund.

LET'S TALK ABOUT RACE
A FAMILY LEARNING SERIES

SPONSORED BY WITH CHEMAY MORALES-JAMES

WATERBURY BTS Racial and ethnic discrimination are real issues
Visit www.waterburybts.org families of color have to face when raising their
for more information. children in a world that marginalizes them.  Join
education activist and local parent, Chemay, as she
digs deeper on the topics explored in the book,
Let's Talk About Race: A Family Guide to Raising Kids
with Positive Racial & Ethnic Identities. Caregivers
can expect to leave better equipped to address race
and racism with their children and gain strategies

to promote positive racial and ethnic identity
development in Black and Brown kids.  

A Message From

ALTHEA BROOKS

"It is truly an honor and
privilege to serve the very
community that cultivated a
positive racial and ethnic

identity in me."

Dear Parents & Caregivers,

"As a man thinketh, so is he." This sacred scripture speaks to an individual being mindful of how one
perceives themselves and, most importantly, knowing one's self-worth. This family guide for
developing positive racial and ethnic identities in children is a great example of that. The themes
and topics, herein, were inspired  by our local parents. As a result, this guide was created as a
response to their plea. It seeks to support, under-gird, and equip parents with a voice, tool, and
perspective that may not necessarily be reflected in public images, media, and institutions.

Growing up in Waterbury, I had the fortunate and blessed upbringing to see people who looked
like me in leadership. This included Mr. Franklin as my principal at Walsh Elementary School; Mrs.
Gilliam, my social studies teacher at Wallace Middle School; Mr. Thomas McKinney, Ms.Claudia
Cherry, Mr. Henry, Mrs. Gibson, Ms. Linda Riddick Barron, Jim Gatling, Muriel Moore, and
Maurice Mosley. These educators, community leaders, and role models were symbols of what I
could be and reflections of my value in this world at a young age. While I recognize my experience
in Waterbury may not reflect the experiences of all Black and Brown children living here today, I
believe you have the power to create opportunities for your kids to experience an affirming and
nurturing childhood that supports them in developing a healthy sense of self. If it weren't for my
mother who understood the significance of placing me in spaces with folks of color that reinforced
the fact that I had a voice and a place in this world with an intended purpose, I know for sure my
life would have taken a different path.
 
It is truly an honor and privilege to serve the very community that cultivated a positive racial and
ethnic identity in me. It is because of these reflections and symbols of success, possibility and
influence that I now stand as a mirror to the next generation of leaders birthed out of the City of
Waterbury. Wishing you an inspired read with your family! 

In service to the community I remain,

Althea Marshall Brooks
Executive Director, Waterbury Bridge to Success Community Partnership (BTS)

YOUTH
MAGAZINE

OUR INTENTION

We do not claim to have all the
answers related to racism and
discrimination; however, our
intention is to provide some
beginning content and information
that we hope will start a much-needed
dialogue in our community.  

-Waterbury Bridge to Success 

1

OUR HOPE

We hope this guide brings 
together groups in Waterbury that

have become divided from each
other as a result of systemic
racism in this country.  
Take notes. Ask questions.
 Read with intention. 

-Waterbury Bridge to Success 

2

OELBAT

F CONTENTS

5
The
Purpose of
this Guide

7

What Can You Do At Home to Disrupt Racism?

10 14
Talk to Your Stop using

Kids About tools of
Race Oppression

20
Find & Create
Identity Affirming
Spaces

26
Build the
Social Political
Consciousness
of Your Family

29
Local Resources

Glossary 35

38
References
39
Reflections

The Purpose of This Guide

INTRODUCTION In this guide, we are explicitly and intentionally (See the BTS 2019 Impact Report.) and nationally,
speaking to families raising Black and Brown we believe it is necessary to speak with those who
children about the ways in which racism and ethnic spend most of their time raising and educating
discrimination can impact the social-emotional them--you--their families.
development of youth.  This guide is not intended to
serve as a scholarly text; however, it is informed by Publishing our first guide has been a humbling
scientifically-based research and the author’s experience. We want you to know we see you
combined eighteen years serving as a classroom working hard everyday for your families in our
teacher and social liberation coach, organizer, and city of Waterbury with little to no support to deal
consultant. It is our hope that this guide will inform, with racial and/or ethnic discriminatory
empower, and engage parents and other caregivers in experiences you and/or your children may be
an open dialogue around what it means to raise facing. We believe these experiences are not to be
liberated, confident, socially-conscious Black and dismissed nor ignored as there is an abundance of
Brown young people.  This is important because we research that suggests they directly impact the
know that children who think of themselves educational and life outcomes of developing
positively and are nurtured by those who love and children of color (Caldwell, King-Tsikata,
support them to be their authentic selves, are more Townsend, 2018; DeGruy, 2005; Tatum, 1997;
likely to lead happy, healthy, and prosperous lives Turner, 2017).
(Ladson-Billings, 1994; Noguera, 2008; Tatum, 1997;
Turner, 2017 ). In fact, recently, the Waterbury Board of
Education acknowledged the need to address
Given the historical, negative, educational outcomes institutionalized racism in education and has
of Black and Brown students in the city of Waterbury  responded by drafting the district's first 

5

equity policy and plan. This plan looks at supporting

"...our intent is to highlight teachers in developing culturally responsive instructional
the ways in which White practices in order to improve outcomes for Waterbury
supremacy continues to students.  We look forward to working with the district to
infiltrate the psychological support the implementation of this important work.
development of our children
by the way social The mission of Bridge to Success (BTS) is to collectively
institutions, members of achieve equitable change by providing the supports
society, and even parenting necessary for Waterbury's families and youth to be
can uphold White successful in school, career, and life. In line with that vision,
supremacist beliefs we decided to publish a guide to assist families in their
consciously or parenting journey. The purpose of this guide is not to
subconsciously." pathologize nor place blame on families of color for
the racialized experiences or outcomes they may possibly
face. Rather, our intent is to highlight the ways in

which White supremacy continues to infiltrate the 

psychological development of our children by the way social institutions, members of society, and even

parenting can uphold White supremacist beliefs consciously or subconsciously. That being said, we anticipate

there will be topics brought up in this text that strongly resonate with some, topics that may not apply at all or

fit one's family culture, topics others may have never considered, and topics that may make some readers feel WATERBURY BRIDGE TO SUCCESS

extremely uncomfortable and emotionally upset. We ask that in those moments you feel an

emotional response to something being said, you use the reflective questions on page 39 to help you process

through some of the information and what you're feeling about it.

The content and information shared here will likely not answer all of your questions, but we do hope it will
start a much-needed dialogue in our community about race and discrimination. A family learning series
compliments this guide to provide a more in-depth exploration of the topics identified. As you read, you’ll
notice we’ve made every attempt to define key terms (highlighted in the green text) we think would help clarify
the perspective we take on this topic. For example, references and other recommendations are also provided
for folks interested in gaining a more in-depth analysis or insight into the topics brought up. Finally, a resource
list of local organizations in Waterbury is included at the end of the guide to help families connect with
partners who, like us, intentionally center the racial and ethnic identities of Black and Brown Waterburians in
their work.This guide is the first of many we hope to publish and encourage you, our readers, to send us your
comments, thoughts, questions, and any missing information you believe we may have missed helping us
shape and improve future literature we put out.  

What do we mean by Black and Brown? In Solidarity,
The BTS Team
We recognize language can have several meanings for different groups
of people. In this text, we use the term Black to describe anyone with
African features and an ancestral linkage to Africa. Brown is used to refer
to folks with physical features fitting somewhere between White and
Black and are likely to, also, have an ancestral connection to Africa.
Given the large Latinx population in Waterbury, Brown is often used in
this text to refer to them; however, we acknowledge there are various
ethnic groups in Waterbury that may also identify with being Brown and
may relate with some of the content discussed in this book.

O          n the next several pages, we will explore the following four

key actions you can take at home to lessen the impact racial and
ethnic discrimination can have on your children:
            Talk to Your Kids About Race
            Stop Using Tools of Oppression
            Find and Create Identity-Affirming Spaces
            Build the Social-Political Consciousness of Your  Family
While there are certainly more actions that can be taken beyond
the ones highlighted in this text, we hope the tips, information,
and resources shared will provide you with some guidance on
how to create protective factors that will help you to raise
liberated, healthy, young people of color. 

WHAT CAN YOU DO

AT HOME TO

7

DISRUPT RACISM?

8

RACE TIP #1

Acknowledge and Validate Differences

The problem isn’t that we
have differences, the real
issue are the negative or
false meanings that have
been attached to people

who look, act, or live
differently than White

America.

9

Talk to Your REAL TALK
Kids About STARTS WITH
Race
YOU!

For most families of color, talking about Pictured below is local community educator and
race is a common topic of conversation organizer, Roslyn Sotero, facilitating a conversation
given their experiences living in a racialized with youth and their care givers about dismantling
society. Whether talking about race comes negative stereotypes. Learn more about QUEST, an
naturally in your family's home or not, the LGBTQ advocacy committee led by Roslyn in our city
important point here is to not only make on pg. 32.
sure you’re bringing it up with your kids but
that you’re paying attention to how you are
engaging in the conversation. Studies have
shown that children of all ages who have
had opportunities to learn about their racial
and ethnic heritage (Psychologists call this
Racial and Ethnic Socialization or RES.)
demonstrate a more positive viewpoint on
their culture, have higher academic
achievements, increased self-esteem, and
greater mental health outcomes (Turner,
2017). RES not only involves educators and
parents taking the time to teach children
about themselves, but it also involves
preparing them on how to cope with racism
and discrimination (Turner, 2017). 

10

When adults speak with
children about race...

“Children have a better Dr. Beverly Tatum
understanding and
appreciation for their own Talks Race!
racial group.”
Listen to the link below to
“Children are more hear well renowned child
respectful of other racial psychologist, Dr. Tatum,
and ethnic groups.” discuss why talking about

“Children can recognize and race with youth is
respond more appropriately to necessary! 
racism and discrimination.”
www.drstevesilvestro.com/how-
(Turner, 2017) to-talk-to-kids-about-race-dr-
beverly-daniel-tatum

Resources: Find these books & other resources at
myreflectionmatters.org!
Here's some literature to
help get your race talk on!  tween- parents
           teen
children

Books to help
you have "the

talk" about
racial profiling

and police
brutality.

12 3

REFLECT ON YOUR PERSONAL FIND HEALTHY WAYS TO COPE ACKNOWLEDGE AND

BELIEFS ABOUT RACE WITH DISCRIMINATION VALIDATE DIFFERENCES

How do you subconsciously (or Racial stress and ethnic prejudice can The problem isn’t that we have
consciously) display your views weigh heavy on you as a parent of differences, the real issue are the
negative or false meanings that have
on race in the way you talk color, and your children can pick up been attached to people who look,
about or respond to racial on your energy.  Finding joyful and act, or live differently than White
issues? The behaviors and affirming spaces as well as engaging
attitudes of children are a direct in efforts to challenge the status quo America. Like similarities,
reflection of adult beliefs and can be healing. See pg. 20 to learn differences should be celebrated and
actions they see—even when we more about nurturing joyfulness, pg. validated.  Books, toys, and films are
think they aren’t watching us. some simple tools families can use at
 We’ll discuss this further in the 26 for social actions you and the
family can take, and pg. 17 for local home to affirm and discuss racial
next section. experts specialized in racial healing. differences in healthy ways. See

pg. 24 for more  ideas.

4 Tips To Help Navigate the
Race Talk With Kids

4 Visit www.apa.org/res/ for additional suggestions on
how to talk to your kids, based on age, about racial
SHARE YOUR RACIAL STORIES
injustices and ways to support racial and ethnic
Be open about sharing your personal identity development.
experiences with racism and discrimination
with your kids.  This is a tough one, especially if
you’re not a talker or your stories are extremely
traumatic. The uncomfortable truth is that if
you don’t talk with your children about the
discriminatory experiences you’ve had, they
learn that when they have these encounters,
they are to internalize them or pretend they
never happened. Consequently, we fail to teach
them how to recognize when they are being
emotionally harmed. When we choose to be
open with how we’ve dealt with racism and
discrimination, we begin to break the cycle of
pain and trauma brought on from being forced
to be silent about experiences that have harmed

us emotionally and psychologically.

Of course, not all personal stories are meant to
be shared, and you must be mindful of how
much detail you give depending on a child's
developmental age.  

(Caldwell, King-Tsikata, Townsend, 2018; Tatum, 2003; Turner, 2017)

RACE TIP #2

Replace Oppressive Language with
Affirmations

Does your language
suggest you prefer
European features over

non-European
appearances? Do you find
beauty in Blackness and

Brownness?

13

Stop Using HEAL
Tools of TOGETHER.
Oppression

As stated in the previous section, one of the Pictured below is Deltra Kroemer with her daughter,
first steps to raising healthy, race- Charlotte.  Deltra is a life long resident of Waterbury and
conscious children is reflecting on your own a highly involved homeschooler in the area.  Listen to
behaviors and beliefs that may impede on Deltra's story (link below) featured in the 2018 StoryScape
their psychological and emotional growth exhibit to learn more about her involvement in My
(Caldwell, King-Tsikata, Townsend, 2018; Reflection Matters in CT Home Education, a support
Tatum, 2003; Turner, 2017). The only way group for families raising liberated Black and Brown
to change deep-rooted behaviors built off of children in our state.  (http://bit.ly/deltraandmrm)
white supremacy is by acknowledging them
and their origins. While internalized
oppression looks different in each family
based on their racial and ethnic identities,
there are two major outcomes, or by-
products, that have resulted from slavery
and colonialism—both of which have
impacted a large majority of Black and
Brown folks living in this country—colorism
and post-traumatic slave syndrome.  

14

Colorism

Can people of color be racist? The answer is no.  In order to be racist, one must be part of a
racial group that holds systemic or political social power over all other racial groups and
benefits from upholding that system of advantages.  Non-White folks living in America do not
benefit from a system that upholds their cultural values and practices; however, people of color
can perpetuate White supremacy. One way this is done is through colorism. Colorism is
discrimination based on skin color where lighter skin tones are preferred over darker skin
tones. Families of color are constantly bombarded with messages in our society that tell them
White is right. From how beauty is defined in books to whose language is most validated,
families of color are painted a narrative about who is most valued in our world.

What anti-melanated phrases

did you hear growing up? 

Phrases like "bad hair (pelo malo)", "she's pretty for a dark skinned girl",  or “stop acting Black”
are still used today sending negative messages about what it means to be Black or Brown.  The
use of language isn’t just one way we enact colorism, our daily gestures or mannerisms also
send messages to children about their Blackness or the Blackness of others. For instance, in a
family where children’s hair texture runs the gambit from straight to tightly curled, we see this
happen often.  When parents express frustration combing a child's thick, coiled hair and are
constantly praising, caressing, or admiring another child's straighter or more loose hair, this
sends a damaging message to their children about what features are most preferred. 

15

Post-Traumatic Slave Syndrome

So, where does colorism come from? Colorism is the child of racism. Without racism there
would be no colorism. And without one of man's most horrific committed atrocity---that is
chattel slavery--racism would not have been born. Therefore, to get to the root of colorism,
families must be willing to explore, together, how the impact of slavery still shows up in the
way adults parent, speak to their children, and cope with trauma. (Note: The practice of anti-
Blackness among oppressed people is not isolated to Black or African Americans. While in the
United States we often speak of slavery in terms of how it impacted them, to be clear, the
stealing of African bodies to do forced labor is a practice steeped in the history of Latin
America, the Caribbean, and other countries around the globe.)

A number of clinical psychologists and sociologists believe some of the parental beliefs and
behaviors in Black and African American communities today, may be survival or coping
strategies passed on from generations who've navigated and survived oppressive conditions
during slavery. Internationally renowned researcher and clinical psychologist, Dr. Joy Degruy,
refers to this as post-traumatic slave syndrome.  While these practices served to protect
oneself during slavery, many that are still used today can cause emotional and psychological
harm.  For instance, favoring Whiteness in order to “pass” as white was a way Black folks in
any country that experienced slavery survived environments that were extremely violent
towards Black bodies. Other practices clinical psychologist, Dr. Gail Wyatt, suggests may
have been a product of slavery are the extremely punitive
disciplinary practices that were used by parents as a way to protect
their children from being punished by someone else (Essence, 2009).

Wyatt also believes it’s possible parents may have been overly
controlling to appear powerful given their lack of control in an
oppressive society. In one of her earlier interviews with Essence
Magazine (2009), Dr. Degruy adds that the practice of belittling
children or not giving them praise was normalized as a protective
response to a slave master’s observation of a young child they
perceived as “coming along” or “looking strong”.  During times of
slavery and colonization there was no guarantee that your child
wouldn’t be taken away from you or your family not be separated.

Degruy believes showing “tough love” by use of harsh language and Check out the above
avoiding physical affection was a way families kept themselves from reading to learn
getting too close for fear of the very real possibility of forced more about post-
separation (DeGruy, 2005, Essences, 2009). traumatic slave
syndrome.
While Indigenous, African American, Latinx, and other colonized
and enslaved communities, today, have not directly experienced the
torture that occurred during slavery and colonization, there is
enough research to support that severe trauma can impact multiple
generations of people if untreated.  The truth is that Black & Brown
communities have never been given the opportunity nor allowed to
heal from the traumas of slavery and colonization.

16

Healing

starts now!

Listen, we know these conversations and topics can be difficult. We don’t believe all families of
color have experienced or passed down oppressive practices; however, it is extremely important to
address the entire experience of Black and Brown families. This includes both the racial and
ethnic discrimination that people of color have experienced and the ways they have learned to
navigate those experiences. Healing begins by simply opening up the dialogue with yourself, first,
and then with others in order to see the root of some behaviors that may not serve your family
well.  On the next page is a simple activity you can do with your family to reflect on harmful
practices experienced amongst yourselves or with others.

The following clinical experts are experienced in talking openly with
families about racial and ethnic discrimination. They offer tools for healing

HEALERS from racial trauma whether that be through counseling, energetic body

work, or a combination of these and other techniques. 

Dr. Arlene Garcia Dr. Maysa Akbar

Enroue Halfkenny Dr. Sian James Dr. Isha Vela

CT Center for Counseling AcuBlend Integrated Wellness
& Education acublend.com integratedwellnessgroup.org

connecticutcce.com (Stamford) (New Haven)
Healing & Liberation (Watertown/Waterbury) Embodied Quest

Counseling embodiedquest.com
healingandliberation.com (New Haven)

(New Haven)

17

18 Family
Activity

Sit with your family and give them
each a few strips of small paper.
Have them jot down one word or
phrase they've heard used at home,
among friends or relatives to
describe darker features. Have each
person read aloud what they wrote
down. The following are some
questions to discuss together and
deepen  your conversation: 

Are these words/phrases mostly
positive or negative?
Where do you think these ideas
came from? 
How do they impact our
community, family, and
ourselves?
Do we want a different impact or
are we satisfied with how we
think of ourselves and others.

If you find the theme of the
language is negative, discuss and
create new affirming language to
use instead. Find a common space
in your home to post up your new
list (Tip: Get creative! Try painting
the words on scrap wood or fabric
from an old pair of jeans, frame the
list and hang it in the kitchen or a
communal space.) To close out your
activity, tear the negative words and
toss them into the trash together.
Take this opportunity to agree, as a
family, to be intentional about the
language you use to talk about and
understand yourselves.

18

RACE TIP #3

Introduce Children to Identity
Affirming Spaces

Your kids need spaces to be
around non-White folks. Just

like women need
opportunities to come
together to discuss their
experiences in a world
dominated by men, people of
color need the same type of
social-emotional support
having to navigate a White-

centrist society.

19

Find & Create NURTURE
Identity- JOYFULNESS!
Affirming
Spaces

We live in a society that is hyper-focused on Pictured below are students from Waterbury's
the concept of desegregating spaces. This Uplifting A Life after school program
attempt has become so strong that when participating in a social justice workshop led by
some adults who see kids of the same race the New Haven Citywide Youth Coalition. 
or ethnic background hanging together, See pg. 34 to learn more about Uplifting A Life
they feel compelled to break them up. This and other programs similar to theirs.
disparate treatment typically happens with
youth of color more so than with White 20
youth given the mis-perceived feeling of
fear, or bias, some adults have when they
see Black and Brown youth together in large
groups (Skiba, et. al, 2000).  Child
psychologist, Dr. Beverly Tatum (1997) and
education researcher, Dr. Patricia Gándara
(2008) suggest young people of color
growing up in a society that devalues them
based on race and ethnicity need safe
spaces to talk openly about discrimination
with others who share similar experiences,
learn about their culture, be given the
freedom to speak their home language and
engage freely in their own cultural practices
in order to lessen the harm racism and
discrimination can cause on their social-
emotional well-being.  In this section, we’ll
look at three things caregivers can do to
help their families foster a love and
appreciation for their family's racial and
ethnic identities and allow young people to
celebrate the joys of being who they are.

Definitely Stay Close to Home & Support Local Businesses

Many of us growing up in urban neighborhoods have Black and Brown Waterbury owned businesses
been told that we should work really hard to escape our picuted above: The Art of Yum, Alba's Cafecitos,
community. This misconception is problematic, Via Al Paraiso, and The Raw Deal Juice Bar.
because it ignores the fact that our communities are
rich in culture and that they may need us to stay or
come back.  Our communities, in fact, could benefit
from our skills in helping to strengthen our
neighborhoods. When we leave our community, we not
only contribute to the continued failure of it but we also
miss opportunities to engage with local members and
organizations in ways that nurture and affirm the
cultural assets that already exist in them.  For instance,
shopping or eating at local mom and pop restaurants
and stores that serve produce specific to your culture
that meet your family’s personal and cultural needs is
one simple way we can affirm and teach our children
about our culture outside of our home.  While this may
be a small thing to do, these regular visits normalize
your kids’ perception of themselves and others around
them. Keep in mind that you are encouraged to visit
public places that affirm your family’s identity, as well
as visit other Black and Brown owned spaces you can
support and learn from. 

Waterbury Youth Programs

Nurture Joyfulness & Teach Authentic History

Our children need as many opportunities to Events are fun and nurture our social-emotional well-     
celebrate the joys of being who they are. This being.  Finding free or low cost workshops/conferences
requires them learning about where they come you and your older children can attend together is one
from!  It can be challenging for many parents  way of helping them expand their critical lens of history
of color since most have never learned about and examine current social issues impacted by our
themselves at school, home or in the media. country's past. For instance, Waterbury’s
If this is the case for you, relearning your history is CT  Community Foundation has funded trainings led   
necessary. This doesn’t necessarily have to happen by CT CORE, Radical Advocates for Cross Cultural
in isolation from your kids.  Finding cultural Education (RACCE), Queer Unity Empowerment
events to attend together is a really simple way to Support Team (QUEST), and other local grassroots social
bring history and joy into your family. There are justice organizations that educate communities.
quite a few places in Waterbury that offer families
an opportunity to explore Black and Brown Finally, museums are another great way to learn about
history. The Silas Bronson Library organizes ourselves and each other; however, the White-washing of
cultural events several times throughout the year, history isn't immune to these institutions, so pointing this
The Hispanic Coalition puts on an annual Three out as you walk through a gallery is a valuable learning
Kings celebration, and the City hosts The Gathering exercise in itself.
where folks representing different ethnic groups get
together to share their culture with the community.  See pgs. 31-32 for a list of Black and Brown

identity-affirming organizations.

Introduce Youth to

Identity-Affirming Spaces

It's important to expose your children to
opportunities where their strengths will be affirmed
and leveraged in positive ways. In other words, your
children need spaces to be around non-white folks. 
Just like women need opportunities to come
together to discuss experiences in a world
dominated by men, people of color need the same
type of social-emotional support. While Waterbury
is still growing in this area, over the last few years
we’ve seen organizations such as Save Girls on
FYER, the Mariposa Project by Madre Latina, My
Reflection Matters, and the NAACP Waterbury
Youth Council create spaces for young people of
color to come as their full selves, support each
other’s identities, and learn about themselves
through culturally relevant programming.  You can
learn more about these and other organizations in
the Waterbury, CT Resources section of this book.

22

Create an

Un-apologetic

Environment!

Helping our children develop a healthy sense of who they are
starts at birth. The words we use to talk about ourselves and
how we compare to others, the images we put on display in our
home, the food we eat, the clothing we wear, the language we
speak, the values we share, the rules we create...are all examples
of how we define and affirm our home cultural norms and
values. There are several things you can do, if you don’t already,
to create a physical environment that sends a very clear message
to your children that they are expected to be unapologetically
themselves at all times.

Jaxson Perez poses at Silas Bronson Finding books and movies that Black and Brown kids can see
Library with local author, Chemay themselves in is not only challenging but can get pricey.  This
is why we love our local Silas Bronson Library!  They’ve done
Morales-James. a good job curating diverse books and offering more programs
for youth. Don't have a library card? Learn more about getting
your free card here: www.bronsonlibrary.org/cardID.

23

Show Off Cultural Symbols

Build an Anti-Oppressive Library at Home Take a few minutes to look around your home.
What do you see on your walls and shelves?
How do the pictures, posters, and artifacts
displayed in your home reflect the beauty,
diversity, and richness of your family and
culture?  Growing up, Waterbury resident,
Maybeth Morales-Davis, remembers her
mother  (Known locally as Uela May.) filling
their home with various artifacts that
represented their Puerto Rican roots. From
hand-painted vejigante masks displayed in the
hallway to traditional island instruments
collected in a small basket by the foot of the 

Children should be surrounded by couch, she recalls being bombarded with rich history and culture from
books and films that positively her family’s home island everyday, seven days a week, three hundred
represent their self-image.  sixty-five days a year! 
Finding these resources is
challenging; however there are a Above is an original painting by local artist and abuela (grandmother), Uela May.
growing number of companies Los Vejigantes, a folkloric character from Puerto Rico, hangs in her home for her
who understand this dilemma and
are making strides in addressing it. family to admire. See more of Uela's art on Instagram @uelamay.
For instance, Rainbow Me Kids
offers a yearly online subscription
to unlimited films for children that
feature Black and Brown
actors/characters. Socially
conscious publishers such as Lee
and Low Books, Plum Street
Press, Decolonizing Education
Publishing, Teaching for
Change, Hardball Press, and
Saffron Press offer social justice
and/or culturally relevant
literature for all ages. 

Make Sure Toys Reflect Your Kids

Visit myreflectionmatters.or, an online educational Just like exposing your children to reflective
resource and service provider, for access to educational literature and films, the toys your kids play with
products (books, films, toys, etc.) that reflect Black & Brown also impact the perceptions of self and others.
When you become more conscious of
brilliance. how you see your kids represented through play
and in other everyday tools they use, we help
normalize them in a world that has othered them. 
If you need help finding resources and products
that speak to the identities of Black and Brown
children, visit myreflectionmatters.org.

24

RACE TIP #4

Acknowledge Privileges You Own

None of us are just one
thing. We all own

multiple identities. In
affirming our children's
identities, we must also
nurture all the aspects of

their existence.

25

Build the CULTIVATE
Social-Political CIVIC LEADERS!

Consciousness

of Your Family

Healing and liberation start with cultivating Pictured below is 7 year old DJ Brooks taking
a socially critical lens at home. The goal is to time out of his day to recycle bottles at his local
awaken young people's perspective on the recycling center. Teaching kids about caring for
social and political workings of our society, the environment is an easy first step towards
so they may begin to explore ways they can building their consciousness about how they
challenge and transform these systems as impact the world they live in. Learn more about
they grow into their role as civic leaders.  Waterbury recycling at 
Youth need to be provided with tools and www.myyp.com/guide/Waterbury,CT/Recycling-
strategies on how to work collectively with Guide.
those in their community. Don’t be afraid to
learn alongside your kids.  Young people
need to see that adults don’t have all the
answers and can learn with and from them. 
Turn the page for tips on  things you can do
at home to build a socially conscious lens in
your family household.

26

Create an Equitable If you want your child's voice to matter outside your home, their voice must, first,
Home Environment matter at home.  How have you created a space where they can voice their opinions
and share in decision making? This can be challenging for many who grew up in
homes where they were taught to be seen not heard. The truth is, young people are
more likely to meet family expectations or guidelines when they have been given the
opportunity to take an active role in the development of those guidelines. Rebellion,
anger, resentment, sneaking around, and submissive behavior are all very natural
responses when one is living under restrictive conditions. Even as adults we express
similar behaviors and emotions when we are working in places that don’t value our
thoughts and ideas and want to control every aspect of what we do.  

Shared decision making doesn’t have to be complicated. You can simply start by
engaging your family in a conversation using the following questions:

1. What are your passions and what do you want to see at home (Be prepared to
    reciprocate.)?
2. If you can change anything to make living here feel happier and more free, what       
    would that be?
3. What can we agree to do more of, individually and as a family, to make that               
    happen?

Creating equitable spaces for youth helps build their confidence, leadership, and
communication skills. The Taylors (pictured left) like to use their dinner table as the
place where they break bread, hear norms, learn values, debate positions, and analyze
all that plagues the world.  Kathy Taylor says, "Both religion and politics are served at
our table and it’s where our kids learn their voice and the power in using it!"

It’s hard to imagine that people of color can hold a level of privilege in our society, Acknowledge Privileges
but the fact is many do.  While those privileges may not grant the same level of You Own
social opportunities racial privilege does, they still do offer some advantages.  For
instance, those that are physically able do not have to think about access into a
building. Folks that are Christian almost never have to worry about their holidays
not being celebrated or acknowledged in the U.S. nor fear they will be physically
harmed based on their religious beliefs. Heterosexual couples don't have to fear if
they will be ostracized by their family for loving the person they love based on
gender. Families in middle class neighborhoods typically have access to better
funded and well resourced schools minimizing the need to worry if their children
will receive an adequate education.

When our identities allow us to just be without having to constantly think about
them, that is privilege. Youth and adults that are civically engaged in their
communities are not only able to see the ways in which they’ve been systematically
oppressed, but they are also able to stand by other groups or family members that
have been socially marginalized in ways they may not necessarily experience
themselves. If you claim to be “woke” but only advocate for issues that impact you
directly, then you still have one eye closed. None of us are just one thing. We all
own multiple identities. In affirming our children's identities, we must also nurture
all the aspects of their existence. A cis gender, heterosexual, Black male teen may
not know what it’s like to be discriminated against based on his sexual identity. His
inability to acknowledge and speak up against the discrimination and violence
against his LGBTQ peers may limit his capacity to fully understand systemic
oppression and the other forms of discrimination that impact his own community.
A youth of color that looks physically White may suffer from discrimination based
on their ethnic identity, however, this does not exclude them from accessing certain
skin tone privileges. This is especially visible in Latinx communities where families
can include all shades of the color spectrum. It’s essential they be made aware of
their light skin privilege in the same way the previous teen be made aware of his cis -gendered, heterosexual privilege.  

 
When we don’t engage young people in a conversation about the varying power dynamics that exist in our society, they may fail
to see some of the power they do have that can be used to fight against all forms of White supremacy. If you fail, as a caregiver, to
do the same, you risk creating an unsafe, oppressive space where your children or family members cannot be their full selves,
thus, inhibiting any efforts you make towards creating a liberatory home environment.

27

EAIGcHtiTonBEYSoTu & the ENGAGE IN SOCIAL
SFTaRmETilCyHCESanTO DO ACTION TOGETHER
BTEaFkOeR!E RUNNING
Some folks have a perception that being a social activist requires
Volunteer putting your life on the line in the fight for a cause.  This isn't
necessarily true. The truth is activism exists along a continuum from
Volunteering at the simple to more complex actions that include low to high risks.  All
food pantry, human or levels of activism are necessary and even the smallest forms help to
animal shelters, or support and build up to larger acts. The most important take away
participating in a here is that we can’t expect oppressive conditions to disappear on
political campaign or their own. Each of us has the ability and power to make change and
rally is a classic way to we model to our children how we choose to engage in change
get your family making or not.  Not sure of where to begin? Take a look in the left
involved in local issues. margin for some simple action steps you can take with your family.
Talk to your kids and find out what social
problems are they most concerned about. CT Social Justice Organizations
Find an organization your family can
volunteer together in support of the
cause your children identified. 

Create a Fundraiser 

Now that you know
what issues your kids
are into solving, help
them create a
fundraiser in support
of their cause.   A
fundraiser can be as
easy as setting up  a
lemonade stand or selling home baked
goods or crafts in your neighborhood,
place of worship, or at local events. 
Create a free GoFundMe account or
Facebook fundraiser online and share
it widely with family and friends.
You'll be surprised how many people
you know are willing to support your
family's cause!

Start a Petition

Are you tired of
hearing your kids
complaining about
the school lunch or
how their
neighborhood has
broken or no 
sidewalks? Suggest they start a petition
to push school leaders or politicians to
take action.  Not sure how to help
them? Together, go onto change.org
or moveon.org to learn step by step
how to start a petition.  Start it online
and then take it to the streets with the
goal of getting as many signatures as
possible.  

WATERBURY
CONNECTICUT

LOCAL

Waterbury BTS has over 90 partners in the City working collaboratively to support the
lives of Waterbury youth and families.  Because the purpose of this guide is to
intentionally speak to caregivers raising Black and Brown children, we thought it would
be helpful to highlight BTS partners and local non-profits and businesses that are Black
& Brown owned and/or intentionally target the needs of Black and Brown youth.  While
many of our other partners may not be listed here, we encourage you to visit our
website to see the services they offer that we believe may also benefit your family.

Photo Above: Students from Granville Academy enjoy themselves while exploring New England Air Museum. Visit
www.granvillewtby.org  to learn more about their after school program that has been serving urban youth for over twenty years.

29

RESOURCES

As you can imagine, putting together a list of community resources is a big task.  While
great efforts were made to include as many organizations or programs we could find
that met our criteria, we recognize it is highly likely we may have unintentionally
overlooked some that did not fall under our radar. If this applies to you or someone you
know, please let BTS know by contacting us via waterburybts.org.  Please share the name
of the organization, website, contact, and a brief description of what they do and how
they support Black and Brown youth and/or families.

Photo Above: Temari Davis hands out popcorn during Neighborhood Housing Services of Waterbury's annual outdoor movie night
held in the North End.  Visit www.nhswaterbury.org to learn more about their sponsored community events. (Photo courtesy of Derek
Ward Photography.)

30

EIGHT BEST IDENTITY AFFIRMING
STGRraEnvTiClleHAEcSadTemOyDO
BE66FOReRdECRoaUt NRoNadING

Waterbury, CT 06704
203-805-4412

Hispanic Coalition

135 E. Liberty Street
Waterbury, CT 06706
203-754-6172

Madre Latina

232 N Elm Street
Waterbury, CT 06702
(475) 235-2044

My Reflection Matters

P. O. Box 1581
Waterbury, CT 06721
myreflectionmatters.org

31

ORGANIZATIONS Queer Unity Empowerment
Support Team 

80 Phoenix Avenue
Waterbury, CT 06702
203.756.8021, Ext 3981

Save Girls On FYER

276 Highland Avenue 
Waterbury, CT 06708
(203) 596-0700

Know of an identity-affirming Waterbury Youth Services -
organization you believe needs to LGBTQ+  Support Group
be added onto this list?
Want to start an identity-affirming 83 Prospect Street
program here in Waterbury? Waterbury, CT 06702
203-573-0264 
Contact us at waterburybts.org to learn more.
Check local universities
32 for identity-affirming
chapters such as the Black
Student Union at Post
University or UCONN's Latin
American Student
Organization.

BLACK & BROWN LED

B.A.G.S Scholarship Foundation

135 E. Liberty Street
Waterbury, CT 06706
203-591-1182

North End Recreational Center

268 N. Main Street
Waterbury, CT 06702
203-574-8294

Rivera Memorial Foundation

136 Cherry Street 
Waterbury, CT 06702
(475) 235-3132

South End Recreation Center

135 E. Liberty Street 
Waterbury, CT 06706
(203) 574-8342

Ungroup Society

30 Bank Street
Waterbury, CT 06708
(203) 596-9055

33

ORGANIZATIONS

Uplifting A Life 

[email protected]
(203) 527-0038

Warrior Princess

21 W. Main Street, 4th fl
Waterbury, CT 06702
(203) 725-0062

Waterbury NAACP
Youth Council 

193 Grand Street, 3rd fl
Waterbury, CT 06702
(203) 296-0451

WOW/NRZ Community
Learning Center  

308 Walnut Street 
Waterbury, CT 06704
(203) 591-1900

Let's Go Youth United

www.letsgoyouthunited.org
(203) 725-2349

34

Glossary

African American- Black descendants of resemble farthest from current definitions of
American chattel slavery; any Black person living whiteness. (Shirlee Taylor, “Colorism” in
in the United States who are descended from Reader’s Companion to U.S. Women’s History, 1998,
families that originate in Africa. United States)

African (ancestry)- A person whose descendants Culture- A social system of meaning and custom
originate in Africa. (Mariam-Webster) that is developed by a group of people to assure
its adaptation and survival. These groups are
Black- A racial term to describe people with distinguished by a set of unspoken rules that
African features and that have an ancestral linkage shape values, beliefs, habits, patterns of thinking,
to the content of Africa. behaviors and styles of communication. (Institute
for Democratic Renewal and Project Change Anti-
Brown- Brown is often used as both a racial and Racism Initiative. A Community Builder's Tool Kit.)
ethnic classification. Like the terms Black and
White, it is a metaphor for race based solely on Equity- Having access to fair treatment under the
human skin color. Folks who see their physical law, regardless of race, social class or gender. This
features as fitting somewhere between White and means people getting what they need, which may
Black may identify as Brown. This term is often look different for everyone.
ascribed to Latinx, Asian, and Indigenous folks. 
Ethnic Discrimination- Actions, based on
Cis gender- A gender identity, or performance in conscious or unconscious prejudice, which favor
a gender role, that society deems to match a one ethnic group over others in the provision of
person's assigned sex at birth. goods, services, or opportunities. (Office of
Multicultural Affairs: Diversity & Social Justice,
Colonialism- Some form of invasion, A Glossary of Working Definitions.)
dispossession and subjugation of a people. The
invasion need not be military; it can begin—or Ethnicity- A social construct that divides people
continue—as geographical intrusion in the form into smaller social groups based on characteristics
of agricultural, urban or industrial take over. This such as shared sense of group membership,
intrusion results in the dispossession, or loss, of values, behavioral patterns, language, political and
vast amounts of lands from the original economic interests, history and ancestral
inhabitants. This is often legalized after the fact. geographical base. (Teaching for Diversity and Social
The long-term result of such massive Justice: A Sourcebook. 1997.)
dispossession is institutionalized inequality. The
colonizer/colonized relationship is by nature an European (ancestry)- a person whose initiating or
unequal one that benefits the colonizer at the comprising a line of descent that originates in
expense of the colonized. (Colonization and Racism. Europe. (Mariam-Webster)
Film by Emma LaRocque, PhD.)
Indigenous (ancestry)- Indigenous peoples, also
Colorism- A form of intragroup oppression known as first peoples, aboriginal peoples or
generally associated with Black people in the native peoples, are ethnic groups who are the
United States but present  among all peoples of original inhabitants of a given region, in contrast
color. Colorism subjectively ranks people to groups that have settled, occupied or colonized
according to the perceived color tones of their an area.
skin. Lighter skin complexions and/or physical
features (i.e., hair texture, nose shape) that Internalized Oppression- The situation that
resemble closest to current definitions of occurs in a racist system when a racial group
whiteness are privileged or preferred over darker oppressed by racism supports the supremacy and
skin complexions and/or physical features that dominance of the dominating group by 
 
35

maintaining or participating in the set of The socially constructed meaning attached to
attitudes, behaviors, social structures and physical attributes, including but not limited to
ideologies that undergird the dominating group's skin and eye color, hair texture,  and bone
power. (Internalized Racism: A Definition, Donna structures of people in the U.S. and elsewhere.
Bivens, Women's Theological Center. 1995.) There are no biologically distinguishable “races”
within the human race.  (Glenn Singleton, 2014.
Latinx- A person of Latin American origin or Courageous Conversations About Race: A Field
descent. The "x" is used as a gender-neutral or Guidefor Achieving Equity in Schools.)
non-binary alternative to Latino or Latina. (Oxford
Dictionary) Racial & Ethnic Socialization (RES)- RES
specifically includes the direct, explicit messages
LGBTQ- Abbreviation for lesbian, gay, bi-sexual, children receive about the existence of racism and
transgender, and queer. An umbrella term that is the meaning of race, as well as related indirect or
often used to refer to the community as a whole. implicit messages. Especially for young children,
parents and family members are the primary
Marginalized- Treated as unimportant. source of RES. (American Psychology Association)

Post-Traumatic Slave Syndrome- This describes Racial Identity- An individual's awareness and
a set of behaviors, beliefs and actions associated experience of being a member of a racial and
with or, related to multi-generational trauma ethnic group; the racial and ethnic categories that
experienced by African Americans that include an individual chooses to describe him or herself
but are not limited to undiagnosed and untreated based on such factors as biological heritage,
Post Traumatic Stress Disorder (PTSD) in physical appearance, cultural affiliation, early
enslaved Africans and their descendants. (Joy socialization, and personal experience. (Teaching
DeGruy, 2005. PTSS: America’s Legacy of Enduring for Diversity and Social Justice: A Sourcebook)
Injury and Healing.)
Racial Profiling- The discriminatory practice by
Oppressive Trauma (AKA Historical Trauma or law enforcement officials of targeting individuals
Racial Trauma)- Historical trauma is multi- for suspicion of crime based on the individual's
generational trauma experienced by a specific race, ethnicity, religion or national origin. (ACLU)
cultural group. The impact of this type of trauma
shows up emotionally and psychologically, in Racial Society- A society wherein race matters
members of different cultural groups. (Keisha Ross, profoundly for differences in life experiences, life
Ph.D., Impacts of Historical Trauma) opportunities, and social relationships. (Drew
Hart, 2009. “Racialized Society”.)
Racial trauma is the cumulative effects of racism
on an individual’s mental and physical health.[1] It Racism- The use of race to establish and justify a
has been linked to feelings of anxiety, depression, social hierarchy and system of power that
and suicidal thoughts, as well as other physical privileges, preferences or advances certain
health issues. (Carter, Robert, March 2009. "A Guide individuals or groups of people usually at the
to the Forensic Assessment of Race-Based Traumatic expense of others. Racism is passed on through
Stress Reactions". Journal of the American Academy of both interpersonal and institutional practices.
Psychiatry and the Law. 37: 28–40 – via AAPL.) Racism is prejudice + power.

Race- A political construction created to Racist- One who is both privileged and socialized
concentrate power with White people and on the basis of race by a White supremacist
legitimize dominance over non-White people. system. The term applies to all White people (i.e.,
(OpenSource Leadership Strategies, Some Working people of European descent) living in the U.S.,
Definitions)   regardless of class, gender, religion, culture.

36

or sexuality. By this definition, people of color ‘white’ meant giving privileges to some, while
cannot be racists, because as peoples within the denying them to others with the justification of
U.S. system, they do not have the systemic power biological and social inferiority. (Margo Adair &
to back up their prejudices, hostilities or acts of Sharon Powell, The Subjective Side of Politics. SF:
discrimination. This does not deny the existence  1988. p.17)
of such prejudices, hostilities, acts of rage or
discrimination. (Office of Multicultural Affairs: Whiteness- Middle to upper class White,
Diversity & Social Justice, A glossary of working heteronormative, Judeo-Christian, able-bodied,
definitions English-speaking male “American” norm, to
which everyone else is “Other-ed”
Slavery- A condition in which individuals are (Brann, Morales-James, & Zwerger, 2015).
owned by others, who control where they live and
at what they work. Slavery had previously existed This norm can be practiced consciously or
throughout history, in many times and most subconsciously by people of all races.
places.
This standard applies to how American society
Chattel Slavery is a type of enslavement practiced expects colleagues, students, and parents to
in European colonies, from the sixteenth century communicate, behave, and engage with schools,
on wards, whereby African people were enslaved health care, and other institutions.
and owned by Europeans indefinitely and whose
children and children's children are automatically White Supremacy- A  historically based,
enslaved. Chattel slaves are individuals treated as institutionally perpetuated system of exploitation
property, to be bought and sold. (The Abolition and oppression of continents, nations and peoples
Project) of color by White peoples and nations of the
European continent; for the purpose of
Socially Conscious- An awareness of important maintaining and defending a system of wealth,
social issues. (Mariam-Webster) power and privilege. (Challenging White Supremacy
Workshop, Sharon Martinas. Fourth Revision. 1995.)

Systemic Power- is control of, or access to, those Note
institutions sanctioned by the state; ownership Much effort was made to define key
and control of the major resources of a state; and
the capacity to make and enforce decisions based
on this ownership and control the ability to define
reality and to convince other people that it is their
definition. (Barbara Major of People’s Institute for
Survival and Beyond, New Orleans)

White- Referring to people, was created by language used in this text to help
Virginia slave owners and colonial rulers in the readers better understand the
17th century. It replaced terms like Christian and viewpoint we take when speaking of
“Englishman” (sic) to distinguish European race and ethnicity in America.
colonists from Africans and indigenous peoples.
European colonial powers established white as a Terms that are not cited were either
legal concept after Bacon’s Rebellion in 1676 defined based on the author's
during which indentured servants of European knowledge and experience utilizing
and African descent had united against the those terms or the source of the
colonial elite. The legal distinction of white definition could not be located. 
separated the servant class on the basis of skin
color and continental origin. “The creation of 

37

References

American Psychological Association, Task Force on Resilience and Strength in Black Children
       and Adolescents. (2008). Resilience in African American children and adolescents: A vision
       for optimal development. Washington, DC: Author. Retrieved from
       http://www.apa.org/pi/cyf/resilience.html .

Caldwell, L., King-Tsikata, K., Townsend, T. "Managing Racial Stress: A Conversation with the
       Leaders of the American Psychological Association's RESilience Initiative". Audio Blog
       Post. Talking Race and Kids: Online Conversations. Embrace Race. October 2018.

Degruy, J. (2005). Post Traumatic Slave Syndrome: America's Legacy of Enduring Injury and Healing.
       Portland, OR: Joy DeGruy Publications Inc.

Essence.  (2009, December 16). "Breaking the Chains". Retrieved from
       https://www.essence.com/news/breaking-the-chains/.

Gandara, P. et. al. (2008). Everyday Ant-Racism: Getting Real About Race in School. New York,
       NY: The New Press.

Ladson-Billings, G. (1995). The Dream Keepers.: Successful Teachers of African American Children. 
       San Francisco, CA: Jossy-Bass.

Noguera, P. (2009). The Trouble with Black Boys...and Other Reflections on Race, Equity, and
       the Future of Public Education. San Francisco, CA: Jossy-Bass. 

Skiba, R., Michael, R. S., Nardo, A. C. (2000). The Color of Discipline: Sources of Racial and
       Gender Disproportionality in School Punishment. Policy Research Report #SRS1. 
       University of Nebraska- Lincoln.

Tatum, B. "How to Talk to Kids About Race with Dr. Beverly Daniel Tatum". Audio blog post.
       The Child Repair Guide with Dr. Steve Silvestro. November 6, 2017.

Tatum, B., 1997. Why Are All the Black Kids Sitting Together in the Cafeteria: And Other
       Conversations About Race. New York, NY: Basic Books.

Turner, E. A. (2017, August 13). Race in America: Tips on Talking With Children About Racism.
       Retrieved from https://www.psychologytoday.com/us/blog/the-race-good-
       health/201708/race-in-america-tips-talking-children-about-racism.

38

Reflections

In those moments you feel an emotional response to something being said in this text, please take a
moment to reflect and answer the following questions to yourself:
1) What am I feeling right now? (Relief, happiness, anger, guilt, sadness, resentment, etc.)
1) What was said that is making me feel this way?
2) What was triggered for me?  
3) What was revealed or emotionally released for me?
4) Is there a belief that was reaffirmed?
5) Is there a belief being challenged that I’m struggling to let go?
6) What is the downfall of me considering a new idea?
7) What are the benefits for myself and my family to consider a new perspective? 
Notes:

39

About the Author, Chemay Morales-James

Born in the Bronx, Chemay's family moved to Waterbury when
she was two years old. Having started her schooling experience in
Waterbury and later returning as a teacher, Chemay has always had
a personal investment in supporting the community she has always
called home.

After teaching in public schools, Chemay's work took a turn when
she served nearly a decade as an equity coach for New York
University's Metropolitan Center for Research on Equity and the
Transformation of Schools. Inspired by the culturally responsive
curriculum work she developed and led at NYU, however,
frustrated with the lack of culturally relevant educational tools, she 
left in 2016 to build My Reflection Matters, LLC (MRM) and become an independent Social
Liberation and Equity Coach and Consultant back in her home town and state.

MRM is an online resource center that parents and educators can easily find educational
products and resources that affirm the identities of Black and Brown youth.  Under MRM,
Chemay offers educational services for educators and parents seeking hands-on support in
creating liberating spaces or culturally responsive written products or tools. Chemay
provides support for non-profits, educational institutions, family and youth providers, and
un/homeschoolers of color. After having children of her own, Chemay has also become a
parent organizer and runs Connecticut's first self-directed learning co-op for Black and
Brown un/homeschooling families in Waterbury.

Chemay is a published author of several academic articles and the children's book, The
ABCs of the Black Panther Party. She has a B.S. in special education from Southern
Connecticut State University and ED.M. in education leadership from Teachers College,
Columbia University. You can learn more about her work at myreflectionmatters.org.

About Waterbury Bridge to Success

Waterbury Bridge to Success is a cross sector partnership of over 90
community, faith and civic leaders, educators, industry and
organizations working collectively to achieve equitable change by
empowering Waterbury’s youth to be successful in school, career
and life.

Visit waterburybts.org to learn more about their backbone support
services.