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IT belongingness: from outcasts to technology leaders in higher education – a promising practice

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IT belongingness: from outcasts to technology leaders in higher education – a promising practice

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Content IT Belongingness: From Outcasts to Technology Leaders in Higher Education – A
Promising Practice
by
Daniel C. Watkins
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
May 2024

© Copyright by Daniel C. Watkins 2024
All Rights Reserved

The Committee for Daniel Watkins certifies the approval of this Dissertation
Marc Pritchard
Anthony Maddox
Monique Datta, Committee Chair
Rossier School of Education
University of Southern California
2024

Dedication
To Stacey, Joshua, and Benjamin,
My greatest joy is being a part of you.

vi
Acknowledgments
Researching and authoring this dissertation was, at times, tedious and frustrating. There
were many hours of staring at a blank screen and rewriting sentences. However, it has been one
of the most rewarding and satisfying endeavors I have had the privilege to undertake. I am
forever grateful for all the patience, expertise, and grace of the faculty I had the honor to learn
from at the University of Southern California Rossier School of Education.
Dr. Monique Datta has been a magnificent dissertation chair, mentor, and friend. Over
the last few years, we both lost family members we loved dearly. Having Dr. Datta in my corner
made finishing this dissertation possible. Thank you for reading countless horrible first drafts,
correcting mistakes I made repeatedly, and for your tireless dedication to me and all the students
fortunate enough to work with you. I extend my deep appreciation and respect to Dr. Marc
Pritchard. The generosity of your time, talent, and spirit has been awe-inspiring. I looked forward
to every one of your classes, the lessons you provided outside of the formal class setting, and our
one-on-one meetings. You inspire me to be the best version of myself. I had the good fortune to
have Dr. Anthony Maddox serve on my dissertation committee, who tapped into the driving
force behind why I care so deeply about diversity and belonging. Thank you!
Family, friends, and fellow students truly make this endeavor possible. To my cohort
mates Linda Vasquez, Pauline Fong, Bryan Hirayama, Connie Green, and Taylor MizunoMoore, each of you inspired me to keep going. I am forever grateful to you. Thank you to all our
close friends, whom I mostly abandoned during this doctoral journey. And to my kids, Joshua
and Benjamin, I am so proud of the men you are becoming. Your love means the world to me.
Most importantly, I am grateful to my wife, love, and partner, Stacey Watkins. This achievement
would not have been possible without your support, understanding, and dedication. In closing, to

vii
my mom, who passed away 7 months ago, your unconditional love gives me hope for a better,
kinder world.

viii
Table of Contents
Dedication....................................................................................................................................... v
Acknowledgments.......................................................................................................................... vi
List of Tables ................................................................................................................................. xi
List of Figures............................................................................................................................... xii
List of Abbreviations ...................................................................................................................xiii
Chapter One: Introduction to the Study.......................................................................................... 1
Context and Background of the Problem............................................................................ 2
Organizational Goal............................................................................................................ 3
Description of Stakeholder Groups..................................................................................... 5
Stakeholder Group for the Study ........................................................................................ 6
Stakeholder Performance Goals.......................................................................................... 7
Purpose of the Project and Research Questions.................................................................. 8
Importance of a Promising Practice Study.......................................................................... 8
Overview of Theoretical Framework and Methodology .................................................... 9
Definition of Terms........................................................................................................... 10
Organization of the Study ................................................................................................. 11
Chapter Two: Review of the Literature ........................................................................................ 13
Historical Context ............................................................................................................. 13
Leadership In Higher Education ....................................................................................... 20
Gap Analysis Framework ................................................................................................. 22
Stakeholder Knowledge, Motivation, and Organizational Influences.............................. 23
Conceptual Framework: The Interaction of KMO Influence ........................................... 38

ix
Conclusion ........................................................................................................................ 41
Chapter Three: Methodology........................................................................................................ 42
Research Questions........................................................................................................... 42
Overview of Design .......................................................................................................... 42
Research Setting................................................................................................................ 43
The Researcher.................................................................................................................. 45
Data Sources ..................................................................................................................... 46
Participants........................................................................................................................ 47
Instrumentation ................................................................................................................. 47
Data Collection Procedures............................................................................................... 49
Data Analysis.................................................................................................................... 50
Credibility and Trustworthiness........................................................................................ 50
Ethics ............................................................................................................................... 51
Chapter Four: Findings................................................................................................................. 53
Participants........................................................................................................................ 53
Findings Research Question One...................................................................................... 55
Discussion Research Question One .................................................................................. 65
Findings Research Question Two ..................................................................................... 67
Discussion Research Question Two.................................................................................. 81
Summary........................................................................................................................... 82
Chapter Five: Recommendations.................................................................................................. 84
Recommendation 1: Institutional Assessment and Realignment...................................... 84
Recommendation 2: A New Approach to Diversity Training .......................................... 87

x
Recommendation 3: Mentorship....................................................................................... 89
Limitations and Delimitations........................................................................................... 91
Recommendations for Future Research............................................................................ 92
Conclusion ........................................................................................................................ 93
References..................................................................................................................................... 95
Appendix A: Interview Protocol................................................................................................. 119
Appendix B: Document Analysis Protocol................................................................................. 122

List of Tables
Table 1: Organizational Mission, Organizational Performance Goal, and Stakeholder Goal .... 7
Table 2: Knowledge Influences ................................................................................................ 28
Table 3: Motivation Influences................................................................................................. 32
Table 4: Organizational Influences........................................................................................... 37
Table 5: Data Sources ............................................................................................................... 43
Table 6: Participants’ Demographics........................................................................................ 54
Table 7: Exemplary College 2022 Survey Findings................................................................. 68
Table 8: District A DEI Training Objectives............................................................................ 71
Table 9: District B Mentor Programs........................................................................................ 74
Table 10: Commitment to Diversity Board Policies................................................................... 78
Table 11: District A and B Board Goals and Objectives............................................................ 79
Table A1: Interview Questions.................................................................................................. 120

xii
List of Figures
Figure 1: Campus Climate Framework ...................................................................................... 34
Figure 2: Conceptual Framework............................................................................................... 38

xiii
List of Abbreviations
CTO Chief Technology Officer
DEIA Diversity, Equity, Inclusion, Accessibility
IT Information Technology
MVEN Mountain View Education Network
MVENSO Mountain View Education Network System Office
STEM Science, Technology, Engineering, and Mathematics.

1
Chapter One: Introduction to the Study
Lack of race and gender diversity persists among higher education information
technology (IT) leaders. Eighty-eight percent of higher education IT leaders in the United States
are White, and 73% are male (Pritchard et al., 2019). Scholars continue to detail how prejudice
and discrimination remain embedded in higher education (Lin, 2022; Nora & Cabrera, 1996;
Smith, 2020; Stephan & Stephan, 2013). Furthermore, systemic racism works independently of
well-intentioned individuals due to the prevalence of race-based disparities in societal systems,
practices, ideologies, and programs (DiAngelo, 2021; Gee & Ford, 2011). Chin (2010) pointed to
White, straight men's predominance that shapes and reflects structures and culture. The absence
of diversity narrows perspectives and limits the tools needed to address inequity (Baez, 2000;
Valentine & Trautner, 2019). The shortage of diverse role models in IT leadership negatively
influences the number of students pursuing and completing their education in science,
technology, engineering, and mathematics (STEM). The U.S. Bureau of Labor Statistics
forecasts that the STEM field will grow 8.0% by 2029, surpassing the expected growth rate of all
other occupations at 3.7%. (Zilberman & Ice, 2021). Expanding diversity in the technology
ecosystem is a pressing national priority linked to the survival of democracy (Scott et al., 2018).
The American Council on Education (ACE) suggests that higher education institutions do
not have a clear and consistent commitment to diversity and inclusion from their leadership,
making it difficult to effectively implement diversity initiatives (Espinosa et al., 2019). Limited
recruitment efforts, bias in the hiring process, and cultures devoid of inclusivity create a vortex
of additional factors. In addition, institutions do not have adequate support and retention
programs to retain diverse faculty and leaders once hired (Darling-Hammond, 2003; Davenport
et al., 2022; Laursen & Austin, 2020). Addressing this issue requires knowledge and a

2
comprehensive plan. Higher education's inclusive and diverse strategies work best when tailored
to each institution's unique needs and characteristics and supported by institutional leaders,
faculty, staff, and students (ACE, 2019). Centering diversity, equity, and inclusion (DEI) is
essential for the vitality and prosperity of higher education and our communities (Davenport et
al., 2022; Smith, 2020). This study examines the impact of DEI strategies on promoting value
alignment and goal attainment. In addition, it provides a framework for addressing the
underrepresentation of diverse individuals in higher education IT leadership positions.
Context and Background of the Problem
Education in the United States has a lengthy history of White supremacy since the early
1600s when Europeans began arriving in North America. According to Au et al. (2016), White
Americans have used White supremacy in education to assert dominant societal positions.
Additionally, the researchers noted the planned elimination of the Native American culture
through Eurocentric education from the late 1800s to the mid-1900s. During the same period,
America continued the European practice of slavery by stealing and trading Africans in North
America. Another form of control was to keep Black people uneducated through enforced antiliteracy laws (Williams, 2009). Mills (1994) described the consistent downplay of various White
acts of violence in education, including the colonization of the Western hemisphere, slavery,
imperialism, lynching, and racist policies toward immigrants. For higher education to change,
colleges need to continually work to identify and change the ways racism plays a significant role
in our traditions and practices (Whitford, 2020).
Diversity in IT leadership leads to improved decision-making, increased innovation, and
better student performance. For example, Beyer (2014) found that schools with more diverse IT
leadership teams developed and implemented effective technology strategies that support student

3
learning, leading to higher student performance on standardized tests. In addition, a diverse and
inclusive IT leadership team can help to create a more welcoming and supportive learning
environment for all students, including those from underrepresented groups (Frank et al., 2014).
However, progress in increasing diversity in leadership positions in the United States has been
sluggish. For example, research in the Harvard Business Review (2020) shows that while
organizations have established goals for enhancing diversity and inclusion, progress remains
slow and, in some instances, has gone backward.
Organizational Goal
In 2020, the governing body of a network of colleges known as Mountain View
Education Network (MVEN), which operates across various locations in the U.S. Pacific,
implemented a comprehensive plan for DEI. The name MVEN is a fictitious identifier. This
initiative mandates the integration of 15 specific DEI strategies across its member colleges,
aiming to boost workforce diversity by 18% within 5 years.
1 In 2022, an internal system survey
revealed that more than 50% of the college districts still needed to integrate DEI strategies into
their college plans, leading to a perception that DEI is a fleeting trend. Additional race and
ethnicity data demonstrates that the MVEN mirrors the national average, with over 80% of
White males holding IT leadership positions at their colleges. This survey reflects the results
published by ACE in 2021, "Race and Ethnicity in Higher Education: A Status Report." The
researchers surveyed college and university leaders on diversity, equity, and inclusion topics.
The study showed that most institutions have some form of DEI initiative, but less than half had
comprehensive DEI plans integrated into their overall institutional plans. A focused effort on
1 Information derived from organizational documents and websites not cited to protect
anonymity.

4
increasing diversity in IT leadership in the colleges across the MVEN system will support the
DEI efforts of the MVEN System.
The disconnect in values between the system office and the college district directly
impacts efforts to address the lack of diversity in all areas of administrative leadership (including
IT), faculty, and staff. Assessing common values between the system office and each district is
foundational to supporting the shared vision of putting students first (Darling-Hammond &
McLaughlin, 1995). Applying sweeping changes across the system seems fair, yet community
ethnicity and college plans vary greatly. Romzek and Dubnick (1987) suggested four
accountability systems: bureaucratic, legal, professional, and political. Each scenario plays a role
in shaping the accountable relationship.
Communities expect their local colleges to fulfill the educational needs of their service
area, as they serve as the primary source of higher education and workforce development for
many regions (Cohen et al., 2008). Such expectations often result in diverse demands from
various groups, including constituent tax and bond oversight committees, businesses, city
councils, and local political activist groups, on the college’s administration. The relationship of
political accountability between these groups and the college administrators resembles that of a
representative to their constituents, highlighting the dynamics of responsibility and oversight
(Romzek & Dubnick, 1987). Moreover, educational policies and positions remain one of the
most prominent features of political campaign platforms, reflecting the viewpoints of the
majority but often subject to opposition from minority groups (Cohen & Brawer, 2008). As such,
community colleges require persistence in remaining sensitive to the requirements and concerns
of their constituents while balancing the diverse demands and political pressures they face.

5
Description of Stakeholder Groups
Creating and sustaining a culture of diversity and belonging in higher education requires
the involvement of multiple stakeholders. Considering stakeholder influence is crucial to the
success of organizational change initiatives. Stakeholders’ buy-in increases support,
collaboration, and financial contributions (Barger, 2021; Ömer et al., 2015). Additionally, key
stakeholder input is essential in shaping, prioritizing, and contributing to developing and
promoting a culture of diversity, equity, and inclusion on college campuses (Cuyjet et al., 2023;
Milem et al., 2005).
State lawmakers make up the initial group of stakeholders, placing external demands on
the colleges, including the MVEN system office (MVENSO), which oversees the operations of
multiple community college districts within a specific region. MVENSO provides guidance and
support for DEI initiatives across all colleges within the system. In addition, a publicly elected
local Board of Trustees is responsible for setting the institution's strategic direction, overseeing
the budget, and shaping its culture. System offices and boards of trustees can develop policies,
allocate resources, and shape the overall success of each institution's DEI efforts (Hurtado et al.,
1998). Another external stakeholder group that can influence change is community
organizations, such as unions, businesses, foundations, and advocacy groups (Abegglen et al.,
2021; Pinheiro, 2015). These organizations help institutions identify best practices, provide
funding, and connect them with educational opportunities to serve the community.
Internal stakeholders of administration, faculty, and staff are critical to goal attainment.
Employees deeply understand the organization's culture, values, and mission. According to
Marshall and Marshall (2018), employees invested in the organization's values and mission are
more likely to contribute to the organization’s success. Staff with a sense of ownership and

6
responsibility toward the organization’s goals inspire them to work towards achieving them
(Beerkens & Udam, 2017). Administrative leadership sets the tone and direction for initiatives
on campus and prioritizes objectives in all aspects of the institution’s operations. Rodriguez et al.
(2022) assert that faculty contribute to a DEI culture by incorporating diversity and equity
themes into their teaching and research and participating in DEI initiatives on campus.
Additionally, faculty members can serve as mentors and role models for students and colleagues
to advance a culture of belonging (Oliha-Donaldson, 2021).
Creating and sustaining a culture of DEI in higher education requires the collaboration
and engagement of multiple stakeholders. All stakeholders have a role in creating a more
inclusive and equitable environment for students, faculty, staff, and community members.
(DeWitt, 2014; Williams et al., 2005). Through a collective effort, higher education institutions
can make lasting changes and better serve the needs of all individuals.
Stakeholder Group for the Study
This study focuses on non-white chief technology officers (CTOs) at colleges in the
MVEN system as central to increasing diversity in IT leadership in higher education. The title of
CTO is often interchangeable with others in higher education, including chief information
officer, vice president of information systems, vice chancellor of information technology, and
others. Higher education CTOs influence employee development, middle management hiring
decisions, inclusion, and collaboration priorities at their institutions (McCormack, 2021). The
National Center for Faculty Development and Diversity (2021) described the importance of
college leaders’ advocacy towards allocating resources and funding for DEI initiatives, such as
professional development opportunities for staff and faculty, scholarships for underrepresented
students, and support for student groups and organizations. Furthermore, IT leaders sit at the

7
vortex between the board of trustees, other administrators, and the college community (faculty,
staff, students, and community members) goal attainment.
Considering the increasing importance of IT leadership in higher education institutions,
the failure to meet DEI goals in this area by 2025 could have severe consequences for our ability
to prepare students to meet the technical demands of the future (Ramachandran & Öberg, 2023).
Furthermore, as Fang et al. (2018) noted, colleges and universities that do not provide equitable
access to technology and technology-related education for students from underrepresented
backgrounds may perpetuate and exacerbate existing disparities in the tech workforce.
Stakeholder Performance Goals
The MVEN system needs to recognize those colleges who have centered DEI in their
efforts and continue to employ the strategies outlined in the DEI integration plan. Furthermore,
MVENSO can implement more robust accountability measures to motivate colleges that are
making minimal progress. To succeed, leaders must understand the benefits of diverse teams on
the college's broader enrollment management and student success goals. Increasing the diversity
of CTOs throughout the system should propel each college closer to the system-wide DEI goal.
Table 1
Organizational Mission, Organizational Performance Goal, and Stakeholder Goal
Organizational Mission
MVEN prioritizes student success by centering their personal, academic, and career
aspirations in an anti-racist and inclusive environment.
Organizational Performance Goal
MVEN Colleges will increase leadership diversity by 18% by 2026.
Stakeholder Goal
College CTOs will have DEI initiatives focused on increasing and sustaining diversity in IT
leadership and staff by 2025.

8
Purpose of the Project and Research Questions
This study examines the impact of DEI strategies on promoting value alignment and goal
attainment. In addition, it provides a framework for addressing the underrepresentation of diverse
individuals in higher education IT leadership positions. The Clark and Estes (2008) gap analysis
model allows for an in-depth examination of the knowledge, motivation, and organizational
(KMO) practices preventing diversity in IT leadership. As such, the following questions guide
the study:
1. What knowledge, motivation, and organizational factors lead to increased diversity
among IT leadership in higher education?
2. What are the knowledge, motivation, and organizational recommendations from
exemplary colleges to improve diversity among IT leadership?
Importance of a Promising Practice Study
Examining promising practices about DEI goals in higher education leadership and
culture is essential to institutional and student success. Gurin et al. (2002) findings underscore
the educational and civic importance of informal cross-racial and cross-ethnic interactions during
college. These findings also emphasize the continuing relevance of diversity initiatives by higher
education institutions, not just to widen access to education for a more diverse student body but
to foster academic and social development. Furthermore, the persistent lack of race and gender
diversity in higher education IT leadership contrasts starkly with the vast research illustrating the
positive impact of diverse employees on student success, institutional effectiveness, and
increased enrollment (Smith & Schonfeld, 2000). Studying promising practices of colleges in the
system that meet and sustain their diversity goals can help identify appropriate training and
support strategies. Researchers posit that good practices integrated and adopted by the whole

9
organization will address specific needs and objectives (Leseure et al., 2004; Watson, 2001).
With adequate training and support, colleges in the MVEN can increase diversity in faculty and
leadership, creating an environment to attract and retain diversity in IT leadership.
Additionally, this study contributes to the growing body of research on the importance of
racial diversity in higher education information technology leadership (Jones, 2014; McGee,
2018; Smith, 2020). According to the U.S. Department of Education (2016), racial and ethnic
discrepancies persist in higher education enrollment and completion rates in communities of
color. The widening gap in degree attainment negatively impacts employment opportunities,
earning-associated outcomes, and social mobility.
Examining the continued lack of racial diversity in leadership through a theoretical and
conceptual framework enables further understanding of the barriers to achieving DEI goals.
Additionally, it proposes strategies for addressing the barriers to achieving racial diversity in
higher education information technology leadership. Expanding diversity in the technology
ecosystem fosters innovation and ensures technological advancements are accessible to people of
color. Moreover, it helps to counteract the harmful effects of bias and promotes inclusive
decision-making processes (Lynch, 2017; Smith, 2020). As the demand for information
technology professionals continues to rise, the supply of skilled workers fails to keep up
(Pritchard et al., 2019). Without significant efforts to increase diversity in technology leadership,
the United States will fall behind in technological advancements and lose global
competitiveness.
Overview of Theoretical Framework and Methodology
The gap analysis model served as the theoretical framework for this study. Clark and
Estes (2008) provide a model to address performance issues by focusing on gaps in knowledge,

10
motivation, and organizational barriers (collectively known as KMO). Employees in
organizations are blind to gaps in knowledge and may lack sufficient motivation to achieve goals
(Clark & Estes, 2008). Gap analysis looks at the actual performance level compared to the
preferred productivity within an organization (Clark & Estes, 2008).
The Clark and Estes (2008) gap analytical framework aligns with organizational
performance studies seeking to understand deviations from desired goals. This study focuses on
five multi-college and six single-college districts (23 total colleges) within MVEN. Utilizing the
KMO model enables the identification of MVEN colleges that have successfully addressed gaps
in diversity leadership and created an inclusive culture. This roadmap will aid other MVEN
colleges in closing similar gaps and facilitate achieving desired outcomes, as outlined by the
MVENSO DEI Integration Plan. Increased diversity has a proven positive impact on student
persistence, retention, and success rates (Moragne-Patterson & Barnett, 2017), underscoring the
need to promote the motivation, hiring practices, and organizational structures necessary to
create a diverse and inclusive culture.
Definition of Terms
In this study, several pivotal terms facilitate comprehension of the research design and
methodology. This list clarifies specific words, titles, concepts, or phrases.
• Community College Board of Trustees refers to the governing body of the college,
responsible for the overall direction and control of the institution, including the
president’s appointment, adoption of policies, and management of financial and
physical resources" (American Association of Community Colleges, n.d.).
• Diversity, equity, and inclusion (DEI) is a way of thinking about and interacting with
the world that recognizes and values the importance of diverse identities and

11
experiences. In organizations, it is a planned and systematic effort to ensure all
individuals, irrespective of their backgrounds and identities, have equal opportunities,
fair treatment, and feel welcomed and included (Equal Employment Opportunity
Commission, 2021).
• Equity denotes an equitable and just allocation of resources, opportunities, and
privileges (Equal Employment Opportunity Commission, 2021).
• Inclusion aims to create a culture where everyone feels respected, valued, and
supported (Equal Employment Opportunity Commission, 2021).
• Race refers to a category of individuals distinguished from others based on perceived
physical or genetic characteristics common within that category. (American
Anthropological Association, 2020).
• Accessibility in the context of DEIA means “easily used or accessed by people with
disabilities: adapted for use by people with disabilities.” (Sorenson, 2023).
• Racism is the “belief that all members of each race possess characteristics or abilities
specific to that race, especially to distinguish it as inferior or superior to another race
or races" (Merriam-Webster, n.d.).
Organization of the Study
Five chapters organize this study. This chapter presents the problem of practice, key
concepts, organizational goals, stakeholder goals, and theoretical framework. Chapter Two
examines the history and research surrounding the scope of the study. Next, the literature review
introduces the gap analysis framework. This framework details the assumed influences impacting
the knowledge, motivation, and organizational factors affecting local district and college
administrators meeting DEI goals. In several instances, the acronym DEIA appears when

12
accessibility is added to DEI. Chapter Three includes a detailed description of the methodology
for choosing participants, data collection, and analysis. Chapter Four analyzes the data and
findings. Finally, Chapter Five provides solutions and recommendations for closing the
perceived gaps impacting stakeholders based on the literature reviewed and research findings.

13
Chapter Two: Review of the Literature
This literature review examines critical factors contributing to the continued prevalence
of White people in leadership positions in information technology at colleges and universities.
The review begins with an overview of historical and current research concerning the
underrepresentation of diversity in higher education, focusing on the role of White critical
studies (WhiteCrit) and the centrality of DEI in higher education. Furthermore, the literature
examines vital concepts related to the significance of racial diversity in IT leadership within
higher education and the role of leadership in cultivating and maintaining a DEI culture. Finally,
the review delves into the KMO influences within the gap analysis framework proposed by Clark
and Estes (2008), particularly regarding the CTO position at colleges and universities.
Historical Context
Historically, racism in higher education has been a prominent issue in the United States.
The primary purpose of establishing the first colleges and universities was to educate White,
wealthy men (Brown et al., 2001; Patton, 2016). Education was a tool for the privileged elite to
maintain their social and economic power rather than a means for social mobility or individual
advancement (Bell, 1976; Goodchild & Wechsler, 1989; Marginson, 2016; Thelin et al., 2002).
As higher education expanded in the 19th and 20th centuries, colleges and universities continued
to exclude students of color through various means, such as discriminatory admission policies,
segregated housing, and limited financial aid opportunities (Gasman et al., 2007; Hill, 1985;
Tuitt, 2018). Race has been a divisive force within educational institutions. The dynamics of race
and the politics of racial segregation dictate access to educational opportunities (Bell, 2004). In
response to the exclusion of Black students from White institutions, Black churches established
Black colleges and universities. Richard Humphreys established the first Historically Black

14
College and University (HBCU), Cheyney University of Pennsylvania, in 1837. As of 2023, 107
HBCUs offer education to a diverse student population, irrespective of racial background
(Cairns, 2022). In 2018, almost 25% of HBCU students were not of Black ethnicity (Burnett,
2020), indicating a change from their initial purpose. Despite this, HBCUs face considerable
difficulties due to inadequate funding and limited resources (Crawford, 2017). Efforts to address
racism in education continue to play a prominent role in the United States.
History of Race in Higher Education
Traditionally, political leaders, grassroots organizations, scholars, and advocates have
worked tirelessly for racial diversity in higher education. A significant historical event related to
race in higher education was the Supreme Court case Brown v. Board of Education in 1954,
which stated that separate educational facilities for Black and White students were inherently
unequal and unconstitutional (Kluger, 2011). This ruling set the stage for the desegregation of
higher education institutions. Two important considerations are absent from this standard
historical narrative. First is the impression that segregation was only an African American issue,
but the effort to end segregation for people of color had been an ongoing effort across the United
States long before the Supreme Court case (Aguirre, 2005; Glasener et al., 2019). This decision
led to Black schools closing and Black faculty and administrators losing their jobs. Weak
enforcement and resistance from White administrators, faculty, and students hindered progress
(Bell, 2004). Accordingly, communities of color leaders and allies continue pursuing an end to
racial discrimination in education.
The civil rights movement of the 1960s carried increased attention to racial
discrimination in higher education, leading to the passage of the Civil Rights Act (1964) and the
Higher Education Act (1965). These laws provided federal funding for desegregation efforts and

15
support for historically marginalized groups, such as low-income and first-generation college
students (Madaus et al., 2012; Watson, 2019). Garrison and Lewis (2004) noted that these acts
are also the origins of affirmative action in higher education, which prohibited discrimination
based on race, color, religion, sex, or national origin. For example, in 1978, the Supreme Court
ruled in the Regents of the University of California v. Bakke case that race could be one of the
factors in admissions decisions, but that quotas or racial set-asides were unconstitutional (Epple
et al., 2008; Ibarra, 2001).
Affirmative action has been the subject of debate and controversy, with proponents
arguing that it is necessary for promoting diversity and leveling the playing field for
disadvantaged groups. The Supreme Court has issued rulings on the legality of affirmative action
in higher education, including Fisher v. University of Texas at Austin in 2013 and Schuette v.
Coalition to Defend Affirmative Action in 2014. According to Anderson (2002), these efforts
have increased the number of people of color enrolling in and graduating from college. In
contrast, critics contend that affirmative action is discriminatory and unfair to other applicants.
Mac Donald (2018) argued that affirmative action policies are unjust to the intended
beneficiaries and those not in the preferred groups. Sowell (2004) and Mac Donald (2018)
further suggested that affirmative action policies are unlikely to address the root causes of
inequality and instead shift the burden of discrimination from one group to another.
Race in higher education continues to be a pervasive issue. Students of color face
significant disparities in enrollment, retention, and graduation rates compared to their White
peers, especially among those holding a Ph.D. (Bernard & Cooperdock, 2018; Chaudhary &
Berhe, 2020; James & Singer, 2016). Faculty and staff of color also face serious challenges
related to institutional racism, including bias in hiring and promotion, limited opportunities for

16
professional development, and exclusion from decision-making processes (Griffin et al., 2011;
Museus et al., 2022; Stanley, 2006). The history of race in higher education is complex, and the
ongoing race-neutral and colorblind policies continue to cause harm to people of color.
Critical Whiteness Studies
WhiteCrit examines how power relations construct whiteness as a social and political
concept. Furthermore, WhiteCrit explores how whiteness maintains and reproduces systems of
privilege and oppression. Barbara Applebaum (2016) defined it as a field of study seeking to
uncover the hidden systems that generate and perpetuate White supremacy and privilege
operating on the premise of racism connected to White supremacy. Additional scholars highlight
how whiteness intersects with dominant identities such as gender, sexuality, class, and
nationality (Allen, 2004; Bonilla-Silva, 2006; Bohonos, 2019; Crenshaw, 1990). WhiteCrit is a
branch of critical race theory (CRT) that describes scholars and activists criticizing the lack of
attention given to whiteness in mainstream discourse on race and racism (Dyer, 2017). Richard
Delgado (1989) coined the term WhiteCrit in his article "Storytelling for Oppositionists and
Others: A Plea for Narrative," which recognizes the centrality of whiteness in shaping social
relations and power dynamics in society, that the expectation of whiteness leads to the
marginalization and oppression of non-White groups.
This emergence of WhiteCrit in CRT reflects a growing recognition of the importance of
centering whiteness in discussions of race and racism and a commitment to challenging the status
quo to create a more just and equitable society (Applebaum, 2016; Foste & Irwin, 2020). One
key aspect of WhiteCrit is the recognition that whiteness is not a neutral or natural category, but
a social construct created and maintained through historical and ongoing processes of
racialization. WhiteCrit scholars like Banaji et al. (2021) challenge the idea that racism is only a

17
problem of individual prejudice and discrimination. Instead, they argue that it is a systemic and
institutionalized phenomenon deeply rooted in society’s structures. The meaning and
significance of whiteness have changed over time and vary across diverse cultural and historical
contexts. Robin DiAngelo (2017) highlighted White privilege as the unearned advantages and
benefits that accrue to individuals perceived as White and how these privileges are often
invisible or unrecognized by those who hold them. In addition, whiteness excludes others
through practices such as segregation, immigration restriction, and colorism.
Critics suggest CRT and WhiteCrit are racist, as they focus heavily on White privilege
and systemic racism, which they claim unfairly targets White people and can lead to reverse
discrimination (Butcher & Gonzalez, 2020; Subotnik, 1997). Others argue that CRT is divisive
and undermines national unity by creating an us-vs-them mentality based on race (Abrajano &
Hajnal, 2015). Taylor et al. (2023) warn that this mentality distorts and misrepresents the ideas
because it undermines the privilege embedded in the foundation of the United States. These
ideologies are impacting critical DEI work in education and industry. Arkansas, Florida, Idaho,
Iowa, New Hampshire, Oklahoma, and Tennessee have banned the teaching of CRT in high
school classrooms. WhiteCrit, a subset of critical race theory, investigates the social and political
construction of whiteness, its intersectionality, and systemic privilege despite criticisms and its
banning in several school curriculums due to perceived divisiveness and reverse discrimination.
Building on the complex dialogue surrounding critical whiteness and its impact on education, it
becomes imperative for higher education institutions to examine their structures and systems
critically.

18
Centering Diversity and Belonging in Higher Education
Higher education institutions are responsible for ensuring that their policies, practices,
and procedures are fair and equitable for all community members. The U.S. Department of
Education (2016) emphasized the need for colleges and universities to prioritize DEI to ensure
that they provide an opportunity for everyone to succeed and thrive at their institution. Increasing
disparities in college completion rates have influenced the rise of socioeconomic inequality and
the decline of social mobility since the 1980s (Corak, 2010; Haskins, 2009). Institutions of
higher education have an ethical responsibility to foster a diverse and inclusive campus
environment that promotes equity and access to education. State and federal laws ensure colleges
and universities have non-discriminatory policies, practices, and procedures that comply with
federal and state laws. Failure to follow these laws can result in legal and financial consequences
(LoPresti, 2013). Despite recent measures to strengthen DEI in colleges and universities, there
remains a substantial lack of diversity in administration and faculty (Ellsworth et al., 2022). This
lack of diversity perpetuates systemic racism in higher education, affecting students, staff, and
faculty of color.
Efforts to increase diversity in higher education have been ongoing, but progress has been
slow. In a survey of 1,000 higher education professionals, only 41% reported that their
institutions had a DEI strategic plan (Chronicle of Higher Education, 2020). The connection
between diversity and the future of democracy is becoming a central framework in the United
States for defining the purpose of higher education (Allen, 2014; Smith, 2004). Smith (2004)
identified that the heart of America's values is the enduring spirit of democracy, which promises
every individual the chance for freedom and opportunity. Education leads to these aspirations to
maintain this promise and prevent decline.

19
There are nearly 6,000 colleges and universities in the United States (Bryant, 2023), and
scholars assert that racial inequalities are still a problem or have worsened (Hooks, 2014;
Ladson-Billings, 2022; Tatum, 2017). Jones and Nichols (2020) report that college
administrations are cutting policies designed to help with racial issues, which has made them less
effective at solving problems of systemic racism. Furthermore, Pandey (2023) highlights a
growing anti-DEI movement across political, business, and academic organizations cutting
diversity programs due to arguments suggesting that these initiatives excessively accommodate
specific groups. Finally, several institutions dedicate considerable time and effort to developing
DEI plans but give little attention to educating campus educators, students, and external
constituents about the definitions of terms and their practical implications (McNair et al., 2020).
Conversely, a few higher education institutions across the United States are making solid
progress in promoting DEI in policy and procedures. As evidence of their commitment, 104
institutions obtained the Higher Education Excellence in Diversity (HEED) award from Insight
to Diversity magazine in 2022 (Edwards et al., 2022). To achieve DEI goals, institutions have
implemented intentional and race-conscious policies, established measurable equity objectives,
and enacted an institutional commitment to address racism (Bensimon, 2012; Jones & Nichols,
2020; Quaye, 2019). By promoting fairness and equity, institutions create a positive learning
environment that fosters intellectual growth and personal development (Hurtado et al., 2012).
According to Taylor (2023), institutions prioritizing diversity and inclusion are more likely to
attract and retain a diverse student body, faculty, and staff, creating a more vibrant and inclusive
campus community. Moreover, Leadership’s role at all levels of the organization is vital to
building and sustaining a culture of inclusiveness (Bailinson et al., 2020).

20
Leadership In Higher Education
Creating a culture that centers DEI in higher education IT departments and across a
college or university requires cultivating influential leaders. Leadership is essential to
influencing others and accomplishing organizational goals (Hughes & Curphy, 1996; Northouse,
2021). An effective leader motivates, inspires, and supervises a team of individuals to collaborate
and achieve a goal they may not have been able to do individually (Northouse, 2019; Siddique et
al., 2011; Spendlove, 2007). Northouse (2021) adds that effective leadership is persuading others
to accomplish goals for the common good. Scholars have extensively studied leadership models
in higher education and have found that effective leadership is necessary to achieve DEI goals
and objectives (Bensimon & Neumann, 1992; Eckel et al., 1999; Kezar & Eckel, 2008).
Effective leadership is essential to creating a culture prioritizing DEI in higher education IT
departments and across college or university campuses. Centering DEI enables individuals to
respect and understand the value of our differences, leading to innovation and goal attainment.
Importance of Race Diversity in Technology Leadership in Higher Education
Racial representation in higher education IT leadership is vital to promoting inclusive
environments and achieving student success outcomes. Addressing the under-representation of
leaders of color is a critical first step toward improving DEI in higher education (Chang et al.,
2014; Coleman, 2012). Capers and Smith (2021) and Headley (2022) demonstrated how
demographic representation makes a clear difference in enacting outcomes designed to benefit
specific client groups. Moreover, representation signals their value to under-represented groups,
leading to meaningful organizational change (Atkins & Wilkins, 2013; Lim, 2006). Despite the
growing body of research establishing the significance of racial representation in leadership,
higher education institutions have been slow to implement changes.

21
Leadership Style
Transforming an organization's culture is a gradual process that requires consistent effort
and dedication. Changing culture can be particularly challenging in higher education institutions,
where there is often a strong emphasis on maintaining traditional practices and stability. College
and university leaders often perceive innovative ideas as threatening their established ways of
doing things (Bess & Dee, 2012) and as a time-consuming process (Birnbaum, 2011). Leadership
type plays a considerable role in changing an organization’s culture. Northouse (2021) described
how distinct types of leadership are more effective in different contexts and that influential
leaders adapt their approach to fit the needs of their followers and their organization. Leadership
styles significantly impact employee attitudes, work performance, and culture (Hagner &
Cooney, 2005; Parr & Hunter, 2014).
Scholars have considered transformational and transactional leadership styles the most
effective in educational settings (Basham, 2012; Muijs et al., 2006; Pounder, 2001). However,
Lim and Ployhart (2004) and Mahdinezhad et al. (2013) contend that the effectiveness of a
leadership style depends on the organizational setting. Higher education requires leaders who can
balance the needs of multiple stakeholders, including students, staff, and faculty, while
upholding academic values and identity. Scholars have also emphasized the importance of
valuing differences between ethnic groups and including all groups, making diversity in
leadership a crucial topic of discussion (Chang et al., 2014; Coleman, 2012). Northouse (2021)
suggested that adaptive leadership is essential in higher education to balance various
stakeholders' competing financial, academic, and societal demands. Adaptive leaders navigate
these complex challenges and build stakeholder consensus to achieve shared goals (Northouse,
2021). Effective leaders in higher education balance the needs of stakeholders and navigate

22
organizational politics, policies, and procedures. In addition to cultivating this type of leadership,
a theoretical framework such as the Clark and Estes (2008) gap analysis model can provide the
basis for achieving organizational goals.
Gap Analysis Framework
The Clark and Estes (2008) gap analysis theoretical framework centers on knowledge,
motivation, and organization as the three primary influences on gaps toward goal attainment. The
gap analysis framework is a systematic process used to analyze the effectiveness of stakeholder
performance and individual goals about organizational goals. According to Bandura (1997) and
Clark and Estes (2008), to achieve an effective performance improvement, it is imperative to
establish clear and concise goals and thoroughly analyze the factors contributing to the
discrepancies between current and desired performance. Clark and Estes suggested examining
potential gaps in knowledge and skills hindering performance and goal attainment and assessing
motivation, such as individual commitment to the goal. Additionally, the framework analyzes the
influence of organizational factors and cultural considerations.
The MVEN system office and each college will need to evaluate each of the KMO DEI
factors to meet the goal to increase leadership diversity by 18% and that each college will have
DEI initiatives focused on increasing diversity in IT leadership. The following sections review
the procedural, conceptual, and help-seeking knowledge essential for CTOs to enhance
performance and align goals. Furthermore, these sections explore the self-efficacy theory by
Bandura and Atkinson's expectancy-value model, providing insight into CTO leadership and
motivation and, specifically, evaluating organizational influences, particularly the DEI and hiring
practices within colleges.

23
Stakeholder Knowledge, Motivation, and Organizational Influences
It is critical to consider the impacts of knowledge, motivation, and organizational
influences on the MVENs goals in alignment with the Clark and Estes (2008) framework. For
example, the KMO factors could impact the achievement of MVEN’s goal to increase student
success through building an anti-racist, inclusive college culture. Examining KMO influences
starts with examining knowledge theory and then the CTO procedural, conceptual, and helpseeking knowledge, and skills.
Knowledge Influences
Higher education CTOs are in key leadership positions responsible for ensuring that an
organization's technology strategy, management, infrastructure, information security, and
business continuity align with the college and university goals. Chung and Kang (2019) stated
how a CTO's knowledge of emerging technologies, critical thinking skills, and ability to lead and
manage technology teams were vital in ensuring the organization's success. CTO problemsolving requires strong technical knowledge and skills to solve problems efficiently (Hewitt,
2018; Schmidt & Cohen, 2014). Krathwohl’s (2010) taxonomy categorizes knowledge into six
types: factual, conceptual, procedural, metacognitive, attitude, and self-knowledge. Categorizing
knowledge influences into these types helps to understand the various aspects of knowledge that
contribute to problem-solving. To better understand how individuals acquire, retain, and use
information to solve problems, Girod (2014) proposed examining factors such as educational
background, learning style, prior knowledge and experience, cognitive abilities, social context,
and cultural background. The following section focuses on procedural, conceptual, and
metacognitive types of knowledge CTOs need to be effective technical and DEI leaders.

24
Procedural Knowledge
CTOs typically acquire technical procedural knowledge through education and
experience in computer science. Procedural knowledge is performing a task or action (Anderson,
1996; Mayer & Fiorella, 2014; Shuell, 1986). These standard procedural knowledge foundations
train individuals to perform specific tasks or procedures, like developing an application, building
a network, or maintaining a data center (Shaffer & Goldman, 2018; Tucker & Noakes, 2015).
CTOs deal with complex technical challenges and need to seek expertise in advanced
technological solutions, software development, and IT infrastructure in collaboration with tech
companies and professional networking. Studies demonstrate how vital procedural knowledge is
for leading technical teams and making technical decisions for the organization (Boblin et al.,
1994; Chung & Kang, 2019; Gouveia & Varajão, 2019). However, technical leaders in higher
education and other industries often lack procedural knowledge toward creating a DEI culture in
their departments and campuses. Grajek (2020) reported significant DEI knowledge, importance,
and action gaps. Additionally, CTOs' soft skills are becoming more in demand. A CTO's ability
to function as a business strategist, navigate relationships with vendors and other organizational
leaders, and communicate effectively with stakeholders is now as important as their technical
skills (Shaikh et al., 2020). Today’s CTOs need more than technical procedural skills to be
influential leaders at a college or university.
The most influential higher education CTOs have procedural knowledge of project
management, communication, institutional research, managing resources, engaging with
stakeholders, and problem-solving. Using data from 140 organizations, Chung and Kang (2019)
suggested that leadership and communication skills influenced innovation capability, positively
impacting business performance. Valerio (2020) recommended operationalizing inclusion

25
through tactical communication and reinforcing diverse, equity-minded actions and behaviors.
Higher education institutions have adopted traditional corporate models of CTO hiring and topdown change management. However, there is growing acknowledgment of the need for more
cooperative methods involving faculty, staff, and students in the change management process.
(Davies et al., 2001; Doyle & Brady, 2018; Kezar et al., 2006). In higher education, IT leaders
can rely on procedural knowledge as a foundation for their work. Conceptual knowledge is
crucial to establish strategic direction and to achieve long-term technical and DEI goals in their
organizations.
Conceptual Knowledge
In higher education, a CTO’s conceptual knowledge is critical in understanding the
fundamental principles of information technology, higher education policies, compliance
requirements, governance, resources management, and the broader implications of technology in
the education sector. In addition, this knowledge is essential for navigating complex political and
technological landscapes and developing effective strategies for institutions. Research by Singh
et al. (2021) and Zhang et al. (2020) has highlighted the significance of this knowledge in
enabling CTOs to fulfill their roles better. In addition, Kezar and Maxey (2019) suggested that
all college leaders should deeply understand mission-oriented and learner-centered paradigms,
develop an institutional culture that values collaboration, innovation, and equity, and encourages
dialogue and trust among faculty, staff, and students. Understanding emerging technologies, their
application in an educational context, and strategies for effective technology integration involves
staying abreast of technological trends, understanding how they can enhance educational
outcomes, and the technical skills required to implement them (U.S. Department of Education,
2017).

26
More broadly, conceptual knowledge is the ability to think critically and to apply
knowledge to new situations (Ausubel, 1963; Bransford et al., 2000). Research indicates
successful CTOs possess conceptual knowledge in strategic planning, organizational culture,
DEI, and regulatory compliance to effectively lead at their institution (Cappelli & Keller, 2014;
Hill et al., 2014; Roberson, 2013). Additionally, CTOs need conceptual knowledge about various
legal issues, including Title IX, FERPA, and the Clery Act, to protect their organizations and
create an inclusive culture (Kaplin et al., 2019; Kay et al., 2012). CTOs who lack an
understanding of these legal issues and other DEI concepts, such as privilege, bias, and
microaggressions, perpetuate inequities and exclusion when implementing initiatives in their IT
departments (Barnett, 2020; May & Bridger, 2010). Developing critical thinking skills and
applying this more extensive understanding to creating a culture of belonging in their
organizations empowers CTOs to bridge the digital divide and ensure equitable technological
access for all students. In addition to procedural and conceptual knowledge, successful CTOs
rely on expert advice, peer experience, and a robust network of resources.
Help Seeking
Information Technology is a complex, rapidly growing, evolving, and dynamic field
transforming how people live, work, learn, and communicate. There was a time when technology
advanced in society at a comprehendible level, but the current rates of technical change are more
significant than at any time in history (Friedman, 2017; Pearson & Young, 2002). The rapid pace
of technological advancements makes it impossible for a CTO to be an expert in all areas of
technology, and they need help from a network of peers, mentors, and their teams (Deevi, 2011;
Early, 2017; Venkatakrishnaiah & Ramanathan, 2019). In addition to technical support, CTOs
enhance skills such as active listening, empathy, conflict management, the proficiency to offer

27
and accept feedback, and building trust among their peers, colleagues, and staff (Samuels, 2020).
Seeking help and growing in these areas is essential for building relationships, fostering
collaboration, and promoting a positive work culture that values DEI.
Asking for help is a metacognitive skill that involves recognizing one's limitations and
needing assistance (Brown, 2017). Metacognitive knowledge refers to knowledge about one's
thinking processes and problem-solving strategies (Brown, 2017; Flavell, 1979; Schraw &
Moshman, 1995). Successful CTOs understand the impossibility of knowing every aspect of the
technology landscape and how to build efficient, inclusive teams. Solving problems requires
extensive professional networks and collaboration to gain insights and access knowledge
(Lackey, 2022; Lee, 1997). By seeking help from their staff, CTOs demonstrate a willingness to
be vulnerable and proactively tackle challenges.
Nevertheless, the breadth of a CTO's conceptual knowledge in the realm of information
technology and the broader impact of technology within higher education does not operate in
isolation from social dynamics and interpersonal considerations. Paradoxically, seeking
assistance, a behavior critical for navigating complex technological landscapes, CTOs may
encounter negative feedback by asking for assistance. For instance, soliciting help can signify
incompetence and dependence (Knepper et al., 2015; Lee, 1997). Lee (1997) conducted multiple
studies demonstrating the impact of help-seeking behaviors depending on gender, status, and
organizational norms that influence the value of maintaining and acquiring power.
Understanding how these influences affect the ability to ask for and seek help throughout an
organization impacts the culture and ability to achieve organizational goals (Ji et al., 2015).
CTOs who seek help from appropriate resources to build a competent, diverse, and inclusive

28
team can prevent major technological and legal issues to ensure the smooth operation of a
college or university's technical environment.
Table 2 presents the specific knowledge influences of an effective and successful CTO at
a college or university.
Table 2
Knowledge Influences
Assumed knowledge influence Knowledge type
CTOs need deep knowledge in a particular
computer science field, such as programming,
networking, and system administration
(Shaffer & Goldman, 2018; Tucker & Noakes,
2015)
Procedural
CTOs need knowledge of project management,
communication, institutional research,
managing resources, engaging with
stakeholders, and problem-solving (Chung &
Kang, 2019).
Procedural
CTOs need to possess conceptual knowledge in
strategic planning, organizational culture,
diversity and inclusion, and legal and
regulatory compliance to effectively lead at
their institution (Kaplin et al., 2019; Kay et al.,
2012; Kezar & Maxey, 2019).
Conceptual
Effective CTOs need to seek help, expand
professional networks, collaborate with others,
and build trust to gain new insights (Knepper
et al., 2015; Lackey, 2022; Lee, 1997)
Metacognitive
Motivational Influences
Clark and Estes (2008) noted that motivation is one of the leading causes of performance
gaps. To achieve performance goals, individuals require knowledge of completing a task and the
desire to do so (Bandura, 1997; Clark & Estes, 2008; Eccles, 2006; Irvine, 2018; Mayer, 2011;
Rueda, 2011). Mayer (2011) defined motivation as goal-oriented and originates within the
individual. Clark and Estes identified three ways motivation influences goal-directed behaviors:

29
choice, persistence, and mental effort. To achieve a goal, an individual must choose to pursue it,
persist in working toward it despite competing priorities, and dedicate an appropriate level of
mental effort to achieve it (Clark & Estes, 2008). Therefore, a comprehensive assessment of
organizational performance necessitates consideration of motivation influences based on
evidence-based theoretical approaches.
Motivation is an extensively researched field that includes various theoretical
frameworks, such as expectancy-value, intrinsic-extrinsic, self-efficacy, goal, intelligence,
choice, emotion, self-determination, and flow theory (Irvine, 2018; Rueda, 2011). While each of
these theories is relevant to a CTO's performance and achievement, this section will focus on two
relevant motivational influences: self-efficacy and expectancy value. These two theories can
provide CTOs with a framework for identifying performance challenges that can hinder
achievement.
Self-Efficacy
CTOs require a sense of self-efficacy to achieve their goals. According to Bandura
(1997), self-efficacy refers to an individual's confidence in their ability to execute specific
actions necessary to achieve a desired outcome. This belief influences one's motivation, effort,
and persistence in facing challenges. Clark and Estes (2008) also suggested that self-efficacy
influences goal-directed behavior, including choice, persistence, and mental effort. In addition,
research has shown that individuals' self-efficacy beliefs can significantly impact their
performance, regardless of objective measures of their abilities (Bandura, 1997; Clark & Estes,
2008).
Bandura (1997) underscores the predominant influence of experiences demonstrating
proficiency in shaping self-efficacy beliefs, followed by social persuasion and physiological

30
states. Additional factors influencing an individual's self-efficacy beliefs include past
experiences, feedback, and social persuasion (Bandura, 1997; Rueda, 2011). Therefore,
promoting higher self-efficacy among CTOs requires a multi-faceted approach that includes
providing challenging yet achievable goals, offering accurate and constructive feedback, and
providing opportunities for collaboration and skill-building.
Higher self-efficacy positively impacts performance outcomes, stress reduction, and
persistence (Bandura, 1997; Pajares, 2006). Hence, it is crucial to foster the development of
effective strategies and approaches for creating an inclusive culture that addresses the
technological needs of their institutions by promoting their self-efficacy beliefs. Strategies offer
resources and support to help CTOs overcome obstacles, recognize and celebrate their successes,
and provide opportunities for professional development. Such efforts can contribute to
developing firmer self-efficacy beliefs and improve performance outcomes.
Expectancy-Value Theory
Atkinson’s (1964) expectancy-value theory seeks to understand the factors that motivate
individuals to sustain the effort, overcome obstacles, and achieve their goals. As the name
suggests, expectancy-value focuses on two essential aspects: the expectation of success in a task
and the value placed on the importance of the task. An individual’s expectation and value of a
task determine their tendency to succeed or fail, as well as their persistence and effort (Atkinson,
1964; Rueda, 2011). Eccles and Wigfield (2002) elaborated on Atkinson's theory, asserting that
when individuals value a task and believe they can perform it successfully, they are more likely
to engage and pursue achievement. An individual's values, belief in their ability, and expectancy
are critical in determining their persistence and effort in pursuing achievement. Understanding

31
how expectations and values affect motivation and achievement is essential for MVEN and
CTOs toward their DEI goals.
Motivating leadership and employees to create an inclusive culture is a top priority for
higher education institutions. Coaching and mentorship are two essential motivational practices
grounded in the expectancy-value theory that generates outcome achievement at both the
individual and organizational levels (Allen, 2006; Day et al., 2014; Zlate & Cucui, 2015). Higher
education CTOs engaging in these practices are likelier to succeed in their DEI and technical
goals. Peterson and Hicks (1996) suggested that coaching equips individuals with the tools,
knowledge, and opportunities to enhance their development and become more effective. Kram
(1985) also defined mentoring as a partnership where a more experienced individual is a guide
and developmental resource for a less experienced mentee. Coaching and mentoring are valuable
tools for development and increased self-worth by ensuring visibility, reflexivity, acceptance,
friendship, and role modeling (Judd, 2015; Kram, 1985; Parise & Forret, 2008).
The expectancy-value theory submits that an individual's behavior responds to their
beliefs and perceived value toward a task (Eccles & Wigfield, 1995). As an organizational
learning process, mentoring has the potential to facilitate changes that result in substantial
improvement (Buck, 2004). CTOs in higher education engaging in coaching and mentoring
practices increase the value and effectiveness of developing and sustaining a DEI culture in their
departments.
Table 3 presents the motivational factors influencing CTOs' ability to achieve their DEI
objectives.

32
Table 3
Motivation Influences
Assumed motivation influence Motivation type
CTOs need to believe in their ability to execute
necessary actions and perceive value to
achieve a desired outcome (Bandura, 1997;
Clark & Estes, 2008; Eccles, 2006; Irvine,
2018; Mayer, 2011; Rueda, 2011).
Self-efficacy
CTOs need self-efficacy and goal-directed
behavior, including choice, persistence, and
mental effort (Clark & Estes, 2008).
Self-efficacy
CTOs need persistence and effort, expect to
succeed, and value a task to increase the
chance of a successful outcome (Atkinson,
1964; Rueda, 2011).
Expectancy-value
CTOs need to engage in coaching to develop the
knowledge and opportunities they need to
enhance their development and become more
effective (Peterson & Hicks, 1996).
Expectancy-value
CTOs need to be engaged in mentoring and a
support system that leads to improvement in
achieving outcomes (Buck, 2014).
Expectancy-value
Organizational Influences
Organizational culture, influences, recruitment, hiring, and retention processes in higher
education IT leadership significantly impact performance toward achieving DEI goals and
objectives. Clark and Estes (2008) proposed that organizational influences such as work
processes, material resources, value streams, and value chains provide the concluding component
in the gap analysis model. Examining and addressing potential gaps in each of these
organizations gaps is as crucial as addressing the knowledge and motivation gaps for sustainable
change. Allison (1999) pointed out that despite organizations recognizing the necessity for DEI
initiatives, unknown obstacles hinder the success of sustainable practices. For example, changing
a work culture requires uncovering the unconscious aspects of culturally learned knowledge and

33
motivation (Clark & Estes, 2008). Aligning an organization’s culture, work process, resources,
and value streams supports MVENSO and its CTOs in recognizing and overcoming obstacles
toward creating a sustainable DEI culture.
Utilizing a framework to analyze an organization’s DEI culture provides a structured
approach to understanding the underlying cultural values, beliefs, and norms that shape an
organization's practices and policies. The Gallimore and Goldenberg (2001) framework
emphasizes the importance of understanding cultural models that define a group's understanding
of how the world works and the cultural settings that describe individual interactions within
specific organizational contexts. Higher education institutions have complex intersecting cultural
models and settings often unique to the respective college or university. Tierney and Bensimon
(1996) argued that higher education institutions have distinct cultural models and settings shaped
by their history, mission, leadership, policies, and practices. Decision-making practices related to
budget allocations, hiring, admissions, and processes that direct the daily operations of campuses
mirror the cultural model and setting (Milem et al., 2005). Moreover, engaging with these
cultural insights facilitates a broader, more impactful dialogue on DEI across the entire spectrum
of higher education. It moves the conversation beyond compliance and superficial measures,
urging institutions to embed these values at the core of their identity.
As depicted in Figure 1, the interplay of history, compositional diversity, and structural,
psychological, and behavioral dimensions determine the success of DEI initiatives, underscoring
the complex yet crucial nature of understanding and navigating the cultural underpinnings of an
organization to foster a truly inclusive environment.

34
Figure 1
Campus Climate Framework (Milem et al., 2005)
While there are various cultural models and settings in colleges and universities, the
following section focuses on the organizational and structural or fifth dimension in the Milem et
al. (2005) framework, specifically, the literature related to literature organizational DEI
practices, and CTO recruitment, hiring, and retention practices standard in higher education.
Higher Education Organizational DEI Practices
Creating an inclusive culture to build and sustain diversity in higher education IT
leadership requires effective DEI practices in higher education. These practices include annual

35
diversity audits, implicit bias, and equity training, employee resource groups (ERGs), using a
DEI lens in policies, and holding leadership accountable for progress (Bourke & Dillon, 2018;
Braton et al., 2021; Clow et al., 2017; Cordivano, 2019; Gomez, 2020; Hunt et al., 2015; Kossek
et al., 2022). However, DEI institutional practices and commitment vary depending on
geographical location, leadership, and campus culture (Gonzales et al., 2021; Gurin et al., 2013;
Hinrichs, 2012; Martinez-Acosta & Favero, 2018). Institutions establishing, measuring, and
reporting the progress of DEI goals among students, faculty, and staff across the institution
exemplify the organization’s commitment (Bensimon et al., 2016; Simon et al., 2007). Porter et
al. (2018) highlighted the importance of these processes, as these efforts can be emotionally
taxing for practitioners and participants. Furthermore, Gonzales et al. (2021) implored leaders in
higher education to comprehend how DEI initiatives can advance positively or, conversely,
impede progress and have detrimental effects. How an institution recruits and hires new
employees is a starting point for demonstrating its commitment to DEI.
Recruitment and Hiring Practices
Advancing diversity in higher education IT leadership necessitates DEI-focused hiring
strategies, equity training, and thoughtful recruitment policies. Research demonstrates that
diversity training for hiring managers yields limited success, while networking and mentoring
programs offer some improvement (Combs & Luthans, 2007; Devine & Ash, 2022). The most
substantial advances occur when leadership champions diversity initiatives and enforces
diversity-centric policies. (Kalev et al., 2006; Kidder et al., 2004; Moore, 2001). Triana and
García (2009) indicated that HR policies supporting diversity demonstrate to current and future
employees that the organization respects and offers equal opportunities regardless of their
demographic characteristics, such as race, gender, or age. Additional research establishes that

36
organizations implement DEI hiring policies that improve the screening process, such as blind
recruitment, and create an inclusive interview process with diverse hiring panels (Derous &
Decoster, 2017; Meena, 2016; Montgomery et al., 2022; Vivek, 2018;). Dobbin and Kalev
(2016) further identified organizations explicitly assigning responsibility for diversity,
establishing diversity goals, and holding managers accountable for meeting these goals are more
likely to achieve a diverse workforce.
In addition to DEI-centered hiring policies, scholars recommend that institutions review
job descriptions, interview material, and advertisements through an equity lens (Baker et al.,
2022; Kossek et al., 2022; Ly-Le, 2022). Baker et al. (2022) recommended that institutions
create internal leadership opportunities and pathways for students and staff representing
marginalized communities. To ensure a diverse pool of applicants for IT leadership positions,
institutions can utilize DEI-targeted recruitment strategies and advertise open positions using
multiple channels, including diversity-focused hiring organizations, DEI job boards, and social
media platforms, attend job fairs and other events designed to connect employers with diverse
job seekers (Baker et al., 2022; Chiou et al., 2022; Griffin et al., 2020; Myers & Dreachslin,
2007; Tipper, 2004). Targeted DEI recruitment strategies effectively increase candidate pool
diversity (Baker et al., 2022; Newman & Lyon, 2009; Webber-Ritchey et al., 2021). By adopting
these policies and practices, institutions can attract and retain candidates from underrepresented
groups, leading to a more diverse and inclusive IT leadership team.
Retention Practices
Higher education institutions need to foster an inclusive culture to institute lasting change
and achieve organizational DEI goals. Inclusion is crucial to maintaining diversity (Mehta &
Seim, 2023; Sherbin & Rashid, 2017). Moreover, diversity can backfire when applicants feel

37
deceived in recruiting and hiring (McKay & Avery, 2005; Sherbin & Rashid, 2017). Smith
(2020) warned that there is a danger in the language of inclusion if it implies individuals ignore
history and context. May and Bridger (2010) recommended simultaneously focusing on
institutional and individual factors to achieve sustainable and effective inclusive cultural change.
These factors include flexible work arrangements, employee resource groups, and diversity and
inclusion training for all employees (Billimoria et al., 2008; Clow, 2017; Griffin et al., 2020).
Aguirre and Freedman (n.d.) propose establishing a safe and inclusive framework that addresses
power and privilege dynamics, invites exploration of protective responses, and recognizes the
types of harm relevant to minoritized identities. By implementing these practices, institutions can
develop and retain a more diverse group of candidates for CTO positions. Table 4 presents the
organizational factors influencing CTOs' ability to achieve their DEI objectives.
Table 4
Organizational Influences
Assumed organizational influence Organizational category
MVENSO and colleges need to frame DEI
throughout the institutional context and
organizational structure (Milem et al.,
2005).
Cultural model
MVEN organizational and stakeholder DEI
goal achievement needs to align values and
operational practices (Gallimore &
Goldenberg, 2001).
Cultural model
MVEN colleges need to include DEI best
practices in their hiring policies and practices
to achieve organizational and stakeholder
performance goals (Kalev et al., 2006;
Kidder et al., 2004; Moore, 2001).
Cultural setting
MVEN college leadership and CTOs need to
actively seek a diverse pool of applicants for
IT leadership positions (Baker et al., 2022;
Chiou et al., 2022; Griffin et al., 2020; Myers
& Dreachslin, 2007; Tipper, 2004).
Cultural setting

38
Assumed organizational influence Organizational category
MTVEN CTOs need to build inclusive cultures
that value diverse employees, their
perspectives, and their needs (Billimoria et
al., 2008; Clow, 2017; Griffin et al., 2020).
Cultural setting
Conceptual Framework: The Interaction of KMO Influence
The Clark and Estes (2008) gap analysis framework provides a model to consider the
symbiotic interaction between the MVEN college culture and the CTO KMO influences.
Moreover, the model highlights performance gaps impeding attaining racial diversity in IT
leadership. According to Maxwell (2013), a conceptual framework is an intersecting network of
ideas, values, and models that shape a research study. Although the literature review presents the
knowledge, motivation, and organizational influences separately, they significantly impact one
another in practice. Furthermore, a conceptual framework places a research study within a
methodological approach and the researcher’s knowledge and experience (Merriam & Tisdell,
2016; Ravitch & Riggan, 2016). Maxwell (2013) also stressed the importance of the conceptual
framework framing a researcher’s assumptions about the interactions of stakeholders and key
influencers as they relate to addressing the research problem. This study pivots around a
transformative philosophical worldview, encapsulating assumptions made from the vantage point
of a currently serving higher education CTO. Creswell and Creswell (2022) asserted that the
transformative worldview "focuses on the needs of groups and individuals in our society that
may be marginalized or disenfranchised” (p. 39).
Figure 2 illustrates the CTO knowledge and motivation connections encompassed by the
organization’s DEI policy and hiring practices.
Figure 2
Conceptual Framework

39
The conceptual framework begins with the DEI and hiring organizational influences that
impact the ability of MVEN and their CTOs to meet diversity in leadership goals. Each college
in the MVEN system needs to evaluate its culture and DEI practices, specifically regarding
hiring, recruitment, and retention. Research emphasizes the importance of assessing and
continuously improving DEI practices to achieve organizational goals (Dobbin & Kalev, 2016;
Jayne & Dipboye, 2004; Roberson, 2006, 2013). Organizations are more likely to achieve

40
diversity goals by establishing an inclusive culture and hiring processes. (Milem et al., 2005;
Shore et al., 2011). Holding leadership accountable has shown the most significant impact on
achieving diversity goals (Kalev et al., 2006; Kidder et al., 2004; Moore, 2001). In addition to
the organizational influences that impact, this conceptual framework includes procedural,
conceptual, and help-seeking knowledge desired in diverse IT departments and leadership.
MVEN colleges and CTOs need to understand the importance of hiring and promoting diversity,
while IT professionals interested in promotion must have the knowledge required to lead their
organizations (Kaplin et al., 2019; Kay et al., 2012; Kezar & Maxey, 2019). Effective CTOs seek
help expanding professional networks, collaborating with others, building trust, and gaining new
insights (Knepper et al., 2015; Lackey, 2022; Lee, 1997). Finally, besides the DEI cultural,
organizational, and knowledge influences that impact diversity goals, this conceptual framework
includes self-efficacy and motivational influences. CTOs need to believe in their ability to
execute necessary actions and perceive value to achieve a desired outcome (Bandura, 1997;
Clark & Estes, 2008; Eccles, 2006; Irvine, 2018; Mayer, 2011; Rueda, 2011).
While the culture, KMO influences, MVEN, and CTO DEI goals are distinct, they do not
operate in isolation. KMO influences do not operate independently and have interactions
between them (Clark & Estes, 2008). For example, knowledge can enhance motivation by
making tasks more enjoyable, achievable, and valuable (Blumenfeld, 1991; Elliot et al., 2017;
Keller, 1987). Motivation can also influence the acquisition and retention of knowledge. Highly
motivated individuals are more likely to persist in learning tasks and seek additional information
to improve their understanding (Elliot et al., 2017; Vansteenkiste et al., 2004).

41
Conclusion
This promising practice supports MVEN colleges in meeting their diversity leadership
goal. This equation is critical for MVEN college CTOs to have the knowledge, motivation, and
organizational support to develop DEI initiatives in their IT departments. The literature
highlights the history of racism in education, the importance of creating a DEI culture, effective
leadership styles, and seven fundamental KMO concepts for supporting DEI goal achievement.
Focusing on CTOs as primary stakeholders and reviewing literature through the Clark and Estes
(2008) gap analysis conceptual framework shows these interconnected influences.
Understanding the cultural settings and KMO influences in hiring policies and practices
may directly impact the organizational initiative to hire and retain people of color employees in
leadership roles. While the literature presented the importance of DEI in IT leadership and
common CTO knowledge, motivation, and organizational influences required to build and
sustain a culture of DEI in IT leadership, it does not necessarily reflect current college and
university DEI cultures or people of color CTO experience. Therefore, Chapter Three outlines
the methodological approach to examine CTO knowledge, organizational processes, and other
potential factors that impact the institution’s ability to meet its strategic diversity goals.

42
Chapter Three: Methodology
This promising practice study utilizes qualitative research design to identify, collect, and
analyze data on MVEN colleges achieving their DEI performance goals. The focus centers on
KMO influences and practices toward increasing IT leadership diversity. This chapter describes
the research methodologies, including questions, protocol, setting, and data collection
procedures. In addition, the chapter navigates aspects of trustworthiness, credibility, ethical
considerations, limitations, and delimitations pertinent to the study.
Research Questions
The research questions guiding the study include:
1. What knowledge, motivation, and organizational factors lead to increased diversity
among IT leadership in higher education?
2. What are the knowledge, motivation, and organizational recommendations from
exemplary colleges to improve diversity among IT leadership?
Overview of Design
The qualitative study consists of semi-structured interviews and document analysis as
data sources. The participants of the semi-structured interviews are people of color in a CTO role
at higher education institutions. Led by a standard set of questions, a semi-structured interview
gathers specific information but allows the researcher to explore answers and gather novel
insights related to the subject matter (Merriam & Tisdell, 2016). In addition, a complete
transcript of the audio recording will provide an accurate accounting of each interview.
Recording the interview using these methods provides an authentic record of each participant's
words and reduces the risk of researcher bias. Creswell and Creswell (2022) noted that using
mechanically recorded and verbatim data can help ensure the credibility and dependability of the

43
research. In addition, utilizing these data collection procedures ensures that the data is precise
and consistent.
The interviews focus on the lived experiences of college CTOs who identify as a person
of color relating to the research questions. Document analysis supplements the interview data by
reviewing available college documents describing values, goals, and policies. Document analysis
proves instrumental in discerning how an organization presents ideas, policies, and processes
(Bowen, 2008). Publicly available college policies, strategic, and DEI analyses provide unbiased
information regarding institutional values and practices. Bowen (2009) underscores that
organizational documents, produced independently of researcher influence, can mitigate
researcher bias and substantiate findings from alternative sources.
Table 5 illustrates the relationship between the research questions and the data sources.
Table 5
Data Sources
Research questions Interview Document analysis
RQ1: What knowledge, motivation,
and organizational factors lead to
increased diversity among IT
leadership in higher education?
X X
RQ2: What are the knowledge,
motivation, and organizational
recommendations from exemplary
colleges to improve diversity among
IT leadership?
X X
Research Setting
The research setting encompasses colleges in the MVEN network that have reported
considerable progress towards their DEI goals and have racially diverse IT leadership and

44
employees. The semi-structured interview and document analysis data collected from these
colleges provide a detailed analysis of how they achieve and sustain the institutional culture of
DEI. Conducting semi-structured interviews with people of color CTOs in a virtual meeting
environment allows for a synchronous face-to-face meeting at a convenient time for the
interviewee.
Participants who identify as persons of color in the CTO role know firsthand their
organizational diversity and belonging practices and will be comfortable in this remote
environment. The virtual interview format builds rapport and gathers essential current and
historical information (Creswell & Creswell, 2022). Sending an introductory email to the CTOs
providing information explaining the purpose of the interview, motives and intentions of the
research, the commitment to anonymity, and the interview planning following interview best
practices (Taylor & Bogdan, 1984). Obtaining agreement to participate in and permission to
record the interview via a form linked in the email initiates scheduling the interview. Reading a
prepared script (Appendix A) with the same information before the interview reminds the
interviewee of the purpose, motives, and commitment to anonymity.
Gathering publicly available college policies, plans, and demographic data from the
college websites and system office provides supplemental information to the data gathered from
the interviews. Document analysis is beneficial for substantiating data derived from alternate
sources, mitigating bias, and enhancing credibility (Bowen, 2009). College plans outline
prioritized initiatives, follow-up reports provide progress toward planned achievement, and
posted policies and procedures inform college operations. Interview and document analysis data
examine KMO influences impacting the CTO experience and how these colleges hire and
maintain diversity in leadership.

45
The Researcher
Pezalla et al. (2021) indicate that a researcher serves as the primary tool in semistructured qualitative interviews, and their distinct attributes could sway the accumulation and
evaluation of data. As a White, cisgender, heterosexual male in a position of power as a CTO at a
local college district and statewide for over 20 years, it is critical to acknowledge how these roles
influence the study. Research related to the positioning of researchers as insiders or outsiders
within a specific research group suggests that both benefits and disadvantages assume an insider
or outsider role (Holmes, 2020; Merriam et al., 2001). From this dual position, cultural norms
and values influence experiences, leading to perspectives that may differ yet remain equally valid
to those of outsiders (Holmes, 2020; Merriam et al., 2001). Disclosing positionality offers
insights into the investigator's identity, biases, and viewpoints and clarifies the relationship
between the investigator and the participants (Maxwell, 2013; Merriam et al., 2001). Power
imbalance concerns within the research relationship are irrelevant in this context, given that there
are no supervisory roles or superior positions to that of the participants.
Researchers recommend engaging in reflexivity to account for the influence of prior
experience, assumptions, and beliefs (Creswell & Creswell, 2022; Darawsheh, 2014; Dodgson,
2019). Merriam and Tisdell (2016) provide additional strategies to account for positionality and
bias in research, including interview transcript review, peer debriefing, thick descriptions, and
document analysis. Utilizing these strategies throughout the study minimizes the impact of how
positionality and worldview influence the study. Regular review and documentation of potential
biases are vital to reducing personal bias and assumptions. Furthermore, crafting and adhering to
the interview guide ensured consistent questioning within the framework, aligning with Patton's
(2014) assertion that interviewers should not venture into entirely new topics outside the

46
guideline's framework. Finally, an important note is the inherent presence of the investigator's
beliefs, values, and views in the research process, inseparable from data collection, analysis, and
conclusion (Holmes, 2020). Concluding, disclosing, and reflecting on the researcher's
positionality concerning the study's orientation underscores potential biases that may affect the
study's conduct and conclusion.
Data Sources
The data sources for this study include interview transcripts, college Equal Employment
Opportunity (EEO), Strategic and DEI plans, and hiring policies and procedures. Conducting
interviews with current community college CTOs who identify as a person of color provides
their lived experiences in this role. Further, these participants have current information on their
college DEI policies and practices and how their institutions meet their leadership diversity
goals. A complete transcript of the audio recording from each 60-minute interview will provide
experiential data for this study. Analyzing rich, detailed data derived from the original words and
expressions of the participants can reveal hidden layers of feelings, motivations, and meanings
(Anyan, 2013; Merriam & Tisdell, 2016; Sutton & Austin, 2015).
Document analysis data sources of exemplary DEI institutions include college plans, a
review of hiring policies and procedures, and demographic data of employees and students
sourced from the publicly available MVEN Datamart. Reviewing pre-existing documents
contributes to understanding the program's background, ideology, and functionality, as well as
the dynamics of the organization. (Bowen, 2009; Morgan, 2022). Merriam and Tisdell (2016)
recommend evaluating readily accessible documents pertinent to the research question.
Gathering and analyzing publicly available records and data highlights how exemplary colleges
communicate their commitment to DEI in planning and policy.

47
Participants
The interview's target population is the MVEN community college CTO, who identifies
as a person of color. This population represents a purposeful and convenient sampling. Patton
(2014) indicates that purposeful sampling puts participants in the best position to address the
researcher's focus of inquiry. In addition, the college CTO who identifies as a person of color has
firsthand knowledge of their institution's DEI initiatives and culture. Convenience sampling
selects respondents based on access or convenience factors (Merriam & Tisdell, 2016).
Recruiting participants entails reaching out over email to over 150 CTOs using a CTO
listserv. The messaging provides the purpose of the study, an invitation to participate, and a link
to a Qualtrics survey form. The form screens participants to gather critical demographic factors
and ascertain eligibility for the study. Eligibility includes individuals who identify as a person of
color and have held an IT leadership position at colleges in the MVEN system for at least 3
years. Selecting participants of different races and genders ensures equity and multiple
perspectives. If a participant is eligible, the form requests contact information for follow-up
purposes, including name, email, and phone number.
Instrumentation
Two qualitative data collection methods, interviews, and document analysis, provide
lived experiences and data related to the KMO influences on the research questions of the
promising practice study. Individual interviews, focusing on the influences of critical KMOs on
DEI in college IT leadership, serve as a crucial research component. These exchanges reveal
systemic and organizational DEI performance outcomes, shedding light on colleges' effective
practices to tackle the hurdles encountered in executing DEI initiatives.

48
The semi-structured interview approach provides the opportunity to ask predefined and
follow-up questions, probing deeper into participant responses and richer information
(Burkholder et al., 2019). These researchers suggest establishing probing questions before the
interview and adapting the questions during the conversation to fit the evolving narrative. The
study poses questions with essential links to the two primary research questions and critical DEIrelated segments: influences stemming from individual experiences, impacts from others, and
workplace effects (see Figure 2 for reference). The interview questions incorporate six types of
inquiries as outlined by Patton (2014): behavior, values, emotions, knowledge, sensory, and
background (Appendix A). Moreover, questions relating to the behaviors and experiences of
others evoke insights into an individual's actions. Those opinions aim to comprehend the person's
judgments and values. Feeling questions target the emotions experienced, such as anxiety,
happiness, intimidation, or confidence. The knowledge questions focus on the participant's
information in a specific domain without motivation or opinions. Lastly, background or
demographic questions gather details about the participant's age, educational background, or
occupation to understand their defining characteristics.
Follow-up document analysis illustrates a continuous DEI thread interwoven throughout
the guiding documents of a college. Bowen (2009) posits that this method serves multifaceted
purposes, including providing context, augmenting data, tracking performance, and offering
research findings triangulation. Complementing the data gathered from documents, interviews
with CTOs who identify as a person of color yield firsthand experiential knowledge about their
colleges' adherence to these documented practices. Maxwell (2013) and Merriam and Tisdell
(2016) indicate that interviews are a beneficial tool for collecting data, affording deep insights
into a research topic from those directly engaged in the field. Moreover, Patton (2014)

49
recommends using standardized open-ended interviews to concentrate the interview and simplify
data analysis, providing access to both the original evaluation tool and the collected data.
Data Collection Procedures
Advancements in internet-based technologies have significantly streamlined qualitative
research and data collection (Merriam & Tisdell, 2016). These include synchronous face-to-face
interaction via online platforms like Zoom, Microsoft Teams, Amazon Chime, and Webex and
asynchronous communication methods such as emails or online forums. A noteworthy advantage
of these technologies is their ability to generate transcripts, thus conserving time and resources
automatically.
Scheduling interviews occurs via communication preferred by the participants, be it
email, phone calls, or text messages. The next step involves sending an email confirmation to
each participant. This email contains a secure Zoom link, password, and a meeting confirmation.
Following schedule confirmation, the arranged interview commences, with each discussion
session spanning approximately 60 minutes.
At the beginning of each interview, the participants' verbal agreement verifies the
enabling of transcription and recording functions. Using encryption and password protecting the
transcript and recording files secures. The closing stages involve detailed scrutiny of the
transcripts, cross-checking them against the original audio recordings for absolute precision, and
providing an anonymous identifier to each participant. Finally, the data collection involves
gathering and analyzing documents like hiring policies, procedures, college plans, and
demographic data from the MVEN Datamart. This approach validates the college reports and
interviews and provides a thorough and accurate record of college-published materials and
participant responses, significantly reducing the risk of bias.

50
Data Analysis
Interpreting data is a nuanced process involving synthesizing information from
participants and employing listening, observing, and reading, which are significant components
of data analysis. This process is instrumental in discovering answers to research questions and
identifying categories and themes (Merriam & Tisdell, 2016). Data analysis advances by forming
categories via coding and repeated patterns derived from transcripts, field notes, and documents.
Subsequent steps involve sorting categories and data by establishing groups for each category
and allocating evidence that aligns with the study and the research questions (Merriam & Tisdell,
2016).
Credibility and Trustworthiness
Utilizing unaltered data from interviews, documents, and artifacts assists in establishing
the credibility of the study. Merriam and Tisdell (2016) advocate for research studies that ensure
the acquisition, analysis, interpretation, and presentation of findings that faithfully convey the
reality to readers, practitioners, and fellow researchers. In addition, Merriam and Tisdell (2009)
link the credibility and trustworthiness of research data to the ethical conduct of the researcher.
Leveraging systematic, rigorous, and replicable quasi-statistical techniques to analyze the
substantial amounts of qualitative data further establishes the credibility and reliability of this
study. Furthermore, using mechanically recorded and verbatim data establishes the credibility
and trustworthiness of the study (Creswell & Creswell, 2022).
Potential bias from the researcher can impact the credibility and trustworthiness of the
data. A bias does not necessarily undermine data validity if the researcher conducts their study
with sincerity and integrity (Maxwell, 2013). Using quasi-statistics can help provide a more
objective and systematic approach to analyzing qualitative data (Creswell & Creswell, 2022;

51
Merriam & Tisdell, 2016). Furthermore, documenting potential bias and maintaining the
transparency of interest throughout the interviews and document analysis further enhance
credibility and trustworthiness. The bias that can emerge from a DEI advocacy mindset aligns
with the promotion of capabilities and values of CTOs who identify as a person of color. This
mindset stems from research on DEI issues in leadership and how it impacts organizations.
Exposure to DEI data resulted in a belief that many higher education institutions lack knowledge
about the importance of diversity, which perpetuates stereotypes and unsupportive actions.
Awareness of this bias led to crafting non-leading interview questions and designing questions to
evoke authentic participant responses.
Ethics
This promising practice study used qualitative methods to obtain data from human
subjects with specific backgrounds in the research area and public documents available via the
Internet. In compliance with the University of Southern California (USC) Institutional Review
Board (IRB) requirements, establishing a thoughtful and ethical approach establishes an honest
and forthright foundation for the study. This study is committed to upholding ethical standards
centering on the integrity of the research. Creswell and Creswell (2022) argue the importance of
researchers upholding conscientious and ethical processes to protect human rights during
research activities. Upholding research ethics means following respect, nonmaleficence, and
justice (Aluwihare-Samaranayake, 2012).
The study recognizes and respects the CTO's background, lived experiences, and college
cultural norms. Aluwihare-Samaranayake (2012) emphasizes the importance of transparency by
accounting for the diverse sociocultural, economic, and political contexts of participants' lived
experiences. Informing participants about the study's purpose, their right to ask questions at any

52
stage, and their option to decline to answer any question follows the ethical strategies.
Additionally, obtaining consent to participate and permission to record initiates the interview.
Reminding participants that the recording is for transcription purposes only and using
pseudonyms ensures anonymity. Data anonymizations reduce the potential for identifying
participants through shared information (Glesne, 2011). Upon completion of the interview and
the subsequent analysis for the dissertation, the process involves the deletion of both interview
transcripts and recordings.

53
Chapter Four: Findings
This promising practice study examined strategies at MVEN colleges meeting diversity
and belonging goals. Exploration focused on the knowledge, motivation, and organizational
influences leading to racially diverse IT leadership. Notably, the study centered on the following
research questions:
1. What knowledge, motivation, and organizational factors lead to increased diversity
among IT leadership in higher education?
2. What are the knowledge, motivation, and organizational recommendations from
exemplary colleges to improve diversity among IT leadership?
The next section of this chapter offers a detailed overview of the participants involved,
highlighting their gender, race, education, and immigration status. Subsequent sections delve into
the participants' narratives surrounding their ascension in leadership and why they chose to be IT
leaders in education. Shared experiences emerged despite their distinct leadership paths, shaped
by varied familial backgrounds, educational experiences, and personal environments. The
concluding section focuses on the DEI organizational practices that attract and retain diverse IT
leadership. These commonalities manifested as recurring themes during the thematic analysis.
Participants
The participants for this study are 11 individuals who identify as persons of color serving
as CTOs at a college in the MVEN system. In September and October of 2023, six women and
five men took part in the semi-structured interviews over Zoom, each lasting approximately 60
minutes. Seven of the participants immigrated to the United States. In addition, five had a
doctorate, seven had a master’s degree, and all but two mentioned attaining multiple industrystandard certifications. Using a pseudonym to designate each participant ensures anonymity

54
throughout the findings in this chapter. Table 6 illustrates participants' demographics, such as
identity, gender, immigration generation, the highest level of education, and pseudonyms.
Table 6
Participants’ Demographics
Participant Gender Race Immigrant Degree
Alex Male Black No Master
Celeste Female Hispanic No Doctorate
Crystal Female Asian Yes Doctorate
Cynthia Female Black No Master
James Male Hispanic Yes Master
Latricia Female Black No Doctorate
Palmer Male Indian Yes Master
Paul Male Black Yes Doctorate
Rachel Female Indian Yes Master
Rebecca Female Indian Yes Doctorate
Thomas Male Black Yes Master
Note. * Pseudonyms replace actual names.
The data analysis, adhering to the qualitative methodology outlined by Lacey and Luff
(2009), offered a structured approach to the study's findings. An initial data review established a

55
thematic framework for preliminary coding and subsequent data categorization based on these
themes. This analytical strategy comprehensively examined all interviewees' responses, leading
to consistent themes or assertions throughout the interviews (LeCompte & Schensul, 1999;
Stake, 1995). The chapter provides a detailed summary of these findings, directly addressing the
research questions.
Findings Research Question One
During the semi-structured interviews, participants recounted lived experiences
influenced by their cultural identities, subsequently shaping their career paths. From their
narratives, three themes emerged to address the first research question: (a) a thirst for knowledge,
(b) their passion for educational leadership, and (c) a commitment to diversity and belonging.
These themes surfaced from the participants' answers and in-depth responses to probing
questions about their career trajectories, ascents to leadership roles, and workplace culture.
Additionally, the themes align with the conceptual framework and consider the symbiotic
interaction of the participant's individual KMO influences.
Thirst for Knowledge
The lived experience of the interviewees illuminates a shared desire to gain knowledge
and skills to improve their lives and those of others. The narratives reveal strong family and
cultural values deeply rooted in the belief that education is the gateway to socio-economic
advancement. More than just accounts of personal growth, the stories represent a profound
commitment to self-improvement and the learning opportunities provided in the ever-evolving
technological landscape. The findings emphasize how family values, education, and mentorship
have been instrumental in equipping the respondents with the necessary knowledge and
motivation to surmount obstacles and achieve success.

56
A deeply rooted expectation to achieve academic success and pursue higher education
emerged in the educational journeys of the participants. For instance, each participant holds an
undergraduate degree in STEM-related fields, advanced degrees, and one or more certifications
in the computer industry. Notably, 10 participants expressed that these familial and cultural
backgrounds centered on education instilled a profound desire for lifelong learning. The seven
participants who immigrated to the U.S. described the significant emphasis on education in their
upbringing. Palmer, who hails from Africa, poignantly summarized this finding when he shared,
"For me, not going to school and doing well was not an option in my family; college was not
only expected but inevitable.” This remark highlights the substantial emphasis placed on
education within his context. In a similar vein, Paul, and Rachel, who are also immigrants,
shared this perspective. They described academic underachievement as a personal failure and a
source of family dishonor. James, affirming the intense family pressure, added, “The demand to
succeed in school was intense, and there was no greater priority in my family.” These narratives
collectively emphasize expectations' significant role in shaping educational expectations and
achievements.
All the participants expressed that they felt they had to acquire more technical knowledge
and skills than their White peers to advance in their careers. Crystal said, “I knew I had to fall in
love with learning to get ahead.” Thomas and Alex spoke about the need for computer
certifications. Alex stated,
I am not going to sugarcoat it. I saw skin color hold my dad back in his career, and, you
know, he was from a generation before, so he had experienced the issues with being
Black, and always told me I had to work twice as hard to get the same as you know, any
White guy.

57
Thomas reflected on how computer industry certifications gave him more confidence and
supported him in furthering his expertise and skills. “I had built computers, but that was not
enough. And so, I got certifications from Cisco, Microsoft, and anything I could afford.” Latricia
shared how the ongoing technological changes require consistent learning to be an effective
leader. “I have an intrinsic drive towards self-improvement through learning, and getting
certifications is a way to satisfy this desire.” Paul recalled his epiphany upon encountering the
potential of the internet, saying, "Holy crap, this is where commerce is going to go. How can I
learn more?" This realization marked a significant pivot in his education, demonstrating his
agility in adapting to and embracing new knowledge domains.
Celeste described how early experiences of being a Hispanic woman motivated her to
learn and grow beyond what people saw on the surface. She told a story about how kids,
teachers, and later nightmare bosses disparaged both her race and gender. She said, “People
outside my family were often cruel, saying I would not amount to anything, and I should try to
find a husband to take care of me. I knew education was my path to living the life I wanted.”
Driven by a determination to overcome societal barriers and stereotypes, the participants’
narratives detail the expectancy-value and self-efficacy gained through the ongoing acquisition
of procedural, conceptual, and technical knowledge.
In the context of help-seeking and knowledge acquisition, the participants’ narratives
underscore a keen awareness of the importance of seeking assistance and guidance as a pivotal
aspect of the learning process. Paul explicitly acknowledges the significance of asking for help
as a fundamental component of his learning and career trajectory. He reflected, "I didn't know
anything about computers at first, but I built a network of friends to help and landed an entrylevel position where I was learning on the job." Alex emphasized leveraging professional

58
networks and external resources in addressing technical and professional challenges. "Generally,
I go to conferences or my network of other CTOs; I love learning from and with my peers."
Rebecca also recalled how the help from her family fueled her learning process,
I did seek help from my husband and brother; early on, I told my brother I wanted to
get a computer science degree. But do you think I can do it? And he said, yes, I know,
you can do it.
Throughout Rachels’s interview, she articulated a philosophy of seeking help by getting diverse
inputs and perspectives, encapsulated in her statement, “I will ask different people. I go and ask,
hey, what do you think? How did you learn this?” These exchanges highlight how participants
leverage personal or professional networks to support their learning process and goals.
Whether driven by personal ambition, familial expectations, seeking help, or the quest for
socio-economic mobility, the desire to learn emerges as a pivotal element in shaping the
interviewees' lives and careers. The narratives collectively underscore the profound influence of
cultural and familial expectations on educational pursuits, which, in turn, significantly impact
their academic achievement and career pathways to leadership in IT.
Passion for Technology and Educational Leadership
All participants expressed an enthusiasm for technology and a profound respect for
education, significantly influencing their decision to pursue a CTO role in higher education.
Each interviewee told a unique story about their educational and career path and talked about
initially pursuing other professions such as teaching, law, aviation, social work, engineering, and
agriculture. Leticia remarked, “When I was a little girl, I wanted to be a nurse and help people; I
never imagined I would like computers so much.” James exclaimed, “My childhood dream was
to fly jets!” Rebecca’s transition from a physics faculty member in India to an IT leader in the

59
U.S. educational system was a conscious decision to embrace change and seek new
opportunities. She recounted, "I was a faculty. I taught physics. Then, when my family moved to
the United States, I said I would get a technology degree." The participants’ journey from
various initial career interests to technology leadership in higher education demonstrates high
levels of self-efficacy, as they believe in their ability to succeed in a new field.
Additionally, their career choices reflect the principles of expectancy-value theory, as
their expectations for success and the value they place on the intersection of technology and
education guided their career paths. Eight interviewees talked about falling in love with
technology in college, illustrating a change in their educational and career pathways. Two
worked at their college information technology help desks as students, others developed a
fondness for programming, and four had heard about the opportunities in the computer science
industry that were intriguing enough to switch their major. “Remember, this was when the
computer industry was new and exciting,” exclaimed Rebecca. Alex’s experience highlights this
standard narrative: “It relates to my love for technology and education; this was when the
internet started booming, and all the new things were coming out. It was just so cool.” Crystal
described technology as a creative outlet, "programming was a way of doing truly unique and
creative things where you can use a keyboard, and you can see immediate results." Reflecting on
his transition from an aspiration to be a pilot to embracing a technology career, James noted, "I
like coding that. I don't know, and I found it fascinating and creative." The college and
educational experiences of the participants highlight the intellectual stimulation and innovation
associated with technology, suggesting an intrinsic motivation driving their future professional
choices.

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Each participant detailed how they became CTO at a college and how their role blends
technological expertise with visionary leadership, especially in an era where technology
increasingly shapes the educational landscape. Combining knowledge and motivation to lead is
consistent with Atkinson's (1964) expectancy-value theory. Aligned with Brown's (2017)
findings, educational leadership as a career is associated with personal empowerment, social
mobility, and professional success. For example, Celeste shared her experiences growing up in a
marginalized community where access to quality education and resources is scarce, which
ignited her passion for educational leadership, “you don't see many people that look like me, and
I wanted to change that,” she remarked. Crystal aspires to bridge the digital divide and ensure
that every student, regardless of background, has access to innovative technology and
educational resources. She articulated, “I think Asians, especially Asians who are born here,
don't ever feel like they're ever included because they're always the foreigner.” Driven by the
desire to enact change at a systemic level, when describing her goal of becoming a CTO at a
college or university, Cynthia remarked, “I can leverage my gender, race, and education to
empower others and contribute to shaping the future of education.”
Educational leadership provides opportunities to drive change, make a difference, and
advocate for equity. Paul’s shift in his career trajectory from a mechanical engineer to a leader in
technology and education indicates his relentless drive to impact students' lives. Discontented
with the monotony of his initial path in engineering, Paul noted, "I didn't like the direction of
how that field was going. It was quite monotonous and boring. I wanted to change people’s
lives." Similarly, Rachel described her venture into technology and higher education
administration: "I want to be at the center of creating environments where individuals can
flourish and achieve their fullest potential.”

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Early experiences with inequity sparked a shared sentiment among interviewees like
Palmer and Celeste, who perceive their roles in educational leadership as opportunities for
broader societal impact. Celeste unifies this perspective, "you start to ask questions. Who
decides? How can I improve the quality of life for people like me? I want to change things."
Leticia and Peter envision leveraging technology and educational leadership to democratize
access to education, ensuring that students from all backgrounds can benefit from the latest
technological advancements and educational resources. Letricia recounts her early experience in
choosing a career in education: "I knew that people in certain positions who made big decisions,
like around policy or budget decisions, can have a tremendous impact on student equity.”
These first-hand accounts reveal a dynamic interplay between personal passions and
professional trajectories in technology and educational leadership. Despite diverse initial career
aspirations from nursing to aviation, the participants' stories highlight a shift from varied early
career ambitions to a unified commitment to integrating technology with educational leadership,
centering adaptability, and dedication to leveraging technological advancements to enhance
educational processes and outcomes. Moreover, their journeys resonate with Atkinson's (1964)
expectancy-value theory, where personal values, confidence in their capabilities, and anticipation
of outcomes are pivotal in shaping their dedication and effort. The desire to address systemic
inequities and democratize access to education is a recurring commitment, as participants like
Celeste and Crystal articulate the motivation to effect change in marginalized communities and
bridge the digital divide.
Commitment to Diversity and Belonging
College strategic plans, hiring policies, demographic data, and participants’ experiences
illustrate a singular, shared, or emerging commitment toward developing a culture of belonging

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at their college. Paul shared how his district could be an example for other colleges in the MVEN
system, “You should look at what we’re doing; the impact of our DEI goals is much more
visible." Cynthia commented that her college could also be a model for other colleges in the
MVEN system but acknowledges some of the barriers hindering progress, “Higher education, in
general, is slow a bastion of White supremacy, power structures. Hypocrisy rears its head in
various ways.”
Through their roles as CTOs, participants describe how, by embracing and valuing varied
racial, gender, and cultural identities, they can surmount systemic barriers, which enhances
innovation, decision-making, and organizational success. Celeste described her efforts to connect
with the college community: "I love to engage with students and staff, too. They have told me it
is empowering to see someone like me in the CTO position." Cynthia added, “I have been
intentional in hiring diverse IT organizations, but that does not mean I do not hire White folk; it
takes all experiences to make a difference.” Paul's commitment to diversity extends to
integrating diversity and belonging into his leadership, hiring, and operational strategies. Paul
emphasized the importance of understanding and catering to a diverse student body, reflecting,
“There are so many immigrants, documented or undocumented, when I work with or hire
students, I want them to understand their value.”
Cynthia and Paul suggest that their college's inclusive cultures motivated them to apply.
Paul shared, “The commitment to walking the walk of diversity made me think, wow, I want to
work there; it’s a shared value from all the leadership.” The vision statement in his college's
2023 strategic plan clearly articulates, “Ensuring Success for All Students and Expanding Our
Efforts to Achieve Diversity, Equity, Inclusion and Access in Everything We Do.” In alignment
with this vision, objectives such as “Increase and maintain the diversity of all employees to best

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serve the diversity of the student population” and “Ensure diversity, equity, inclusion, and
accessibility by reviewing policies and procedures and identifying and eliminating barriers,”
punctuate the commitment in Paul’s District.
During the interviews, Alex, Crystal, Cynthia, Palmer, James, and Thomas described how
their racial identity continually motivates them to push for diversity and support others towards
uncovering the unconscious aspects of culturally learned knowledge and motivation described by
Clark and Estes (2008). Alex reflected on the role of self-belief in overcoming racial barriers,
“Be proud of who you are. You are not your color, gender, or any of these labels. You are also
not your parents; you are you, and there is value in you because of who you are.”
Crystal discusses the importance of empowering voices often marginalized, “all voices on my
team are heard and valued.” Palmer stressed the complexity of identity, “I identify as Black
African, not African American. When I look at the so-called African Americans, I see an African
that is Americanized." Palmer’s distinction exemplifies the nuanced understanding and personal
significance of cultural and ethnic identity that he uses when interacting with staff, “I ask them
how they see themselves. It is a small gesture that you can properly acknowledge them so that
they feel better about themselves." This complexity of identity is not just an individual attribute
but influences professional interactions and career trajectories. As illustrated by the interviewees'
experiences, acknowledging, and embracing these diverse identities is crucial in creating
inclusive workplace environments. Alex noted, “Being an immigrant gives you a unique
perspective; I understand the importance of belonging and want to pass that on; it's difficult
sometimes for others to see the forest before the trees.” These efforts reinforce the profound
impact of recognizing and catering to all community members' diverse needs and values.

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Another common thread across the interviews is the participant's encounters with and
overcoming systemic barriers and racial biases. Rebecca described feeling invisible: “Vendors at
conferences or when they come to my department always defer to others on my staff and are
surprised when they point to me as the CTO.” She added, “A few times, I was mistaken for a
student worker when new employees came to meet me in my office. They do not expect to see
me there.” Cynthia’s journey as a Black African American woman in HEIT reflects racial biases.
Seeking advice on what she could have done to land a leadership role, the recruiter told her,
“You know, it is not a skill set issue. He just said, you know, they just couldn't see you in that
role." Her mentor added, “You're going to be seen as aggressive; you got to kind of temper your
passions because that does not translate well for others around you." Thomas illustrated his
experiences facing racial discrimination and stereotypes,
I am a 6’4”, 310-pound Black man, which in most cases. I was the raisin in a bowl of
milk that stood out. I am always asked if I am in the right place at technology
conferences, meetings, and professional situations because of my looks. You must have
persistence and tenacity and a belief in yourself.
Letricia added,
What happens a lot in this industry, because I am an older woman of color, is a lot of
mansplaining. And so even if I say something and my voice is loud, people do not
register it. But when someone else says it, especially a White male, they say it suddenly;
it is like the next best thing after sliced bread, but it did not make an impact when I said
it.
A few interviewees (3 of 11) discussed how their birth names influence how people treat
them. Crystal recounted feeling ashamed of her name. “My name is not what you call me. I made

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that up in high school, and we moved to America. Because you know, people made fun of my
real name and made embarrassing gestures.” Thomas added, “When I changed my name to
sound more White, I started getting more interviews.” Celeste is still surprised by how
differently people treat her now that she has a different last name, “when I got married and took
my husband’s last name, all of a sudden, it was like I was in a different world.” Navigating racial
biases and systemic barriers significantly influences the participants' professional experiences
and perceptions of leadership capabilities.
The interviewee's experiences and reflections on overcoming barriers provide a rich
tapestry of commitment to diversity and belonging. Each reflected on how their experience has
driven a commitment to creating a culture of belonging and valuing diversity in their personal
and professional lives. James’s journey as an immigrant is a cornerstone of this shared
perspective. He understands firsthand the challenges and opportunities of adapting to a new
culture and environment. “I have a strong empathy for immigrants and those who feel like they
do not belong. I want them to feel valued.” Rachel emphasized the importance of communication
to build understanding and foster collaboration. “I bring our IT department folks together with
other college departments quarterly. Each colleague has something to offer, right?" These
experiences portray a dedication to fostering a culture of belonging and valuing diversity. The
CTOs share a mutual understanding of the challenges and opportunities of adapting to new
cultures and environments, emphasizing empathy, communication, and collaboration as key to
building awareness and fostering a more inclusive community.
Discussion Research Question One
The three themes identified from the semi-structured interviews with IT leaders in higher
education offer a multifaceted view of factors influencing diversity among IT leadership. These

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themes intersect with KMO factors. First, the thirst for knowledge aligns with conceptual and
procedural knowledge. The interviewees' strong inclination towards continuous learning and
self-improvement highlights the critical role of knowledge acquisition. Their stories emphasize
the importance of education as a pathway to socioeconomic advancement rooted in family and
cultural values. This pursuit of knowledge, especially in technology and higher education, is
crucial for leadership roles, as it equips them with the necessary skills and understanding to
navigate and lead in dynamic environments. Their narratives underline the continuous nature of
learning required in technology leadership, reflecting an intertwining of conceptual knowledge
with procedural applications in their careers.
Their passion for educational leadership resonates with both self-efficacy and expectancy
value. The participants' diverse career paths and commitment to student success and educational
empowerment underscore robust intrinsic motivation. This motivation is not only personal but
also extends to their desire to impact the educational sector at large. Their experiences in
overcoming barriers and embracing technology in various forms reveal a deep-seated belief in
their capabilities (self-efficacy) and the value they attach to their roles in educational leadership
(expectancy-value). This theme reflects a personal commitment to education, driven by
experiences of empowerment and the aspiration to bridge digital divides, further emphasizing the
role of motivation in their ascent to leadership positions.
The final theme is a commitment to diversity and belonging. This theme highlights the
importance of fostering an inclusive workplace culture and the role of leadership in promoting
diversity. The narratives reveal how personal experiences with systemic barriers and racial biases
have shaped the interviewees' understanding and commitment to diversity. This commitment
goes beyond firsthand experiences, reflecting a broader organizational imperative to create

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inclusive environments. The stories of overcoming discrimination and striving for representation
in leadership positions indicate a recognition of the need for diverse perspectives in decisionmaking and innovation. Paul indicates his district’s dedication to achieving diversity goals and
provides critical insights other single and multi-college districts can follow. Participant stories
and document analysis emphasize the impact of organizational culture and policies on creating a
space that acknowledges, values, and integrates diversity into the institution's fabric.
Findings Research Question Two
Findings from the CTO's answers to Research Question 2 inform the KMO
recommendations from two exemplary colleges to improve diversity among IT leadership. Paul
from District A (a multi-college district) and Cynthia from District B (a single-college district)
provide examples in their narratives of how KMO influences increasing diversity and belonging
in IT and administrative leadership at their colleges.2 As of 2021, 49% of their employees
identify as non-White compared to 69% of non-White students in District A. Moreover, Paul’s
narrative is consistent with District A’s 2022 survey finding that the most frequently cited aspect
distinguishing their district from other districts in the MVEN system is their commitment to
DEIA at 48%, followed by the quality of instruction at 43%. Table 7 further illustrates this
sentiment by finding that the second most rewarding aspect of working at the district is its
commitment to DEIA at 55%, and the most popular choice is helping students succeed at 81%.
These statistics highlight the district's dedication to creating an inclusive environment and
emphasize the importance of aligning institutional priorities with the values and needs of their
diverse student and employee populations.
2 Districts A and B are pseudonyms to protect anonymity.

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Table 7
Exemplary College 2022 Survey Findings
Statement % n
Being part of an organization committed to Diversity, Equity,
Inclusion, and Accessibility
55 420
Community support for the college 24 182
Convenient location 24 187
Helping students succeed in higher education 81 619
Opportunities to advance my career 21 158
Quality of College facilities 21 165
Participating in a collegial environment 39 298
Partnerships with employers and organizations in the community 21 163
Reputation of the college 22 170
Salary/compensation/benefits 50 381
Technology 11 85
Unique programs offered by the college 23 177
Other 9 68
Note: Information derived from District A survey not cited to protect anonymity
Cynthia acknowledges the progress in diversity at District B and recognizes that actual
progress takes time. She said, “We have hired a Chief Diversity, Equity, and Inclusion Officer
(CDEIO) who reports to the college president, but Higher Ed, in general, is slow.”
District B’s strategic plan supports Cynthia’s assertion,
While equity, diversity, and inclusion exist in both processes, there is an opportunity to
enhance and expand the current structures to align the college’s efforts by including data,

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outcomes, and reflections on achieving equitable outcomes in the annual plans and
program reviews.
In addition to the document analysis and the efforts Paul and Cynthia highlight in their districts,
each CTO provided insights and recommendations on ways they are working to improve
diversity in IT leadership.
CTOs acknowledge training, mentorship, and organizational alignment to improve DEI
performance gaps for MVEN colleges. Additionally, college policies and procedures derived
from publicly available documents provide details of diversity and hiring and recruitment
practices. The interviewees' stories show the importance of ongoing diversity training,
addressing gaps in employee knowledge, and fostering a culture of belonging in their
organizations. Furthermore, each CTO acknowledges the motivational significance of being a
mentee and a mentor to achieve professional goals and cultivate belonging in their IT
departments. Four of the eleven interviewees knew of Paul's district's diversity and equity
achievements. They shared the importance of consistency to a goal throughout the organization,
including ongoing diversity training, mentorship, and organizational leadership.
Ongoing Diversity Training
The importance of ongoing diversity training to advance diversity goals is a consistent
response among the CTOs when asking for suggestions to improve diversity in IT leadership.
Seven of the 11 CTOs indicated they had done at least one diversity training tied explicitly to
hiring in the last 2 years. Two CTOs discussed their ongoing training programs, and one CTO,
disappointed in her college’s commitment, shared that no training was offered at her district.
Aligned with document analysis of District A, participants propose ongoing diversity training or
programs instead of one-time training sessions to build a solid foundation and deepen

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understanding. Furthermore, they suggest that concepts of diversity and belonging evolve as
society changes.
During the interviews, the CTOs explain the significance of long-term training strategies,
structured support for diversity initiatives, and the limitations of one-time training programs.
Examining ongoing diversity training through the Clark and Estes (2008) gap analysis lens
allows colleges to close performance gaps toward achieving diversity goals. Ongoing training
provides individuals with a solid grasp of diversity and belonging concepts and practices. Better
equipping individuals to make informed decisions in complex situations. Moreover, regular
diversity training builds confidence and active participation in diversity initiatives and links
efforts to outcomes. Embedding diversity education into the fabric of organizational culture,
institutions foster a more inclusive environment that attracts and retains a diverse workforce,
enriching the institution's community and enhancing its overall effectiveness.
Paul discussed the diversity training program opportunities employees participate in at
his colleges: “We offer monthly diversity training, and attending a minimum of two a year is a
requirement to serve on committees.” Paul further highlighted, “DEI is also part of the new
faculty orientation, and we provide all our faculty a culturally competent curriculum
development program.” Each college in Paul’s district has a website dedicated to diversity, and
they have created a diversity advisory committee whose purpose includes advancing diversity
and cultural competency via campus events and training/workshops, as well as tracking the
colleges and Continuing Education activity and development in diversity and cultural
competency. This multi-layered approach ensures that the principles of diversity and inclusion
are taught and practiced, making a tangible impact on the campus culture and beyond.
Furthermore, Table 8 details District A’s specific DEI training specific objectives.

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Table 8
District A DEI Training Objectives
Goal Objective
Student success
and well-being
Implement training programs to expand cultural competence in teaching
and learning, student services, and all district operations.
Implement training programs to expand awareness and understanding of
the lived experiences of LGBTQIA+ communities and strategies to
increase inclusion and accessibility.
Implement training programs to expand awareness and understanding of
the lived experiences of the diverse racial, ethnic, and cultural identities
of communities served by the district and its colleges and strategies to
increase inclusion and accessibility.
Expand access to ongoing professional development resources for all
employees in competencies related to diversity, equity, inclusion, and
accessibility.
Commit resources to expanding full-time faculty and staff to support
equity and training efforts.
Institutional
Resiliency
Engage the diverse communities served by the District in open
conversations about diversity, equity, inclusion, and access and how
these principles apply to all racial, ethnic, cultural, LGBTQIA+, and
faith-based communities, including people with and without disabilities;
enlist the support and involvement of representatives of these
communities within the District to help organize and conduct these
listening sessions and conversations; ensure that these sessions are
guided and facilitated in an atmosphere of openness, respect, and safety
for all participants.
Note: Information derived from District A strategic plan not cited to protect anonymity
District A’s public documents, web resources, and Paul’s comments illustrate that diversity
training is not a one-time event but a continuous process essential for fostering an inclusive
environment.
Rebecca highlighted her colleges’ diversity training programs and their importance in
starting conversations about unconscious bias, stereotypes, microaggressions, cultural awareness,

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and sensitivity. When detailing her college’s structured approach to diversity training in
recruitment, Rebecca shared, “They make everyone go through comprehensive diversity training,
and then they make sure that there is diversity in every way in terms of representation on the
hiring committee.” She added, “These trainings have started productive conversations about race
and racism across the campus.” Rebecca also described her involvement in ongoing interfaith
diversity training, “we have this class where they teach about different religions that I find
invaluable to deepening my understanding of others. I encourage my staff to join me.”
Palmer acknowledged his institution’s effort, “My college has implemented several
diversity programs recently. It is a major topic of discussion.” However, he also critiqued the
depth of diversity efforts, suggesting the need for more substantive actions like evaluating
training effectiveness for real change, “The leadership is talking about the training impact, but I
do not think it is enough yet.” In addition, Palmer noted, “One problem we need to work on is we
cannot force anybody to like anybody they do not like.” Cynthia discussed training at her
colleges, “It is tough for people to acknowledge that things have not been done wrong. People
are saying, we have done that, check.” Similarly, Letricia reported on the diversity training at her
college, “There was one training last year that we contracted a consultant to have us do. But it
was one time, a one-and-done, no follow-up, nothing.” Finally, Rachel highlighted another issue
with the diversity training at her college: “I did not feel that they paid attention to every other
race, right? That is how it should be, but it concentrated more on Black.” These reflections signal
a common challenge within diversity initiatives: the need for continuous, comprehensive efforts
beyond mere compliance and fostering genuine understanding and inclusion across all racial and
cultural lines, ensuring that training is consistent and inclusive of the diverse spectrum of
identities within the institution.

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The emphasis on ongoing diversity training among CTOs in IT leadership highlights its
significance in achieving diversity goals. All the CTOs have engaged in diversity training,
demonstrating that their colleges are doing something. However, only two indicate they have the
training program necessary for a deep and evolving understanding of diversity issues. Paul's
approach at his colleges, mandating regular training participation and integrating DEI into
faculty orientation, exemplifies a structured commitment to these goals. In addition, Rebecca's
college promotes comprehensive training that initiates vital conversations on unconscious bias
and cultural awareness, emphasizing the need for diverse representation in hiring. While
acknowledging these efforts, four of the CTOS advocate for more in-depth training programs,
evaluation, and actionable change. Discussions of diversity training led to the topic of
mentorship programs and the second recommendation from exemplary colleges.
Mentorship
Informal and formal mentorship emerged as a theme and critical recommendation to
increase diversity in HEIT leadership. A well-designed mentorship program effectively supports
the growth and development of its participants, fosters meaningful relationships, and aligns with
the broader goals of the organization or community it serves (Bradly, 2018; Brown, 2022; Labin,
2017). Cynthia at District B commented, “I participate as a mentor and a mentee in diversity
programs both locally and across our system to get more people of different races inspired in
technology and leadership.”
Accordingly, District B has four programs (see Table 9) that all have an element of
mentorship for students and employees. This dual focus on providing guidance and receiving
insights allows for a dynamic exchange of knowledge and experiences, significantly contributing

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to cultivating a diverse leadership pipeline within HEIT that reflects the community's rich
cultural and racial diversity.
Table 9
District B Mentor Programs
Program Partial description
Athletic Mentorship
Program
A comprehensive success center, counseling, and mentorship program
designed to meet the specific needs of student-athletes.
Bridge Project Counseling courses and peer and professional mentoring complement a
transfer-focused program open to all students.
Promising Scholar Provides personalized academic and social support, financial assistance
with expenses such as tuition, textbooks, transportation, and
technology, a strong sense of community, and mentorship by men of
color for men of color.
The North Mentor
Program
The North Mentor program seeks to build individual and regional
leadership capacity among full-time/permanent community college
employees. Mentees with a clear interest in entering or advancing in
community college pairing management with mentors from
neighboring colleges already serving in administrative roles.
Note: Information derived from District B is not cited, and program pseudonyms are used to
protect anonymity
Nine of the 11 CTOs discussed the influences of mentors shaping their career choices and
supporting their ascent into educational leadership in higher education. Additionally, all the
participants serve as mentors and advocates for mentorship programs at their colleges and
professional organizations. In mentorship programs, as detailed in Chapter Two, help-seeking is
an aspect of gaining procedural and conceptual knowledge. Encouraging mentees to actively
seek assistance and guidance to understand complex concepts and to learn practical skills
necessary for advancing in ITHE leadership roles. Cynthia shared her motivation about
mentoring, “There was a woman who something in me and changed my life, helping me with

75
skill sets needed to grow my career and got me on my IT journey.” Thomas mentioned the
impact a Black female CTO had on his career direction:
She was one of the few Black female CTOs that I have ever worked with in my tenure in
technology. And she was the one that kind of pointed that out to me and said, like, you
know, you really should consider doing more than what you are currently doing.
By integrating help-seeking into the mentorship process, these programs help to normalize it as a
part of professional growth, especially for individuals who might otherwise hesitate to ask for
help due to cultural stigmas or fear of appearing incompetent. Crystal spoke about the influence
of a mentor who helped her navigate the challenges of her role. She stated, “My mentor said I
have what it takes to be a CTO in this system and showed me the path.” James acknowledged a
similar experience, “To this day, [mentor] was so pivotal for me to be where I am today. I have
been so fortunate to have good mentors.” Celeste recognized the importance of multiple mentors,
I was fortunate in high school, throughout college, and in my early career to have a lot of
mentors. Those are just people that I looked up to, whether I saw them give an inspiring
speech or were a boss of mine or a faculty member. They all helped me along the way.
And I want to do the same thing for others.
Palmer noted, “It is a heart thing. Somebody who genuinely sees you for what you can be.” Each
of these quotes from the participants illustrates the importance of mentors supporting mentees in
gaining the knowledge and motivation to become CTOs at a college. Additionally, participants
mention how mentors guide navigating an organization's complexities.
Paul and Cynthia recommend that colleges focus on providing educational programs and
professional development opportunities to staff and students specifically tailored to cultivate
diversity and belonging leaders through mentorship. A comprehensive mentorship program that

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includes technical, leadership, diversity, and management skill development, particularly
understanding and navigating diverse work environments. Through knowledge transfer and
psychological empowerment, mentorship programs serve as a conduit for skill development and
career progression and a catalyst for changing perceptions and values regarding diversity in IT
leadership. Cynthia suggested, “Colleges should invest in sending employees to the [MVEN
system mentor programs] and other national organizations, such as Educause.” These programs
connect aspiring leaders from underrepresented groups with experienced IT professionals.
As the CTOs suggest, mentorship was vital to their career advancement. A college in the
MVEN system supporting a well-designed mentorship program for employees creates a
supportive environment for personal and professional development, fostering connections and
aligning individual goals with organizational objectives.
Organizational Alignment
The final recommendation from all the participants centers on a shared commitment to
diversity throughout the organization. While all the interviewees acknowledge the importance of
diversity initiatives at their college, there is a consensus that colleges need to do more to sustain
and build on existing efforts. Alex noted, “I feel like DEI is a fad, and people are like, let us just
let this pass, then when the money stops rolling in from the system, it goes back to the way it
was.”
Thomas agreed, “I do not see DEI nearly as much as I read about it or see it documented
in procedures; it still feels like it is still somewhat of a checkbox.” Celeste recognized the work
ahead: “I do not know that our policies and leaders are certainly not aligned under district
support or structure. That could be a good start.” In addition, Letricia offered, “Structures in

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place are not very welcoming to change. Let us look at our hiring practices to see what keeps us
from bringing on more women for these positions and women of color.”
Rachel reflected on her experience, “People, even today, when they participate on search
committees, still do not understand what diversity means.” Diversity is a value Crystal discusses
when choosing where to apply: “I looked at all the organization charts of all these districts, and
there are only four or five that are diverse.” These participant reflections are consistent with the
literature outlined in Chapter Two. Specifically, institutional practices and commitment vary
depending on geographical location, leadership, and campus culture (Gonzales et al., 2021;
Gurin et al., 2013; Hinrichs, 2012; Martinez-Acosta & Favero, 2018).
Conversely, Paul suggested colleges in the MVEN system can look to his district as an
exemplar district, “Diversity is a shared value, from our board to the chancellor, and all the
presidents at each college, it is in our policies, our plans, and it is continuous work throughout
our district.” In 2022, ACE recognized the Chancellor at District A as the recipient of its
Diversity Leadership Award. Cynthia pointed to leadership alignment in her district, “Our
CDEIO is working with our administration on recruitment and hiring, which I think is important,
but we still have work to do.” Additional participant responses and document analysis of District
A and B’s policies, strategic plan goals, and hiring practices highlight the KMO factors these
districts have implemented to achieve their diversity goals.
The 11 Districts in the MVEN system have implemented a standard commitment to
diversity policy as recommended by MVENSO. Adopting policy and procedure templates is
common among districts in the MVEN system. Districts A and B have expanded on the original
template to emphasize additional values throughout their districts outlined in Table 10.

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Table 10
Commitment to Diversity Board Policies
District Description
MVEN Template The district is committed to employing qualified administrators, faculty,
and staff dedicated to student success. The Board of Trustees recognizes
that diversity in the academic environment fosters cultural awareness,
promotes mutual understanding and respect, and provides suitable role
models for all students. The Board of Trustees is committed to hiring
and staff development processes that support the goals of equal
opportunity and diversity and provide equal consideration for all
qualified candidates.
A The district is committed to employing qualified administrators, faculty,
and staff members who are dedicated to all students' success. The Board
of Trustees recognizes that cultural competency is essential to being
qualified. The Board of Trustees further recognizes that diversity in the
academic environment fosters cultural awareness, promotes mutual
understanding and respect, and provides suitable role models for all
students. The Board of Trustees is committed to hiring and staff
development processes that support the goals of equal opportunity,
diversity, and cultural competency to provide equal consideration for all
qualified candidates.
B The district is devoted to breaking down barriers, deconstructing biases,
and fostering and promoting inclusive, respectful, and welcoming
working and learning environments for all. As such, the Board is
committed to employing qualified and diverse administrators, faculty,
and staff dedicated to student equity and success. The district achieves
these culturally responsive hiring practices and professional
development opportunities that support the goals of creating a
community free from racial discrimination, promotes cultural safety and
humility, and provides equal consideration for all qualified candidates.
Note: Information derived from Districts A and B is not cited to protect anonymity
In addition to these policies, each board establishes board goals that Districts in the
MVEN system leverage to develop strategic plans. Table 11 illustrates the alignment of their
district’s diversity policy with board goals and objectives.

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Table 11
District A and B Board Goals and Objectives
District Goal Objectives
A Social Justice Incentivize programs that seek to provide support to
underperforming students and close the achievement gap.
Work with community partners to determine the unique needs
of those individuals underrepresented in higher education and
seek to develop means to increase access to and success in
higher education.
Work to recruit and retain a diversified faculty and staff
reflective of the of the community and capable of enhancing
College efforts for equitable student outcomes.
Develop opportunities for students to explore the impact of
racial, cultural, and ethnic identity on the individual and
society and utilize these opportunities to address issues of
inequities in education.
B Student Success
and Well-Being
Support the District’s efforts to promote social justice and racial
equity and the success of students of color who have
historically been disadvantaged through the support and
refinement of existing programs and through the creation of
new programs.
Institutional
Resiliency
Support progress toward workforce diversity in alignment with
the diversity of the district’s student communities to support
student success.
Monitoring the District’s efforts to increase the diversity of its
workforce through strategic recruitment, advertising, job fairs,
and revisions to the district’s hiring policies and processes.
Continuing the productive working relationship with the Board
of the [organization] to jointly address workforce needs in the
region, including advocacy for racial equity in employment
and compensation as a priority for the region.
Receiving regular reports on hiring and diversity of employees
and students.
Note: Information derived from Districts A and B is not cited to protect anonymity
Strategic plans reference these board goals and objectives in Districts A and B.
Additionally, District A has created a DEIA discussion guide and incorporated its annual

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program review process. Encouraging faculty and staff to use the guide is part of a collective
effort to meet diversity goals through continuous reflections, systemic review, and revisions of
policies and practices.
When discussing how her district achieves diversity goals, Cynthia mentioned, “Our
human resources department has a website dedicated to equity and diversity in hiring and
retention.” Moreover, she has taken personal responsibility for increasing diversity in IT
leadership: "I decided to lower all the minimum qualifications for IT jobs. Before, managers
required a bachelor’s degree. I took that away. Now, you can apply with 3 to 5 years of
experience.” District A’s hiring website further acknowledges their position,
[District A] recognizes that equity and diversity in the academic environment fosters
cultural awareness, promotes mutual understanding and respect, and provides suitable
role models for all students. To that end, this website serves as a format to present events,
information, and training to benefit our students and staff.
Cynthia’s comments and her district’s hiring website demonstrate organizational factors that
continue to achieve the organization's diversity goals.
The insights from the participants and the document analysis of Districts A and B reveal
systemic and strategic organizational alignment toward achieving employee diversity. Individual
efforts are more effective when they are part of a coordinated approach that permeates every
level of the organization. This approach is exemplified by integrating DEI values into board
policies, strategic goals, and hiring practices, as highlighted in Tables 10 and 11. Furthermore,
the leadership role, as demonstrated by District A's proactive changes in hiring practices and the
establishment of a Chief Diversity officer at a cabinet level, is instrumental in steering these
efforts. The participants' perspectives accentuate the ongoing nature of DEI work; it is not a

81
transient trend but a continuous commitment to fostering an inclusive, equitable, and diverse
academic community. By aligning organizational structures, policies, and practices with DEI
goals, colleges can move beyond superficial compliance to genuinely embrace and embody the
values of diversity, equity, and inclusion.
Discussion Research Question Two
The recommendations from exemplary colleges align with the Clark and Estes (2008) gap
analysis framework to achieve and attain diversity goals. Participant discussions and document
analysis provide rich data that supports increasing knowledge through ongoing training, the
motivational impact of mentorship, and the importance of organizational alignment to close
performance gaps.
The first two themes center around the strategies employed to promote diversity, explicitly
focusing on training and mentorship programs focused on increasing knowledge and changing
behaviors. The findings indicate that ongoing diversity training with clearly defined goals is a
core strategy in Districts A and B. Moreu et al. (2021) asserted that these interventions yield
greater effectiveness when they specifically identify and target certain behaviors and have
articulated goals. District A's approach of mandating regular training participation and
integrating DEI into faculty orientation aligns closely with the participant's recommendations
advocating for sustained educational efforts rather than sporadic initiatives. The mentorship
programs highlighted in District B resonate with the participants' professional development and
advancement into HEIT leadership. The findings show that mentorship programs provide crucial
support and guidance, facilitating career advancement and cultural competence, a recurrent
theme in academic discussions on leadership diversity.

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Organizational alignment emerges as a third theme and recommendation, wherein the
findings reveal a shared commitment to diversity that permeates the organizational structure. The
document analysis findings from District A display significant investments in diversity and
belonging across the organization and are consistent with the CTO's comments. The findings in
District B demonstrate organizational progression with acknowledgment of the existing hurdles
and the need for more substantive actions.
The efforts in Districts A and B towards enhancing diversity in IT leadership are
commendable. However, the journey towards fully realizing the goals of diversity in HEIT
leadership is ongoing. The findings reflect a landscape where commitment, strategy
implementation, and organizational alignment with DEI values are progressing yet still grappling
with challenges that require sustained and strategic efforts to overcome. This dynamic interplay
between practice and theory highlights the complexity of embedding DEI in higher education
leadership, emphasizing the need for continued research, reflection, and adaptation of strategies
in this evolving field.
Summary
The data presents an in-depth analysis of how family values, education, and technology
have shaped the career trajectories of the interviewees. The narratives reveal a solid familial and
cultural emphasis on academic success, particularly among immigrants, with education as a vital
pathway to socio-economic advancement. The participants’ stories illustrate a priority on
education and the resulting desire for continuous learning. Additionally, the participants’
transition to technology roles in higher education from other career interests indicates a high selfefficacy and adaptability. The shift towards technology and education roles during their college
years, often influenced by exposure to technology, aligns with expectancy-value theory, where

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their success expectations and the value placed on their roles dictate their career choices.
Furthermore, the data highlights the participants' pivotal roles in fostering diversity and
belonging within their institutions. CTOs actively strive to create inclusive environments,
valuing diverse racial, gender, and cultural identities, evident in their hiring practices and
operational strategies. Each participant emphasized the importance of ongoing diversity training
and mentorship in career growth in higher education IT leadership.
The data also points to the necessity of organizational alignment in enhancing diversity
initiatives. A key theme is the sustained commitment to diversity and belonging at all
organizational levels. Districts A and B show a strong dedication to this cause, with District A
notably having 49% of its workforce as non-White. However, despite these efforts, the
participants advocate for more concerted actions to bolster these initiatives, with institutional
practices and commitment to diversity varying across factors like location, leadership, and
campus culture. This indicates that while there has been progress, a significant gap remains
between policy and practice in achieving genuine diversity and inclusivity in higher education.

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Chapter Five: Recommendations
This promising practice study examined the KMO factors contributing to racial diversity
in HEIT leadership. Delving into the literature, experiences of CTOs who identify as people of
color, and analyzing district data of exemplary institutions, the findings pinpointed three
strategies to assist MVEN colleges in achieving the MVEN systems diversity objectives:
institutional assessment and realignment, a new approach to diversity training, and mentorship
programs. When linked to the Clark and Estes (2008) gap analysis model and the study's
conceptual framework, these strategies illustrate the dynamic interaction of KMO factors in
addressing performance gaps related to achieving the racial diversity goals at MVEN districts.
Furthermore, the study highlighted the significant progress made by two districts in the
MVEN system in addressing the issues of underrepresentation and lack of diversity in
technology leadership and across their institutions. Adopting these recommendations equips
colleges to transcend beyond surface-level diversity initiatives. The study offers a strategic
roadmap for colleges within the MVEN system to recognize the importance of diversity and
belonging at their institutions and actively embed these values into their organizational fabric.
These recommendations provide actionable steps for colleges to embrace and actualize diversity
and belonging principles, thereby contributing significantly to transforming educational
environments into more reflective, inclusive, and attuned to the diverse needs of their
communities.
Recommendation 1: Institutional Assessment and Realignment
Implementing diversity and belonging initiatives in higher education requires a
comprehensive approach and aligning them with organizational culture, plans, policies, and
processes, as demonstrated in District A. Addressing organizational influences on diversity and

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belonging initiatives or lack thereof is a critical first step towards increasing racial diversity in
HEIT leadership. Leveraging the 2022 MVENSO survey data, which found that over half the
MVEN college districts had not implemented strategies to meet DEI goals, is a starting point to
assess organizational capacity to meet the MVEN diversity goal to increase diversity in college
employees by 18%. Clark and Estes (2008) stress the importance of considering work processes,
material resources, value streams, and value chains for sustainable organizational change in their
gap analysis model. Aligning an organization’s culture, plans, policies, processes, and resources
is vital to overcoming barriers and achieving performance goals (Allison, 1999; Clark & Estes,
2008). Furthermore, the Gallimore and Goldenberg (2001) framework reinforces the need to
comprehend each institution's unique cultural models and settings, shaping policies that reflect
these cultural norms (Milem et al., 2005; Tierney & Bensimon, 1996).
Most CTOs interviewed (10 of 11) suggested that their institutions could do more to
improve DEI, consistent with the 2022 system survey suggesting DEI is a fleeting trend.
Additionally, CTOs fear DEI will become less important as new leadership shifts the focus at the
system level and no longer funding is allocated to meeting diversity goals. Furthermore, DEI
programs continue to face pressure due to differences in cultural values and ideologies.
Conducting an organizational assessment through additional surveys, focus groups,
interviews, and document analysis of the existing culture at MVEN college districts is crucial.
An assessment aimed at gathering diverse opinions and analyzing the institution's plans, policies,
and procedures lays the groundwork for setting organizational goals and implementing effective
diversity programs. MVENSO can use this survey data collaboratively with each district to
establish realistic diversity goals, shifting focus from DEI to centering belonging and cultural
competency. This collaboration between MVENSO and the districts fosters trust and ensures

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alignment with the unique cultural dynamics of each organization. A deep understanding of an
organization's culture and strategies tailored to the unique culture are crucial for achieving
diversity goals (Mor Barak, 2017; Shore et al., 2018). Additional benefits of an assessment can
reveal strengths and potential resistance or challenges that might arise during the implementation
of belonging and cultural competency initiatives. Understanding these nuances can assist in
addressing any misalignments between existing cultural norms and the objectives guiding the
development of strategies to mitigate resistance and foster a more inclusive environment
(Downey et al., 2014; Hays-Thomas, 2018).
Findings from the literature review and qualitative study provide additional context when
realigning the institution's strategies based on the assessment. For example, as Cynthia has done
in her district, she reviews job materials through an equity lens and fosters internal leadership
opportunities for marginalized communities (Baker et al., 2022; Kossek et al., 2022; Ly-Le,
2022). Additionally, implementing diversity recruitment and hiring-centric policies such as blind
recruitment, diverse hiring panels, and inclusive interview processes are vital for advancing
racial diversity goals (Combs & Luthans, 2007; Derous & Decoster, 2017; Devine & Ash, 2022;
Kalev et al., 2006; Kidder et al., 2004; Meena, 2016; Montgomery et al., 2022; Moore, 2001;
Vivek, 2018). To sustain a culture of belonging, retention practices, like creating an inclusive
culture, offering flexible work arrangements, and providing diversity training, play a critical role
in maintaining a diverse workforce (Billimoria et al., 2008; Clow, 2017; Griffin et al., 2020;
Mehta & Seim, 2023; Sherbin & Rashid, 2017). Finally, leadership style plays an essential role
in institutional realignment, and adaptive leadership is influential in transforming organizational
culture, particularly in the complex stakeholder environment of higher education (Chang et al.,
2014; Coleman, 2012; Northouse, 2021).

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Integrating diversity and belonging into the structure of MVEN districts requires aligning
culture, practices, and leadership with specific and measurable goals. This involves
understanding distinct cultural models, implementing effective policies and practices, focusing
on inclusive recruitment and retention strategies, and encouraging adaptive leadership. By
embracing these strategies, colleges can move beyond compliance and demonstrate a shared
commitment across the organization. Finally, an institutional assessment and realignment across
the organization's culture and diversity goals provide a comprehensive and multi-faceted
framework for increasing racial diversity in IT leadership within higher education and addressing
systemic barriers, fostering an inclusive culture, and ensuring that diversity efforts are aligned
with the unique needs and values of each institution, thereby making a significant impact on the
representation of diverse racial groups in leadership roles.
Recommendation 2: A New Approach to Diversity Training
To effectively increase diversity in HEIT leadership, it is essential to tailor and
implement ongoing and comprehensive professional development programs incorporating
inclusive behavior and cultural competency outcomes. Participants in the study shared the
importance of continuous training to stay current with technological procedural and conceptual
technology to be an effective CTO. They acknowledged that colleges could follow that model to
meet diversity goals at their college. Moreover, traditional one-time diversity training has shown
limited effectiveness in the real world (Moreu et al., 2021). While the CTOs recognize the
impact of diversity training and multicultural events at their institutions, several indicated that
their districts could do much more. Additionally, Palmer and Cynthia suggested evaluating the
effectiveness of current diversity training to ensure they are meeting the intended learning
outcomes. Developing an inclusive behavior and cultural competency training program and

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incorporating these concepts into existing professional development opportunities offers a new
approach to traditional diversity training programs.
A multi-faceted inclusive behavior and cultural competency implementation plan will
support colleges in the MVEN system in meeting their diversity goals and understanding the
importance of diversity and belonging to student success. District A's multiple and varied
training opportunities to meet defined goals and objectives, detailed in Chapter Four, serve as a
roadmap for other districts in the MVEN system. Ferreira et al. (2022) stated that every
organization is unique based on its resources and capabilities. To address the distinct cultures,
each college within the MVEN system will conduct background research on diversity training
and initiatives, employing focus groups and climate surveys. This research is crucial for
pinpointing issues that require attention and for gaining insights into the perspectives of
marginalized groups and potential audiences. This strategy resonates with the Clark and Estes
(2008) gap analysis framework, which emphasizes identifying specific KMO deficiencies,
comprehending the stakeholders involved, and evaluating potential barriers to achieving set
goals. Additionally, recognizing and addressing organizational cultural and motivational
challenges is a vital first step for initiating profound and enduring change (Clark & Estes, 2008).
Equipped with the research data, MVENSO will work with districts to select a recognized
organizational diversity training organization to review and revise existing professional
development opportunities for employees. Additionally, MVENSO will develop ongoing
diversity and belonging training programs customized to address areas of need or opportunities
for growth in each district. Piloting this training program in a few districts allows for assessment
and evaluation using the New World Kirkpatrick (NWKP) four-level model of reactions,
learning, behavior transfer, and impact (Kirkpatrick & Kirkpatrick, 2016): Level 1, reactions,

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gauges participants' immediate feedback to the training. Level 2, learning and performance,
evaluate the knowledge or skills participants acquired. Level 3, transfer of behavior, looks at
how the training influenced changes in job performance. Level 4, the final level, impact,
quantifies the tangible benefits of the training, such as cost savings, quality enhancements,
productivity increases, and efficiency gains. The NWKP recommends evaluating training
programs by reversing the order of the levels, starting with level 4, emphasizing the training
results on organizational success and the subsequent importance of contributions from the
preceding groups (Kirkpatrick & Kirkpatrick, 2016) and iteratively recommended adjustments
from the evaluations to close performance gaps. Initial and annual training will be mandatory for
all employees, aiming to build a workplace that understands the benefits of diversity and
belonging and actively strives to bridge knowledge gaps.
Reviewing and incorporating inclusive and culturally competent curricula into existing
professional development programs will be ongoing, beginning with an inventory of existing
offerings. Trained instructors will review each training or professional development opportunity
through an inclusivity lens and recommend updates and additions. An external evaluator will
measure progress and outcomes. This new approach to offering tailored training, incorporating
inclusivity and cultural competency into existing professional development, and evaluating and
updating programs will facilitate individual growth and cultivate a culture of lifelong learning at
colleges in the MVEN system.
Recommendation 3: Mentorship
Formal and informal mentorship emerged as a finding toward increasing racial diversity
in HEIT leadership, forming the basis for the final recommendation. The influence of mentorship
on the careers of IT leaders is profound. CTOs in the study acknowledged the pivotal role

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mentors played in their professional growth and career progression into HEIT leadership
positions. For instance, Cynthia's experience highlights how a mentor recognized her potential
and guided her IT career path. Similarly, Crystal's mentorship experience demonstrates the value
of having a mentor to navigate career challenges and opportunities.
The rapid evolution of technology requires leaders in HEIT to engage in continuous
learning and seek help from a network of peers, mentors, and teams (Friedman, 2017; Pearson &
Young, 2002). Well-designed mentorship programs play a critical role in supporting the growth
and development of diverse IT leaders, fostering meaningful relationships, and aligning with
organizational goals (Bradly, 2018; Brown, 2022; Labin, 2017). District B's initiatives, including
the Athletic Mentorship Program and the North Mentor Program, emphasize the value of
integrating mentorship into various educational support and leadership development aspects.
Utilizing Clark and Estes (2008) gap analysis model to develop and implement a
mentorship program provides a structured approach to identifying and addressing KMO factors
that may impede the development of racially diverse HEIT leadership. Well-designed mentorship
programs can fill knowledge gaps in both technical and diversity domains. Addressing
knowledge gaps includes enhancing procedural and conceptual knowledge and emphasizing the
importance of help-seeking and networking as crucial components of a practical leadership
toolkit. Overcoming gaps in motivation involves enhancing self-efficacy and aligning tasks with
personal and organizational values. Finally, a mentorship program allows one to set achievable
challenges, share constructive feedback, and recognize accomplishments. These aspects of the
mentorship program leverage Atkinson’s (1964) expectancy-value and Bandura’s (1997) selfefficacy theories by boosting an individual’s confidence in their abilities and motivation to
pursue a career as a technology leader. Furthermore, the mentorship program should align with

91
the broader goals of the MVEN district's institutional assessment, realignment, and goals. As
demonstrated by District B, it includes creating policies and practices that support diversity and
belonging efforts and ensuring that the districts in the MVEN system are conducive to the
professional growth of diverse IT leaders.
Given this framework, the final recommendation is for MVENSO to work collaboratively
with district and current CTO leadership to develop a mentorship program open to all employees
and students in the system. They ensure the mentorship program aligns with the institution's
broader goals, particularly creating a diverse and inclusive environment. This alignment will help
garner the organization's support and resources for the program. The outcomes of the mentorship
program include expanding technical and leadership skills, fostering a culture of diversity and
belonging, continuous learning, and facilitating connections with CTOs, national organizations,
and networks. Following this recommendation, the MVENSO and MVEN districts demonstrate
their commitment to increasing racially diverse, inclusive, and effective HEIT leaders.
Limitations and Delimitations
Limitations and delimitations are inherent in research. Creswell and Creswell (2022)
articulated that limitations correspond to factors outside the researcher's control. For this study,
these include potential constraints in participants' readiness to engage, the accuracy of their
recollections, and their proficiency in expressing their behaviors. The document analysis faces
constraints as the materials reviewed could project an ideal scenario instead of the actual
situation. Moreover, this investigation zeroes in on a few exemplary colleges, a focus that may
not universally apply to other colleges. Other limitations concern the authenticity of respondents
during virtual interviews and the trustworthiness and validity of data gathered from document
analysis. Furthermore, doubts arise concerning how institutions uphold their policies and plans.

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Shaping the scope of this promising practice study is the willingness of CTOs who identify as
persons of color to engage in interviews and the availability of collected documents.
Delimitations, as defined by Theofanidis and Fountouki (2018), serve as boundaries
drawn by the researcher that define the extent of the study and what is in or not in the research. A
pivotal delimitation of the study is using the Clark and Estes gap analysis model as the primary
analytical lens. Employing different theoretical frameworks or participants from these colleges
might yield varying outcomes. Spotlighting the knowledge and experiences unique to CTOs who
identify as a person of color excluded experiences associated with White CTOs. Focusing on
those responsible for the college’s IT department capped the number of potential interviewees.
The conceptual framework (Figure 2) introduces a delimiting consideration by presuming a link
between exemplary KMO influences and diverse IT leadership within these colleges.
Recommendations for Future Research
Given the complex and shifting landscape surrounding DEI initiatives in organizations,
future research is vital to understand, reframe, and refine these initiatives effectively. As detailed
in the literature review and qualitative study, the value of DEI programs is criticized for being a
check box compliance goal and only focusing on specific racial groups. Delving deeper into the
root causes of resistance to increasing racial diversity in IT leadership is critical to addressing it
in higher education and other industries. Thus, additional research exploring the perceptions and
misconceptions about the importance of diversity and belonging initiatives among diverse groups
within organizations provides opportunities to reflect upon and adjust current practices.
Furthermore, assessing organizational capacity for embracing diversity and belonging could help
develop more effective communication strategies that address and mitigate misunderstandings
and resistance. Time and scope were constraining factors to a broader, more in-depth study.

93
Longitudinal studies with a larger sample size from across the country can investigate the longterm effects of DEI initiatives on organizational culture, employee satisfaction, and achieving
strategic goals.
Additional research should explore innovative and effective methods for diversity
training and mentorship, detailed in the recommendations of this chapter. Studying and
measuring the effectiveness of inclusivity training that impacts employee behavior. Moreover,
additional research focused on the efficacy of mentorship programs in promoting diversity in IT
leadership could provide additional factors for organizations prioritizing this recommendation.
For example, evaluating mentorship programs, like those at District B, to assess their impact on
participants' IT leadership career trajectories, especially those from underrepresented groups.
Additional longitudinal studies tracking mentees' progress would provide valuable insights into
the long-term benefits of local or broader mentorship programs. Since help-seeking and
networking are crucial for leadership development in IT, research exploring the barriers that
prevent IT professionals, particularly those from diverse backgrounds, from engaging in these
practices could provide individuals with innovative opportunities for personal and professional
growth.
Conclusion
There is an urgent need for higher education institutions to proactively hire racially
diverse IT leaders and foster a culture of IT belongingness. The concept of IT belongingness
goes beyond inclusion, weaving acceptance and valued participation of IT into the fabric of
organizations. Despite advancements, structural deficits persist in the hiring and treatment of
technology professionals, often relegating them to mere support roles rather than acknowledging
them as integral strategic partners. This perspective does more than marginalize IT professionals

94
as “the other”—it fails to recognize them as “an other,” a term that illuminates their unique
individuality, experiences, and viewpoints. Acknowledging each IT professional as a distinct
individual with diverse backgrounds and insights highlights the importance of their contributions
to strategic decision-making and organizational success.
Those in IT leadership nationwide must become mentors and inspire future leaders.
Having someone in your corner who believes in you to cross the barrier from a technology
professional to a technology leader is crucial to creating and celebrating IT belongingness. As
careers in STEM continue to outpace all other occupations, the representation of diverse racial
backgrounds in IT leadership positions is not only a matter of equity but an organizational
imperative that enhances decision-making, innovation, and student success. By confronting and
dismantling the historical and systemic barriers that hinder racial diversity, higher education
signifies a deep-seated commitment to reflecting society's rich tapestry, upholding democracy,
and bolstering the nation's competitive edge on the world stage.

95
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Appendix A: Interview Protocol
Research Questions
RQ1. What knowledge, motivation, and organizational factors lead to increased diversity
among IT leadership in higher education?
RQ2. What are the knowledge, motivation, and organizational recommendations from
exemplary colleges to improve diversity among IT leadership?
Respondent Type
I will interview higher education Chief Technology Officers (CTOs) identifying persons
of color.
Introduction to the Interview:
Thank you for meeting with me today. I am conducting this interview as part of my
dissertation research in the Organizational Change and Leadership Doctoral program at the
University of Southern California. I seek your insight and experiences to understand better the
knowledge, motivation, and organizational influences that your Community College District has
used to create a diverse leadership team. I want to learn about your early influences, the
educational and professional journey that led you to this position, and ideas that may help to
improve other Community College districts to embrace a culture of diversity and belonging. I
anticipate taking up to 45 minutes of your time, and I have 12 questions for your consideration.
Your participation is entirely voluntary. We can skip any question you want, and you may stop
the interview anytime. Any identifiable information obtained in connection with this study will
remain confidential. I will code with a false name (pseudonym) and maintain it separately from
your answers. If you are comfortable with it, I would like to record our conversation and delete
the recording after transcribing. Do I have your approval to record the conversation?

120
Table A12
Interview Questions
Interview questions Potential probes RQ
addressed
Key concept
addressed
Would you be open to sharing how
you Identify Race and ethnicity
with me?
Gender? Pronouns? N/A
Tell me why you chose to be a
CTO at a Community College.
When and how did you
know?
1 Motivation
Describe your educational journey. How did you get here?
How did you learn the
process?
1 Knowledge
What external factors influenced
your decision to apply to this
college district?
Were there any internal
factors that influenced
your decision?
1 Organization
Reflecting back, describe your
approach to seeking help
regarding technical or
professional challenges.
Did you have a mentor? 1, 2 Knowledge
Describe your perspectives on the
hiring and advancement
processes during your MVEN
tenure.
Have they improved?
What has changed? Do
you view the processes
differently now that
you are a CTO?
2 Organization
Describe the most challenging
aspect of your position
What strategies do you
use to meet that
challenge?
2 Knowledge,
Motivation
If this applies, as a __, describe an
experience where you felt
insignificant or excluded at
work.
2 Organization
How does your district create a
sense of belonging among
employees and students?
2 Knowledge,
Motivation,
Organization
What suggestions do you have to
improve the experiences of
people of color in your district,
2 Knowledge,
Motivation,
Organization

121
Interview questions Potential probes RQ
addressed
Key concept
addressed
if any?
Tell me about your thoughts on
how the district’s policy and
practices may influence DEI
outcomes.
2 Organization
Some people believe that diverse
leadership directly influences
student success and, thus,
organizational success. How do
you feel about that statement?
1, 2 Knowledge
Are there any questions I did not
ask that you believe would be
necessary to this topic?
Conclusion to the Interview
Thank you for taking time out of your busy schedule for this interview. As a reminder, I
will transcribe and code this recording to ensure your anonymity. I will delete the recording and
send you the transcript to check for accuracy. If you are interested, I will send you a summary of
the findings.

122
Appendix B: Document Analysis Protocol
The documents analyzed for this study include the following:
1. MVEN College Plans (public website)
2. MVEN Hiring Policies and Procedures (public website)
3. MVEN College Specific Demographic Data (public website)
College Plan prompts:
1. Does the college strategic plan include specific DEI goals or objectives? (RQ1;
Organization)
2. Does the college strategic plan center DEI in the mission and vision statement? (RQ1,
RQ2; Motivation)
3. Does the college DEI Plan have measurable objectives towards increasing diversity in
leadership? (RQ1, RQ2; Knowledge, Motivation)
MVEN Hiring Policies and Procedures Prompts:
1. Do policies center DEI in recruiting and interviewing? (RQ1, RQ2)
2. Does the college actively recruit from firms specializing in diverse candidates? (RQ1,
RQ2)
3. Do job classifications reflect DEI principles? (RQ1, RQ2)
4. Do these policies provide additional insights into creating diverse leadership? (RQ2)
MVEN College-Specific Demographic Data Prompts:
1. Does the employee demographic data reflect the DEI performance goals in the IT
Department? (RQ1, RQ2)

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Asset Metadata

Creator Watkins, Daniel C. (author)

Core Title IT belongingness: from outcasts to technology leaders in higher education – a promising practice

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2024-05

Publication Date 03/25/2024

Defense Date 02/26/2024

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag DEI,diversity,equity,inclusion,information technology,IT belongingness,leadership,OAI-PMH Harvest

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Datta, Monique (committee chair), Maddox, Anthony (committee member), Pritchard, Marc (committee member)

Creator Email dancwatkins@gmail.com,watkinsd@usc.edu

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