Estimating the Effects of an Anti-Racist Intervention on Campus Administrators' Beliefs about Racial Equity and Justice: A Quasi-Experimental Study

Autor/in	Strayhorn, Terrell Lamont
Titel	Estimating the Effects of an Anti-Racist Intervention on Campus Administrators' Beliefs about Racial Equity and Justice: A Quasi-Experimental Study
Quelle	In: Journal for Multicultural Education, 17 (2023) 3, S.379-390 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
DOI	10.1108/JME-09-2022-0118
Schlagwörter	College Administration; Administrators; Racism; Racial Attitudes; Intervention; Beliefs; Social Justice; Knowledge Level; Empathy; World Views + Suchen Sie Ihr Suchwort? College administrators; Hochschulverwaltung; Rassismus; Rassenfrage; Belief; Glaube; Soziale Gerechtigkeit; Wissensbasis; Empathie; World view; Weltanschauung
Abstract	Purpose: The purpose of this study is to measure the impact of a novel anti-racist educational video-based intervention designed by the author, with advice from leading experts, on campus administrators' prevailing beliefs, philosophies and practices about racial equity and justice. A single research question guided the project: what effect, if any, does an anti-racist educational intervention have on college administrators' awareness, beliefs and knowledge about race (i.e. racial ideologies), equity-mindedness and justice, compared to peers in two control groups? Design/methodology/approach: This paper is based on a study that employs a quasi-experimental approach, using a pre- and post-test design, to assess the impact of a brief video intervention on college administrators' awareness, beliefs, and knowledge about anti-racism generally and racial ideologies, equity-mindedness and justice orientations specifically. Findings: Multivariate analyses suggest the efficacy and effectiveness of the novel anti-racist educational video-based intervention in increasing campus administrators' racial consciousness, empathy, understanding and equity-mindedness, although no effect was found for justice orientations. Practical implications: As colleges and universities continue to work toward creating inclusive and equitable workspaces and learning environments, this study suggests that targeted interventions can be used to promote important values and beliefs among campus administrators. Specifically, video-based interventions may be useful tools for staff development programs, implicit bias trainings, diversity and inclusion initiatives, graduate education courses, leadership fellowships, upskilling and micro-credentials, to name a few. Originality/value: This paper fills an identified need to study anti-racism among campus administrators, the efficacy of scalable interventions that can be easily adapted or integrated into existing campus/staff programming and ways to foster anti-racist awareness, knowledge and actions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01