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The Role of Theoretical Groundings in Diversity Training: a Mixed Methods Case Study of a University Diversity Conference

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The Role of Theoretical Groundings in Diversity Training: a Mixed Methods Case Study of a University Diversity Conference The Role of Theoretical Groundings in Diversity Training: A Mixed Methods Case Study of a University Diversity Conference A dissertation submitted to the Graduate School of the University of Cincinnati in partial fulfillment of the requirements for the degree of PhD in Educational Studies in the School of Education of the College of Education, Criminal Justice, and Human Services by Karla A. Gacasan B.S., University of Cincinnati, 2003 M.A., University of Cincinnati, 2008 Committee Chair: Dr. Holly Johnson Abstract With over $200 million in annual spending by American organizations on diversity training, diversity conferences are increasingly becoming vehicles for information exchange and discussion on best practices in terms of diversity issues. Despite the substantial allocation to diversity training and diversity programs, there remains a gap in identifying where theoretical groundings fit in the dynamic of diversity, and particularly in the development and implementation of diversity training. This case study was an investigation into the roles theoretical groundings played in diversity training, particularly during the design, development and implementation of a university diversity conference. Using a mixed methods approach, the research compared and contrasted theoretical groundings that diversity practitioners valued in a personal and professional capacity with the proposals they submitted to present at a diversity conference. Contexts from multiple perspectives – the university itself, the socio-cultural milieu of the university, the region and the country, and a dichotomy between personal and professional beliefs held significant influence on this diversity conference, and what types of sessions were accepted and presented at the event. This study affirmed that diversity consists of numerous layers, and involves many actors – practitioners, organizations, participants and researchers. This myriad of components and elements corresponds to different implications for different points of view, but focuses on how the role of theoretical groundings in diversity training bridges the gap between the theory and practice. 2 i This dissertation is dedicated to my parents, Evelyn Beierly Arbis Gacasan and Balmelgaspar “Gacs” Gacasan. I am who I am because you honored my freedom to be. i Acknowledgements In 2010, when I began my journey into this doctoral program, I jokingly said to my sister, Yvie, when she asked me why I was doing this, “Because I am an accidental tourist in my own life.” Many who have taken a similar path often claim that they could not have achieved their degree without the help of others. I completely agree. To those of whom I am sincerely grateful for joining me on this accidental tour: My doctoral committee, also known as my academic dream team – Team Gacasan – for this adventure would have not been existent without them. Dr. Holly Johnson, Chair. You were the calm to my storm. Thank you so much for your guidance, and knowing when to pull me back when I needed to, and for encouraging me to go full-throttle when it was time. I could not be more appreciative and thankful for your wisdom. Dr. Vicki Plano Clark, Committee Member. You saw in me the researcher that I could not see. Thank you for patiently waiting for me to arrive at my own realizations, and cheering during a-ha moments, which you already knew were there! I am indebted to your contribution in my growth as a scholar. Dr. Edson Cabalfin, Committee Member. Edson, you have inspired me in so many ways. Your counsel, your insights, and your friendship are treasures that I hold near and dear. Thank you for being with me every step of the way. Dr. Marvin J. Berlowitz, Committee Member and Advisor. Your mentorship, tutelage, and ability to challenge my thinking will forever be the hallmark of my scholarship. You surpass my attempt of description – my academic parent, my beloved professor… the list is long. Dr. B, you sir, are my revolutionary vanguard. ii My friends, also known as Karla’s Tribe – There are many of you out there, and live in every corner of this globe. Near and far, you have hung in there with me, sharing in my tears and laughter, but most of all, providing me the comfort, encouragement and love that fueled me when my engine was running on fumes. Doug Stevens, The Other Pea in My Pod. I love you. I could not have asked for a better friend, cohort, and partner in crime. Peggy Shannon-Baker, My Angel and Spirit Sister. You pointed the way, accidental or not. This dissertation would not have been possible at all without you! Delores Blackwell. HI DELORES! The adventure continues! The Guys. In alphabetical order, because you are all my favorite – Bruce, Craig, Dom, Eric, George, John, Michael, and Tim, thank you for allowing me my “safe space” and being a built-in pilot group for my ideas, my social experiments, and cooking therapy. I have no words, other than “giggity.” Finally, I would like to acknowledge my family – the village that raised me, and has nurtured my soul. To all my cousins –there are so many of you that it would take another chapter to list the entire tree, but to all of you, I thank you, for taking part in shaping the person who I am today. My grandparents, Clara and Clemente Arbis, and Corazon and Genaro Gacasan. In loving memory. I would not be here if not for you. Irvin and James, my reluctant muses. Thank you for patiently co-signing on my shenanigans and ignoring my 3am text messages. Jimma, Joanne, Jessica, Claire, Kits, Alex, Nic, Tita Helen, Frank and Joe, you were my biggest cheerleaders. My aunts and uncles, and contributory parents, most especially Tita Melly, and Tita Connie, thank you for being my mothers-on-standby! Finally, in memoriam – iii Tito Ludy, Tito Noli, and Tita Betty. Your spirits march on in how I live and love today. My dearest family, I love you all so much! Samantha Gacasan, The Child of My Heart. I am at my best because you give me the motivation to be my best for you. I love you, Paggle Monkey. Best. Niece. Ever. Kirk Gacasan, we have an unconditional love and bond that has been tested, will continue to be tested, but will never be broken. I am fortunate to have you as my big brother. Yvie Gacasan, this degree is as much yours, if not more, than it is mine. You held many roles during this rollercoaster ride – statistician, unofficial committee member, editor, idea generator, visual artist, sounding board, therapist, audience, participant, but most importantly, you were the glue that held me together! Truly – I could not have done this without you by my side. It was an amazing ride, wasn’t it? Next time, I’m riding shotgun! Thank you for being my best friend and favorite sister. I love you! Last but not least, I would like to thank my parents, Evelyn Beierly Arbis Gacasan and Balmelgaspar “Gacs” Gacasan. You both recognized my love and passion for learning before I did, and have been my teachers from day one. Pops, your guidance continues beyond time and space. I miss you dearly, but am comforted in knowing that you have been with me every step of the way. Mom, this is all yours. All that I have done, and will continue to do, is the fruit of your hard work, dedication, your commitment, and love for me. You, my Queen Mother, are my most important theoretical grounding. iv Table of Contents Chapter 1: Introduction 1 Purpose of the Study 3 Research Questions 4 Limitations and Delimitations 5 Definition of Terms 5 Theoretical Framework 8 Significance of the Study 11 Chapter 2: Review of Literature 13 Race, Gender, and Class: Dialectic Interpretation versus 13 Identity Politics Implications for the Development of Anti-Racist Pedagogy 19 and Diversity Training Conclusion 22 Chapter 3: Methodology 25 Research Design 25 Role as a Researcher 31 Gaining Access and Control 32 Participants 34 Data Collection 35 Data Management 49 Data Analysis 50 v Trustworthiness 57 Validity 59 Conclusion 59 Chapter 4: Findings 61 The Diversity Conference: Through the Eyes of the 61 Committee Proposal Submissions: Setting the Landscape 64 Presenter Surveys and Proposal Submissions: A Similar 66 Landscape Experiencing the Diversity Conference 69 Theoretical Groundings and the Roles They Play: An 76 Insider’s View The Relationships: Race, Gender, Class, and Religion 86 Overall Case Study Findings 90 Conclusion 92 Chapter 5: Conclusion and Implications Answering the Questions 94 Implications of the Research 97 Recommendations 99 Limitations of the Study 100 Areas for Future Studies 100 Conclusion 101 References 103 vi Appendices 114 Appendix A – Survey to Presenters 119 Appendix B – Email Invitation to Presenters to Participate 119 Appendix C – Interview Questions for Diversity Committee 120 Appendix D – Interview Questions for Presenters 121 Appendix E – Interview Questions for Attendees 122 Appendix F – Participant Consent Form 123 List of Figures and Tables Figure 1. Research Design Theoretical Premise 11 Figure 2. Overall Research Design 27 Figure 3. Case Selection Protocol 41 Figure 4. Case Study Analysis 53 Figure 5. Emerging Themes Word Cloud 55 Figure 6. Mixing and Analysis Process 56 Figure 7. Diversity Conference Proposals 66 Figure 8. Presenter Self-Identified Theoretical Grounding vs. Content Analysis 67 Table 1. Data Collection Strategies 30 Table 2. Timeline and Description of Data Collection 37 Table 3. Selected Sessions for Observations 42 Table 4a. Pre-determined Categories 44 Table 4b. Emerging Themes 45 vii Table 4c. Emerging Sub-Themes 45 Table 5. Session A Joint Display 72 Table 6. Session B Joint Display 73 Table 7. Session D Joint Display 74 Table 8. Session H Joint Display 75 viii Chapter 1: Introduction “Diversity is not negotiable.” ~ Dr.
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