Date of Award

Spring 2024

Project Type

Dissertation

Program or Major

Education

Degree Name

Doctor of Philosophy

First Advisor

Andrew Coppens

Second Advisor

Elyse Hambacher

Third Advisor

Jayson Seaman

Abstract

Many U.S. higher education institutions invest significantly in diversity, equity, inclusion, and justice (DEIJ)-oriented professional development (PD) to help faculty develop knowledge and skills for serving diverse student populations. However, evidence is mixed regarding the effectiveness of DEIJ PD in helping institutions make progress on educational equity issues. Little is known about why DEIJ PD efforts may not have the desired effects. This study examines one potential answer to this question, interrogating the role of “Therapeutics” in DEIJ learning experiences, a Western cultural pattern that emphasizes self-reflection and attention to individual dispositions and emotions, as opposed to community orientations. Thirty-two higher education faculty from eight institutions across a variety of academic fields were interviewed for this study. Thematic coding and discourse analysis indicate that Therapeutic ideologies significantly contribute to conceptualizations of DEIJ work. The findings of this study suggest that Therapeutic framings of DEIJ PD may tend to orient participants toward personal growth rather than cultural or systemic change, potentially undercutting broader goals of DEIJ PD efforts.

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