Arendale, David R.Abraham, NishaBarber, DanetteBekis, B.Claybourne, C.Edenfeld, K.Epps, K.Hutchinson, K.Jimenez, JuanKillenbeck, K.Pokhrel, R.Schmauch, N.Woodruff, R.2022-10-012022-10-012022Arendale, D. R., Abraham, N., Barber, D., Bekis, B., Claybourne, C., Edenfeld, K., Epps, K., Hutchinson, K, Jimenez, J., Killingbeck, K, Pokhrel, R., Schmauch, N., & Woodruff, R. (2022). Antiracist activities and policies for student-led study groups. Journal of College Academic Support Programs, 5(1), 12-29. https://doi.org/10.36896/5.1sc1https://hdl.handle.net/11299/241865Issues of race and marginalization do not often intersect with publications related to developmental education and learning assistance. They have been spaces that ignored them these issues. This guide to antiracism policies and practices for student-led study groups is based on a careful review of scholarly articles, books, and existing guides. While much has been written about culturally-sensitive pedagogies for K-16 classroom instruction, little has emerged for guiding peer study groups regarding antiracism practices. This guide helps address this gap in the literature. In addition to its use for academic study groups, this guide is useful for faculty members to incorporate antiracism learning activities and pedagogies into their courses. This guide identifies effective learning practices that can be adapted and adopted for use in supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally-diverse and historically-underrepresented students.enpeer learningpeer assisted learninglearning assistancelearning communityantiracismracismacademic accessacademic bridge programcollege students of colorcooperative learningfirst year experiencepedagogytutorinigprogram implementationsocial justicestudent achievementstudent achievementSupplemental InstructionArticlehttps://doi.org/10.36896/5.1sc1