Factors Influencing Latinos to Pursue Chief Diversity Officer Positions in Higher Education

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Higher Edu and Learning Technology

Date of Award

8-14-2024

Abstract

In the last 2 decades, there has been an increase in the number of higher education institutions (HEI) establishing Chief Diversity Officer (CDO) positions to address diversity, equity, and inclusion (DEI) gaps and priorities. CDOs play an increasingly significant role in developing, evaluating, and advocating for policies and practices at postsecondary institutions. At the same time, there has been a dramatic increase in the number of Latinos enrolling and graduating from HEIs. Latinos represent a very small portion of the CDOs appointed across the country. In this qualitative study, I examined the experiences and circumstances that influenced seven Latino CDOs at universities to pursue their DEI positions by applying Bronfenbrenner’s bioecological theory of human development, critical race theory, and Latino critical race theory. I also assessed if involvement in mentoring and leadership programs influenced their pursuit of these appointments. Utilizing data collected from a demographic questionnaire, semistructured interviews, and written artifacts, including curriculum vitae and LinkedIn profiles, I collected data to understand the following: (a) the significant experiences or circumstances that influenced the Latino CDOs to pursue their positions, (b) how previous appointments prepared the CDOs to pursue this role, and (c) if participation in informal and formal mentoring and leadership development programs impacted their pursuits of these appointments. The participants represented a mix of career paths, including tenure track faculty, administrators, or positions outside of academia. From the data analysis, six themes emerged as findings as follows: (a) becoming a CDO was not a planned career path; (b) experiences with discrimination and racism influenced the CDOs’ careers; (c) the ability to influence systemic change was a motivator; (d) the CDO’s intersectionality as Latinos along with other identities influenced their approach to this work; (e) CDO work is primarily viewed through a Black and White binary frame; and (f) mentorship and leadership development programs provided useful career and professional guidance. These findings provide additional context for the factors that influenced Latino CDOs and have practical implications in the development of pipelines to fill these and other senior administration positions in the academy.

Advisor

JoHyun Kim

Subject Categories

Education | Educational Administration and Supervision | Higher Education Administration

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