About this presentation

1. About this presentation These slides present interim findings from a review of the evidence undertaken in workshop conditions at Evidence Base Camp 2013/14. The findings from the review are not exhaustive. Due to time constraints not all available bibliographic databases have been searched, and books and longer reports were excludedfrom our synthesis sessions. The findings have not been peer reviewedor quality assured in the same way as a formal research publication. The College of Policing Research Analysis and Information Unit (RAI) plans to turn this review of the evidence into a full Rapid Evidence Assessment Report in due course.

2. What interventions have been shown to be effective in tackling barriers to career progression experienced by under-represented groups? Delegates: Jill Flanagan - Nottinghamshire Richard Frost – College Linda Harpley - College Emma Hart – Hampshire Angela Marinari - Cheshire Devika Nair – BTP Lucy Okeke-Ince - College Jo Pelletier – Thames Valley Neil Richards – Dorset Delegates: Stephen Routledge – South Wales Helen Slater - College David Tonkin - Sussex Carolina Villaneda - College College of Policing: Nerys Thomas - Research Julia Wire - Research Patricia Hughes– National Police Library

3. Using a Rapid Evidence Assessment (REA) REAs follow a systematic process to identify and appraise evidence… …but make compromises given available time and resources Pragmatic and transparent approach Ensure best possible coverage of literature in the time available How did we answer the question?

4. Draft search terms Draft sift criteria Sift received abstracts Request relevant papers Read and ‘grade’ papers Write it up (‘synthesis’) The process (in a nutshell)

5. Developing search terms What interventions have been shown to be effective in tackling barriers to career progression experienced by under-represented groups?

6. Final search string! 04/11/2013 – ProQuest 1205 (TI(BME OR black OR minorit* OR ethnic* OR (represented NEAR/2 (over* OR under* OR inadequat* OR insufficient*)) OR diversity OR women OR gender OR female* OR disab* OR impairment* OR race OR religio*) OR AB(BME OR black OR minorit* OR ethnic* OR (represented NEAR/2 (over* OR under* OR inadequat* OR insufficient*)) OR diversity OR women OR gender OR female* OR disab* OR impairment* OR race OR religio*)) AND (ti(((career* OR employ* OR vocation* OR job* OR occupation* OR staff OR profession*) NEAR/3 (development OR progress* OR advanc* OR opportunit* OR success* OR ladder OR promot* OR select* OR mobility OR retention OR retain*))) OR ab(((career* OR employ* OR vocation* OR job* OR occupation* OR staff OR profession*) NEAR/3 (development OR progress* OR advanc* OR opportunit* OR success* OR ladder OR promot* OR select* OR mobility OR retention OR retain*)))) AND (ti((Obstacle* OR barrier* OR hurdle* OR block* OR "glass ceiling" OR obstruction* OR hindrance* OR constrain* OR discriminat* OR exclusion OR exclude* OR disadvantage* OR equality OR inequality)) OR ab((Obstacle* OR barrier* OR hurdle* OR block* OR "glass ceiling" OR obstruction* OR hindrance* OR constrain* OR discriminat* OR exclusion OR exclude* OR disadvantage* OR equality OR inequality))) AND (ti((tactic* OR intervention* OR strateg* OR initiative* OR procedure* OR approach*)) OR ab((tactic* OR intervention* OR strateg* OR initiative* OR procedure* OR approach*))) AND (ti(("systematic review*" OR "literature review*" OR trial* OR RCT OR experiment* OR evaluat* OR "best practice*" OR "good practice*" OR effective* OR assess* OR "What Works" OR impact OR success* OR "meta analysis")) OR ab(("systematic review*" OR "literature review*" OR trial* OR RCT OR experiment* OR evaluat* OR "best practice*" OR "good practice*" OR effective* OR assess* OR "What Works" OR impact OR success* OR "meta analysis")))

7. Search outcomes 1205 potentiallyrelevant studies identified. Our search identifies studies that mention all five of our areas: Under-represented groups, Career progression, Barriers, Interventions and ‘What Works’… Career progression Under-represented groups Barriers What Works Interventions

8. Searches find all potentially relevant studies… Debbie Ollis,. 'I haven't changed bigots but ...': reflections on the impact of teacher professional learning in sexuality education Returned by the career progression search… Abstract: This paper reports on aspects of an Australian study into the factors and conditions that make it possible for secondary school health education teachers to include and affirm gender and sexual diversity in their teaching. The study examined the impact of a two-day intervention designed to prepare teachers to use a major new government-funded teaching and learning resource called Talking Sexual Health. The study found that whilst there was a range of personal and structural barriers inhibiting change, professional development and access to teaching and learning resources could indeed impact positively on teachers' willingness and ability to include and affirm diverse sexualities in their health education programs. Sifting our abstracts identifies the truly relevant literature. Sift criteria is used so that we are consistent and transparent in our sifting.

9. Sifting – inclusion criteria

10. Sifting – flow of papers Abstract and title screened N=1205 Full text screened N=82 Searches of online database N=1205 Reports meeting inclusion criteria & mapped N=23 • Papers excluded: Total N=59/82 • Reasons for exclusion: • Did not meet sift criteria n=23 • Language (not English) n=3 • Other exclusions: • Publication not available n=25 • Unread n=8 • Papers sifted out: N=1123 • Reasons for exclusion: • Did not meet sift criteria. • Our initial search identified 1205 papers, but only 82 (7%) were actually relevant to our research question. Our findings are drawn from these 23 studies that we have reviewed over the last two days. • We searched one of the main databases available to the National Police Library • Due to time restrictions, we have not included books in our synthesis • Some longer studies could not be included due to time restrictions.

11. Synthesis – Mapping the evidence

12. Synthesis – Mapping the evidence

13. Synthesis – Mapping the evidence

14. Synthesis – Mapping the evidence

15. What does ‘good’ or ‘robust’ evidence look like? Statements about ‘what works’ Statements about ‘what’s promising’ Study designs increasingly rule out potential alternative causes Study designs cannot rule out potential alternative causes Statements about possible impact

16. Synthesis – Quality of evidence

17. Synthesis

18. Synthesis

19. Key messages There is a striking lack of robust evidence in what is effective in overcoming barriers to progression for underrepresented groups. The overall quality of evidence is low. There are several interventions in use but none have been properly evaluated. There is an opportunity for more rigorous testing of interventions in this area using quasi-experimental/experimental designs and longitudinal methods. There is an opportunity to explore how organisations can reduce barriers to progression to alleviate the pressure on the individual. There are opportunities to conduct research in this area cross-sectors. No police related studies met the inclusion criteria for this review. What interventions have been shown to be effective in tackling barriers to career progression experienced by underrepresented groups?