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Perspectives, Motivations, and Resis...

Kerlin, Robert.

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Perspectives, Motivations, and Resistance: Investigating Employee Responses to Employer-Sponsored Diversity Training.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Perspectives, Motivations, and Resistance: Investigating Employee Responses to Employer-Sponsored Diversity Training./
Author:	Kerlin, Robert.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	141 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-10, Section: B.
Contained By:	Dissertations Abstracts International85-10B.
Subject:	Curriculum development. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30687948
ISBN:	9798382302966

Perspectives, Motivations, and Resistance: Investigating Employee Responses to Employer-Sponsored Diversity Training.
Kerlin, Robert.

Perspectives, Motivations, and Resistance: Investigating Employee Responses to Employer-Sponsored Diversity Training. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 141 p.

Source: Dissertations Abstracts International, Volume: 85-10, Section: B.

Thesis (Ed.D.)--University of South Carolina, 2023.

This qualitative action research study investigated employee reactions, motivations, and perspectives toward employer-sponsored diversity training programs. Through a qualitative exploratory case study, this research study explored the perceptions of how a diverse sampling of people individually, negotiate identities in corporate and education fields where those in control must both accommodate and placate in order to maintain institutional objectives. In order to further explore this topic, a theoretical framework consisting of self-determination theory and culturally relevant pedagogy served as the primary method to guide the research question, literature reviews, and data design, collection, and analysis process. Self-determination theory provided the primary motivational factors for employees. Culturally relevant pedagogy provided the primary justification for moving forward by emphasizing the need for curriculum developers to think about learning and cultural differences and always with an eye out for equity and social justice. This qualitative action research study utilized one-on-one interviews as the primary data collection method. The findings of this study indicate that while most of the research participants agreed on the importance of including a DEI-supportive curriculum, the appropriateness level, professionalism, and mandatory nature of DEI training programs were in question. Therefore, a gap still exists between acknowledging and applying what employees are learning and what employers desire.

ISBN: 9798382302966Subjects--Topical Terms:

684418
Curriculum development.
Subjects--Index Terms:

Perspectives

Perspectives, Motivations, and Resistance: Investigating Employee Responses to Employer-Sponsored Diversity Training.
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100 1 $a Kerlin, Robert. $3 3771495
245 1 0 $a Perspectives, Motivations, and Resistance: Investigating Employee Responses to Employer-Sponsored Diversity Training.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 141 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-10, Section: B.
500 $a Advisor: Lilly, Todd.
502 $a Thesis (Ed.D.)--University of South Carolina, 2023.
520 $a This qualitative action research study investigated employee reactions, motivations, and perspectives toward employer-sponsored diversity training programs. Through a qualitative exploratory case study, this research study explored the perceptions of how a diverse sampling of people individually, negotiate identities in corporate and education fields where those in control must both accommodate and placate in order to maintain institutional objectives. In order to further explore this topic, a theoretical framework consisting of self-determination theory and culturally relevant pedagogy served as the primary method to guide the research question, literature reviews, and data design, collection, and analysis process. Self-determination theory provided the primary motivational factors for employees. Culturally relevant pedagogy provided the primary justification for moving forward by emphasizing the need for curriculum developers to think about learning and cultural differences and always with an eye out for equity and social justice. This qualitative action research study utilized one-on-one interviews as the primary data collection method. The findings of this study indicate that while most of the research participants agreed on the importance of including a DEI-supportive curriculum, the appropriateness level, professionalism, and mandatory nature of DEI training programs were in question. Therefore, a gap still exists between acknowledging and applying what employees are learning and what employers desire.
590 $a School code: 0202.
650 4 $a Curriculum development. $3 684418
650 4 $a Pedagogy. $3 2122828
650 4 $a Vocational education. $3 539232
653 $a Perspectives
653 $a Motivations
653 $a Resistance
653 $a Self-determination theory
653 $a Diversity equity and inclusive
690 $a 0727
690 $a 0456
690 $a 0624
690 $a 0747
690 $a 0703
710 2 $a University of South Carolina. $b Curriculum and Instruction. $3 1682098
773 0 $t Dissertations Abstracts International $g 85-10B.
790 $a 0202
791 $a Ed.D.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30687948