Evaluating the Impact of Racial Literacy Training on Teachers’ Competency and Knowledge

• In Event: Implementing and Assessing the Dismantling Anti-Black Racism Strategy in One of Canada’s School Boards

Abstract

This presentation will showcase the results of the racial literacy training provided to teachers within one of Canada’s District School Boards, demonstrating its impact on improving teachers' racial competency and knowledge. Using a mixed-methods approach, the study employed both quantitative and qualitative analyses to assess the effectiveness of the training program. Preliminary quantitative analysis included a One-Way ANOVA to examine differences among participants and pre-post improvements in their knowledge. The survey assessed participants' progress in their journey towards anti-racism, revealing notable shifts towards the "Growth Zone" in the post-survey. These shifts provide evidence of increased engagement and commitment to anti-racist efforts among the participants.
The analysis generated a composite score from six survey questions, and One-Way ANOVA was performed using SPSS29 to examine differences among three groups: Classroom teachers, principal or vice-principal, and other educator roles (such as multilingual learners’ teachers, library staff, equity designates, etc.). The results showed a statistically significant difference between some groups as determined by One-Way ANOVA (F(2, 251) = 16.352, p < .001). A Tukey post hoc test revealed that racial literacy knowledge was statistically significantly lower for the classroom teachers group compared to the principal or vice-principal group, and statistically significantly higher for the principal or vice-principal group compared to the other educator roles group, with no significant difference between classroom teachers and other educator roles.
The qualitative data provided further insights into the experiences and perceptions of the participants, highlighting the practical applications and challenges of integrating racial literacy into their teaching practices. By presenting these findings, this session aims to discuss the implications for future training programs and provide actionable recommendations for enhancing racial literacy among educators. Attendees will gain a comprehensive understanding of the training’s impact and the importance of continuous professional development in promoting educational equity and anti-racism.

Author

• Redab Al-Janaideh, York Region District School Board