Parent Guides for Addressing Racism and Discrimination with Children Expand to Include Arabic

In February, another tool aimed at helping parents address racism and discrimination with their children made its debut on the William James College website. Conceived of by Sarah Miller, a 2024 graduate of the Clinical Psychology doctoral program, the 13-page Guide for Parents from the Middle East and North Africa (دليل العنصرية والتمييز للوالدين من الشرق الأوسط و شمال أفريقيا) is now available in both English and Arabic. A core interest of Miller’s,  coupled with the long history of discrimination against Arabs in the United States, sparked the creation of a resource that resides within the College’s Center for Multicultural and Global Mental Health (CMGMH) and reflects its mission to serve culturally diverse individuals and communities locally and across the globe. 

“Despite Islamophobic sentiment coming and going in waves, especially since the events of September 11th, I was surprised at the dearth of research surrounding [how Arab American parents talk to their children about race],” says Miller of what spurred her doctoral project. Along the way, a series of focus groups and interviews with parents from the Middle East and North Africa revealed another sobering truth: Among those keen on talking about racism and discrimination with their children, most didn’t know how—or where—to begin. 

 Catherine Vuky, PhD, Director, Asian Mental Health Program, faced a similar predicament in the early days of the COVID-19 pandemic. An influx of referrals to her clinical practice at Boston’s South Cove Community Health Center—rife with young people facing anti-Asian hate in school and on the playground at public parks—spurred her to action.

“Many immigrant parents do not know the history of racism and discrimination in this country [which means] many believe their children have not experienced it,” says Vuky of the trauma and tragedy that gave rise to the inaugural handbook. A Guide for Parents of Asian and Asian-American Adolescents , a project of the CMGMH Asian Mental Health Program in collaboration with Massachusetts General Hospital Center for Cross Cultural Student Emotional Wellness, was developed to provide parents with the knowledge and skills to effectively support their children. Since its roll out in 2020, this single document has been downloaded from the William James College website upwards of ten thousand times by folks from across the country and around the globe; it has since been translated into Vietnamese, Korean, Japanese, as well as Simplified and Traditional Chinese.

 “This resource, which came on the heels of pain and trauma, has been a conversation starter,” says Vuky who regularly presents on the topic. Recent training sessions, spanning the YMCA of San Francisco to North Quincy High School, continue to yield the same response from participants—especially those who identify as parents: I wish I knew about this resource when my kids were young.

 For Miller, whose involvement in Arab-speaking refugee and immigrant communities predates her doctoral work, creating the Arabic guide seemed a logical next step. She spent three years in Jordan, both studying and working to address the quality of education in local schools, before returning to the States. After doing research for her DP in partnership with the New England Arab American Organization (based in her home state of Maine), she is excited to share her work.

 “There are so many possibilities [for using this guide], from schools to mental health settings” says Miller, whose premise is simple: Parents are the role models for their children. 

An early excerpt in the newest guide lends simplicity and clarity to the topic at hand: Children sense and recognize racial difference from a young age, usually around age four, and may have questions about what they see, hear, and experience. Educating families about such issues contributes to raising a next generation that is understanding and tolerant. 

 “We all need to be talking about the topic of racism and discrimination—white parents included—while shifting the conversation based on different parts of our identity,” says Miller who currently works in primary care behavioral health at an outpatient family medicine clinic; two afternoons each week, she works at a new, immigrant-focused clinic in Worcester where the biggest population with unmet health needs is the Haitian community.

 “I was really drawn to William James College by the Global Mental Health program,” says Miller whose undergraduate thesis in language acquisition for refugee children planted the seed of her refugee-focused work. Miller earned her Master of Social work in New Orleans on the heels of time spent in Thailand working with Burmese refugees and a stint in Ohio starting a refugee wellness program. She has high hopes of the trajectory continuing.

 “The need for tools, research, and support among underserved communities is ongoing,” says Miller underscoring a staggering fact: On the current US census, no accurate option exists for individuals of Arab American or North African descent to choose—an inaccuracy that results in myriad trickle-down effects including lack of funding and congressional representation. Knowing this means Miller has advice to share with those William James College students following in her footsteps.

 “Noticing the gaps you are exposed to and looking for ways to make change, especially through your field work and in your own communities, can make a huge difference,” says Miller who advocates listening without judgement and asking questions out of curiosity, especially when things get uncomfortable—no matter the topic.

Vuky, keen on building her network, is currently working to develop a local immersion with a nonprofit serving the Arab community;  should the project move forward, she will tap Miller to co-lead the training.

“An important part of immigrant history in the United States is how affected communities rose up and fought back against discrimination and racism via advocacy—evidence of [marginalized groups] having a voice,” says Vuky of the historical timelines central to each of the various guides. 

As eager as she is to get Miller’s guide to Arab parents, Vuky underscores an integral part of the conversation for all parents, of all children, regardless of racial or ethnic background:

“Ask questions, be curious, and be conscious about building a culture that celebrates differences,” says Vuky, who reminds readers that the topic at hand is indeed universal.

“Immigrants and refugees will continue to come into this country, and different cultural groups will continue to face hurts, which means adapting this guide—and using it in our work— remains relevant.”