A Qualitative Study of Minority Higher Education Faculty's Experiences With Diversity, Equity, and Inclusion Within Their Organizations
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2023-08
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Abstract
Recently throughout higher education institutions, there has been a consistent call to include diversity, equity, and inclusion (EDI) at the forefront of their organizational practices. Faculty make up the most significant number of employees in higher education organizations, and their experiences with diverse, equitable, and inclusive (DEI) approaches in the classroom and the organization inform higher education organizations of their ability to integrate materials. The problem statement addressed in this study was to identify minority higher education faculty’s experiences in the discipline of English with EDI within their sense of organizational belonging; faculty’s engagement with EDI in curriculum development, academic instruction, and student interactions; and faculty’s levels of or access to professional development using a community of inquiry theoretical framework. The purpose of this study was to provide a phenomenological qualitative inquiry focused on understanding the nature of minority higher education faculty in the discipline of English and their experiences through one-on-one interviews regarding DEI methods, practices, and implementation in classrooms and organizations in Southern California. The data revealed that faculty experiences show institutional and self-awareness needed for DEI integration, including alternative teaching styles, discipline-specific application, personal actions, and a recognition of areas of needed institutional and self-improvement. The recommendations based on the findings from this study include changes for higher education organizations to consider fostering EDI in their organization.
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A dissertation submitted in partial fulfillment of the requirements for the degree Doctor of Education
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SOCIAL SCIENCES::Social sciences::Education, Organizational behavior, Organizational theory