White Male Faculty Motivation to Increase Their Cultural Competence
Date of Award
5-5-2024
Degree Name
Ph.D. in Educational Leadership
Department
Department of Educational Administration
Advisor/Chair
Pamela Cross Young
Abstract
This study explored what motivates White male tenured faculty to increase their cultural competence. The purpose of the research was to provide deeper insight into white male faculty’s motivation to increase their cultural competence. Critical qualitative research methodology was the chosen methodology with a critical theory and critical ethnographic framework. Fourteen White male tenured faculty volunteered to participate in sixty-minute semi-structured Zoom interviews. Participants responded to five questions exploring their journey with cultural competence ranging from experiences in their childhood to school both pre-k thru twelfth grade to experiences as a faculty member. Findings revealed several themes important to development of cultural competence, which can positively influence student learning. Identified motivating themes include childhood experiences and identity development, call to become an educator, experiences of Whiteness in higher education as well as approaches to inclusive excellence on campus, and an individual love of learning. Embedded in the research findings are also strong support for college student experiential learning opportunities. Insights gleaned from this research can have a direct influence on the design of future learning programs and how best to develop White faculty cultural competence to support inclusive excellence.
Keywords
Cultural competence, diversity, inclusion, racial identity development, race
Rights Statement
Copyright 2024, author
Recommended Citation
Taylor, Tiffany Renee, "White Male Faculty Motivation to Increase Their Cultural Competence" (2024). Graduate Theses and Dissertations. 7609.
https://ecommons.udayton.edu/graduate_theses/7609
