Mobilizing Change: Using Group Psychoeducation to Increase Understanding and Commitment to Action for Anti-Racism

Background and Purpose: This project has evaluated the relative effectiveness of anti-racism psychoeducation groups for approximately 200 participants that include faculty, staff, and students at the University of Louisville. The groups consisted of three sessions and addressed 1) microaggressions and microresistance; 2) history of racism and systemic racism across multiple systems; 3) macro change strategies. The study addressed the following key research questions:

1) What is the general effectiveness of a psychoeducation group on anti-racism to promote immediate and sustained change in relevant knowledge, attitudes, and behaviors?

2) What is the relative effectiveness of anti-racism psychoeducation groups by member racial composition, comparing homogenous (groups with members of the same race) with heterogeneous (groups with members of different races) groups?

3) What is the relative effectiveness of anti-racism psychoeducation groups for different target audiences, including students, staff, or faculty from the University of Louisville?

Methods: The study design was an experimental, time series design with repeated measures of key implementation and outcome variables over time. Data collection occurred at pre, post, and 3- and 6-months follow-up. Participants were recruited and registered for "Anti-Racism Groups" and then were randomized to homogenous or heterogenous groups (white and Black Indigenous and People of Color (BIPOC) groups). We offered groups to students, staff, and faculty across University of Louisville and all students, staff, and students. Participants were able to self-select a specific group type for participation if they preferred but were then excluded from evaluation. Groups were facilitated by team members who mirrored participants in race and position in the organization. The groups consisted of a series of three psychoeducational workshops offered in an on-line format; psychoeducation was an appropriate approach for anti-racism work, as there is a need for both information and insight to effect change. Key outcomes included satisfaction, learning, group cohesion, facilitator alliance, awareness of and attitudes toward racism, and commitment to social justice. Outcomes were measured using standardized scales administered through on-line surveys pre- and post-program completion.

Results: Participants reported high levels of satisfaction and learning of core content from the groups. There were also changes in awareness of systemic racism, white privilege, and unconscious bias, as well as an increase in commitment to social justice. Differences by group composition and position in the organization were also explored, as well as the role of group cohesion and facilitator alliance in promoting change in the key outcomes.

Conclusions and Implications: There are a number of important implications of this study for advancing the field of anti-racism programs across a variety of settings Although this study focused on those in a university setting, similar groups have been conducted by the team in community-based settings and there is confirmed transferability of the practice. There is a significant gap in the literature on effective change strategies to advance anti-racist goals across settings, and this study makes important contributions to our understanding of how to structure groups, key content, and facilitation processes, and how to promote critical outcomes.