Testing the effectiveness of an online diversity course for faculty and staff.

Hode, Marlo Goldstein; Behm-Morawitz, Elizabeth; Hays, Alexie

doi:10.1037/dhe0000063

Cited by 22 publications

(25 citation statements)

References 59 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Indeed, our findings are complementary to the findings of Goldstein Hode, Behm-Morawitz, and Hays (2018). These authors reported that cultural competency was increased by professional development but could not speak to institutional change.…”

Section: Discussionsupporting

confidence: 78%

Developing scientists as champions of diversity to transform the geosciences

Fisher

Kaufman

Calagna

et al. 2019

Journal of Geoscience Education

View full text Add to dashboard Cite

To address complex geoscience questions, communities with a variety of experiences and perspectives are needed in local workplaces and institutions across academia and government. To achieve this goal, geoscience needs leaders who are champions of diversity who have positive attitudes towards others and act upon these attitudes to become change agents in advancing diversity and creating inclusive environments. We established a professional-development workshop, GOLD Institutes (GOLD: Geo Opportunities for Leadership in Diversity), to provide geoscience leaders with the tools and skills necessary to be self-reflective of their own ideas and to promote diversity, equity, and inclusion in their respective institutions. Our objective was to equip senior geoscientists, who are at the core of local communities of practice (CoPs), with knowledge of diversity, equity, and inclusion theories and practices to lead change across the discipline. In this preliminary report, we investigate institute participants' perceptions of allophilia (love of the other) and identify actions taken by senior geoscientists to promote diversity, equity, and inclusion within local CoPs. Results indicate that senior geoscientists who participated in the institute had high scores on the Allophilia Scale and took steps to integrate diversity, equity, and inclusion into their day-today activities, and in a few cases created new workplace support structures for diversity and inclusion. Future work will build upon these results by refining professional-development opportunities that target the needs of geoscience champions of diversity. INTRODUCTION: Transformation in the geosciences is needed to improve diversity, equity, and inclusion. Reports in recent years have highlighted the lack of diverse, inclusive environments within the DEVELOPING SCIENTISTS AS CHAMPIONS OF DIVERSITY 3 geosciences. Some of these reports emphasize representation and diversity. For example, the National Science Foundation's National Center for Science and Engineering Statistics reported that only 43% of the doctoral degree recipients in Earth, atmospheric and ocean sciences in 2012 were women (National Science Foundation, 2013). Furthermore, less than 5% of doctoral graduates were Black, Hispanic, American Indian, or Alaska-natives, combined (National Science Foundation, 2013). Also, Cech (2015) reported that lesbian, gay, bisexual and transgender (LGBT) individuals are underrepresented across the entire federal workforce. In addition to diversity and representation, numerous studies have shown prejudice and harassment are common in geoscience workplaces (e.g., Cech & Waidzunas, 2011; Fouad & Singh, 2011), leading to "chilly" workplace climates that act as barriers to the full inclusion and participation of individuals from underrepresented backgrounds. Bernard and Cooperdock (2018) conclude: "We will limit the science we do if we do not become more inclusive. We need to do better" (p. 295). Many efforts to improve diversity and inclusion have focused on the pathways of st...

show abstract

Section: Discussionsupporting

confidence: 78%

Developing scientists as champions of diversity to transform the geosciences

Fisher

Kaufman

Calagna

et al. 2019

Journal of Geoscience Education

View full text Add to dashboard Cite

show abstract

“…For example, DiversityEdu is a popular and widely available computer-based program that many institutions have implemented with university students, staff, and faculty. However, most researchers have focused on the effectiveness of computer-based diversity programs for students (Goldstein Hode, Behm-Morawitz, & Hays, 2018). Little research has explored the effectiveness of computer-based programs for faculty to address diversity, equity, and inclusion issues.…”

Section: Technology-enabled Diversity Programsmentioning

confidence: 99%

Mixed-reality simulations to build capacity for advocating for diversity, equity, and inclusion in the geosciences.

Chen¹,

Tutwiler²,

Jackson³

2021

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

We report on data collected at 3 time points during a 1-year intervention designed to teach a purposive sample of geoscience faculty members (n ϭ 29) from 27 universities throughout the United States how to identify and address issues related to diversity, equity, and inclusion in their departments. For the intervention we used mixed-reality simulations to help participants practice specific skills to address common situations in geoscience departments. The intervention also included an intensive 3-day workshop and 3 journal clubs. Using a Bayesian analytical approach we explored: (a) general trends in participants' self-and collective efficacy for identifying and addressing diversity, equity, and inclusion over a 1-year period; (b) relationships between self-efficacy and collective efficacy; and (c) demographic factors that explain variation in self-and collective efficacy. Results showed that self-and collective efficacy rose sharply from preintervention to 5 months after beginning. Although both self-and collective efficacy retreated toward baseline at the 1-year mark, only 1-year self-efficacy was still credibly higher than preintervention. Also, preintervention self-efficacy predicted 5-month collective efficacy. Efficacy beliefs varied as a function of race/ethnicity. Only collective efficacy varied as a function of academic rank. We discuss these findings in relation to social-cognitive theory and the literature regarding the use of digital learning environments to address diversity, equity, and inclusion.

show abstract

“…Our study makes an important contribution to understanding how cultural competence is communicatively developed for faculty and staff participating in a 6-week online Diversity 101 course. We extended previous diversity and CMC literature in that we were less focused on whether or not online diversity learning is effective (Goldstein Hode et al, 2018; Lee et al, 2010) but rather the types of communicative processes that leads to transformative learning. Our findings demonstrate that participants learning through online dialogue and sharing of stories and struggles as well as consulting with their family, friends, and coworkers impacted their learning and development of cultural competence.…”

Section: Discussionmentioning

confidence: 99%

“…Although scholars have already begun to explore the effectiveness of computer-mediated diversity training through pre and posttest assessments (Goldstein Hode et al, 2018; Lee, Brown, & Bertera, 2010), little is known about if and how faculty and staff develop cultural competence (Pope, Reynolds, & Mueller, 2019) through communicative processes in online professional development spaces as they share stories about their experiences, perspectives, and beliefs in relation to other racial and ethnic groups. An understanding of the types of interactions that can lead to the development of cultural competence in an online diversity course is important in helping to advance the goal, and overcome the resource challenges, of professional development that enhances the capacity of faculty and staff to foster diverse and inclusive classrooms and work environments.…”

mentioning

confidence: 99%

Exploring faculty and staff development of cultural competence through communicative learning in an online diversity course.

Hutchins¹,

Hode²

2021

Journal of Diversity in Higher Education

Self Cite

View full text Add to dashboard Cite

Given that racial and ethnic minorities will comprise the majority of the U.S. demographic population by the 2050s, it is imperative that faculty and staff develop a level of cultural competence to effectively provide all students with a well-rounded classroom learning experience suitable for an increasingly diverse workforce. Previous research has suggested online learning as one effective way to engage university faculty and staff in their development of cultural competence in spite of time and resources constraints. However, little is known about the types of communicative processes in computer-mediated learning spaces that allow for transformative learning. In this qualitative research study, we draw on Mezirow’s transformative learning theory to explore how cultural competence is developed as faculty and staff interact and share stories about their experiences, perspectives, and beliefs in relation to other racial and ethnic groups. A key finding in our study is that faculty and staff reported having a better understanding of unconscious bias, microaggressions, and privilege, as well as a desire to take action to help ensure a more inclusive environment in their professional and personal spheres of influence. This study yields valuable insights for academics, diversity and inclusion educators, and practitioners alike.

show abstract

Testing the effectiveness of an online diversity course for faculty and staff.

Cited by 22 publications

References 59 publications

Developing scientists as champions of diversity to transform the geosciences

Developing scientists as champions of diversity to transform the geosciences

Mixed-reality simulations to build capacity for advocating for diversity, equity, and inclusion in the geosciences.

Exploring faculty and staff development of cultural competence through communicative learning in an online diversity course.

Contact Info

Product

Resources

About