[Julia]

I imagine there are many reasons as to why anti-Black racism persists in Ontario. But I believe lack of education and inaction towards dismantling white supremacy are some contributors. I had no idea slavery existed in Canada until I was in university, which is appalling. University was where I learned more about systems of oppression and how to reflect on my social location and privilege. But not everyone has access to post-secondary education. Even so, these conversations should be introduced at a young age in school and at home, and continued throughout our education. Our education system has failed us in many ways. I also think many folks are fearful of what it might mean if they were to reflect and acknowledge how they are perpetuating anti-Black racism and benefiting from white supremacy. But we need to take accountability, challenge these systems, and be open and willing to change.

[Gwen]

Evaluation is essential for improving programs. Evaluation should engage with all stakeholders of a program – program participants, program staff, community members impacted directly/indirectly by the program, etc. These stakeholders should all have the opportunity to share their feedback and satisfaction with a program, as well as any other stories or observations they might have. From this information, we can learn what went well, what didn’t go well, and how we can improve from next time. Evaluation also allows us to see if the program is achieving the outcomes we hoped it would achieve – and if we’re not achieving them, then evaluation gives us the opportunity to reflect and understand why. Maybe we’re missing a key activity in our programming, maybe participants were confused about an activity we did run, or maybe that outcome isn’t actually relevant to us. Evaluation is an opportunity to reflect on a program as a whole, to understand how it works currently, and to learn from our experiences and the feedback of participants and staff so that we can make future versions of a program even better.

[Gwen]

Our program has a few key activities that make up the work we do:

• 8-12 granting streams (depending on funding and staff capacity)
• capacity building workshops
• relationship building workshops and panels
• outreach and engagement initiatives
• impact sharing initiatives

To evaluate these activities and ensure they’re doing what we hope they’re doing, we use:

• participant counts for workshop attendance and number of grant recipients
• session hours and session counts
• descriptions of grantee projects (how the funding we distribute is intended to be used, broadly – i.e. 10 grants of 30,000$ were distributed, 7 projects are land-based programs, 2 are arts-based, and 1 is focused on building youth understanding around policy and advocacy)
• digital engagements (interactions on social media including page/video views, number of likes, comments, and shares)
• check-ins throughout grantee projects (space for feedback/measuring youth satisfaction and space for qualitative data sharing)
• final reports at the end of grantee projects (space for information on how funding was used more specifically – i.e. grantee #1 used 15,000$ for youth salaries and 500$ for an honorarium for an Elder; grantee project reach and time spent running grantee projects; space for feedback/measuring youth satisfaction and space for qualitative data sharing)
• feedback surveys at the end of every capacity building and relationship building session
• asking youth participants and youth advisory circle input into what they want to learn from our program evaluation so our evaluation plans are responsive to their wants and needs as well

[Gwen]

Some good practices to ensure youth participants are making informed decisions about participating in evaluation are:

• inform participants that an evaluation is happening at the start of a program
• inform participants of the evaluation purpose, method, and the reason why an evaluation is taking place
• explain how the lessons learned through evaluation will be used
• explain how the information gathered will be stored and how it will be shared – will it be confidential? will data be aggregrated and anonymised? who will have access to any personal or identifying information?
• inform participants that their participation in the evaluation is voluntary and that they can retract their consent to participate at any time
• use simple and accessible language when communicating with participants and leave space for them to ask questions to ensure they understand
• offer opportunities for feedback and to involve youth participants in shaping program evaluation
• have protocols in place to protect participant safety and be transparent about what these protocols are

[Gwen]

Evaluation is like a book report because it gives an overview and an analysis of what happened, but it’s not the full story – for that, you have to read the book/participate in the activities.

[Montse]

DO:
-Number of campers

-Interest in STEM (Day 1 vs Day 5)

-Understanding of STEM (Day 1 vs Day 5)

-Knowledge on Native language, traditional territory, Indigenous stories

-Understanding of braiding knowledges

-Rose, thorn, bud
DON’T

-Level of enjoyment (from 1 to 5)

[Gwen]

The challenges around capacity to analyse qualitative data are a significant challenge my organization is facing currently. We have all these stories, quotes, advice pieces for future participants, art, pictures, lists and lists of skills youth learned – but we don’t do anything with that data. We’re collecting it, and storing it, but we have no way to analyze it, or understand what it means. We have the information, but we don’t report on it or share it, because that capacity for really understanding how to analyze and interpret qualitative data is missing.

It is something we’re working on, we have a solid Knowledge Mobilization and Impact Measurement team now, and they’re working on building their own capacity for measuring and understanding qualitative data, and then will help the rest of the staff at our org build their capacities too – but it’s very much still a work in progress!!

Part of the issue too is that, because so much of our funding comes from the federal government, the reports we generate for funders are almost entirely focused on quantitative data. They don’t care about the actual impact of the program, they just want to know how many participants were reached, how many session hours were held, etc. Funders only care about the numbers, and we need that funding to keep coming in, so until very recently it was hard to justify growing our evaluation skill-sets to include qualitative data.

[Emma]

I believe that evaluations can provide integral information for improving programing – especially when youth who are participating in the program are engaged with it directly. I think it is important for evaluations to center the voices of those being served and ensure that the program is meeting their needs. An evaluation may be able to ask participants directly what could be improved or changed to better serve them. These changes can then be shared and implemented. There are definitely challenges to this but there are ways for programs to pivot or adjust based on findings from evaluation.

[Montse]

Having one week summer camps with children from 6 to 12 years old.

There is a tricky balance between wanted to do evaluation surveys and still being friendly and youth appropriate.

Besides, as we don’t have enough staff to have someone transcribe their answers, it needs to be written, which makes it more tedious + hard to understand their handwriting.

[Montse]

In previous years, we have found that the turnover of staff + lack of responsibility / ownership of the evaluation aspect made it so that it got forgotten.

I believe that the staff needs to be informed of the importance of the evaluation, why we are doing, why it is important for them to help us answer these questions / run these activities.

Besides, because we constantly have new staff coming in, we are trying to make it part of the onboarding materials and it is also mentioned as part of their responsibilities in their contract.

Having someone responsible of collecting, analyzing, communicating the data and steps for the next cycle is vital.

[Kathe]

Don’t miss this e-learning opportunity from Community-Based Research Canada!

Amplifying Youth Voice in Research for Social Change: The Youth Wellness Lab
Thursday, September 12, 2024 | 12PM to 1PM ET

The Youth Wellness Lab is a hub for academic researchers, community-based partners, and young people, aged 29 and under, to collaborate on research and change-making efforts aimed at improving youth’s health and wellbeing. This presentation will describe the development of the lab and the role of youth and community in setting research priorities and responding to critical issues. They will also provide examples of youth- and community-led projects that are representative of this work.

This event will be presented by Cam Bautista, Dr. Stephanie Begun, Hajar Seiyad, Ayla Arhinson, and Bryn King. Bryn is a member of YouthREX’s Academic Network, and Hajar is a former Research Assistant on the YouthREX Team!

Click here for more details and to register for this online event.

[Preeti]

Thank you for sharing your perspective. I feel we all have to do so much learning and unlearning to be actually able to make a difference in the real world. I agree that people try to acknowledge ABR but fail to acknowledge and leave the white supremacy and previlege they enjoy.

[mogbeyi]

Having explored the Call-In-Cards, I am impressed by their ability to facilitate comprehensive learning and action around anti-Black racism (ABR). The cards provide a structured approach to discussing complex issues like Black Youth Voice, Black Youth Mental Health and Wellbeing, Intersectional Identities, and Allyship.

A particularly valuable aspect of the Call-In-Cards is the emphasis on the “Call-In vs. Call-Out” approach. When we ‘call-in’ rather than ‘call-out,’ we invite ourselves, colleagues, and peers into a conversation that draws attention to bias, prejudice, microaggressions, and other forms of discrimination as well as power and privilege to facilitate learning, growth, and change. This approach is crucial for creating a safe space where individuals can engage in self-reflection and meaningful dialogue without fear of judgment or alienation.

The scenarios provided in the Call-In-Cards are realistic and relatable, encouraging users to think critically about their roles and responsibilities in combating ABR. The user guide is also particularly supportive, offering clear instructions and context for each scenario, which helps users navigate through various situations effectively and sensitively.

Overall, the Call-In-Cards are a dynamic and effective resource for anyone looking to enhance their understanding and commitment to ABR. They provide a robust framework for both learning and action, making them an essential tool for fostering critical conversations and promoting transformative change. I am excited to share this tool with my colleagues and peers, as it fosters both individual reflection and collective action.

[mogbeyi]

Anti-Black racism persists in Ontario due to a complex interplay of historical, social, economic, and institutional factors. The colonial legacy and the history of slavery have entrenched systemic inequalities that continue to marginalize Black communities. Discriminatory policies and laws have historically disadvantaged Black people, leading to ongoing socio-economic disparities. In education, Black students often face biased curriculums and unequal resources, resulting in lower academic achievements and higher dropout rates. In the workforce, Black individuals frequently encounter discrimination in hiring practices and workplace environments, leading to higher unemployment rates, underemployment, and wage gaps. Additionally, the criminal justice system disproportionately targets and penalizes Black people, perpetuating cycles of poverty and marginalization.

In my view, addressing anti-Black racism in Ontario requires a multifaceted approach that includes revisiting and reforming institutional practices, ensuring equitable access to resources and opportunities, and fostering a societal shift towards genuine inclusion and equality. It’s not enough to acknowledge the problem; concerted and sustained efforts must be made to dismantle these deep-rooted barriers and create a society where everyone can thrive without fear of discrimination. This requires more than performative anti-racism projects or initiatives; it demands actual action from stakeholders, including policymakers, educators, employers, and community leaders, to enact meaningful and lasting change.

[mogbeyi]

The Call-In-Cards are an invaluable tool for fostering critical conversations around anti-Black racism (ABR). I found that the cards extensively cover crucial aspects such as Black Youth Voice, Black Youth Mental Health and Wellbeing, Intersectional Identities, and Allyship. Each scenario is thoughtfully designed to reflect real-life situations across different organizational levels, not just frontline or programming areas.

One of the most impactful elements for me is how the cards encourage users to engage in critical self-reflexivity and deeper thinking about their actions and attitudes. The accompanying user guide is particularly supportive, helping users navigate through various scenarios effectively and sensitively.

I can see how these cards can initiate meaningful dialogue and prompt actionable strategies for confronting anti-Black microaggressions. I appreciate the inclusion of videos featuring Black practitioners and activists, which add depth and relatability to the scenarios. The curated resources are also a fantastic addition, providing practical strategies for centering Black youth wellbeing.

Overall, the Call-In-Cards are a comprehensive resource that I will definitely be integrating into my work and sharing with my network. They provide a robust framework for both learning and action, making them an essential tool for anyone committed to ABR.

[Andrea]

Anti-Black racism persists in Ontario for a variety of complex reasons, many of which stem from historical, social, economic, and systemic factors. Here are some key factors contributing to the ongoing issue:

1. Historical Legacy: Ontario, like many parts of the world, has a history of slavery, segregation, and discrimination against Black people. Even though slavery was abolished in Canada in the 19th century, its legacy persists in social attitudes, institutional structures, and systemic inequalities.

2. Structural Racism: Institutions and systems in Ontario, such as education, healthcare, employment, and criminal justice, have embedded racial biases that disadvantage Black communities. For example, racial profiling by law enforcement, discriminatory hiring practices, and disparities in access to quality education and healthcare all contribute to perpetuating anti-Black racism.

3. Implicit Bias: Many individuals hold unconscious biases or stereotypes about Black people, which can influence their attitudes, behaviors, and decision-making processes. These biases may manifest in everyday interactions, employment opportunities, housing, and other aspects of life, reinforcing systemic inequalities

Addressing anti-Black racism in Ontario requires a multifaceted approach that tackles both systemic issues and individual attitudes. It involves policy reforms, community engagement, education, allyship, and ongoing efforts to challenge biases and dismantle discriminatory structures.

[mogbeyi]

I believe anti-Black racism persists in Ontario due to systemic and institutional biases that subtly underpin our society—often colloquially described as “racism with a smile.” This term captures how ingrained prejudices, though less overt, profoundly affect critical areas such as education, employment, and law enforcement, continuing to disadvantage Black communities significantly. Despite increased awareness and policies aimed at equity, the deeper societal acknowledgment and structural changes necessary are slow to materialize. Addressing this issue effectively requires not only policy reform but also a cultural shift toward real inclusivity, where barriers to full participation for Black individuals are actively dismantled.

[Henry]

Currently listening to and loving Andra Day’s “Rise Up” Courtesy of our good Dr. Anucha 🙂

[Rahma]

Organizations often look for practical tools to have critical conversations around ABR- the call in/call out cards are so effective to initiate these conversations. What I appreciate most is that the scenarios reflect situations across various levels of an organization and are not just targeted to frontline and programming levels. The user guide is also really supportive- especially making distinctions of when a situation requires calling out versus calling in considering the element of safety and preventing further harm. I will definitely be sharing this widely and incorporating into my practice and teaching.

[Kathe]

There are over 300 contributions to this discussion thread! This space has provided us with an opportunity to share with and learn from one another since the Centering Black Youth Wellbeing certificate was first launched.

We reviewed ALL of your suggestions and created a NEW Factsheet: 20 ‘Simple Things’ to Centre Black Youth Wellbeing, summarizing 10 individual and 10 organizational practices to centre Black youth and support Black youth wellbeing.

Check it out and continue to share your practices here!

[Kathe]

Hi everyone! Our team has created a variety of NEW resources to support connecting your anti-Black racism learning to action 📣

You’ll find these across each of the four themes of The Call-In-Cards 🔍

I wanted to highlight a few here, and I’d love to learn how some of these strategies and practices can be applied in your work with Black youth, families, and communities:

–So, What IS an Anti-Black Microaggression? 50 Examples from Black Youth (Factsheet)

–Confronting Anti-Black Microaggressions: Strategies for Black Youth and Non-Black Allies (Evidence Brief)

–The N-Word: Four Empowering Responses for Black Youth (Evidence Brief)

–20 ‘Simple Things’ to Centre Black Youth Wellbeing (Factsheet)

Many thanks to Arielle, Hajar, and Kuir, YouthREX Research Assistants who led the development of these resources 🙏❣

(Oh, and check out this collection of practical resources on our Knowledge Hub, curated for The Kit for Centering Black Youth Wellbeing!)

[Yaw]

The Call-In-Cards is one of the effective kits employ to address the ABR.

[April]

I believe anti-black racism is still a problem in Canada due to its deep-rooted history of slavery. The marginalization and enslavement of black people were hardly mentioned. I learnt a lot at the beginning of this course about the hardships blacks had to endure. The book mentioned ” Blacks at the Border” speaks about this. Stereotyping on blacks continues to be an issue today. Facing barriers in receiving education, employment inequity and suffering with health issues are all results of anti-black racism. The Underground Railroad depicts the life story of those slaves escaping for freedom throughout North America.

[Gary A]

By leveraging the values of compassion, mercy, and service to others inherent in faith-based organizations, social services can be tailored to meet the specific needs of Black youth. Collaborating with faith leaders has been identified as a strategy to enhance community health, emphasizing the importance of partnerships between social service providers and religious institutions (Heward-Mills et al., 2018).

[REX]

Share your reflections, strategies and struggles with using the Call-In-Cards to guide and connect your anti-Black racism learning to action!

[Dori]

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[April]

The key components of our youth program is building trust with our stakehokders, using a collaborative approach to build rapport with the youth in the community. Recruiting mentors with similar lived experiences can help youth relate better. Collecting data by doing surveys. Building positive relationships with youth from the communtiy allows us to determine their needs.

[April]

These challenges can be addressed by removing some of the barriers by offering more face-to-face communication, focus groups, and social inclusion. More focus needs to be placed on the possibilities that evaluation could offer youths for strategic learning instead of focusing on the outcomes.

[April]

What are good practices for making sure that youth can make an informed decision about participating in an evaluation of a youth program?

Good practices will include:

– Notifying youths that their participation is voluntary and they are allowed to retrieve from the process at any time.

– Informed consent should be given by the youth and the guardian.

– Treating clients with respect and dignity.

– Use transparency. Inform clients of what the evaluation is about.

– Explain confidentiality.

[Salma]

I agree with a lot of points mentioned in the posts, in order to help identify service needs for Black youths, we have to look at some of the concerns and issues that the Black community has to face on the regular basis. Once we hear what they have to say about their experiences, we should start being proactive in designing pathways and programs for professionals, listen to their other people’s views and help young people overcome barriers. Programs and training should be held in a variety of settings including schools, community organizations and agencies. There should also be more Anti-Black Racism and DEI policies in place at workplaces.