ERIC Number: EJ1467891
Record Type: Journal
Publication Date: 2025-Apr
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0742-5627
EISSN: EISSN-1573-1758
Available Date: 2024-09-30
Barriers to Change: A Collective Case Study of Four Universities' Efforts to Advance Faculty Diversity and Inclusion
Stephanie M. Breen1; Travis H. Olson2; Leslie D. Gonzales3; Kimberly A. Griffin4
Innovative Higher Education, v50 n2 p513-539 2025
This collective case study documents four research universities' efforts to advance faculty diversity and inclusion on their campuses. Informed by the campus racial climate framework, our research team offers identifies two broad categories of barriers, including structural barriers and active barriers. Structural barriers included institutional history, organizational silos, and a sedimented culture of decentralization whereas active barriers revolved around activist, governing bodies, skeptical faculty, and administrators and faculty refusal to engage in diversity efforts at all. We conclude by discussing the unique implications of each type of barrier and the utility of distinguishing between structural and active barriers. Finally, we consider how our findings connect to, complicate, and extend the established literature on organizational change and the campus racial climate framework.
Descriptors: Higher Education, Diversity Equity and Inclusion, Diversity (Faculty), Barriers, College Faculty, Educational Environment, Organizational Climate, Race, Administrator Attitudes, Teacher Attitudes
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link-springer-com.bibliotheek.ehb.be/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF); Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: 1834518; R305B200009
Department of Education Funded: Yes
Author Affiliations: 1University of Maryland, Higher Education, Student Affairs, and International Education Policy, College Park, USA; 2Higher, Adult, and Lifelong Education, Michigan State University, East Lansing, USA; 3University of Arizona, Higher Education and Educational Policy Studies & Practice, Tucson, USA; 4University of Maryland, College of Education, College Park, USA