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Metropolitan Universities | DOI: 10.18060/25334| September 12, 2022 129 

 

Exploring the Impact of Diversity Training on the 

Development and Application of Cultural Competence 

Skills In Higher Education Professionals  
 

Kendra Cabler,1 Rosalyn Hobson Hargraves,2 and Holly Jackson 
 

1 Cook Ross Inc., 2 College of Engineering, Virginia Commonwealth University, 3School of Education, Virginia 
Commonwealth University 
 
Cite as: Cabler, K., Hobson Hargraves, R., & Jackson, H. (2022). Exploring the Impact of Diversity Training on the 
Development and Application of Cultural Competence Skills In Higher Education Professionals. Metropolitan 
Universities, 33(2), 129-164. DOI: 10.18060/25334 
 
This is an open access article distributed under the terms of the Creative Commons Attribution License. 
 
Guest Editors: Kevin Allison, Ph.D., Sylvia Carey-Butler, Ph.D. Rosalyn Hobson Hargraves, Ph.D., Tiffany G. Townsend, 
Ph.D. and Jeffery Wilson, Ph.D. Editor: Valerie L. Holton, Ph.D. 

 

Abstract 

 

This study explores how higher education professionals develop and demonstrate cultural 

competence in their professional roles. Through a mixed methods case-study approach, the 

study investigates how perceived levels of cultural competence in higher education 

professionals are shaped by participation in an extended diversity training program. 

Additionally, this study explores implications for individual career trajectories as a result of 

program completion and implementation of new learning. Study findings indicate that 

participants anticipate lasting effects from the training experience. The training introduced and 

ignited a reconfiguration of what it means to engage and work in spaces where institutional and 

organizational commitments are aligned with personal commitments. Following training, all 

participants expressed deep commitment to intentionally and actively cultivating a sense of 

belonging and inclusion in the workplace through shared language, shifts in policy, and more 

thoughtful interpersonal interactions with colleagues and peers. 

 

Keywords: higher education, cultural competence, diversity training, professional development, 

diversity in the workplace, inclusion in organizations 

 

  

http://creativecommons.org/licenses/by/4.0/


 

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Introduction 

 

In recent years, diversity, equity, and inclusion (DEI) have become a significant focus across 

industries and fields of study. Within the field of education broadly, and higher education, in 

particular, a shifting student demographic can be seen across the country (Pew Research Center). 

Furthermore, racial equity issues have become central for present-day educational strategists, and 

organizations committed to cultivating a culture of inclusion must do so with intentionality. 

There has been a great deal of research concerning the development of cultural competence in 

traditional-aged college students, but far fewer studies address development in higher education 

professionals. This study investigates higher education professionals’ individual professional 

development, personal capacity to engage in inclusive practices, and ability to understand, 

appreciate and interact with people from different cultures or belief systems after having 

completed extensive cultural competency training. This study attempts to address this gap while 

adding value to the field and expanding the body of work investigating cultural competence. 

 

Rapid growth and demographic shifts have become a defining feature of higher education (Gur-

Rosenbilt et al., 2007). Such changes are evident amongst student populations, while the 

diversification of higher education professionals is moving at a much slower pace (NCES). The 

diversification of college and university campuses has led to a proliferation of high-priority 

diversity and inclusion initiatives. However, “diversification by itself does not suffice for 

providing equality of opportunity in higher education” (Guri-Rosenbilt et al., 2007, p. 20). If 

equity is the goal, newly developed diversity initiatives must be grounded in institutional strategy 

and commitment. Higher education institutions must assume an inclusive excellence stance, as 

evidenced by the restructuring of institutional policy, procedures, and practice, to account for the 

varied needs of community members. Notably, these structural changes are often only possible 

due to a more enhanced individual understanding of the roles racial equity and inclusion play in a 

diverse community’s success, career satisfaction, and institutional evolution.  

 

Historically, diversity initiatives more broadly have focused on affirmative action and race. 

Likewise, diversity training has consistently focused on aspects of race and gender and their 

implications for recruitment, hiring, and promotion [within businesses and corporations] (Kulik 

et al., 2007). However, present-day conceptualizations of diversity training are often expanded, 

considering various dimensions of diversity and emphasizing individual development as a result 

of the training experience (Kulik et al., 2007). Still, within individual institutions, the practicality 

and value of diversity programming are often framed through the lens of institutional culture and 

climate rather than the impact on individual community members. As a result, the effects and 

implications of these developmental opportunities for higher education professionals are not 

heavily reflected in higher education literature. (Hayat & Walton, 2013, p. 304). University 



 

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faculty, staff, and administrators are positioned to impact the institution at every level; thus, their 

development in areas of cultural competence can reach far and wide.  

 

Roughly 67% of U.S. organizations have instituted diversity training as a core component of 

their diversity initiatives (Esen, 2005). Yet, a gap in the research literature still requires 

thoughtful exploration of this population. “Despite the priority higher education institutions have 

given to multicultural initiatives, little attention has been given to examining the multicultural 

experiences and other life events that influence those charged with developing and facilitating 

these initiatives” (Landreman et al., 2007, p. 275). Regarding higher education, university 

faculty, staff, and administration are charged with developing and equipping students with the 

tools necessary to engage diversity. In essence, Landreman et al. (2007) highlight that research 

on diversity programs in higher education is primarily focused on solutions and student 

experience, rarely addressing the faculty, staff, and administrators involved in program 

development, facilitation, or even participation. 

 

This study addresses the intersection of career and professional identity with developing cultural 

competence skills to enhance institutional culture. The present study explores how diversity 

training influences individual development and interpersonal interactions among higher 

education professionals. More specifically, this study explores the experiences of higher 

education professionals through their participation in a thirteen-month “train-the-trainer” 

diversity training program. As a result, this study focused on participant application of skills or 

performance based on new knowledge. Utilizing the Social Cognitive Career Theory framework, 

the researchers explored participants’ perceived, self-reported accounts of self-actualization in 

application and their careers. The research questions which guided this study include: (a) How 

are perceived levels of cultural competence in higher education professionals impacted by 

participation in an extended diversity training program; (b) How has participation in extended 

diversity training affected participants’ efforts to engage in inclusive practices and behaviors; (c) 

How do participants utilize the skills and tools developed through extended diversity training in 

their roles as higher education professionals; and (d) How do participants anticipate the skills and 

tools developed through extended diversity training will impact their career paths and career 

progression? 

 

Study Setting and Ethical Considerations 

 

A cultural awareness building (CAB) training program was conducted at a large, urban, four-

year research institution. The CAB training program consisted of training modules and activities 

that instructed participants on how to communicate effectively across differences, identify 

unconscious biases and misinformation in themselves, others, and organizations, and recognize 

personal, interpersonal, institutional, and cultural barriers to inclusion. The training also explored 



 

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the effects of historical and contemporary exclusion and oppression and examined group identity 

development and its impacts on cross-cultural interactions. In addition, participants could 

develop and practice facilitation skills and intervention strategies throughout the training. The 

CAB was designed in response to student protests surrounding perceived shortcomings in 

applying cultural competence skills displayed by university faculty, staff, and administrators. 

The CAB was established to build a cadre of university professionals who could lead diversity 

training workshops at the institution. The program was the first of its kind at the institution and 

served as part of a greater effort toward institutional change. Program participants included a 

cohort of 26 faculty, staff, and administrators from across the university. The cohort participated 

in a 13-month “train the trainer” program to enhance their ability to engage in matters of 

diversity, equity, and inclusion in their workplaces. Candidates applied and were interviewed to 

participate in the initial cohort; they were ultimately selected by a team of university leaders. 

After completing the training, participants then served as facilitators conducting cultural 

competency workshops at the institution. However, within a year after the CAB training program 

was completed, there was a change in leadership at the institution, and the program was 

terminated. 

 

Theoretical Framework  

 

The framework of the current study is situated within the confines of Lent, Brown, and Hackett’s 

(2002) Social Cognitive Career Theory (SCCT). The three basic building blocks of the general 

social cognitive theory are self-efficacy, outcome expectations, and personal goals (Lent et al., 

2002). Each building block creates the foundation from which individuals build their 

professional identities. As defined by Bandura (1997), self-efficacy is most often developed 

through four primary sources: personal performance and accomplishments, vicarious learning, 

social persuasion, and one’s physiological and affective states. That is to say, an individual’s past 

experiences and current understanding of those experiences give shape to their beliefs about their 

potential for success. These building blocks provide context for individual interests, the decision 

to pursue said interests, and ultimately the individual’s performance or application of whatever 

skills have been developed.  

 

SCCT is a tri-part model that reviews an individual’s progression through interest development, 

choices, and performance as it relates to their career. The SCCT model encompasses the 

participant’s experiences in a cultural awareness building program (CAB) in their entirety. It 

considers participants’ initial interests or introduction to diversity within the context of their 

profession, their choice or decision to pursue professional development in areas of diversity, 

equity, and inclusion more intentionally, and ultimately their application of skills or performance 

based on new knowledge. 

 



 

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The framework of the current study is based on three assumptions. The first assumption is an 

assumed desire of cohort members to develop some level of cultural competence based on 

previously identified interest development. The second assumption is that cohort members chose 

to pursue cultural awareness building as the vehicle through which they would pursue cultural 

competence. The third and final assumption is that cohort members intend to implement new 

learning within the workplace, thereby performing new skills.   

 

SCCT Models 

The Interest Model 

 

The Interest Model, as shown in Figure 1, focuses on individual interests’ role in motivating 

behavior and skill acquisition choices. This model fits a more general understanding of self-

efficacy and outcome expectations. For instance, it could be assumed that diversity training 

participants each possessed some interest in learning more about diversity and inclusion before 

program participation. Further, participants likely held an interest in developing the skills 

necessary to converse with their peers about matters of diversity and inclusion. “SCCT asserts 

that people form enduring interest in an activity when they view themselves as competent and 

when they anticipate performing it will produce valued outcomes” (Lent et al., 2002, p. 265). 

These interests potentially influenced participants’ decisions or choices to pursue participation in 

the diversity training program. As it relates to the present study, Figure 2 depicts an adapted 

Interest Model that explores the development of diversity and inclusion interests and 

commitments that ultimately lead to participation in diversity training. 

 



 

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FIGURE 1. Interest development model reprinted from Lent et al. (1994) Social Cognitive Career 

Theory. 

 

 

FIGURE 2. CAB Interest Model. 

 

The Choice Model  

 

In Figure 3, The Choice Model depicts individual goals and the actions required to achieve them. 

Since personal interests influence behaviors and decision-making within the context of this 

study, participation in diversity training results from an individual choice to pursue a desired 

goal. “SCCT’s model of career choice holds that interests are typically related to the choices that 

people make and to the action they take to implement their choices” (Lent et al., 2002, p. 276). 



 

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FIGURE 3. Reprinted from Lent et al. (1994) Social Cognitive Career Theory Choice Model. 

 

As it relates to career, individual goals must, at times, be configured or reconfigured within the 

norms and guidelines of the larger organization or institution. For professionals committed to 

equity and inclusion, participation in diversity training as professional development is a 

conscious choice (within the context of this study). Similarly, some professionals may forego 

professional development in exchange for alternative opportunities for skill development. 

Acknowledging that choice may, at times, require the negotiation of barriers is a critical 

component of this model. Although diversity training is common practice within many colleges 

and universities, some institutions may opt for alternatives, providing different or additional 

choices for development. As it relates to the present study, the participant’s decision to pursue 

professional development through CAB is depicted in the adapted Choice Model in Figure 4. 



 

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FIGURE 4. CAB Choice Model. 

 

The Performance Model 

 

The Performance Model (Figure 5) is concerned with the persistent pursuit of individual 

accomplishments. Within the bounds of this study, the mere completion of an extended diversity 

training program could be considered a factor in personal performance. However, the application 

of skills and new knowledge after program completion is more critical to participants’ individual 

development. These factors more adequately reflect individual performance. For instance, the 

performance model can understand participants’ perceptions of their ability to better engage 

peers or colleagues as a result of program completion. 

 

The creation and implementation of transfer strategies (Roberson et al., 2009; Noe et al., 1990), 

though employed at the individual level, are primarily influenced by external factors or what 

Burke and Baldwin (1999) referred to as transfer climates (Roberson et al., 2009). Transfer 

climates are reflected in the work environments program participants re-enter at the program’s 

close. These environments may or may not mirror the larger atmosphere of a particular campus 

or university. Individual interpretation of experiences within a given climate could influence the 

implementation of a transfer strategy or an opportunity for program participants to put new 

learning to use. 

 



 

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FIGURE 5. Reprinted from S.D. Brown et al. (2011). 

 

Figure 6 presents an adapted Performance Model for the present study; it represents 

opportunities for application among CAB program participants. Although this process is rooted 

in individual transformation, it is essential to note that learning cannot be genuinely 

transformative in isolation, much like career progression. In essence, diversity training can act as 

a mode of capacity building. An institution’s capacity to engage its community and its 

commitment to diversity, inclusion, and equity simultaneously encourage individual community 

members’ joint development (Taylor et al., 2013). 



 

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FIGURE 6. CAB Performance Model.  

 

Methodology 

 

A case study design was the most appropriate methodology for this study. The program of 

interest was bounded; therefore, a finite number of possible study participants were available for 

data collection. Specifically, this study followed a mixed methods, convergent case study design 

(Creswell & Plano Clark, 2011) conducted in two phases, as outlined in Figure 7.  The first phase 

employed qualitative methods, collecting data through one-on-one interviews of CAB training 

program participants. The second phase included a secondary analysis of quantitative data 

collected via self-assessment before, during, and after participation in CAB. Quantitative 

evidence gathered from self-assessments allowed the researcher to understand better how CAB 

program participants perceive their levels of cultural competence as a result of the training 

program, while qualitative evidence explained the feasibility of applying newly developed skills 

in the long term and the inherent impact of such applications. Notably, the qualitative data 

component was the primary focus of this study. 

 



 

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FIGURE 7. Research Design of the Study: Convergent Mixed Methods Design. 

 

Through secondary data analysis, the researchers were positioned to explore factors impacting 

the development and application of skills throughout the training experience. Further exploration 

of the impact of CAB training on professional identity development and career is best accounted 

for through participant narrative; hence, the selection of a mixed methods research design. As a 

pragmatic research inquiry, the present study is framed through a theoretical and practical lens 

(Paul, 2005). As a result, exploring participants’ personal beliefs and constructing, questioning, 

refining, and reframing those beliefs are vital components in developing new knowledge and 

understanding cultural competence.    

 

Phase 1: Qualitative Data Collection and Analysis 

 

Purposive sampling was used in the recruitment of interview participants. Twenty-six potential 

interviewees were invited to participate in the study via email (one of the researchers was a 

cohort member and therefore left out of the invitations). A total of 11 participants opted to 

participate in the interview portion of the study, representing 44% of the total cohort. Self-

identified participant demographics are as follows: Six White women, two White men, two 

Black women, and one Black man. Participants represent various roles across the institution, 

including faculty, staff, and administrators.   

 

The semi-structured interview questions can be found in Appendix A, but it is important to note 

that five goals (and corresponding Research Questions) shaped this protocol (Table 1). 

 

TABLE 1. Study Goals and Corresponding Research Questions 

Goal Corresponding Research Question 

Goal 1. To understand how participation in Cultural 

Awareness Building (CAB) training has impacted 

participants’ professional identity and career paths  

Research Question (d) 

Goal 2. To understand from the participant’s 

perspective their experience (from a social-

Research Question (b) 



 

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interpersonal perspective) navigating workspaces 

before and after CAB program participation)  

Goal 3. To understand perceived levels of self-efficacy 

amongst participants  

Research Questions (b) and (c) 

Goal 4. To understand whether or not the skills taught 

within the CAB program transferred to the workplace  

Research Question (c) 

Goal 5. To understand the connection between self-

reported levels of cultural competence and participation 

in CAB 

Research Question (a) 

 

To improve the trustworthiness of the qualitative data, participants were notified at the end of 

each interview of an opportunity to review the interview transcript (Merriam, 2009); however, all 

participants declined. As a result, the researchers moved forward with the coding process using 

Atlas.ti software. One interview transcript was selected for initial coding using five a priori codes 

based on the study’s research questions: (a) perceived level of cultural competence, (b) inclusive 

engagement, (c) skill application, (d) professional identity, and (e) career progression. Before 

data collection for this study began, CAB program participants were notified of the immediate 

termination of the CAB training program and any pending training experiences. Interview 

questions for the study were not adjusted as a result of program termination; however, all study 

participants discussed the impact of the abrupt conclusion of the program on their skill 

application and willingness to engage in future programs. This shift facilitated what emerged as 

in vivo codes and thematic areas for analysis, revealing seven additional codes: (a) community 

seeking, (b) a desire for structured learning/training, (c) the training experience, (d) conflict 

resolution, (e) ending of the CAB program, (f) trust/institutional commitment, and (g) language. 

As themes emerged, they were added to a comprehensive coding guide that listed each code, its 

associated definition, and decision trees for assigning codes. The remaining transcripts were 

coded using the guide.  

 

As codes and themes emerged, they were subsequently categorized and grouped according to 

their relevance to the interest, choice, or performance model of Social Cognitive Career Theory 

(Lent et al., 2002). This study’s research questions provided direction for codes and models most 

closely aligned. During analysis, some codes were combined to give a more well-rounded 

depiction of the participant experience. Table 2 provides a snapshot of qualitative findings 

explored within the context of SCCT (Lent et al., 2002), and a thorough explanation can be 

found in the following sections. 

 

Phase 2: Quantitative Data Collection and Analysis 

 



 

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CAB participants were asked to complete a 34-item multicultural skills self-assessment at the 

beginning, middle, and end of the 13-month training experience (see Appendix B). The 

assessment was selected for use through the collaborative efforts of the university and external 

consultants brought in to facilitate the train-the-trainer program. The assessment was intended to 

gauge participants’ perceived proficiency level involving many skills related to multiculturalism 

and cultural competence. Notably, the developers of the self-assessment tool acknowledge the 

use of the Modern Racism scale (McConahay, 1986), as well as elements of established 

organizational environment scales for assessment of attitude change over time, as influencers in 

the development of this tool. As a result, many of the items were specifically derived from and 

linked to the goals of the training. Assessment items addressed elements of learning, 

communication, application of skills, and comfort in receiving feedback. The interval-scaled, 

Likert-type assessment captured a wide range of ability levels.  

 

Items for the tool were crafted and developed based on expertise. Still, neither instrument items 

nor pilot test scores were analyzed for validity or reliability as part of the developmental process. 

Likewise, while this tool was not developed for use as a pre-post assessment, the first and final 

self-evaluations taken at the beginning and end of CAB training were included in secondary data 

analysis. Therefore, this method was chosen as the data pairing provided the most relevant 

information for the present study. Specifically, secondary data analysis was conducted using self-

evaluation data completed by CAB participants on the first and last day of the 13-month training 

program. 

 

The university granted the researchers access to de-identified self-assessment data per the 

direction of the Institutional Review Board (IRB). Though data for secondary analysis was de-

identified, the researchers requested that evaluations be paired using numerical sequencing 

before receiving the data so that each participant’s responses could be compared over time. This 

allowed the researchers to maximize data usage and adhere to anonymity requirements.  

 

At the time of the conclusion of the training, there were 21 participants, all of whom completed 

the final self-assessment. The data set was cleaned and reviewed for missing values and invalid 

responses; as a result, some cases were removed pairwise during analysis via SPSS software. 

Only 18 surveys were used in secondary data analysis based on completing the twelve items 

analyzed. Due to the de-identification of the data, there was no way to remove the one involved 

researcher’s self-assessments from the group. This did not negatively impact data analysis, as it 

allowed for a richer understanding of all participants’ perceptions.   

 

The researchers analyzed data using SPSS software. Quantitative data analysis consisted of 

descriptive statistical analyses of the data, exploratory factor analysis to assess the internal 

structure of the instrument and measurement validity, and a series of paired sample t-tests. Due 



 

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to the nature of the research questions and the small sample size, inferential statistics were not 

appropriate. The self-assessment was a pre-established tool, and all items were not relevant for 

this study; thus, specific items from the self-assessment were selected based on their alignment 

with the SCCT model and this study for further review. Selected items address skills and 

outcomes that focus on interpersonal interactions, as opposed to personal attitudes and beliefs 

concerning equity and inclusion, in support of the researchers’ interest in participants’ 

perceptions of skill development over time. These items were grouped into the following 

categories (factors) for exploratory factor analysis: opportunities for exposure, opportunities for 

engagement, and opportunities for implementation.  

 

Merging the Data 

 

In preparation for data merging, the researchers considered threats to internal validity in 

qualitative and quantitative analyses. Threats of maturation, social desirability, instrumentation, 

and researcher bias were possible during the qualitative data collection phase, just as statistical 

regression and pretesting were potential threats to internal validity related to secondary data 

analysis. Maturation was considered as participants are all employed by a single institution; new 

jobs, relocation, etc. may cause participants to leave the institution, making them ineligible for 

study participation. The researchers engaged in reflective journaling to bracket assumptions and 

biases (Merriam, 2009).  

 

During this final stage of analysis, the merging of the two forms of data, interview transcript data 

and self-assessment data, were triangulated using factors associated with SCCT to explore 

participants’ perceptions and experiences through parallel databases (Creswell & Plano Clark, 

2011). Two strategies were implemented to merge the data. The first strategy was to identify 

themes in both quantitative and qualitative findings and compare, contrast, and synthesize 

results. The second strategy focused on shared themes by conducting further analyses to relate 

the data. Upon completion, the merged results are explored in the discussion to address 

differences, similarities, and ultimately a more thorough understanding of study implications. 

 

Results 

 

Throughout the interview process, the cyclical nature of the Social Cognitive Career Theory 

(Lent et al., 2002) and participant progression through each phase of the model was revealed. 

The SCCT framework focuses on the interest, choice, and performance models. Within the 

context of this study, the application of this framework is intended to shape participants’ interest 

in cultural competence, their decision to pursue development in this area, and the opportunity to 

apply and perform new skills as a result of their learning. Applied in this way, the SCCT model 

encompasses the participant’s experiences in a cultural awareness building program (CAB) in 



 

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their entirety. It considers participants’ initial interests or introduction to diversity within the 

context of their profession, their choice or decision to pursue professional development in areas 

of diversity, equity, and inclusion more intentionally, and ultimately their application of skills or 

performance based on new knowledge. Therefore, the results presented in Table 2 and the 

following sub-sections reflect participants’ journeys through initial interest development, 

decision making, and performance and then back into more refined interest development with 

shifted focus and commitment.



 

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TABLE 2. Snapshot of Qualitative Thematic Results 

SCCT 

Model 

Analytic Code/Thematic 

Area 
Influencers 

The Interest 

Model 

Perceived Cultural 

competence 

• Personal Commitments 

• Personal Experience 

• Isolated Strengths 

• Previous Exposure 

Community Seeking 

• Long-term Commitment 

• Connection to the Institution 

• Connection to Peers 

Structured Learning 
• Traditional Learning Opportunities 

• Perceived Added Value to the Institution 

The Choice 

Model  

Professional Identity 

• External Perceptions 

• Visibility as a CAB cohort Member 

• Sense of Responsibility 

Career Progression 

• Reconsider, Reconfigure, Reframe 
Career Options 

• Use of Voice/Acting as an Advocate 

• Behavior Shifts 

• Stronger Connections with Students and 
Peers 

• More Intentional Job Searches 

The 

Performance 

Model  

Skill 

Application/Inclusive 

Engagement/ Language 

• Day-to-Day Unit/Departmental Function 

• Modeling 

• Shared Language 

Termination of CAB 

• Feelings of Abandonment 

• Feelings of Powerlessness 

• Lack of Clarity for Next Steps 

Institutional Commitment 

• New Opportunities 

• Lack of Trust 

• Shifted Personal and Professional 
Investments 

 

The Interest Model  

 

The Interest Model focuses on the role of individual interests and motivations affecting specific 

choices intended to enhance inclusive behavior and skill acquisition. Within the context of 

participant interviews, these interests are explored through the lens of three codes: Perceived 

cultural competence, community seeking, and a desire for structured learning experiences and 

opportunities related to diversity, equity, and inclusion. Their perceived level of cultural 



 

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competence influenced participants’ desire for a community experience through structured 

learning opportunities.  

 

Participants’ Perceived Cultural Competence  

 

CAB program participants entered the training program with varied experiences and levels of 

expertise. Participants reporting higher levels of cultural competence opted to participate in CAB 

to enhance pre-existing skills. Participants who reported lower levels of cultural competence 

were drawn to CAB primarily by personal experience, family structure, and professional 

exposure. Chloe stated,  

 

Everything that I had run into up to that point felt like I needed to be an expert, and it felt 

like I had to have this deep content knowledge and expertise. I knew that there were only 

pieces of my identity where I could offer that from a different perspective, so I didn’t feel 

skilled enough, and I didn’t feel like I had enough of an access point to generally go into 

that and be accepted and be valuable. (personal communication, November 2018) 

 

For some participants, their perceived levels of competence can be understood as an outcome of 

their commitments to diversity and inclusion. They described these commitments as ongoing and 

blossoming elements of their core worldview, developed from personal experiences. However, a 

clear sense of isolated strengths was evident among many participants. Moreover, these 

perceived strengths were often tied to some aspect of identity; race, gender, ability status, sexual 

orientation, and lived experiences more broadly.  

 

Community Seeking  

 

A vested interest in becoming part of something greater emerged throughout the interview. What 

followed the development of initial participant interests in diversity, equity, and inclusion for 

some was a desire for camaraderie as an element of their learning. An opportunity to engage in 

long-term development with a defined group of people played a fundamental role in their 

decision to pursue CAB. This was especially important for participants who pursued CAB partly 

due to their lack of familiarity with the institution. For participants who had recently joined the 

university, the perceived institutional commitment to diversity, equity, and inclusion influenced 

their decision to pursue CAB to understand better and become more connected to the institution.  

 

“Having been new, [The institution] obviously challenges and values, the diversity and 

inclusion aspect of identity, and being new, I figured one of the best ways to understand 

the whole organization is to get involved with something that’s quick to heart...” 

(Veronica, personal communication, November 2018) 

 



 

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Desire for Structured Learning  

 

Individual interests often led participants to more isolated learning through the informal pursuit 

of knowledge, without the added benefits of more formal or traditional learning methods. 

Equally valued among participants was the prospect of an opportunity to engage in leadership 

and skill-building opportunities recognized by the institution.  

 

“I was kind of flying by the seat of my pants in a lot of instances...it would be nice to be  

able to say I’ve been trained in a method…” (Alexis, personal communication, November 

2018). Still, the structure of the experience and their interest in CAB was less critical for 

participants than their perceived level of cultural competence before the training 

experience and their desire to identify a community of practice within the campus 

community. 

 

The Choice Model  

 

The Choice Model focuses on individual goals and the actions required to achieve them. 

Participants’ decisions or choices to pursue CAB training to achieve their goals of increased and 

demonstrable cultural competence are explored through the lens of two themes: Professional 

identity and career progression. These themes examine elements of the training experience and 

participants’ voices. Participants’ perceived and labeled professional identities served as 

indicators for engagement and interaction with peers and career progression and transition. 

 

Professional Identity  

 

Individual perceptions and labels proposed and espoused by supervisors and colleagues were 

critical components of participants’ sense of self and embodied their roles as learners and 

practitioners of diversity, equity, and inclusion. At varying degrees, each participant shared keen 

insights regarding how they viewed themselves before, during, and after the training experience 

and how those perceptions were propelled and impacted by those around them. As a result, the 

impact of external influencers was experienced at multiple levels of professional identity. These 

experiences include revelations of increased visibility and an impending responsibility as a 

result, as well as the unanticipated development of an institutional subculture of ownership.  

 

The visibility that accompanied membership in the CAB training cohort impacted not only the 

experiences of participants during the training program but continued to play a vital role in their 

identity upon reentry to the workplace following program completion and its eventual 

termination. Overall, participants expressed an emboldened willingness and desire to “ask the 

tough questions”, to “get the group to think…to reconsider.” This sense of self and repositioning 



 

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of identity carried weight for many participants. Assuming the role of CAB facilitator came with 

a responsibility and an acknowledgment that cultivating an inclusive and equitable culture was 

everyone’s job. The intersection of personal and institutional responsibility became increasingly 

apparent. Active responsibility required more than a passive understanding of this concept. It 

required participants to perform the responsibility through skill application and intentional 

engagement. For example, Dianna (personal communication, November 2018) shared the 

following: “It’s put me out there as somebody who does that work…” and “When you put 

yourself into a role, and you’re doing the thing, then you’re putting yourself out there as a person 

who does that work and who others could come to if they had a question. And so, when others 

see you a certain way, then you start to see yourself that way, too…”  

 

Owning the space and the notion of cultivating a culture of ownership emerged as participants 

reflected on their experiences and the work they’ve been able to do as a result of CAB program 

participation. For many participants, the aforementioned merging of personal and institutional 

responsibility in creating a deep-rooted culture that values, promotes, and actively pursues equity 

and inclusion was taken on as an added element of professional identity. For many participants, 

an urge to become more intentionally engaged across the university surfaced during the program.  

 

Career Progression  

 

Reconsidering, reconfiguring, and reframing professional identity and engagement were 

consistently highlighted as participants reflected on how CAB has impacted their day-to-day 

professional experience and where they may look to go in the future. For Anne, CAB provided 

an opportunity for development as a facilitator and workshop designer, a career path she hopes to 

return to at some point. For others, the process restored and, in some instances, helped them find 

their voice, modeling and normalizing for peers and colleagues.  

 

Many participants attributed a newfound voice or willingness to speak up in public and private 

spaces to the training experience. The openness of a training experience that did not allow for 

expressions of blame and shame empowered participants to learn out loud by way of personal 

and authentic engagement. Noticeable differences in behavior and engagement were everyday 

experiences for many participants. Whether or not participants intend to remain at the university, 

their choice to participate in CAB has already impacted how they view themselves as 

professionals and the role they will hold in moving their workplaces toward inclusion and equity.  

 

“My supervisor says it all the time... “Ever since you started that process, I’ve noticed a 

difference in the way that you approach the work and in the way that you talk to other 

people.” (Chloe, personal communication, November 2018) 

 



 

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The Performance Model 

 

The Performance Model is concerned with the persistent pursuit of individual accomplishments. 

Critical to the personal development of participants is the application of skills and new 

knowledge following program completion. Participants’ pursuit of professional achievements is 

explored through; skill application and inclusive engagement, language, perceptions of 

institutional commitment, and the eventual termination of the CAB program. As participants’ 

interests and commitments increased, CAB skills were applied more intentionally. Likewise, as 

participants’ perceptions of institutional commitment shifted with the ending of the CAB training 

program, so did their professional obligations to the institution.  

 

Skill Application, Inclusive Engagement, and Language 

 

Participants have chosen to enact newly developed skills in many ways. For some, elements of 

the CAB training experience have been implemented in the routine functioning of their unit or 

department. Conversely, some participants remain in a state of personal development, continuing 

to be mindful of patience with others and themselves.  

 

Interview data revealed new levels of understanding regarding the nuance of identity, both 

personal and professional, in the interactions of CAB program participants and their peers who 

had not gone through the training experience. What emerged was the critical value of a shared 

language, the importance of modeling espoused behaviors in real-time, and shifted perspective 

concerning the conflict in the workplace.  

 

Participants’ awareness of their levels of cultural competence continued to influence their 

comfort level in engaging with peers on matters related to diversity, equity, and inclusion. As 

their perceived levels of cultural competence continued to develop, so did their comfort level. 

Notably, participants overall were more comfortable engaging with other CAB participants, 

partially due to the development of a shared language and an established level of trust within the 

cohort.  

 

Following the CAB experience, no participants perceived themselves as an expert. Instead, many 

participants conceived of the most effective application of their abilities through the lens of a 

normalizer.   

 

“...When I model those behaviors that [CAB]taught me, from all the questioning, the 

noticing, the appreciating, and all of that, that it can help ... It will help normalize that for 

other people who maybe look like me or belong to a similar category to me.” (Dianna, 

personal communication, November 2018) 

 



 

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Participants view themselves as learners and practitioners simultaneously, influencing the culture 

by modeling behavior that will ideally become normalized and, therefore, accessible to their 

colleagues and peers. For many participants, these strategies have facilitated career advancement 

and opportunities to reconsider, reconfigure, and reframe their self-identified and perceived 

professional identity.  

 

Shifted thought processes had led many participants to be more mindful of the impact of 

language. Language is one of the most common tools participants have been able to apply to 

expand personal, professional, and institutional commitments. As a cohort, participants share a 

common language, the result of which has been an intentional integration of this shared language 

within the workplace.  

 

Termination of CAB  

 

A change in leadership and vision led to the abrupt termination of the program. This unplanned 

shift meant that many participants had not considered what their next steps might be toward 

these efforts. Participants entered into the CAB program under the premise of a three-year 

institutional commitment. Now comfortable to begin engaging the campus community through 

training and facilitation, some expressed concern about their newly developed skills. “I do feel 

like, I feel a little more emboldened to speak up., But I don’t think I sit in a place of power. So I 

don’t know if I’m really able to do as much as I would like at a big university level” (Alexis, 

personal communication, November 2018). 

 

Institutional Commitment 

 

With fewer opportunities to engage in the same kinds of work on the same grand scale at the 

university, many participants have chosen to disengage and seek opportunities to do the work 

elsewhere. The institution’s forward-facing commitments to equity and inclusion were in 

question for many participants, largely due to the experience of program termination. Though 

perceptions of institutional commitment shifted for many participants, their commitment to 

actively engaging issues of equity and inclusion remained intact.  

 

Quantitative Data Analysis 

 

Results from the quantitative data analysis represented participants’ perceptions of their abilities, 

knowledge, and skills during the CAB training experience. 

 

Program Entry Self-assessment 

 



 

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Items from the self-evaluation were grouped into the following categories for factor analysis: 

opportunities for exposure, engagement, and implementation opportunities. These factors are 

framed within the context of SCCT to highlight the interest model (exposure), the choice model 

(engagement), and the performance model (implementation) (Table 3). Cronbach’s alpha was 

selected as the most appropriate measure of scale reliability to assess internal consistency. Alpha 

scores indicate high levels of reliability and a strong internal structure concerning the instrument 

items selected for analysis.  

 

The interval-scaled, 5-point Likert-type assessment captured a wide range of ability levels from 

inexperienced (0) to expert (5) (Appendix B). Descriptive statistics were gathered for program 

entry data. Overall, items classified as opportunities for exposure (M = 3.6) were scored highest, 

followed by opportunities for engagement (M = 3.3) and then opportunities for implementation 

(M = 3). Descriptive statistics can be found in Table 3. Mean scores suggest that, on average, 

upon entry to the training experience, participants ranked their ability to respond to encounters 

with or recognize opportunities for exposure to matters of diversity, equity, and inclusion as 

intermediate or advanced. Coming into the training experience, participants’ greatest strength 

was in “Asking questions to increase my understanding of another person’s experience and point 

of view.” Participants struggled to conceptualize large-scale, institutional responses to bias and 

exclusion. This is not surprising, as many participants point to CAB as their first entry point into 

formal diversity training, particularly as an element of professional development.   

 



 

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Table 3. SNAPSHOT OF QUANTITATIVE RESULTS

 

Program Exit Self-assessment 

 

Conversely, descriptive statistics for the final self-evaluation (Table 3) highlight growth among 

participants in all areas. Overall ability levels for items classified as opportunities for exposure 

(M = 4.4) were equal to opportunities for engagement (M = 4.4), and opportunities for 

implementation (M = 4.3) were similar. These mean scores suggest that, on average, upon 

reentry to the workplace, participants’ perceived ability to respond to and recognize 

opportunities for exposure, engagement, and skill implementation are consistently elevated 

compared to participant perceptions entering the training experience. An analysis of internal 

consistency was repeated with the post-training data set. Notably, alpha levels decreased 

significantly (Table 3). Cronbach’s alpha level scores for the interest and performance models 

were moderate, but the alpha score for the choice model was of concern. Scores indicate a more 

varied range of participant responses in their final evaluation, likely leading to lower reliability 

measures. Entering the training experience, many participants did not have a baseline of 

comparison. They were unaccustomed to considering their cultural competence level or ability to 

apply skills that reflect any of the competencies being assessed in the evaluation tool. 

 

Furthermore, participants may have a more nuanced understanding of the questions after 

completing the training. Additionally, the use of a single instrument three times throughout the 



 

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training experience likely may have resulted in participant fatigue. Descriptive statistics from 

post-training data reveal mean increases compared to pre-training mean scores, an indicator that 

participants’ perceived level of competence in these areas increased, despite a wider range of 

scores.  

 

Comparative Quantitative Analysis  

 

A series of paired-samples t-Tests were run to analyze changes in reported ability levels from the 

beginning to the end of the CAB training program (Table 3). Notably, however, the paired 

samples correlation reveals small to medium effect sizes for each item pair. Third variables may 

influence these results, as other measured or unmeasured variables affect participants’ responses. 

Additionally, limitations of instrumentation may be in effect. Increased self-evaluation scores 

from the first to the final evaluation indicate a positive shift in perceived ability among 

participants. For both pre and post-training data, participants perceived their skills to be lower in 

the performance model, especially regarding their ability to respond to institutional challenges. 

Quantitative data results are aligned with participant reports throughout the interview process. Of 

note is the time element; self-evaluation data was collected during the training experience, while 

interviews were conducted one year after training concluded. This separation suggests that 

participants experienced increased skill development within the training process and could 

sustain that development through an application over time, one year later. 

 

Review of Findings 

 

Study findings indicate that participants anticipate lasting effects from the CAB training 

experience. They routinely highlight how they can incorporate new learning into their current 

professional role and pursue new opportunities. For some participants, the training experience 

introduced new professional opportunities and organizational expectations. For participants, 

CAB introduced a reconfiguration of what it means to engage and work in spaces where 

institutional and organizational commitments are aligned with personal commitments. CAB 

participants sought tangible evidence of this through policy, procedure, and practice.  

 

The second goal of this study was to understand from the participant’s perspective their 

experience (through a social-interpersonal lens) navigating workspaces before and after CAB 

program participation. In response to the research question (b), How has participation in 

extended diversity training affected participants’ efforts to engage in inclusive practices and 

behaviors? Findings revealed that participants practiced varied levels of engagement before CAB 

training. Simply by virtue of their professional role, some participants were more actively 

engaged in discussions and change-making. For others, conversations on equity and inclusion 

were isolated and infrequent; despite professed institutional commitments. Participants with roles 



 

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requiring consistent interaction with students at any level were more accustomed to the 

traditional diversity dialogue than those who did not engage with students regularly.  

 

Following CAB training, all participants expressed deep commitment to intentionally and 

actively cultivating a sense of belonging and inclusion in the workplace through shared language, 

shifts in policy, and more thoughtful interpersonal interactions with colleagues and peers. 

Inherent to this shift are opportunities to clarify commitments and expectations. In alignment 

with this study’s third goal: to understand perceived levels of self-efficacy amongst participants 

and research question (c), How do participants utilize the skills and tools developed through 

extended diversity training in their roles as higher education professionals? Participants’ 

perceived level of self-efficacy increased as a result of the training program. Self-evaluation data 

further supports changes in participants’ perceptions and skills as they develop throughout the 

training experience.  

 

Participants reported opportunities for skill application in a multitude of ways, the most critical 

and frequent of which being matters of conflict resolution. Though not anticipated as a critical 

outcome for participants, conflict resolution was repeatedly labeled as one of the greatest areas 

for skill application. Participants pointed to their ability to recognize the intersection of personal 

identity and working relationships as a critical component in their ability to consider what factors 

are at play in workplace disputes; and, more importantly, their ability to consider various and 

sometimes conflicting perspectives to reach resolve.  

 

The fourth goal of the study was to understand whether the skills taught within the CAB training 

program transferred to the workplace; it was also aligned with the research question (c). 

Participant results indicated that skills taught within the program were easily transferred to the 

workplace, and their implementation has had a noticeable impact. Many participants highlighted 

the guidelines used to facilitate their interaction within the training as their baseline for 

workplace interaction. Some participants keep the guidelines visible in their office space; others 

have shared them with friends and colleagues.  

 

The final goal of this study was to understand the connection between self-reported levels of 

cultural competence and participation in CAB, in collaboration with the research question (a) 

How are perceived levels of cultural competence in higher education professionals impacted by 

participation in an extended diversity training program? The personal nature of their decision to 

pursue the CAB training program emerged most clearly from participant data. When asked to 

describe their commitment to diversity and inclusion, participants described deeply rooted hurt 

and personal commitments to friends, family, and self as influencers. Access to resources and a 

community of peers engaged in this work has enhanced and increased perceived levels of 

competence among all participants. As indicated in self-evaluation data, participants’ matched 



 

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responses revealed elevated levels of skill and understanding. All participants point to CAB as a 

key part of that development.  

 

Ultimately, the study findings revealed critical opportunities for application and understanding. 

A continuously evolving student demographic and even the slowest diversification of university 

professionals should lead institutions to anticipate increases in engagement. Institutions can 

anticipate a desire for increased opportunities to engage in diversity-related work and elevated 

expectations of institutional commitment as the campus community diversifies. For study 

participants, access to resources and a community of peers engaged in this work enhanced and 

increased perceived levels of competence. As a result, institutions looking to cultivate a sense of 

belonging must recognize the value of a multi-dimensional, equity-based skill set in their 

endeavors. When professionals are more attuned to the perspectives and worldviews of those 

around them, they are better equipped to respond to the unique needs of peers and colleagues. 

 

What Does This Mean for Higher Education?  

 

As frequently identified intended outcomes of diversity training, especially within professional 

development, skill development and application are critical in establishing sustainable shifts in 

campus climate and culture. As a result, institutions anticipate a desire for increased 

opportunities to engage in the work and elevated expectations of institutional commitment. 

Though that expectation was not met through the experience of study participants, the desire for 

follow-up and follow-through was apparent. When professionals commit to engaging in matters 

of diversity on their campus, they assume that the university will match that commitment and 

leverage their efforts through institutional change.  

 

A secondary intended outcome of many diversity training is to assist in cultivating a sense of 

belonging. In applying their newly developed skills, participants realized the multi-dimensional 

nature of their equity-focused skill set. For instance, though a participant may have set out to be 

more inclusive in their language, the dual outcome of this skill implementation is that it can be 

used to resolve conflict while simultaneously cultivating a sense of belonging. Study results 

suggest that the most frequently reported opportunity for skill application was in matters of 

conflict resolution. Participants’ newly developed or enhanced equity-based skill set further 

equipped them to respond and provide feedback in a way that colleagues and peers received well 

because it was connected to the essence of who they are, personally and professionally.  
 

Furthermore, a new lens and perspective on what it means to give and receive feedback within a 

workplace setting meant that participants were better equipped with the tools to engage in 

diversity and inclusion and more intentionally engage the core needs and requirements of basic 

communication. As a result, a skill set developed with equity and inclusion reflected and 

responded to broader requirements of effective communication and leadership. Participant 



 

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reflections of interactions with supervisors and peers following the CAB training experience 

support this notion.  

 

The tools acquired through participation in diversity training can enhance engagement with 

matters of equity and inclusion in support of more authentic interpersonal interaction. This is 

particularly important as university demographics become more reflective of a global campus 

community. These tools should represent the core of professional development experiences 

moving forward. Study results point to the effects of diversity training as a holistic professional 

development experience by addressing the humanistic nature of higher education and the work of 

professionals engaging and navigating the campus communities of which they are a part. In this 

study, whether cultural competence is developed and demonstrated in professional roles via CAB 

participation is not functionally examined. Therefore, this could be an area of future research 

encouraged by this study’s results. 

 

Limitations 

 

Five significant limitations impacted this study: Generalizability, instrumentation, participant 

bias/fatigue, researcher bias, and reliability. The generalizability of the study is low given the 

very small and non-replicable sample; however, it is anticipated that general study findings can 

be applied to various educational institutions. Limitations on instrumentation were present, as the 

self-evaluation used in secondary data analysis was not analyzed for validity or reliability before 

its use with the sample. Further, participant bias and fatigue were likely, as participants were 

asked to complete the self-evaluation three times following long training experiences. The 

validity and reliability of qualitative data were impacted by participants’ decision not to review 

their transcripts. As a result, transcripts were reviewed by a single researcher. Though efforts 

were taken to bracket researcher bias, it is possible that the researcher’s relationship with 

participants impacted what they were and were not willing to share in the interview process. 

Likewise, as the single reviewer of interview data, it is possible that the researcher analyzed and 

evaluated data with added knowledge and context despite bracketing attempts. As a member of 

the CAB training cohort, the researcher possessed a network of established connections and a 

nuanced understanding of contextual experiences.



 

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Metropolitan Universities | DOI: 10.18060/25334| June 19, 2022 160 

APPENDIX A 

 

Interview Questions: 

 

1. How would you describe your personal commitment to diversity and inclusion?   

2. What led you to get involved with diversity and inclusion efforts on  

campus?   

a. With BIC specifically?   

3. Describe what was it like walking into that first day of the BIC training  

process   

4. How do you see issues of equity and inclusion related to your professional  

role?   

5. How has your participation in BIC impacted the way you engage and  

interact with colleagues?   

6. How would you describe your level of knowledge or skills in areas of  

diversity, equity, and inclusion prior to the BIC workshop?   

7. How has the program impacted your knowledge or skills related to areas of  

diversity, equity and inclusion?   

8. Describe a time when you experienced or witnessed mistreatment VCU  

related to some aspect of diversity and inclusion since getting involved in BIC.   

a. What role did BIC play in your response to that scenario?   

9. How has participating in BIC impacted how you view your role at VCU?   

a. Describe a time when you’ve incorporated the skills and tools you’ve learned in  

your professional role.   

10. How would you describe the overall impact BIC has had on you as an  

individual?   

11. How do you see the skills and tools you developed from BIC impacting your career in the 

long term?   

  



 

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APPENDIX B 

 

 Multicultural Skills Self-Assessment 

 

Based on the VISIONS Inc. Multicultural Skills Self-Assessment by Cooper Thompson & 

Angela Bryant, VISIONS Inc. 

 

The following assessment is to gauge your perceived proficiency level of the following skills. 

We recognize that some terminology used in the assessment may not be familiar, but please 

answer to the best of your ability. We also recognize that people have multiple and intersecting 

identities1; thus, when answering these questions, it may help if you consider the identities you 

believe are relevant. 

 

We are asking that you share your name on this survey so that we can return it to you later, 

allowing you to reflect on your pre-training answers as you progress through the Building 

Inclusive Communities VISIONS training. Please note these surveys will only be 

viewed/reviewed by VISIONS staff and the [Redacted] Division for Inclusive Excellence BIC 

training staff. Aggregate data of the survey results will be presented to the Division for Inclusive 

Excellence leadership. 

 

Please use the following scale in this self-assessment. The scale captures a wide range of ability 

levels from no awareness to expert.   

 

0 - Inexperienced - No awareness or understanding about this concept, skill or technique 

1 - Awareness –basic knowledge of these skills and techniques 

2 - Novice –basic knowledge plus limited experience with using these skills and techniques 

3 - Intermediate - have used these skills occasionally or able to perform these techniques in 

various settings on occasion  

4 - Advanced – regularly use these skills or able to perform these techniques in various settings  

5 - Expert –recognized as an authority in the use of these skills and techniques in a myriad of 

situations or settings 

 

 

_______1. Learning about the impact of oppression on members of historically -excluded 

groups  

 

_______2. Learning about the impact of oppression on members of historically- included groups 

 

_______3. Listening for information about other’s experiences and truths  

 

_______4. Asking questions to increase my understanding of another person’s experience and 

point of view   

 

 
1 Identities can be a variety of things: profession, socioeconomic status, race, gender, class, orientation, status, 

generation/age, religion, etc. 



 

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_______5. (a) Affirming other people’s experiences even though they are different from my 

experiences 

 

_______5. (b) Gaining perspective on other people’s interpretations of their experiences, even 

though their interpretation may differ from my interpretation of them 

 

_______6. Moving at another person’s pace 

 

 

_______7. Recognizing the presence of institutional barriers that prevent members of 

historically-excluded groups from having equal access to power and authority 

 

_______8. Recognizing how institutional barriers maintain the power of members of historically-

included groups 

 

______9. Appreciating my contributions to the culture and climate at VCU 

 

 

______10. Appreciating others’ contributions to the culture and climate at VCU 

 

 

______11. Noticing what could be, or are, cultural differences between myself and others 

 

______12. Valuing the culturally different ways that other people express themselves 

 

 

______13. Possessing the capacity to identify, understand and respond to emotions in myself in a 

healthy manner  

 

______14. Possessing the capacity to identify, understand and respond to emotions in others in a 

healthy manner 

 

______15. Using feelings as data to influence my thoughts and behaviors 

 

 

______16. Exploring and admitting my cultural mistakes 

 

 

______17. Exploring and admitting my prejudices 

 

 

______18. Identifying and exploring the meaning of my historically-excluded group 

memberships 

 



 

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Metropolitan Universities | DOI 10.18060/25334 | Sept 12, 2022                                                                                  163 

______19. Identifying and exploring the meaning of my historically-included group 

memberships 

 

______20. Exploring the impact of oppression on the historically- excluded group(s) to which I 

belong 

 

______21. Exploring the impact of oppression on the historically- included group(s) to which I 

belong 

 

______22. (a) Examining the messages I learned as a child about my own and other cultural 

groups  

 

______22. (b) Updating these cultural messages from my childhood based on new information.  

 

______23. (a) Supporting members of my own historically-excluded group(s) to overcome 

ISMS2  

 

______23. (b) Challenging members of my own historically-excluded group(s) to overcome 

ISMS  

 

______23. (c) Engaging members of my own historically-excluded group(s) in inclusive and 

equitable alternatives 

 

______24. (a) Supporting members of my own historically-included group(s) to overcome ISMS  

 

______24. (b) Challenging members of my own historically-included group(s) to overcome 

ISMS  

 

______24. (c) Engaging members of my own historically-included group(s) in inclusive and 

equitable alternatives 

 

 

______25. As a member of an historically-excluded group, knowing and saying what I want and 

need from members of the corresponding historically- included group 

______26. As a member of an historically-included group, supporting members of the 

corresponding historically-excluded group, based on the type of support they have 

explicitly asked of me, not what I think they need 

 

______27. Supporting members of historically-excluded groups in meeting with and getting 

support from others in their historically-excluded groups 

 

 

 
2 The term “ISMS” used in this context encompasses doctrines, practices, behaviors, philosophies, theories, etc. 

that are typically oppressive, biased, or exclusive; for example racism, sexism, ageism, ableism, classism, etc.  



 

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Metropolitan Universities | DOI 10.18060/25334 | Sept 12, 2022                                                                                  164 

______28. Accepting explicit, formal leadership from members of historically-excluded 

group(s) when I am in the corresponding historically-included group(s) 

 

______29. (a) Accepting and supporting explicit, formal leadership from members of the 

historically--excluded group(s) to which I belong 

 

______29.  (b)Confronting formal leadership of historically-excluded group(s) to which I belong 

when differences emerge and problem solving to address these differences  

 

______30. Supporting leaders from historically-excluded group(s) when they are challenged by 

members of an historically-included group to which I belong 

 

______31. Receiving feedback on my behavior that others experience as insensitive or 

oppressive 

 

______32. Asking for feedback on my behavior to learn if others experience it as insensitive or 

oppressive 

  

______33. Exploring potential institutional responses to oppression and the ISM 

 

 

______34. Using the personal and institutional power I have to challenge institutionalized 

oppression and the ISMS