Learning from the Next Generation: Exploring Engagement and Insights from the Racial Equity Consciousness Institute
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| Title: | Learning from the Next Generation: Exploring Engagement and Insights from the Racial Equity Consciousness Institute |
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| Language: | English |
| Authors: | Sommer C. Blair (ORCID |
| Source: | Urban Review: Issues and Ideas in Public Education. 2025 57(3):573-596. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Urban Universities, Diversity Equity and Inclusion, Equal Education, Racism, African American Students, Student Attitudes, Reflection, Self Concept, Story Telling, Empathy, Perspective Taking, Transformative Learning, Lifelong Learning, Program Effectiveness, Outcomes of Education |
| Geographic Terms: | Pennsylvania (Pittsburgh) |
| DOI: | 10.1007/s11256-025-00745-9 |
| ISSN: | 0042-0972 1573-1960 |
| Abstract: | This study examined the Racial Equity Consciousness Institute, a diversity, equity, and inclusion (DEI) initiative founded by Ron Idoko in 2020 at the University of Pittsburgh's Center for Race and Social Problems. Using cognitive-behavioral principles, RECI aims to address systemic racism and its effects on communities of color. The research investigated how undergraduate students at an urban university processed and engaged with RECI material and how their insights--particularly the qualities that enabled meaningful understanding and application--could enhance the program's relevance and adaptability for broader audiences. Employing a qualitative methods approach, the study analyzed discussion board reflections from 19 consenting students enrolled in the RECI undergraduate course, uncovering four key themes: Openness, Objectivity, Operationalization, and Optimism. These themes highlighted students' ability to balance reflective learning, critical self-awareness, and practical application, demonstrating an approach that deepened engagement compared to prior RECI cohorts. Storytelling and empathetic dialogue emerged as pivotal tools, underscoring the importance of fostering connections across diverse perspectives. By situating these findings within a lifelong, transformative learning framework, the study offers actionable insights to improve DEI initiatives, making them more impactful and inclusive across age groups and contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1481059 |
| Database: | ERIC |
| Abstract: | This study examined the Racial Equity Consciousness Institute, a diversity, equity, and inclusion (DEI) initiative founded by Ron Idoko in 2020 at the University of Pittsburgh's Center for Race and Social Problems. Using cognitive-behavioral principles, RECI aims to address systemic racism and its effects on communities of color. The research investigated how undergraduate students at an urban university processed and engaged with RECI material and how their insights--particularly the qualities that enabled meaningful understanding and application--could enhance the program's relevance and adaptability for broader audiences. Employing a qualitative methods approach, the study analyzed discussion board reflections from 19 consenting students enrolled in the RECI undergraduate course, uncovering four key themes: Openness, Objectivity, Operationalization, and Optimism. These themes highlighted students' ability to balance reflective learning, critical self-awareness, and practical application, demonstrating an approach that deepened engagement compared to prior RECI cohorts. Storytelling and empathetic dialogue emerged as pivotal tools, underscoring the importance of fostering connections across diverse perspectives. By situating these findings within a lifelong, transformative learning framework, the study offers actionable insights to improve DEI initiatives, making them more impactful and inclusive across age groups and contexts. |
|---|---|
| ISSN: | 0042-0972 1573-1960 |
| DOI: | 10.1007/s11256-025-00745-9 |
