This study draws on the experiences of eleven individuals working for six organisations in Northern California to identify ways White supremacist ideals operate in performance-related programmes in correctional facilities. The inquiry examines the experience of teaching artist/facilitators (TAFs) of colour; White TAF's (in)ability to reflect on the impact of their racial identity in the classroom/workshop; and the racism inherent in institutional prohibitions against 'familiarity' between workshop facilitators and participants. The essay concludes with recommendations for how artists and arts organisations can better engage in anti-racist practices with an eye towards eradicating racism at the personal, organisational, and institutional levels.