Institutional Responses: Diversity, Equity, and Inclusion in Catholic Higher Education and the Relationship With Mission

• In Event: “How Do I Move Forward . . .?” Catholic Colleges and Universities' Efforts to Transform Systemic Racism

Abstract

Catholic Colleges and Universities (CCUs) have been working to engage in efforts to improve diversity, equity, and inclusion (DEI) (USCCB, 2018). CCUs vary by religious order, student bodies, faculty and staffs, traditions, histories, financial status, rankings, and more. Despite these differences CCUs are uniquely positioned to carry out DEI work given their missions and foundation in Catholic social thought (Anderson, 2022). This multi-pronged mixed-methods study provides a systematic view of the practices, successes, and challenges of doing DEI work in CCUs in relation to their Catholic institutional missions. The study research questions were 1) to what degree has DEI been implemented in CCUs? 2) How does DEI work show up in the universities’ curriculum, programs, and policies? 3) What do CCU DEI leaders identify as their biggest accomplishments and remaining barriers for promoting systematic diversity transformation (i.e., authentic change and a greater sense of belonging for underrepresented students, staff, faculty, and administrators) (Chun and Evans, 2019)?
STUDY DESIGN: Evidence of DEI was collected from websites from a systematic random sample (n=60) of CCUs’ websites (Gay & Airasian, 2003). The DEI evidence was reviewed using Diaz and Kimmse’s (2014) Diversity Rubric that “examines diversity through six dimensions: a) philosophy and mission of diversity; b) faculty support; c) curriculum, pedagogy, and research; d) staff support; e) student support; and f) administrative leadership” (p. 13). Survey results were analyzed to better understand the relationship between DEI and Catholic university missions and to learn about DEI practices in CCUs (Williams, 2013; Williams & Wade-Golden, 2013). A convenience sample of diversity leaders was selected for semi-structured interviews to learn how DEI developed at their institutions, strategies for implementing their DEI work, and the relationship between their DEI initiatives and their institutions’ Catholic missions. Qualitative data sources in the form of structured interview responses were transcribed and entered into an Excel spreadsheet for deductive content analysis (Krippendorf, 1980).
RESULTS: This work reveals that although challenges continue for underrepresented students attending CCUs, there has been meaningful progress in those institutions that have prioritized DEI in their university communities. DEI leaders tied their transformative efforts to their Catholic missions and Catholic social thought. The interview responses shed light on the degree of transformational change that has happened in the “operating systems, underlying values, and culture of an organization or system” (Kezer, 2013, p. 85) while also acknowledging that ongoing DEI work must continue amidst resistance to their DEI work.
Successful diversity leaders had support of their executive leadership as well as their diversity advocates from across their institution. These leaders reported shrinking support for their work compared to the summer of 2020. CCUs with greater financial resources tended to have a more expansive DEI operations. For example, diversity leaders at smaller CCUs often juggle multiple roles (CDO, Equal Opportunity Officer, Title IX officer, HR responsibilities) compared to larger CCUs where the CDO oversees a number of staff members at the University-level as well as a DEI infrastructure across their institutions.

Authors

• Edward García Fierros, Villanova University

• Sarah Lockett, Villanova University

• Julianna Chen, Villanova University