Racial Diversity Leadership: Theory Testing a Model for Retaining BIPOC Faculty and Staff

• In Event: AERA Roundtable Session 7
  In Roundtable Session: Racism in Higher Education: Strategies to Disrupt Institutionalized Oppression and Lead Toward Racial Justice

Abstract

Objectives: This paper examined racial diversity leadership (RDL) as a theory by determining if it can be measured and analyzing its relationship with employee retention. RDL was hypothesized as a latent construct consisting of four behaviors: (a) understanding differences, (b) valuing diversity, (c) providing opportunities, and (d) advancing equity.

Theoretical Framework: This research was grounded in critical race theory, particularly the permanence of racism (Bell, 1992; Harper, 2012) and whiteness as property (Bondi, 2012; Harris, 1995). Additionally, this study broadened the previous application of transformative leadership theory, focused on social justice and democracy for students (Cooper; 2009; Liou & Hermanns, 2017; Quantz et al., 1991), to uncover how leaders can support BIPOC employees, drawing upon the tenets of Shields’ (2017) model: (a) mandate for equitable change; (b) new knowledge frameworks; (c) redistribution of power; (d) focus on emancipation; and (e) moral courage.

Methods: This mixed methods study followed a sequential, explanatory approach. Confirmatory factor analysis was used to test the RDL scale. Full structural equation modeling was used to examine the association between RDL and employee retention. Phenomenology was used to analyze qualitative data and describe BIPOC employees’ experiences with racism and leadership in the workplace.

Data: Quantitative data was collected from a survey disseminated to faculty, staff, and administrators in the California State University system via Qualtrics. Participants rated their direct supervisor’s RDL behaviors and their own turnover intentions on a Likert scale. RDL questions were developed from literature on transformative leadership, diversity intelligence (Hughes, 2016), and diversity management (Cox, 1991). Quantitative data (n=1,196) was analyzed in MPlus. Qualitative data (n=11) was collected from semi-structured interviews on Zoom and coded by hand.

Results: Results revealed RDL is a valid theory, can be measured, and explained 19% of employee retention. Four major themes emerged: (a) BIPOC employees experienced covert and overt discrimination, (b) BIPOC employees were tasked with more work than their white colleagues, (c) the centering of whiteness perpetuated discrimination and heavy workload, and (d) BIPOC employees have had leaders who demonstrated RDL. These leaders fostered a sense of belonging, recognized racial injustices, and provided opportunities for career mobility.

Significance: It is often said that we cannot fix what we do not measure. This is evident in the case of racism and white supremacy, centered and reinforced at all levels – from systems to organizations to individuals – yet imperceptible to many (Kendi, 2019). Consequently, progress towards diversity, equity, and inclusion has been minimal (Hughes, 2016). Leaders cannot effectively engage in antiracist work if they are unaware of how their behaviors are perceived by employees (Xu et al., 2016). Therefore, this study sought to provide scholarly and practical contributions, developing RDL as a theory and leadership assessment. By quantifying the impact of a direct supervisor’s RDL on their employees’ retention and illuminating BIPOC employees’ experiences with racism and liberation, this research provides actionable leadership strategies for improving workplace cultures in and beyond the academy.

Author

• Khanh Dinh, California State University - Sacramento