Our evaluation, delivered in partnership with the Anne Frank Trust and University of Kent, seeks to provide quantitative data to support existing qualitative feedback about the extent to which the outcomes are achieved. It also uses an experimental design method of evaluation that substantially adds to previous efforts by SRtRC and others to measure the impacts of interventions. The tools for this evaluation were first developed by the Anne Frank Trust and University of Kent (2014, 2016), and our partnership with the Anne Frank Trust has enabled these to be adapted for use by SRtRC. SRtRC anticipates that the evaluation will also provide quantitative data to support its assertion that the SRtRC educational model for challenging racism can be applied to other forms of prejudice and discrimination. This would then support the case for establishing a robust evidence base to support the delivery of similar interventions focused on reducing prejudice and discrimination towards people who share a range of protected characteristics. In practical terms, SRtRC hopes to use the data derived from the evaluation to help deliver more interventions tackling homophobia, biphobia and transphobia, as well as supporting the case for delivering hate crime focused interventions in the future and the need for these to be robustly evaluated.
Table 3.2: Example items used to evaluate outcomes relating to the SRtRC aims Outcome Example item Reponses scale Scale type Understanding of racism ‘You assume that somebody is religious because of their appearance?’ 1 (definitely not)-5 (definitely yes) Likert-type scale Seriousness of racism ‘How big a problem do you think racism is in your school?’ 1 (not at all)-5 (very much) Likert-type scale Personal prejudice measured as social distance ‘Imagine that you will have to spend every lunchtime for 1 week with one person you had never met before. How much would you like it if this person was German/ Muslim/ British?’ 1 (not at all)-7 (very much) ‘Star’ measure Positive and negative stereotypes of groups ‘Generally, Muslims are friendly.’ 1 (strongly disagree)-5 (strongly agree) Likert-type scale Prevention ‘You hear Alex say something nasty to Sam because Sam is black. How likely is it that you would tell a teacher or a member of staff?' 1 (very unlikely)-5 (very likely) Likert-type scale Awareness of racist incidents ‘Have you ever been a victim of/witness to prejudice because of race?’ 1 (never)-5 (everyday) Likert-type scale
Appendices Appendix A Example timetable for secondary school intervention working with five classes Time Class 1 Class 2 Class 3 Class 4 Class 5 09:45 – 10:15 Opening assembly Introduction to staff and the day ahead 10:15 – 11:20 SRtRC Workshop 1 SRtRC staff SRtRC Workshop 1 SRtRC staff SRtRC Workshop 1 SRtRC staff Fitness-fun SRtRC coach Normal lessons 11:20 – 12:20 SRtRC Workshop 2 SRtRC staff SRtRC Workshop 2 SRtRC staff SRtRC Workshop 2 SRtRC staff Normal lessons Fitness-fun SRtRC coach 12:20 – 13:00 LUNCH 13:00 – 14:00 Fitness-fun SRtRC coach Fitness-fun SRtRC coach Normal lessons SRtRC Workshop 1 SRtRC staff SRtRC Workshop 1 SRtRC staff 14:00 – 15:00 Normal lessons Normal lessons Fitness-fun SRtRC coach SRtRC Workshop 2 SRtRC staff SRtRC Workshop 2
Own your own values: Speak from the ‘I’ perspective e.g. ‘I feel’ or ‘in my experience’. Avoid ‘you should’ or ‘you all think that’. If you are going to disagree with something, challenge the opinion or the behaviour, not the person. Be open and honest: Ask questions without fear of judgement. There is no such thing as a ‘silly’ question. It is important to try to understand as much as possible. If you are not confident about asking questions publicly, then speak to the facilitator privately. Respect confidentiality: Everything said in the room stays in the room. When sharing personal anecdotes, make sure you avoid using real names and don’t disclose any personal information about anyone else. Carefully consider what personal information you choose to share. Share ‘air time’: You are encouraged to express your ideas and opinions. Take it in turns to contribute. Help create a safe space where everyone is encouraged, and feels comfortable, to speak. Don’t monopolise the discussion. You are not obliged to speak; it is fine to ‘pass’. As you engage in discussions about racism, be aware that it may provoke strong feelings for some young people due to internalised prejudices, past experiences or because they have friends and/or family members with racist beliefs or they themselves have been the perpetrator of racism in the past. Carefully monitor student’s responses, allow adequate time to debrief and process their feelings, and provide further support and resources to young people when needed. Appendix C Secondary school workshop – Facilitator notes Wherever possible, move tables to the side of room and position chairs into a Workshop 1 (Approximately one hour)
Understanding of racism Is it racist if ... you sometimes don’t comment or do anything when you hear somebody use a racist word? -0.02 -0.12 106 0.91 Social distance British 0.32 1.42 84 0.16 Social distance Muslim -0.58 -2.36 84 0.02 Social distance German -0.43 -1.5 84 0.13 Difference in social distance British v Muslim -0.89 3.39 85 0.001 Difference in social distance British v German -0.74 2.46 85 0.016 Difference in social distance German v Muslim 0.15 0.52 85 0.60 Response to racism How likely is it that you would …tell a teacher ...? 0.25 1.13 64 0.26 Note: All figures rounded to two decimal points. Significance levels less than 0.05 are conventionally regarded as statistically significant. T1 and T2 relate to before and after intervention.