Academic Leaders' Diversity Attitudes: Their Role in Predicting Faculty Support for Institutional Diversity

Autor/inn/en	Marchiondo, Lisa A.; Verney, Steven P.; Venner, Kamilla L.
Titel	Academic Leaders' Diversity Attitudes: Their Role in Predicting Faculty Support for Institutional Diversity
Quelle	In: Journal of Diversity in Higher Education, 16 (2023) 3, S.323-332 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marchiondo, Lisa A.) ORCID (Verney, Steven P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000333
Schlagwörter	Hispanic American Students; Minority Serving Institutions; Public Colleges; College Faculty; Teacher Attitudes; Gender Differences; Leadership Role; Gender Bias; Racism; Ethnic Groups; Social Bias; Diversity (Institutional) + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Fakultät; Lehrerverhalten; Geschlechterkonflikt; Geschlechterstereotyp; Rassismus; Ethnie
Abstract	Garnering faculty support for diversity, equity, and inclusion (DEI) is increasingly important. Methods for fostering faculty support of DEI have largely centered on formal workshops and interventions. We extend this work by drawing on the trickle-down model and its underlying theories (social learning theory, social information processing theory) to investigate whether a recurring source of social influence--academic leaders--spur faculty DEI support. We develop a model in which academic leaders' diversity-related attitudes interact with faculty gender to predict faculty endorsement of institutional diversity in higher education over time. Specifically, we propose that academic leaders' diversity attitudes have a stronger effect on male faculty, who tend to have less personal experience with bias than women, providing greater opportunity for building their awareness. We also hypothesize that faculty perceptions of bias mediate this relationship, uncovering awareness of inequity as a predictor of diversity endorsement. We tested this multilevel moderated mediation model using two climate surveys of academic leaders (N = 70) and full-time faculty (N = 254) at a flagship university in the United States. Each hypothesis was supported: Men but not women reported greater perceived bias in academia when their leaders held more positive diversity attitudes. In turn, perceived bias predicted faculty endorsement of institutional diversity 2 years later, mediating the relationship. This work suggests that academic leaders are role models and educators for diversity-related initiatives, particularly for men. We discuss the implications of this work for heightening the success of DEI in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01