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Does Diversity Training Matter? An Interpretive Phenomenological Analysis Examining Teacher Perceptions of a Diversity and Equity Training.

Smith-Lockwood, Lydia
http://rave.ohiolink.edu/etdc/view?acc_num=dayton1682010914421914

Abstract Details

2023, Doctor of Philosophy (Ph.D.), University of Dayton, Educational Leadership.
In the United States, racial or ethnic minorities make up more than half of the nation’s children under age 15; and within 10 years, no racial or ethnic group will constitute a true majority (U.S. Census Bureau, 2019). Students of Color benefit when their teachers are racially representative, yet decreasing numbers of Teachers of Color are trained, hired, employed, and retained in districts all over the United States. Within the last decade, K-12 institutions are increasing their efforts to improve interactional diversity between staff and students by offering diversity training to teachers and staff members. The primary purpose of this interpretive phenomenological study was to examine teacher perceptions of one diversity, equity, and inclusion presented over two years within a school. The data for this study was collected within in-depth, semi-structured individual interviews, surveys, and memos. The interviews consisted of thirteen questions with nine educators from a non-unionized charter school– a school with a 98% Black student population. The interviews were recorded and transcribed, and both were coded and examined for patterns and contradictions. Ultimately, three main themes emerged from the data: (1) Diversity efforts are enhanced by providing small groups with a focus on multi-perspectival and intersectional lenses from which teachers can glean knowledge; (2) safe spaces which offer the opportunity for an expansion of cultural knowledge are inherent to improving diversity efforts in schools; and (3) classroom strategies tied to student perspectives, data analysis, and curriculum must be implemented within the trainings.
Pamela Young (Committee Chair)
Mary Ziskin (Committee Member)
David Dolph (Committee Member)
Patty Alvarez (Committee Member)
181 p.
Education; Secondary Education; Teaching
Diversity, equity, inclusion; professional development; classroom strategies, education

Recommended Citations

Citations

  • Smith-Lockwood, L. (2023). Does Diversity Training Matter? An Interpretive Phenomenological Analysis Examining Teacher Perceptions of a Diversity and Equity Training. [Doctoral dissertation, University of Dayton]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1682010914421914

    APA Style (7th edition)

  • Smith-Lockwood, Lydia. Does Diversity Training Matter? An Interpretive Phenomenological Analysis Examining Teacher Perceptions of a Diversity and Equity Training. 2023. University of Dayton, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=dayton1682010914421914.

    MLA Style (8th edition)

  • Smith-Lockwood, Lydia. "Does Diversity Training Matter? An Interpretive Phenomenological Analysis Examining Teacher Perceptions of a Diversity and Equity Training." Doctoral dissertation, University of Dayton, 2023. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1682010914421914

    Chicago Manual of Style (17th edition)

dayton1682010914421914
171
© 2023, all rights reserved.
This open access ETD is published by University of Dayton and OhioLINK.