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Purpose – This chapter explores how select “evidence-based” police scholars act as gatekeepers to research opportunities, in Canada, thus impeding critical research that pertains to Black communities.

Methodology/Approach – Using the critical race method of counter-storytelling, the following narrative demonstrates how race and racism may play a role in the collection and dissemination of research that examines racial bias in Canadian policing. This methodology aims to refute the notion of critical objectivity, which is often used to promote the principles of evidence-based policing (EBP).

Findings – Findings suggest that through various powers and levels within both the policing and academic community, a select number of scholars have influence over Canadian policing research that explores racial bias and discrimination. As such, research that may help to develop effective and efficient policing programs to address racial bias, is thwarted.

Originality – No Canadian study explores anti-racist training programs or evaluates their effectiveness. This chapter demonstrates that this may be the result of gatekeeping. The following chapter provides insight into how this is done within EBP circles.

In the US, a growing number of organizations and industries are seeking to affirm their commitment to and efforts around diversity, equity, and inclusion (DEI) as recent events have increased attention to social inequities. As health care organizations are considering new ways to incorporate DEI initiatives within their workforce, the anticipated result of these efforts is a reduction in health inequities that have plagued our country for centuries. Unfortunately, there are few frameworks to guide these efforts because few successfully link organizational DEI initiatives with health equity outcomes. The purpose of this chapter is to review existing scholarship and evidence using an organizational lens to examine how health care organizations can advance DEI initiatives in the pursuit of reducing or eliminating health inequities. First, this chapter defines important terms of DEI and health equity in health care. Next, we describe the methods for our narrative review. We propose a model for understanding health care organizational activity and its impact on health inequities based in organizational learning that includes four interrelated parts: intention, action, outcomes, and learning. We summarize the existing scholarship in each of these areas and provide recommendations for enhancing future research. Across the body of knowledge in these areas, disciplinary and other silos may be the biggest barrier to knowledge creation and knowledge transfer. Moving forward, scholars and practitioners should seek to collaborate further in their respective efforts to achieve health equity by creating formalized initiatives with linkages between practice and research communities.