Date of Conferral

4-1-2025

Date of Award

April 2025

Degree

Ph.D.

School

Education

Advisor

Terri Edwards

Abstract

The problem addressed in this study was the lack of research on Reserve Officer Training Corps (ROTC) officers’ practices using diversity, equity, and inclusionary (DEI) in commissioning minority officers in the U.S. military. This deficiency of literature and research illustrates the necessity to explore ROTC officers' perspectives of practices in this context. The purpose of this qualitative study was to explore ROTC officers’ perspectives on DEI practices related to commissioning minority officers in the U.S. military. The conceptual framework was grounded in critical race theory and aversive racism theory. The research question was focused on ROTC officers' perspectives on DEI practices in commissioning minority officers in the U.S. military. For this basic qualitative design, one-on-one semistructured interviews were conducted to collect data from 12 ROTC officers with 1 year of experience in commissioning minority officers. The participants were from universities that offer ROTC programs in the United States. Thematic analysis was used to analyze the data from which five themes emerged: (a) understanding DEI practices, (b) justification and rationale for DEI practices, (c) training and education in DEI practices, (d) strategies and initiatives for DEI practices, and (e) challenges and successes of DEI practices. The data indicated that embracing DEI practices aligns military institutions with societal values while enhancing military cohesion and effectiveness. Findings may be used by military administrators who employ ROTC officers to develop strategies and improve efforts to recruit, retain, and promote minority officers, aligning with broader DEI goals in the U.S. military benefitting ROTC students.

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