Inclusion Institute for Educators Evaluation
INCLUSION INSTITUTE FOR EDUCATORS
(formerly known as The Dismantling Racism Institute for Educators - DRIE)
Evaluation Report
Philliber Research Associates, St. Louis -- March 2003 FULL EVALUATION DOCUMENT IN PDF FORMAT: Philliber DRIE Evaluation 2003 Full Executive Summary In June 2002, 20 individuals participated in the Dismantling Racism Institute for Educators (now entitled the Inclusion Institute for Educators) offered by The National Conference for Community and Justice (NCCJ). Of these 20 educators, 15 completed both pre- and post-surveys of their awareness, attitudes, and behaviors in a number of areas related to overcoming bias, supporting diversity, and promoting educational equity. This number of respondents reflects a response rate of 75%. The pre/post surveys measured participant progress toward meeting the objectives of the program, including: ·Increased awareness of individual cultural values, stereotypes and biases;
·Increased empathy for people of different races;
·Increased knowledge of institutional racism and oppression, internalized racism, and white privilege;
·Increased dialogue with people of different races;
·Increased open discussion of differences;
·Increased assistance to others in examining behaviors and attitudes;
·Increased activities to learn about other races and cultures; and
·Increased activities to interrupt incidents involving bias.
Results of pre/post surveys suggest statistically significant outcomes in each of the following areas. Participants' knowledge and awareness of racism Specifically, participants reported: ·Increased awareness of participants' own biases and stereotypes;
·Increased knowledge of institutional racism;
·Increased knowledge of internalized racism;
·Increased knowledge of white privilege;
·Increased awareness of how institutional racism impacts educational outcomes;
·Increased awareness of how to handle and work through conflict with others;
·Increased awareness of educators who take a leadership role in eliminating racism within the region; and
·Increased awareness of educators in different parts of the country who do cutting-edge work to eliminate racism.
Participants' actions and behaviors related to overcoming bias Participants reported: ·Increased demonstrations of empathy for others from different racial/ethnic backgrounds;
·Increased ability to communicate effectively with people from different racial/ethnic backgrounds;
·Increased dialogue with people from different racial/ethnic backgrounds;
·Increased discussions of racial/ethnic differences;
·Increased awareness of power dynamics in groups;
·Increased assistance to others in examining their behaviors and attitudes about racial/ethnic differences;
·Increased involvement in controversial discussions regarding racial/ethnic differences;
·Increased ability to effectively work with people who hold very different views about race; and
·Increased ability to confront/educate others regarding racist behavior.
Participants' activities related to overcoming bias Participants reported: ·Increased reading of newspapers or magazines written/published by people of color;
·Increased attendance at conferences or workshops regarding closing the achievement gap between white and minority students;
·Increased financial contributions to an organization that fights racism;
·Increased efforts to confront racist remarks made by a family members, friends or colleagues;
·Increased efforts to interrupt jokes that demean people of a certain racial/ethnic background;
·Increased involvement in organizational meetings where opinions are voiced about creating a diverse and inclusive environment;
·Increased participation in groups that encourage dialogue among people of different racial/ethnic backgrounds; and
·Increased efforts to encourage schools and/or districts to assess how inclusive they are.
Three scores were created from responses to survey statements. These are: 1) A Knowledge and Awareness of Racism score, 2) An Actions and Behaviors Related to Overcoming Bias score; and 3) An Activities Related to Overcoming Bias score. Analysis indicates the following: ·The Total Average Knowledge and Awareness of Racism Score reflected a positive change that is statistically significant (p<.000); ·The Total Average Actions and Behavior Score reflected a positive change that is statistically significant (p<.000); and ·The Total Average Activities Score reflected a positive change that is statistically significant (p<.000).
Finally, educators reported engaging in the following behaviors as a result of their participation in the Institute: ·Nearly three-fourths (73%) utilized specific strategies to eliminate racism in their schools and within their districts, such as revitalizing diversity committees. ·Eighty percent utilized specific strategies to address the achievement gap between white students and students of color in their schools and within their districts, such as designing workshops for administrators dealing with weaknesses in instruction. ·Two-thirds (67%) have taken concrete actions to address bias, such as starting a social gathering of a diverse group of women. ·Nearly all (93%) have remained in contact with other DRIE participants. Of these, 43% reported that the person they contacted the most was of a different race/ethnicity from their own.
Overall, data suggests The Inclusion Institute for Educators was effective in helping participants/schools/districts overcome bias, support diversity, and promote educational equity.
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