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1 Making Sense of Worldview Diversity at Public Universities Making Sense of Worldview Diversity at Public Universities: An Exploration of Student Encounters using Critical Sensemaking Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Beth Ashley Staples Graduate Program in Educational Studies The Ohio State University 2019 Dissertation Committee Dr. Matthew J. Mayhew, Advisor Dr. Tatiana Suspitsyna Dr. Noelle W. Arnold 1 Copyrighted by Beth Ashley Staples 2019 2 Abstract This study advances our understanding of how students are making sense of their encounters across worldview differences related to religion, spirituality, faith, and values at public higher education institutions. Critical sensemaking (CSM) was used as a conceptual framework to understand the in-the-moment process of individual sensemaking and how individual and organizational sensemaking is influenced by the formative, structural, and discursive contexts of higher education (Helms Mills, Thurlow, & Mills, 2010). The study employed content analysis methodology (Mayring, 2000) and a two-tiered structural and concept coding analysis strategy (Saldaña, 2011) to explore secondary focus group data from five public institutions from a qualitative case study dataset created through the longitudinal, mixed-methods Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS) project. The key findings of this study are: 1) students use sensemaking as an opportunity to shed old ways of being and knowing; 2) student sensemaking is highly social and students often make sense of their encounters with worldview diversity through the lens of perceived social norms; and, 3) students perceive the university as sensegiving about worldview through funding allocations, space reservation priorities, staff member availability, and in comparison with other social identity work. These results are relevant to research because they extend the use of CSM to college students as actors, focus groups as data, and diversity as a topic for ii examination. They also show that two properties of CSM, social and extracted cues, are particularly important to student sensemakers and highlight the relevance of formative, structural, and discursive contexts of higher education influence sensemaking about worldview diversity. Additionally, these results provide guidance for practitioners and faculty who want to help students engage with and across worldviews, indicate that institutions of higher education should more specifically communicate how they support worldview development and difference, and confirm that worldview is a relevant part of student identity at public institutions. Taken together, the knowledge gained through this study about the student sensemaking process can be used to maximize student development related to worldview diversity. iii Dedication To my mom, Patricia Irene Staples 1951-1999 I am who I am today because you showed me how to find my own voice. To my daD and Brother, for your constant support and always making me feel short. To my family, for your fierce love and ability to find humor in every situation. To my God, for having plans for a hope and a future that I could not imagine for myself. iv Acknowledgments My journey to PhD has been a winding through high-rises and flatlands, and I would be remiss to not acknowledge the many, many people who have made it possible for me to complete my degree. I want to start by thanking every student who chose to participate in an IDEALS focus group over the course of the last two years. I have had the opportunity to get to know you through the stories you shared with each other and I am hopeful that the next generation of leaders will engage with their inner lives in meaningful and beautiful new ways. I want to thank my dissertation committee, Dr. Matt Mayhew, Dr. Tatiana Suspitsyna, and Dr. Noelle Arnold. Without you, this project would not have been as rigorous or thoughtful. You challenged me to be a more focused researcher, uncovering nuances and complexities revealed by my participants. I truly appreciate the lessons I have learned from each of you, for your willingness to challenge me to make it better, and for your graciousness as we rescheduled my dissertation defense three times! Matt, this is the end of a journey that started through our connection to the amazing Dr. Alyssa Rockenbach and thread its way through NYC and out to O-hi-o. I loved being your boss for a year and have been honored and humbled to have the opportunity for you to be my boss and fearless leader these last three years (plus one more to come!). Alyssa, my understanding of the hallmarks of good qualitative research v were first learned in your classroom as I studied how higher education and worldview intermingled. Thank you for being a kind and diligent thesis advisor – it set me up for success in my doctoral program in so many ways. And finally, thank you to you both for first envisioning and then running the IDEALS project over the last seven years – it would not have been possible for me to do this work without your work, and I am humbled to be able to offer a contribution to the growing based of literature about worldview diversity and interfaith engagement. And to my chosen family in every state, thank you for your support and love throughout the years. My Ohio cohort – Dr. Laura, Dr. Antonio, and soon-to-be Drs. Shannon, Lane, Courtney, Kaity, and Tiffany – I would not be where I am today without your support and encouragement. Thank you for everything, but most especially babies, buffalo chicken dip, angel poop, and always taking that cohort selfie. Tracey, thanks for the many Global Gallery work days and constant encouragement. My NYC stats buddy and Ed.D. original, Dr. Chris Stipeck, thank you for sending encouragement via SMS whenever possible – your dedication inspired my own. The larger IDEALS and CoIL research teams, you deserve a special shout-out for collecting case study data for me and just generally being awesome to work with – Shauna, Zak, Lini, Hooten, Lori, Kevin, Helen, Graham, and of course Dr./Pastor/PostDoc Becky Crandall. To my bevy of higher education humans, please know that your encouragement at every stage of this Ph.D. journey has made a difference. Dr. Audrey Jaeger, Sarah Cantrell-Perkins, Aaron Hood, Laura Hood, Dr. Jason Lynch, Dr. Sonja Ardoin, Marisa Mariano, Ben Jones, Courtney Heywood, Vanessa Perez, Evan Gazdecki, and Dr. Nikki Charles – you rock! vi I have also strongly benefitted from the support of two amazing church families while I've pursued my degree. I will absolutely not be able to name everyone, but I will make an effort. My Rock City team, and most especially Mitchell & Kelsey, Emily, Matt & Julie, Katelyn, and Taylor & Jack – thank you all so much for helping me make a home here in Ohio. My Liberty Church NYC family, you were so hard to leave when this opportunity came up – thank you for releasing me into this season. Special shout-outs to Tanz, Kari Sheets, Jenn, Janelle, Trish & Mark, Tim & Danielle, Raji, Dawn & Matt, Bob & Mavis, Justin & Kristen, Jen & Bryan, Parker & Jessi, Kathryn, Angela, and Paul & Andi for supporting me from afar and making time for coffee when our paths crossed. Finally, while I'm not sure how I got so lucky to have a large crew of forever friends, I must thank them as they've stuck with me to the end of the degrees! Lindz, Jer, Kelz, Effrey, Kimmy, Matt, Lisa, Kevyn, Noëla, Joel, Kt, Mark, Bryan, Greg, Noel – little did we know how Fallston was fostering these relationships. Rob and Jules – thank you for letting me retreat to your family, and for all the encouragement your faces sent my way these last four years. Jessica Schulte, thank you for Noodles dates and grounding conversations about college ministry – it mattered for me to remember my roots. There were so many shoulders I stood on to do this work, and I am so grateful to each of you for creating a foundation for me personally and professionally. The doctoral process has all types of moments – sometimes I needed a shelter, but others an anchor, sword, fireball, shield, a really good #lattelove or a really stiff drink… and I always had it. Thank you for being my tribe. vii Vita 2019 Doctor of Philosophy: Higher Education and Student Affairs The Ohio State University, Columbus, Ohio 2011 Master of Science: Higher Education Administration North Carolina State University, Raleigh, North Carolina 2004 Bachelor of Science: Logistics & International Business University of Maryland – College Park, College Park, Maryland 2016 – Present Research Associate Interfaith Diversity Experiences and Attitudes Longitudinal Survey The Ohio State University 2016 – Present House Director, Delta Delta Delta – Nu Chapter The Ohio State University 2011 – 2016 Residence Hall Director New York University 2009 – 2011 Resident Director North Carolina State University viii Publications Mayhew, M. J., Selznick, B. S., Zhang, L., Barnes, A., & Staples, B. A. (2018). Developing undergraduates’ innovation capacities: Evidence from a curricular experiment. Journal of Higher Education. Staples, B. A., Jones, B., & Perez, V. (2018). Fostering engagement with social justice through experiential learning. In Branch, K., Hart-Steffes, J., and Wilson, C. M. (Eds.), Applying Student Development Theory Holistically. New York, NY: Routledge. Bryant Rockenbach, A., Bachenheimer, A., Conley, A. H., Grays, S., Lynch, J., Staples, B. A., & Wood, A. (2014). Spiritual exchange in pluralistic contexts:
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