The purpose of this phenomenological case-study research was to examine the characteristics and nature of “negative diversity-oriented events” (e.g., microaggressions, overt racist or sexist comments, etc.) experienced by a racially/ethnically diverse cohort of KINE graduate students (n = 8) at two land-grant research-intensive institutions of higher education. Additionally, this research provides details on the manner and extent of the impact of these experiences on the participants’ racial, professional and social development.
Method:
To understand the participants’ respective perspectives, researchers used contemporary mixed-methods (quantitative and qualitative) data collection and analysis techniques. Specifically, data collection consisted of individual and focus group semi-structured interviews, critical incident reports and questionnaires. Moreover, qualitative data analysis included developing coding categories, analytic induction techniques and theme development. Complimentary social identity (McEwen, 2005) and racial/ethnic identity (Helms & Cook, 2005) theories formed the framework for this research. Quantitative data were analyzed using the Predictive Analytics SoftWare (PASW) Package 19.0 to generate descriptive statistics including means and frequency counts.
Analysis/Results:
Participants’ elucidated strikingly similar experiences and perspectives of impactful “negatively diversity-oriented events” which were categorized into three general themes: a) professional marginalization, b) academic invalidation, and c) microaggressions. Further, participants detailed their responses to these events allowing for the development of four additional themes: a) questioning of ability and value, b) self-marginalization, c) open resistance, and d) “leaning out” or self-limiting development opportunities. Additionally, the importance and sources of support were identified as: a) peers and non-academic colleagues, b) faculty advisors and advocates, and c) family. Lastly, participants provided graduate academic program leadership and administration recommendations and “best practices” to identify and constructively negate “negatively diversity-oriented events”.
Conclusions:
This research provides evidence of the common and shared experiences of KINE graduate students from traditionally underrepresented groups. It is clear that what we have characterized as “negative diversity-oriented events” are impactful on graduate students of diverse backgrounds particularly and all graduate students in one manner or another generally. In conclusion, the significance of this research lies in the dissemination of these findings which can lead to informed and purposeful discussion among graduate program administrators and scholars regarding the implementation of appropriate graduate student development processes. The goal of all KINE academic programs must be to provide a safe, supportive, and inclusive environment for all graduate students.