To determine the most relevant and effective race-related training for their staff, districts seek to understand the differences between these trainings and the evidence, if any, of their efficacy in reducing racial inequity in education and education outcomes.
In this report, Hanover Research examines the overlap and/or distinctions between race-related trainings
and then explores five training types in greater detail.
- Section I: Overlap and Distinctions Between Race-Related Trainings explores the nuances of race-related training types and how they intersect. This section contextualizes training types before presenting further details and impacts in the subsequent sections;
- Section II: Anti-Racism and Anti-Oppression describes four anti-racism training types and their effectiveness as well as examples of districts implementing anti-racist training. This section also provides anti-racism and anti-oppression guides that may support districts in developing anti-racism initiatives;
- Section III: Equity and Social Justice provides evidence of efficacy of justice-oriented training for teachers and a tool for assessing equity when hiring staff. This section also highlights districts with equity training and guides that may support districts in developing their own related initiatives;
- Section IV: Diversity and Inclusion summarizes recent research about the effectiveness of diversity training. This section also highlights districts with diversity training and programs and includes a sample guide that may support districts in developing diversity and inclusion initiatives;
- Section V: Implicit Bias highlights studies about the effectiveness of implicit bias training as well as districts using implicit bias training. This section also includes guides that may support districts in developing implicit bias initiatives; and
- Section VI: Cultural Competency provides recent literature regarding cultural competency training. This section also references districts that use cultural competency training as well as guides that may support districts in developing cultural competency initiatives.
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