Maria J. Valgoi, Helen A. Neville, Michael Schlosser, S. Cha-Jua
{"title":"对警察新兵种族素养教育计划的批判性评估","authors":"Maria J. Valgoi, Helen A. Neville, Michael Schlosser, S. Cha-Jua","doi":"10.1177/21533687231222459","DOIUrl":null,"url":null,"abstract":"We used a practical–participatory evaluation method to develop and critically evaluate a racial literacy education program for police recruits. The 10-h Racial Literacy Project (RLP) education was developed over the course of a year and across two training cohorts. The programming was informed by the literature and using the input of a core academic team, veteran police officers, and community members. A quasi-experimental design was used to assess the influence of the RLP intervention on a third cohort. Recruits participated in either the RLP intervention ( n = 34) or a Nonracial Diversity intervention ( n = 37). Participants’ pre- and posttest scores were compared on racial colorblind beliefs (or denial and minimization of racism) and ethnocultural empathic feelings. There were no significant differences on posttest racial colorblindness scores across the two intervention groups. Also, surprisingly, recruits in the RLP intervention group displayed statistically significant lower levels of empathetic feeling towards People of Color at posttest compared to their Nonracial Diversity intervention group counterparts. These findings suggest that 10 h of exposure to racial literacy education is insufficient to produce targeted desired changes. Several recommendations for future development of the RLP are included.","PeriodicalId":45275,"journal":{"name":"Race and Justice","volume":null,"pages":null},"PeriodicalIF":2.1000,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A Critical Evaluation of a Racial Literacy Education Program for Police Recruits\",\"authors\":\"Maria J. Valgoi, Helen A. Neville, Michael Schlosser, S. Cha-Jua\",\"doi\":\"10.1177/21533687231222459\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"We used a practical–participatory evaluation method to develop and critically evaluate a racial literacy education program for police recruits. The 10-h Racial Literacy Project (RLP) education was developed over the course of a year and across two training cohorts. The programming was informed by the literature and using the input of a core academic team, veteran police officers, and community members. A quasi-experimental design was used to assess the influence of the RLP intervention on a third cohort. Recruits participated in either the RLP intervention ( n = 34) or a Nonracial Diversity intervention ( n = 37). Participants’ pre- and posttest scores were compared on racial colorblind beliefs (or denial and minimization of racism) and ethnocultural empathic feelings. There were no significant differences on posttest racial colorblindness scores across the two intervention groups. Also, surprisingly, recruits in the RLP intervention group displayed statistically significant lower levels of empathetic feeling towards People of Color at posttest compared to their Nonracial Diversity intervention group counterparts. These findings suggest that 10 h of exposure to racial literacy education is insufficient to produce targeted desired changes. Several recommendations for future development of the RLP are included.\",\"PeriodicalId\":45275,\"journal\":{\"name\":\"Race and Justice\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2024-01-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Race and Justice\",\"FirstCategoryId\":\"90\",\"ListUrlMain\":\"https://doi.org/10.1177/21533687231222459\",\"RegionNum\":3,\"RegionCategory\":\"社会学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"CRIMINOLOGY & PENOLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Race and Justice","FirstCategoryId":"90","ListUrlMain":"https://doi.org/10.1177/21533687231222459","RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"CRIMINOLOGY & PENOLOGY","Score":null,"Total":0}
A Critical Evaluation of a Racial Literacy Education Program for Police Recruits
We used a practical–participatory evaluation method to develop and critically evaluate a racial literacy education program for police recruits. The 10-h Racial Literacy Project (RLP) education was developed over the course of a year and across two training cohorts. The programming was informed by the literature and using the input of a core academic team, veteran police officers, and community members. A quasi-experimental design was used to assess the influence of the RLP intervention on a third cohort. Recruits participated in either the RLP intervention ( n = 34) or a Nonracial Diversity intervention ( n = 37). Participants’ pre- and posttest scores were compared on racial colorblind beliefs (or denial and minimization of racism) and ethnocultural empathic feelings. There were no significant differences on posttest racial colorblindness scores across the two intervention groups. Also, surprisingly, recruits in the RLP intervention group displayed statistically significant lower levels of empathetic feeling towards People of Color at posttest compared to their Nonracial Diversity intervention group counterparts. These findings suggest that 10 h of exposure to racial literacy education is insufficient to produce targeted desired changes. Several recommendations for future development of the RLP are included.
期刊介绍:
Race and Justice: An International Journal serves as a quarterly forum for the best scholarship on race, ethnicity, and justice. Of particular interest to the journal are policy-oriented papers that examine how race/ethnicity intersects with justice system outcomes across the globe. The journal is also open to research that aims to test or expand theoretical perspectives exploring the intersection of race/ethnicity, class, gender, and justice. The journal is open to scholarship from all disciplinary origins and methodological approaches (qualitative and/or quantitative).Topics of interest to Race and Justice include, but are not limited to, research that focuses on: Legislative enactments, Policing Race and Justice, Courts, Sentencing, Corrections (community-based, institutional, reentry concerns), Juvenile Justice, Drugs, Death penalty, Public opinion research, Hate crime, Colonialism, Victimology, Indigenous justice systems.