Date of Conferral

2014

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Tom Cavanagh

Abstract

A community college developed a diversity and inclusion training program, Maximizing Our Strengths as an Inclusive Community (MOSAIC), to address the lack of diversity training for students and staff. However, the program had not been evaluated. The purpose of this study was to learn about students' perceptions and experiences of the MOSAIC program. Guided by theories of constructivism and components of critical race theory related to critical studies in Whiteness, social identity theory, and best practices for diversity and inclusion training, this study explored how students described the effectiveness of the program. Interview data for this responsive program evaluation using a case study design, were collected from 9 students and analyzed using a systematic inductive method of data analysis. Data deconstruction revealed codes and themes across the codes, that resulted in the identification of 3 major domains, fostering diversity and inclusion consciousness, fostering intergroup relationships, and fostering positive social change. These findings were the basis of a program evaluation report for stakeholders that emphasized how students improved their communication skills and gained a greater sense of belonging and intergroup friendships through participation in the MOSAIC program. This report further revealed how social change was supported through student involvement in the program because of increased awareness of self and others and the development of diversity and inclusion skills to combat discriminatory behavior.

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