Urging educators to rethink their teaching practices, Bell Hooks (1994) declares education as the practice of freedom and a commitment to create the necessary conditions for anyone to learn. To devote a career to helping others learn entails in accepting the transitory nature of education as a social process, as stated by Cope & Kalantzis (2012). Because education is in state of flux, it requires educators to be attuned to the needs of learners and their social context.

Nationwide, the higher education workforce is being mobilized to increase college enrollment and retention by reducing equity gaps, also called achievement or opportunity gaps (Villarreal et al., 2022). Student success initiatives to close gaps present data that shines a light on how marginalized students (e.g., students of color, women, and low-income students) receive lower grades, and are less likely to receive a college degree than their more privileged peers. More than an issue of fairness or access to an education, higher education equity gaps show that the excluded groups are the same ones who are increasingly being accepted in American colleges. As remarked by Donovan et al.(2021), these students start an education journey just to face the reality that college is not designed for them.

While equity gaps present a multifaceted issue, research indicates that faculty members play a crucial role in supporting students from underserved populations in college (Yeager et al., 2013). Over the years, higher education has relied on diversity, equity and inclusion (DEI) training and teaching interventions that promote equity approaches in the classroom. Research shows that high-quality professional development that combines DEI and learner-centered instructional practices creates a significant impact on student learning, also leading to an increase in retention and graduation rates (Villarreal et al, 2022; Donovan et al., 2021; Winkelmes, 2015).

However, in my experience working with faculty development, embedding DEI in teaching and learning programs creates discomfort in faculty members participating in these sessions. Such discomfort sometimes translates into resistance to apply the strategies they learn in these programs. As an instructional designer and doctoral student, I developed an interest in investigating approaches to help faculty integrate equity in their teaching. I believe that faculty programs can impact how higher education institutions move towards dismantling historical inequities in the educational system. This is a change that can improve the college experience for culturally and ethnically diverse student populations.

This research proposes the use of an interpretive approach to understand the transformative process of an equity-minded educator. I want to learn more about the faculty perspective through their stories so that I can understand how to design DEI programs that helps faculty solidified a equity-minded mindset. I am interested in seeing if faculty development can help faculty challenge their deficit thinking about disadvantaged students and be open to make their teaching more equitable.

Equity in the educational experience is both an aspiration and commitment to action. It’s a recognition that students start from a different place and it is also a recognition that many of the teaching practices that worked for us before are not serving our students equally well (Artze-Vega et al., 2023). Commitment to equity is part of a communal effort in higher education that is not limited to the faculty body. Besimon (2005) explains that inequality in educational outcomes is a problem that concerns faculty members, administrators, counselors, and other individuals that play a role in impacting the conditions of student learning.

Resistance and skepticism to DEI is common. Because these practices take time to solidify, the impact is best evaluated long-term and, in some cases, the data is not impressive. Kelly (2019) contibutes to this conversation by sharing that student success initiatives are challenged because they don’t have straightforward solutions to issues that are urgent to higher education leaders. Higher education is always looking for ways to increase student persistence but DEI trainings take time to show an impact. This lead to more skepticism about DEI investments. In the same vein, Barlett (2023) adds that higher education faculty see DEI as an inconvenient truth because it just adds to their pressures of teaching, service and scholarship. In addition to that, the post-pandemic context has been challenging faculty to keep up with new technology and innovative ways to reach students, which contributes to faculty resistance to engage in more faculty development.

Another factor that contributes to resistance to DEI has to do with polarized political idelogogies in the USA. In many states, bills are prohibiting the use of federal or state funding to support DEI offices or staff at public colleges.This prohibition has a negative effect on university policies, and it is also ended some university positions, such as Chief Diversity Offices in some campuses. According to Taylor (2024), conservative legislation around DEI is also ending entire college courses and programs, such as the case of courses about intersectionally and critical race theory. Video 1 shows a segment of news coverage about the current political backlash to past DEI programs in American colleges. In minute 5:36, Shaun Harper, a scholar on racial equity at University of Southern California, responds to the argument that DEI is indoctrinating college students with an affirmation that the research shows that students want to actually learn more about DEI. Then, in minute 8:25, Harper continues explaining that the political movement that is spreading rumors about DEI is not backed up by concrete data from student surveys and university workers.

Video 1: PBS News Hour (Feb 15, 2024). Why diversity initiatives at colleges and companies are facing political backlash.[Video]. YouTube. https://www.youtube.com/watch?v=vU4rK9bAftw

 Access to College is not the same as an Equitable Experience

Kalantzis & Cope (2020) call for a new view of learning and that turns the knowledge-making perspective to the student. Their criticism of customary old-fashioned teaching practices is applicable to the context of this research, which claims that institutionalized practices are a roadblock for student success in college. Rodriguez et al (2022) bring up the unmeasurable trauma that students experience because of systemic racism. In the same vein, Harper & Hurtado (2007) call attention to the isolation, alienation, and stereotyping that historically underserved students are forced to contend with on college campuses, because of unconscious practices that unintentionally create circumstances that result in inequalities.

According to Bensimon (2016), the differences in college enrollment and college completion among historically marginalized and white and affluent populations have widened, showing that America universities have an equity gap. Current research about student success shows that  student learning outcomes improve because of exposure to DEI practices in the classroom (Bowen, 2020; Otten et al., 2021). In addition to that, research shows that exposure to diverse perspectives during college years contributes to dismantling segregation trends in society (Harper & Hurtado, 2007).

In Video 2, Bryan Dewsbury, professor at Florida International University, discusses the student experience in American colleges. In minute 7:06 he remarks that, across history, lots of students of color have expressed their sorrows about not belonging in college campus. He compares it to the experience of being a guest in someone’s house, as someone who is well treated, fed dinner and welcomed, being a guest does not give you permission to decide the dinner menu or choose the type of music to listen to. This comparison brings up the differences experienced by some students on campus that are accepted in college, are given access to resources but don't feel treated as an integral part of the college structure.

Video 2: Dewsbury, Bryan (2019). Inclusive Pedagogy - Why it matters for science communication. [Video].YouTube. https://www.youtube.com/watch?v=gTeoHGh0rn4

Identity and Privilege

The first step to embracing a commitment to DEI is analyzing how one’s identity relates to power and privilege. In part, to develop a DEI competence involves a recognition of one's own privileged status in relation to racism, sexism, ableism, classism, etc. on a personal and political level. Defensive behaviors related to a privileged identity can be displayed in reaction to protecting one's existence, which reflects sometimes in the defensiveness that faculty show when they experience discomfort to DEI topics. Fig. 1 represents different types of identity as they relate to an individual’s personality, background, preferences, career etc.

Fig. 1 Circle of Identities. SEED Program. Retrieved in April 2024

Recognizing that students have different identities and that many factors such as culture and relationship influence them, is an important step to accepting that some identities have more power over others (Watt, 2007). Besides that, an examination of identity and privilege is relevant for faculty so that they can learn about their own identities manifest in the social context of the classroom.

Critical Consciousness

Paulo Freire (1970) defines critical consciousness as the ability to assess and take action against the social, political, and economic elements of oppression in a society. Watt (2007) explains that identity is historically linked to social or political advantages in this society. Even though power and privilege are not necessarily permanent traits, individuals holding privileged identities may unconsciously fear giving up power when confronted with their position in society. Such dissonant feelings about social justice can create tension in the classroom or during faculty programs. Watt (2007) describes resistance to DEI as something that creates cognitive dissonance, a term that refers to the tension one feels when holding at the same time two incompatible cognitions (p.118).

Self-reflection is a critical component of faculty development programs that promote DEI. Villarreal et al (2022) present findings that emphasize self- reflection as a powerful component to debunk faculty resistance to equity-minded strategies. This study also points out that self-reflection calls for developmental programs for faculty to learn to critically examine their ideas, assumptions, and values, confronting their biases. They also learn to empower students’ background and experiences.

Equity-Mindedness

Fig. 2: Center for Urban Education at University of Southern California (2020). Principles of Equity-Mindedness. Equity-minded inquiry series: Syllabus Review. Rossier School of Education,

Given their proximity to students, faculty members serve as catalysts for change in institutions. Watt (2007) explains that it is often difficult for students to separate their impressions of the learning experience from how they personally feel about their instructor. Faculty are crucial in dismantling the inequalities within higher education systems, but they need to be taught how to do it. Bensimon (2019) explains that support tools and resources to scaffold equity-minded practices should be part of faculty training. However, before examining the role of faculty and faculty development in this process, it is important to define equity-mindedness in the context of higher education and DEI.

The Center for Urban Education at University of Southern California came up with the term “Equity-Mindedness” to refer to a type of mindset that educational practitioners exhibit that questions patterns of inequity in student outcomes. Fig. 2 illustrates the principles that Bensimon (2012) characterizes as being essential for equity-minded college environments (p.6). These principles are the expectated behaviors and atitudes that education practitioners should strive for if they want to become more inclusive:

• Be critically race-conscious
• Develop an awareness that beliefs, expectations, and practices assumed to be neutral can have outcomes that are racially disadvantageous
• Become aware that while racism is not always overt, racialized patterns nevertheless permeate policies and practices in higher education institutions.
• Be willing to assume responsibility for the elimination of inequality.

Fig 3.compares examples of attitudes of educators who display equity-mindedness and those who lack that competence.

Fig 3: Center for Urban Education. (2020). Equity- minded inquiry series: Syllabus Review. Rossier School of Education, University of Southern California.

Faculty Development is a key force in reversing inequality embedded in the systems of higher education. The role of faculty as agents of change is crucial to student success and can effectively implement pedagogical practices that support inclusive learning and promote social justice (Bensimon, 2005). However, for numerous reasons, instead of helping, faculty might be contributing to the inequality problem by putting the blame of the causes of achievement gaps on students’ lack of skills or motivation. This deficit-minded view of students has been perpetuated for too long in higher education and it needs to be challenged. Bensimon et al. (2016) state that faculty can start this process of change by recognizing their responsibility towards students who are failing college.

To assist faculty with this commitment to equity-minded teaching, faculty development can build training that is mindfully designed to make DEI approaches sustainable for faculty. This research gathered some recommendations based on  literature review:

Use a Data-Driven Approach

Bensimon et al. (2016) reiterate that the development of evidence-based knowledge about the nature of inequities on campus is essential to promote long-lasting change. Following this recommendation, faculty developers should start by asking faculty to examine their own course data to learn about their own student gaps. This step might require partnering with other departments such as Institutional Research, which aligns with the equity-minded goal of moving faculty away from their individual silos so they can learn more about their students (McNair et al., 2019)

Rodriguez et al (2022) observes the complexities of DEI work on campuses in regards to funding and support of the administration. The delicate sociopolitical dynamics has become a barrier to equity work, also contributing to faculty resistance. The author also adds that “the dominance of an empirical-analytic mindset valuing cause–effect, problem–solution, and quantifiable evidence” (p. 199) makes it more complicated to engage leaders and faculty members in DEI. From this point of view, faculty development should approach data analysis from different data points and research stances in order to learn and present on the impact of faculty development programs on campus.

Adopt a Race Conscious Stance

The literature shows that DEI professional development is a powerful avenue for challenging racist beliefs, though when it comes to faculty programs, the results are not as impactful (Battey & Franke, 2015). One hypothesis is that preconceived ideas about race are very embedded as color-blindness narratives of faculty members, which only reinforces stereotypes about students of color (p. 435).

To challenge this issue, equity-minded programs should promote an understanding of the links between racial inequities and student learning outcomes to assert an asset-minded view about students of color. In Video 3, college educator, Nadiyah Herron, discusses issues that students of color in education face. In minute 10:28, she gives suggestions for how faculty can adopt a process to better connect with their students.

Video 3: Herron, Nadiyah (2022) Affirming Diversity In The Classroom Why it Matters to Your Students. [Video].YouTube.https://www.youtube.com/watch?v=fqUPSnSTFKE

Ching (2019) and Bensimon et al. (2016) advise that faculty's journey towards equity-minded teaching starts by developing a color-conscious mindset about students. In an investigation about faculty impressions of Latinx students, Ching (2019)’s findings inform how faculty should deconstruct stereotypes about their students in order to address some of the systemic issues that hinder their performance.The use of institutional data is an asset for faculty to understand the racial gaps built in the college experience and how to help meet the challenges of their students populations (Ching, 2019; Bensimon et al., 2016).

Create Opportunities for Reflection

Salazar et at., (2010) developed a framework for faculty developers to build efficiencies in teaching about inclusive practices. Intrapersonal awareness is the first dimension of this framework. It suggests that reflection is an important practice for faculty to “recognize that their own worldview is not universal and begin to encourage students to share their worldviews”(p.89). This can be a difficult process but it is a necessary one to successfully engage faculty in debate about structural inequalities and commit to a process of purposeful agency.

Community

Finally, it takes more than one equity-minded faculty to make the difference. In a study that examines the intersectionality of equity and online education, Donovan et al (2021) discuss how faculty development programs build a sense of community that helps faculty develop tools to meet the evolving needs of their learners. Faculty development programs are not limited to teaching content and offering support for course changes. On the contrary, faculty development promotes practices that lead faculty to cultivate different relationships with their students (Battey & Franke, 2015). These programs work best in the format of faculty communities (FLCs) or communities of practice (COPs) because, when learning in community, faculty can digest the “connection between emotion and intellect in the process of unlearning social oppression” (Watt, 2007, p. 117)

Building a sense of community is a recurring theme in the research about training faculty in DEI (Quick, 2013‘; Bensimon et al., 2016). One of the reasons is because faculty need to feel safe to examine their beliefs, biases and challenge any deficit-minded views about students. In a longitudinal study about professional development, Rodriguez et al (2022) list barriers for faculty to enact social justice practices and community is mentioned as a solution for some of those barriers. Operating at both the emotional and intellectual levels, groups like faculty learning communities (FLCs) or communities of practice (CLPs) can help unpack faculty’s “professional privilege” and offer space to think creatively about projects that matter to them. According to Quick (2013) faculty perception about their role changes when they work in like-minded groups, seeking out ways to reach diverse learners in the classroom.

Finally, drawing from the literature about adult learning, one can conclude that these ideas about community, reflection and presenting evidence are in conjunction with the pillars of adult learning. In 1984, Knowles suggested principles to adult learning that revolve around independence, personal motivation, experience, relevance and real-world application.

The beginning of Video 4 offers an overview of the design of programs for adult learners.

Video 4: ATD (2023) Adult Learning:Theory in Practice. [Video] YouTube. https://www.youtube.com/watch?v=GYBcDHB2w2U

As the video explains, adults have a need to understand the relevance of the learning experience in their lives. Applying this concept to DEI, faculty learners need to feel safe and connected to the topics so they can bring energy to their learning tasks and take greater risks (Vela, 2016). With this in mind, faculty developers should scaffold programs leaving enough time for appropriate reflections, sequencing the materials in a way that reinforce important concepts and motivate faculty to stay connected to the topic. Sharing stories and reinforcing participation is also important. As Paulo Freire (1970) stated, creating a dialogue approach to adult learning requires that the teacher learns and the learner teaches. Thus the importance of creating opportunities for respectful dialogue in faculty programs, allowing faculty to share their stories and adapt that they learn to what works best for them and for their students.

To challenge deficit-minded practices, faculty development can create space for stories to emerge, supporting faculty as they discuss their stories (Battey& Franke, 2015). Faculty developers might present counter evidence to intervene in some of these stories that share long-standing assumptions about students. This is a moment to create awareness about the deficit notions of students embedded within stories and invite faculty to examine data with a lens that “raises consciousness about disparities among different groups” (Bensimon, 2005)

Measuring The Impact of Faculty Development

Hudley & Kahn (2024) examine the impact of faculty development, stating that more needs to be done to improve faculty learning has been mesured. They continue on explaining the impact of assessment for faculty development in legitimizing their services among campus stakeholders. Historically, faculty developers have been tasked with assessing teaching and learning on campus and now they shift their focus to assessing the impact and outcomes of their programs.

Thinking about the reality of faculty development and DEI programs, the use of an interpretive approach is an appropriate choice to better understand the journey of a faculty member learning about DEI.

Interpretative methods come from qualitative research methods. Cope & Kalantzis (2020) describe these methods as a way for the researcher to represent results in different ways, creating new meanings. This is a valuable approach for research on complex phenomena that wants to understand diverse perspectives and how ideas evolve.

Like Hudley & Kahn (2024) point out, the nature of faculty development interventions can be challenging to measure because programs are so different in length and time, making it hard to determine what data to collect and how to interpret it. Bensimon (2005) recommends gathering both qualitative and quantitative data to guide the implementation of solutions to equity gaps. She also warns equity practitioners to not jump too quickly in finding easy fixes for equity problems. Equity-mindedness is a developmental approach and it needs time to identify and fix the real reasons for equity gaps.

An investigation about the stories and experiences of faculty is crucial for this researcher to gain a deeper understanding of the challenges of faculty development. The subjective aspect of a narrative inquiry combined with a quantitative data analysis can shine a light on the type of support faculty development can offer to help faculty grow as equity-minded educators/leaders. This researcher believes that, to study faculty resistance on DEI, one needs to understand how faculty mirror their world in this resistance. Putting the value in faculty’s lived experiences as well as in students’, this research can lead to new meanings that draw on multiple perspectives (Cope & Kalantzis, 2020).

Looking for patterns in the stories is also a way to discover how to change old-fashioned teaching practices and create room for more diverse perspectives that accept equity-mindedness. This aspect of the research relies on relationship-building so that the stories are free of judgment. Research shows that it is important to establish meaningful relationships with the research participants and let them share their concerns, anxieties, and goals freely in order to understand what their journey is like (Rodriguez et at., 2020).

DEI work can be received with scrutiny by others, and yet, the journey of an educator is not complete if students are being left out of the educational experience. Equity ensure that students are not being excluded because of their identities and social histories. Times are hard for educators committed to social justice. Insitutions need the support of their leaders, faculty, staff and communities to keep pulling forward in the marathon that is the road to achieving equitable learning.

McNair et al (2019) explain that change must happen individually before it happens collectively (p.1). To create equity-minded institutions, first one needs to assemble equity-minded educators that are intentional about advancing equity. As part of this new mindset, educators develop a willingness to engage in conversations about social justice discourse. They also need to advocate for data and ongoing assessment to push institutions forward to become inclusive learning environments (Harper & Hurtado, 2007; Salazar et al., 2010)

Discussions about diversity are often sources of discomfort, but they are necessary to increase awareness and create better campus communities (Watt, 2007). There is no better way to create change at the organizational level if not through dialogue. The relationship between faculty and students also improves from a dialogue process by which the instructor gets to know the students and their unique backgrounds (Freire, 1970). It takes time for faculty to develop a reflexive practice that is so essential to refining one’s teaching practice. Change can be a disconcerting process for educators, but as a community that supports each other in this work, faculty development is helping them make a difference.