From Awareness to Action: Examining the Roles of Faculty, Staff, and Administrators to Advance Justice, Equity, Diversity, Inclusion, and Belonging at a Hispanic-Serving Institution

Autor/in	Munoz, Jose Luis, Jr.
Titel	From Awareness to Action: Examining the Roles of Faculty, Staff, and Administrators to Advance Justice, Equity, Diversity, Inclusion, and Belonging at a Hispanic-Serving Institution
Quelle	(2023), (154 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of Arizona
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-9421-6
Schlagwörter	Hochschulschrift; Dissertation; Teacher Role; College Faculty; School Personnel; Administrator Role; Justice; Equal Education; Diversity; Inclusion; College Environment; Hispanic Americans; Minority Serving Institutions; Work Environment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerrolle; Fakultät; Schulpersonal; Gerechtigkeit; Inklusion; Hochschulumwelt; Hispanic; Hispanoamerikaner; Arbeitsmilieu
Abstract	Purpose: This research aims to understand university faculty, staff, and administrators' role in advancing institutional change in justice, equity, diversity, inclusion, and belonging (JEDIB) at Hispanic Serving Institutions (HSI).Background. JEDIB initiatives have recently expanded across many U.S. higher education institutions, while HSIs are rapidly growing nationwide. Methods: This single-institution case study seeks to understand how faculty, staff, and administrators at one HSI are advancing institutional change toward JEDIB initiatives. Twenty-one employees classified as faculty, staff, or administrators participated in individual interviews. Results: During the data analysis process, I identified three themes--(1) reshaping implicit conditions, (2) reframing semi-explicit conditions, and (3) restructuring explicit conditions. Conclusions: These themes provide insight for recommendations to faculty, staff, and administrators at other institutions seeking to advance JEDIB within their universities. Additionally, this research offers recommendations to overcome systemic barriers and will help future research initiatives related to the advancement of JEDIB at HSIs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01