Walking the walk: Applying lessons from a Racial Equity Learning Community to its impact evaluation

Abstract

There is little empirical research on the impact of racial equity training on sustained changes in knowledge, attitudes, and behaviors. This article presents quantitative data from a longitudinal racial equity initiative—the Racial Equity Learning Community (RELC)—conducted within a university research and training center. A co-created semi-structured survey was completed by 60 participants, 63% of whom self-reported as members of underrepresented racial/ethnic groups, and 65% worked at the center for under 3 years. Approximately half attributed enhanced racial equity knowledge to RELC; however, chi-square tests indicated non-Hispanic White participants reported more knowledge gains than Black or African American participants. Participants reported highest confidence in the skills of “noticing changes in my body when racial issues come up” (75%) and “noticing racial equity issues” (68%). Confidence in specific attitudes and behaviors varied: non-Hispanic White participants more frequently reported confidence “using language around ideas related to race,” while Black or African American participants more frequently reported confidence “addressing activation/deactivation by noticing, naming, and attending to these reactions.” These findings indicate the positive effects of a learning collaborative for enhancing racial equity knowledge and attitudes, particularly among non-Hispanic White participants but also distinctly for Black or African American participants.