Race and weight are two highly salient aspects of social identity across the lifespan. Both are important targets for intervention, but they are acknowledged or understood very differently as issues of bias and social justice. Racism is viewed as a problem and poorly addressed, and weight stigma is rarely noticed. Unlike other domains of prejudice, weight-based oppression persists and is even encouraged. Race and weight represent different kinds of stigma (e.g., discouraged vs. ignored; viewed as stable vs. changeable), but both are associated with systemic injustices that negatively affect the lives and wellbeing of children and adults alike. Schools offer a convenient, accessible place to employ anti-racist practices and liberatory methods. To address biases about race and weight in schools, the present study draws on intergroup dialogue, critical theories, and culturally responsive research in a novel intervention with fifth-grade educators (n=15) in MMSD. The aim of the project is to help educators support students' awareness of how health, body image, community, race, and justice affect everyone differently. This mixed-methods study uses surveys and interviews data to investigate how teachers' culturally responsive self-efficacy, willingness to confront prejudice, attitudes toward sociocultural appearance norms, and weight bias are affected by participation in the study. Exploratory qualitative analyses illuminate the ways in which educators perceive racism and weight stigma in their personal lives and professional praxis. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]