https://doi.org/10.1037/dhe0000190

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Document Type

Article

Department/Program

Education

Publication Date

5-7-2020

Journal

Journal of Diversity in Higher Education

First Page

1

Last Page

12

Abstract

We report on data collected at 3 time points during a 1-year intervention designed to teach a purposive sample of geoscience faculty members (n = 29) from 27 universities throughout the United States howto identify and address issues related to diversity, equity, and inclusion in their departments. For the intervention we used mixed-reality simulations to help participants practice specific skills to address common situations in geoscience departments. The intervention also included an intensive 3-dayworkshop and 3 journal clubs. Using a Bayesian analytical approach we explored: (a) general trends in participants’ self- and collective efficacy for identifying and addressing diversity, equity, and inclusion over a 1-year period; (b) relationships between self-efficacy and collective efficacy; and (c) demographic factors that explain variation in self- and collective efficacy. Results showed that self- and collective efficacy rose sharply from preintervention to 5 months after beginning. Although both self- and collective efficacy retreated toward baseline at the 1-year mark, only 1-year self-efficacy was still credibly higher than preintervention. Also, preintervention self-efficacy predicted 5-month collective efficacy. Efficacy beliefs varied as a function of race/ethnicity. Only collective efficacy varied as a function of academic rank. We discuss these findings in relation to social–cognitive theory and the literature regarding the use of digital learning environments to address diversity, equity, and inclusion.

Keywords

technology, simulations, social–cognitive theory, Bayesian analysis, efficacy beliefs

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