University of Southern California Dissertations and Theses

The motivation of white heterosexual cisgender men to become DEIB advocates

(USC Thesis Other)

The motivation of white heterosexual cisgender men to become DEIB advocates

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content

The Motivation of White Heterosexual Cisgender Men to Become DEIB Advocates

Cornell Verdeja-Woodson

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

August 2023

© Copyright by Cornell Verdeja-Woodson 2023
All Rights Reserved

The Committee for Cornell Verdeja-Woodson certifies the approval of this Dissertation

Courtney L. Malloy
Erika Patall
Eric Anicich
Tyi McCray
Nicole M.G. Maccalla, Committee Chair

Rossier School of Education
University of Southern California
2023
iv
Abstract
The technology industry struggles to advance their DEIB efforts. Limited engagement of
White male leaders has been identified as a critical barrier to the industry’s success. This study
examines the motivations of White heterosexual cisgender men (WHCMs) in leadership roles to
participate in advancing DEIB within their organizations. It also aims to identify strategies to
increase WHCM authentic engagement, based on qualitative interviews with 10 WHCMs.
Relationships with individuals from HEGs supported greater awareness of privilege and
influence, while role models with shared values established the value of DEIB efforts, provided a
blueprint for how to authentically engage, and inspired commitment to DEIB efforts. Participants
expressed high self-efficacy regarding their ability to help advance DEIB but expressed a
knowledge gap, highlighting the need for continued education about DEIB issues. The
opportunity to align their actions with personal values was identified as the most significant
value of engaging in DEIB initiatives. These findings indicate that cross-cultural interactions and
one-on-one engagement with peers could promote greater self-awareness, self-efficacy, and
perceived value of DEIB efforts among WHCMs.

v
Acknowledgements
In her Masterclass interview with Oprah Winfrey, Maya Angelou challenged us to “be a
rainbow in someone else’s cloud.” When the world presents us with clouds, obstacles, and
barriers, it is often the kindness of others that gets us through those moments. We carry those
rainbows with us everywhere and are reminded that we are never truly alone. I have always
believed that anyone can be a rainbow for others, regardless of their background. Shared
experience is not a prerequisite; rather, the willingness to show up is what guides us.
Throughout my life, people from diverse backgrounds have appeared as bright rainbows
in otherwise dark moments. Without them, I don’t know if I would still be here. To my mother,
LaTanya, thank you for giving me life and providing the love and encouragement I needed to
dream and take action to achieve my dreams. To my father, James, thank you for always
reminding me how far I have come from being the poor kid from Camden, NJ. To my husband,
partner, and travel buddy, Manny, thank you for your patience and positive outlook on life. You
remind me that I am enough and deserving of love. I love you more than all the words in all the
languages.
To my best friend and chosen sister, Tatiana, thank you for reminding me that the power
to bring forth what my heart desires rests solely with me and the energy I surround myself with
each day. To my friend and colleague, Tyi McCray, thank you for teaching me to stop comparing
myself to others and recognizing that my path in life is unique. To my siblings, although we
aren’t as close as we once were, thank you for reminding me of the individuals I always wanted
to set an example for and whose paths I aimed to make a little bit easier. To Tamiyah, Ava,
Amarah, Jamal, Angel, Misael, and Ezequiel, thank you for the daily reminder that the future is
bright and that there is light at the end of the tunnel.
vi
To all the teachers, professors, mentors, coaches, friends, and family who have been a
part of my life, thank you for challenging me and teaching me to never settle for less. To my late
grandfather, Raymond, thank you for instilling in me the importance of punctuality, showing
respect, and the power of a well-chosen wardrobe. Lastly, to my grandmother, Betty, who did not
live to see the person I have become, I know she has guided my every step these last 31 years.
Thank you for being the ultimate role model and showing me what it means to love and care for
others. I truly hope you are proud of who I have become.

vii
Table of Contents
Abstract .......................................................................................................................................... iv
Acknowledgements ..........................................................................................................................v
List of Figures ................................................................................................................................ xi
Chapter One: Introduction to the Study ...........................................................................................1
Background of the Problem .................................................................................................2
Context of the Study ............................................................................................................3
Purpose of the Study and Research Questions .....................................................................4
Importance of the Study .......................................................................................................4
Overview of Theoretical Framework and Methodology .....................................................5
Definitions............................................................................................................................6
Organization of the Dissertation ..........................................................................................7
Chapter Two: Literature Review .....................................................................................................9
White Male Identity Development.....................................................................................11
White Male Perceptions of DEIB ......................................................................................13
Common Barriers to DEIB Engagement for White Males ................................................15
Conceptual Framework ......................................................................................................20
Summary ............................................................................................................................25
Research Questions ............................................................................................................26
Overview of Design ...........................................................................................................26
The Researcher...................................................................................................................27
Participant Recruitment Procedure ....................................................................................30
Data Sources ......................................................................................................................32
Data Analysis .....................................................................................................................34
Validity and Reliability ......................................................................................................35
viii
Ethics..................................................................................................................................35
Limitations and Delimitations............................................................................................36
Findings Overview .............................................................................................................37
Research Question 1: What Lived Experiences Motivate WHCMs to Become DEIB
Advocates Within Their Organizations? ............................................................................40
Research Question 2: How Do WHCMs Describe Their Ability to Successfully
Advance DEIB Within Their Organization?......................................................................46
Research Question 3: How Do WHCMs Describe the Value of Participating in DEIB
Efforts Within Their Organization? ...................................................................................51
Summary ............................................................................................................................52
Chapter Five: Recommendations ...................................................................................................54
Discussion of Findings .......................................................................................................54
Recommendations for Practice ..........................................................................................57
Limitations and Delimitations............................................................................................62
Recommendations for Future Research .............................................................................63
Conclusion .........................................................................................................................64
References ......................................................................................................................................66
Appendix A: Nominator Invitation Message .................................................................................78
Appendix B: Nominator Follow Up Email ....................................................................................79
Appendix C: Interview Invitation Template ..................................................................................81
Appendix D: Participant Information Sheet ..................................................................................83
Appendix E: Participant Interview Sign-up Form .........................................................................86
Appendix F: Codebook with Definitions .......................................................................................87
Appendix G: Semi-Structured Interview Protocol .........................................................................88
Introduction Script .............................................................................................................88
If the Interview Is Conducted via Zoom ............................................................................89
ix
Warm-Up ...........................................................................................................................90
Societal Impact...................................................................................................................90
Organizational Context ......................................................................................................91
Perception of Their Ability to Advance DEIB ..................................................................92
Perceived Value in Advancing DEIB ................................................................................92
Wrap-Up ............................................................................................................................92

x
List of Tables
Table 1: Participant Overview .......................................................................................................29
Table 2: Data Sources ....................................................................................................................32
Table 3: Major Themes and Research Questions ..........................................................................38
Appendix F: Codebook with Definitions .......................................................................................87

xi
List of Figures
Figure 1: Conceptual Framework for Motivation to Engage in DEIB Efforts for White Men......24
Appendix E: Participant Interview Sign-up Form .........................................................................86

1

Chapter One: Introduction to the Study
Technology companies invest significant resources toward their diversity, equity,
inclusion, and belonging (DEIB) efforts each year. In 2022, Global Industry Analysts Inc. (GIA),
a premier market research company, reported that by 2027 DEIB will become a $17.2 billion
industry. Despite substantial investments, technology companies have been unable to resolve the
numerous DEIB issues they encounter (Atal et al., 2019; Dickey, 2019; Dobbin & Kalev, 2016;
Holck, 2016; Hunt et al., 2020; Kochan et al., 2003).
The lack of authentic engagement from White heterosexual cisgender men (WHCMs) in
leadership roles perpetuates the technology industry’s inability to advance its DEIB efforts
(Shelton & Thomas, 2013; Taylor Kennedy & Jain-Link, 2020). Engagement from leaders is
crucial for any initiative to succeed because they establish the strategic priorities for the
organization and distribute resources based on those priorities (Ng & Sears, 2012). Shelton and
Thomas (2013) reported that White men account for the majority of leadership roles. White men
are also more likely to avoid participating in DEIB efforts within their companies compared to
individuals from historically excluded groups (HEGs) (DuBow & Ashcraft, 2016; Flynn, 1999;
Shelton & Thomas, 2013).
Little research has studied the relationship between White men and DEIB initiatives
(DuBow & Ashcraft, 2016; Scanlon-Greene, 1996; Shelton & Thomas, 2013; Taylor Kennedy &
Jain-Link, 2020; Welp, 1997). Among the existing research, authors have focused on the barriers
that prevent White men from actively engaging in the advancement of DEIB efforts.
Additionally, current research focuses only broadly on White men regardless of their positional
status within an organization or other intersecting identities. This study will take an asset-based
2

approach and focus on understanding what motivates WHCMs in leadership roles to engage in
the advancement of DEIB within technology organizations.
Background of the Problem
Several studies highlight the lack of engagement from White men and the specific
barriers hindering their willingness to participate in the advancement of DEIB efforts (Bristol &
Scott, 2018; DuBow & Ashcraft, 2016; Flynn, 1999; Scanlon-Greene, 1996; Shelton & Thomas,
2013; Taylor Kennedy & Jain-Link, 2020). Schaufeli et al. (2002) characterizes engagement as a
“work-related state of mind characterized by vigor, dedication, and absorption” (p. 74). Vigor
refers to “high levels of energy and the willingness to invest effort in a task even when
experiencing difficulties” (Bakker et al., 2014, p. 391). Dedication is being involved in a task and
experiencing significance and enthusiasm (Bakker et al., 2014). According to Schaufeli et al.
(2001), absorption is characterized by being so mentally stimulated by a task that time appears to
progress quickly. Therefore, the engagement desired from WHCMs refers to a high level of
energy, consistency, enthusiasm, and strong connection with initiatives to advance DEIB.
The lack of participation from WHCMs in leadership roles remains a critical barrier to
the success of DEIB initiatives (Metzler, 2003; Welp, 2001; Wittenberg-Cox, 2016; Zheng,
2019). The engagement of WHCMs is critical for two reasons. First, the buy-in and active
participation of organizational leaders serves as the foundation for the success of any major
strategic change initiative. Organizational leaders hold the responsibility for socializing
initiatives and holding people accountable for their commitment to these efforts (Cohen &
Gavett, 2019; Dreachslin, 2007; Pedulla, 2020; Prime et al., 2012). Ng and Sears (2012) noted
that leaders also direct the resources, goals, and strategic focus of the organization and its
employees.
3

WHCMs hold the majority of leadership roles within organizations. In their study on
White male leadership, Shelton and Thomas (2013) reported that White men account for 40% of
leadership roles in most companies and the percentage increases with the level of leadership. At
16 of the S&P Fortune 500 companies, White men account for 72% of senior leadership roles,
despite being only 62.8% of the workforce (Bureau of Labor Statistics [BLS], 2017; Jones,
2017). As a result of their high representation among senior leadership roles, WHCMs possess a
significant amount of power and privilege that can either hinder or support the success of an
organization’s DEIB efforts (Metzler, 2003; Shelton & Thomas, 2013; Taylor Kennedy & Jain-
Link, 2020).
Second, WHCMs have a greater chance of influencing a large majority of the employee
base within their organizations compared to other identity groups. Technology companies still
report a larger representation of WHCMs throughout their workforce (Green et al., 2021).
Chrobot-Mason et al. (2014) suggested that greater similarity between a leader’s identities and
the identity makeup of the organization enhances employee connection and compliance. Since
WHCMs closely represent a significant percentage of the technology workforce, this population
is uniquely positioned to influence their peers and pave the way for successful DEIB efforts.
Context of the Study
This study focuses on WHCMs in leadership roles within the technology industry.
Corporate organizations across various industries struggle to advance their DEIB efforts;
however, the technology industry has been the focus of most of the public criticism. The industry
provides a considerable number of jobs compared to other industries, and that number continues
to grow (Scott et al., 2018). In 2022, the BLS reported that computer and information technology
roles were projected to grow by 15% over the next 10 years, adding 682,800 new jobs and a total
4

of 1 million job openings in the U.S. economy. Technology companies also pay considerably
more than other companies. In 2015, the average annual salary for technology employees was
$70,230 (Roberts & Wolf, 2018). In 2021, the average annual salary rose to $104,566 (Miller,
2022). The industry provides the greatest opportunity for historically excluded groups to rise
above the poverty line and build generational wealth.
Purpose of the Study and Research Questions
The purpose of this study is to explore what lived experiences motivate WHCMs to
become DEIB advocates, their perception of the personal value of their participation, and how
they perceive their ability to engage successfully. The findings may provide a deeper
understanding of WHCMs in relation to DEIB and help establish best practices for increasing the
number of WHCMs in leadership roles who serve as DEIB advocates. DEIB and human
resources professionals responsible for promoting inclusion within their organizations may find
these best practices particularly helpful. Three research questions guided this study:
1. What lived experiences motivate WHCMs to become DEIB advocates within their
organizations?
2. How do WHCMs describe their ability to successfully advance DEIB within their
organizations?
3. How do WHCMs describe the value of participating in the advancement of DEIB
efforts within their organizations?
Importance of the Study
The majority of research on White men’s involvement in advancing DEIB efforts
primarily concentrates on exploring the causes of their lack of engagement. The literature also
focuses on White men more broadly without considering the seniority of their role within the
5

organization, as well as other intersecting areas of privilege. As a result, current literature reveals
little about what successfully motivates WHCMs in leadership roles to participate in the
advancement of DEIB initiatives. Current research largely speculates about what could work
based on data from White men who are not engaged.
This study seeks to identify successful strategies based on data from White men who
engage in their company’s DEIB efforts. The findings may help DEIB and human resources
professionals develop initiatives that successfully convert WHCMs in leadership positions into
DEIB advocates. The increased engagement from WHCMs in leadership roles may alleviate the
burden on employees from historically excluded groups to drive organizational DEIB efforts.
Overview of Theoretical Framework and Methodology
The motivation of WHCMs was explored through the lens of expectancy-value theory, a
theory expanded on by Eccles and colleagues (Eccles et al., 1983; Eccles & Wigfield, 2002;
Wigfield & Eccles, 2002). This educational theory suggests that students are motivated to engage
in tasks when they have high expectations for success in completing the task and if they believe
the task at hand has personal value.
The current expectancy-value theory (EVT) model is broken into four segments. The first
segment is the social world. This segment includes cultural norms and expectations, the
behaviors of others, and their past experiences. The second segment is the person’s cognitive
processes, which determine how the person makes sense of and interprets the social world. The
third segment includes motivational beliefs, such as the person’s value of the task and their belief
in their ability to achieve the desired outcome. The fourth and final segment is achievement
behavior or an individual’s persistence and effort given to the task (Schunk et al., 2014).
6

EVT is an appropriate framework for understanding WHCMs’ motivations because it
provides a holistic view of what impacts an individual’s choice to engage. The theory helps
explain how WHCMs’ lived experiences, socialization, organizational context, and meaning-
making influence their willingness to participate in DEIB efforts. This study utilized a qualitative
approach using semi-structured interviews with 10 WHCMs in leadership roles at various
technology companies who are actively engaged in their company’s DEIB efforts.
This is a qualitative study attempting to explore the personal and professional experiences
that have served as motivation to engage in the advancement of DEIB efforts. The interviews
were conducted with a small sample of WHCMs in leadership roles at various technology
companies. This methodology is aligned with a constructivist paradigm, which is the belief that
multiple, socially constructed realities exist at once and that humans construct their realities by
making meaning of their lived experiences (Creswell & Creswell, 2018). This ultimately impacts
how individuals navigate and exist in the world with others.
Definitions
The following definitions provide an understanding of terminology critical to the problem
of practice and the current literature on the topic of White male engagement in the advancement
of DEIB in the workplace.
Belonging: having a meaningful voice and the opportunity to participate in the design of
political, social, and cultural structures (Powell & Menendian, 2022).
DEIB advocate: A DEIB advocate is someone recognized by individuals from
historically excluded groups as someone willing to support DEIB efforts even in the face of
resistance, brings attention to equity issues and topics, recognizes that being held accountable is
a part of the learning process, knows when to listen and make space and when to lead, and
7

demonstrates their commitment through significant time and resources (Broido, 2000; Williams,
1989).
Diversity: Dimensions of difference between individuals and groups of people, including
but not limited to race & ethnicity, age, gender identity, gender expression, ability,
socioeconomic class, sexual orientation, and religion (McKinsey & Company, 2022).
Equity: Understanding and giving people what they need to enjoy full, healthy lives
(Bogler, 2020).
Expectancy-value theory: An educational theory that suggests that students are motivated
to engage in tasks when they have high expectations for success in completing the task and if
they believe the task at hand has personal value (Atkinson, 1957; Eccles et al., 1983).
Leader: For this study, a leader is anyone who is responsible for group change and has
the power or influence to wield change in others (Northouse, 2019).
Motivation: defined as the process by which goal-directed behavior is instigated and
sustained over time (Schunk et al., 2014).
Inclusion: Authentic and empowered participation within a group or structure (Bogler,
2020).
Technology company: A business that provides a digital technical service, product,
platform, hardware, or heavily relies on it, as its primary source of revenue (Heath, 2017).
Organization of the Dissertation
Following this introductory chapter, Chapter Two gives an overview of existing literature
on the perspectives and experiences that underscore the relationship between WHCMs in
leadership roles and DEIB efforts. This chapter also highlights limitations and gaps in the
existing literature that this study attempts to address. Chapter Three restates the research
8

questions guiding the study, explains the chosen methodology used in this qualitative study, how
and why participants were selected for participation, the study setting, and the specific
procedures followed. Chapter Four provides an explanation of the consistent themes found
among the participant interviews. Chapter Five, the final chapter of this dissertation, provides a
deeper analysis of the results against existing literature through the lens of the chosen theoretical
framework. This chapter concludes with recommendations for DEIB and human resources
professionals, a description of research design limitations, as well as implications for future
research related to this topic.

9

Chapter Two: Literature Review
This literature review explores the existing research on the relationship between White
men and organizational DEIB efforts. The chapter begins by providing background on DEIB
initiatives within the technology industry. It then delves into the development of White male
identity and how this influences their self-perception and worldview. The review further
examines common perceptions White men may develop regarding DEIB and highlights the main
obstacles that hinder their motivation to actively participate in advancing DEIB within their
organizations. Finally, the chapter concludes by presenting potential strategies to encourage
greater engagement of WHCMs in DEIB efforts.
The approach employed to investigate the connection between White men and DEIB
endeavors exhibits variability across current literature. Most of the literature provides a deficit
view with a focus on life experiences and attitudes that prevent White men from engaging in the
advancement of DEIB within their organizations (Carrillo Arciniega, 2021; Shelton & Thomas,
2013; Taylor Kennedy & Jain-Link, 2020; Vianden & Gregg, 2017). This literature only focuses
on men not involved in their organization’s DEIB efforts. A smaller subset of research presents
an asset-based view by focusing on the pathways that have led White men to become DEIB
advocates (Krejci, 2007; Prime et al., 2012; Welp, 1997).
Collectively, existing literature focuses only on race and the gender binary. Current
research does not account for the privilege White men possess when they also identify as
heterosexual and cisgender. Additionally, the literature does not account for the privilege White
men possess when they hold leadership positions with authority to direct the resources and focus
of the organization. The combined privilege derived from being White, male, heterosexual,
cisgender, and in a leadership position can be critical for implementing organizational change
10

(Shelton & Thomas, 2013; Taylor Kennedy & Jain-Link, 2020). Research has the potential to
recognize additional facets of privilege that can amplify the ability of White men to facilitate
systemic transformation within their organizations. This study adds to the literature by including
additional forms of privilege, such as gender outside of the binary, sexual orientation, and
leadership level.
DEIB Initiatives in the Technology Industry
The technology industry has received most of the public criticism about its lack of
diversity and inclusive culture (Alegria & Branch, 2015; Dickey, 2019; Dobbin & Kalev, 2016;
Garr, 2014; Holck, 2016; Hunt et al., 2020). This public criticism was the catalyst for technology
organizations like Google to begin releasing annual diversity reports outlining their DEIB efforts
and any progress made over a period of time (Dickey, 2019; Levy, 2014; Rooney & Khorram,
2020). Their reports show that the most common DEIB initiative within the technology industry
focuses on increasing representation of HEGs among their workforce (Airbnb, 2022; Google,
2023; Meta, 2022).
The technology industry struggles to hire and retain Black and Latine employees, as well
as promote them into leadership roles. Alegria & Branch (2015) found that Black and Latine
workers made up less than 10% of the overall tech workforce. In the years since, the
representation of Black and Latine tech workers has increased slightly to 12% overall (Kapor
Center, 2020; Deleersnyder et. al, 2021). Black and Latine workers are also paid less compared
to their White and Asian counterparts (Oh & Lewis, 2011; Alfrey & Twine, 2016; Alegria,
2019). While Asian people are over-represented in tech, they are underrepresented among
leadership ranks (Shih, 2006; Alegria & Branch, 2015). This is especially true for Asian women
(Alegria, 2019).
11

Women of color are also underrepresented within technology companies and underpaid
compared to their male and White female colleagues (Alegria, 2020). This group also reports
consistent instances of bias or mistreatment in the workplace. For example, Latine women report
experiences of exclusion and challenges to their competence (Garcia-Lopez, 2008; Flores, 2011).
Melaku (2019) wrote that both Black and Latine women share instances of being mistaken as
secretaries or other lower-level workers. Black and Latine women are less likely, compared to
dominant groups, to experience a sense of belonging or opportunities for promotion into
leadership roles (Alfrey & Twine, 2017; Alegria, 2019).
Diversity issues within the technology industry are highlighted more often for a few
reasons. First, the industry employs a significant number of people, 5.2 million people in 2020,
and is expected to employ 6 million by 2030 (Alsop, 2021). Second, the technology industry
pays considerably more than most other industries (Miller, 2022). Between 2015 and 2021, the
average technology salary increased by 26% (BLS, 2017; Miller, 2022). Finally, the industry has
a significant impact on how society functions. Technology companies make products and
services that often dramatically change how we navigate our daily lives (Johansson, 2017).
Increasing diversity and creating cultures of belonging supports the development of products that
meet the needs of various identity groups and helps HEGs build generational wealth (Hunt et al.,
2020; Lints, 2022).
White Male Identity Development
Racial identity models serve the purpose of helping individuals develop a positive sense
of self as a racialized being (Pack-Brown, 1999). Scott and Robinson (2001) noted that these
models help us understand how people move from lower to higher levels of awareness of their
racial identity, the racial identity of others, and how their racial identity influences their lived
12

experiences. One flaw of these models is that they do not consider the impact of intersecting
identities on an individual’s awareness and lived experiences (Scott & Robinson, 2001).
Kimberlee Crenshaw (1989), who coined the term intersectionality, argued that people do not
experience the world through a singular identity lens. While the term was developed to articulate
the unique experiences of Black women compared to women overall, this concept can also
provide deeper insight into common experiences of White men within society.
Shelton and Thomas (2013) found that compared to other identity groups, White men
may lack awareness about how identity impacts their lives and the lives of others. As a result,
they may be less inclined to perceive themselves as belonging to any particular identity group or
recognize the concept of White male culture (Cabrera & Corces-Zimmerman, 2017).
Historically, society has socialized White men to believe firmly in individualism and
meritocracy, which can lead some White men to deny the existence of external forces that
prevent some individuals from achieving success and provide a boost for others (Cabrera &
Corces-Zimmerman, 2017; Carrillo Arciniega, 2021; Proudman, 2011; Shelton & Thomas,
2013). Among White men who might hold this belief, any success they obtained was due to hard
work and not special treatment based on their identities.
Compared to people of color and women, White men may express a lack of awareness of
social issues such as racism and sexism, noting that if they cannot recognize them when they
happen, then they must not exist (Cabrera & Corces-Zimmerman, 2017). White men who do not
believe in the existence of social barriers like racism and sexism may believe that any failure
someone might experience is of their own making (Cabrera & Corces-Zimmerman, 2017;
Carrillo Arciniega, 2021; Proudman, 2011). Additionally, compared to HEGs, White men may
have a propensity for a scarcity mindset and believe there will always be those who win and
13

those who lose (Carrillo Arciniega, 2021; Scott & Robinson, 2001). In cultures characterized by
this hierarchy, White men may fight to stay in control and on top at all costs (Scott & Robinson,
2001). This socialization can lead some White men to focus on obtaining high social status and
the acquisition of material things instead of quality connections with others (Proudman, 2011;
Scott & Robinson, 2001).
Proudman (2011) argued that a culture of dominance and conquering others have always
been critical components of White male culture because it was crucial to their survival. This
culture dates back to White men’s roots in the British Isles. Early life in England consisted of
fighting to gain and maintain dominance. During this time, wealth was passed down only to the
oldest son. The youngest sons were expected to build their wealth from scratch. Consequently,
other individuals were perceived as competition and adversaries. (Proudman, 2011).
The quest for wealth and status led Englishmen to travel beyond England and invade
other parts of the world already inhabited by others (Etchells et al., 2017; Proudman, 2011; Welp
& Schein, 2020). Rudyard Kipling (1899) coined this as the White man’s burden in which he
encouraged White men in the United States to do as Britain and other European nations had done
to build powerful empires. The resistance some White men exhibit toward DEIB efforts can be
understood through the lens of their socialization. Compared to other identity groups, what
White men may be taught to believe about themselves and the world around them directly
contradicts the goals of DEIB efforts.
White Male Perceptions of DEIB
White men who may be socialized to value individualism over collectivism, may hold
negative attitudes toward efforts they perceive to give people special treatment based on identity
(Cabrera, 2014a, 2014b; Carrillo Arciniega, 2021; Taylor Kennedy & Jain-Link, 2020). Carrillo
14

Arciniega (2021) wrote that some White men are more likely than HEGs to hold a strong
resentment toward inclusion efforts because of the perceived impact on their lives. White men
can sometimes feel that inclusion efforts exclude them and cause them to miss out on
opportunities such as new jobs or promotions (Taylor Kennedy & Jain-Link, 2020). They may
also believe that inclusion efforts seek to punish them and hold them accountable for problems
they did not create (Vianden & Gregg, 2017).
White men might be more likely than individuals from HEGs to develop a bias against
DEIB efforts by the time they begin college. Findings indicate that college-age White men
sometimes hold strong beliefs in individualism and meritocracy, while also demonstrating
limited awareness of race and gender-based discrimination (Cabrera, 2014a, 2014b; Cabrera &
Corces-Zimmerman, 2017). College-age White men may also express a belief that inclusion
efforts discriminate against them based on their race and undermine their hard work. As noted by
other studies, these beliefs and attitudes carry on into the workplace and may impact the success
of DEIB efforts (Cabrera, 2014a, 2014b; Carrillo Arciniega, 2021; Taylor Kennedy & Jain-Link,
2020). In their study on what White men think about DEIB efforts, Taylor Kennedy and Jain-
Link (2020) found four archetypes: detractors, persuadables, true believers, and partners.
Detractors believe that DEIB efforts exacerbate inequality by giving certain groups an
unfair advantage, which threatens their success (Shelton & Thomas, 2013; Taylor Kennedy &
Jain-Link, 2020). This perception connects directly to the scarcity mindset some White men may
develop (Carrillo Arciniega, 2021; Scott & Robinson, 2001). White men in this group who are
leaders do not believe that DEIB leads to innovation, improved leadership skills, or an improved
reputation for the company (Shelton & Thomas, 2013; Taylor Kennedy & Jain-Link, 2020).
They are more likely to believe that DEIB stalls innovation because of an environment where
15

people fear being reprimanded for sharing views that are deemed offensive (Taylor Kennedy &
Jain-Link, 2020).
White men who fit into the persuadables archetype have mixed and contradictory
attitudes toward DEIB (Taylor Kennedy & Jain-Link, 2020). While they believe that DEIB
efforts benefit everyone, they do not believe that anyone should receive special treatment
because of their race or gender. While White male leaders in this group believe that a DEIB
focus leads to more innovation, they do not believe it makes them better leaders or improves the
company’s reputation (Shelton & Thomas, 2013; Taylor Kennedy & Jain-Link, 2020).
True believers hold positive attitudes toward company DEIB efforts because they more
likely believe inclusion efforts benefit the company and increase innovation. This subset of
White men understands the need for DEIB efforts given the past and present-day lived
experiences of HEGs. Despite this understanding, White men in this group are still disengaged in
the advancement of DEIB efforts within their organization. They do not believe participation in
DEIB efforts enhances their leadership capabilities or reputation (Taylor Kennedy & Jain-Link,
2020). In other words, true believers do not see the personal benefit of engaging in DEIB efforts.
Partners, the last archetype, is a level few White men achieve (Taylor Kennedy & Jain-
Link, 2020). White men in this group are relentless champions for DEIB efforts within their
organizations. This group believes in the need for DEIB efforts, understands how these efforts
benefit them personally and the company, and is comfortable starting conversations about social
issues.
Common Barriers to DEIB Engagement for White Males
Most of the literature on the relationship between White men and DEIB focuses on why
White men avoid engaging in the advancement of DEIB initiatives (Cabrera, 2014a, 2014b;
16

Cabrera & Corces-Zimmerman, 2017; Carrillo Arciniega, 2021; DuBow & Ashcraft, 2016;
Shelton & Thomas, 2013; Taylor Kennedy & Jain-Link, 2020; Vianden & Gregg, 2017).
Additionally, the literature focuses on White men who lack engagement in the advancement of
DEIB. While many reasons for this lack of engagement have been identified, three common
themes emerge. They include a lack of safety, knowledge, and time.
Lack of Psychological Safety in DEIB Conversations
Some White men have reported feeling unsafe when engaging in DEIB efforts, which
stems from feeling unwanted in DEIB conversations, attacked for making mistakes, and blamed
for all DEIB problems (DuBow & Ashcraft, 2016; Shelton & Thomas, 2013; Taylor Kennedy &
Jain-Link, 2020). In the literature, lack of safety was often described differently from feelings of
discomfort discussing DEIB issues. Safety was noted as adverse treatment by others due to the
perception that all White men are inherently against inclusion efforts (Carrillo Arciniega, 2021;
DuBow & Ashcraft, 2016; Shelton & Thomas, 2013; Taylor Kennedy & Jain-Link, 2020).
White men who feel comfortable engaging in conversation about DEIB issues may also
feel unsafe doing so due to an increase in call-out and cancel culture (Shelton & Thomas, 2013;
Taylor Kennedy & Jain-Link, 2020). White men can be more likely to feel that one mistake can
ruin their career and reputation. Therefore, they see their participation in DEIB efforts as
detrimental as opposed to personally beneficial.
Lack of Awareness of DEIB Issues and Actions
The lack of awareness of DEIB issues among some White men ranges from being
unaware of the existence of identity-based discrimination and prejudice to feeling unequipped to
take action on these issues (DuBow & Ashcraft, 2016; Shelton & Thomas, 2013; Taylor
Kennedy & Jain-Link, 2020; Vianden & Gregg, 2017). This lack of awareness may be a result of
17

the high value White male culture places on individualism, meritocracy, and status over a
connection to others (Cabrera & Corces-Zimmerman, 2017; Carrillo Arciniega, 2021; Proudman,
2011; Shelton & Thomas, 2013). People from individualistic cultures are more likely to believe
they are the drivers of their own destiny and see themselves as people with unique characteristics
that set them apart from others (Iacoviello & Lorenzi-Cioldi, 2019). In contrast, collectivist
cultures place an emphasis on attention to others and a belief that societal dynamics influence
our lived experiences (Iacoviello & Lorenzi-Cioldi, 2019).
As a result of these individualistic values, White men may lack an understanding of
themselves in relation to other identity groups (Cabrera & Corces-Zimmerman, 2017). They may
also spend less time learning about lived experiences outside of their own and the privileges they
hold compared to HEGs (Taylor Kennedy and Jain-Link, 2020; Sherman & Thomas, 2013;
Welp, 1997). White men who develop an awareness of the influence that different social issues
have on our daily lives may still struggle to grasp how they can actively participate in Diversity,
Equity, Inclusion, and Belonging (DEIB) initiatives without inadvertently causing distress or
exacerbating harm for others. (DuBow & Ashcraft, 2016; Taylor Kennedy and Jain-Link, 2020;
Vianden & Gregg, 2017).
Lack of Time to Dedicate to DEIB Efforts
The third theme reveals lack of time as a significant barrier among White men who want
to engage in the advancement of DEIB efforts. This population reports having little time to
balance their focus on business priorities and DEIB efforts (DuBow & Ashcraft, 2016; Taylor
Kennedy & Jain-Link, 2020; Vianden & Gregg, 2017). DuBow and Ashcraft (2016) noted that
this is often a barrier within organizations where DEIB is not a consistent strategic priority.
White men in organizations like this may express being pulled in too many directions at once and
18

find it challenging to take on more than what their job requires (DuBow & Ashcraft, 2016;
Taylor Kennedy & Jain-Link, 2020).
White men might be more likely to choose to spend their limited time on activities that
support their efforts to advance their careers and obtain social status (DuBow & Ashcraft, 2016;
Proudman, 2011; Shelton & Thomas, 2013; Taylor Kennedy & Jain-Link, 2020;). Achieving
their business goals directly helps them earn promotions and make more money. Shelton and
Thomas (2013) shared that some White male leaders feel that DEIB is a distraction from the
efforts that really matter for their organization.
Suggested Strategies for Increasing Engagement of White Men
Existing literature suggests several strategies for increasing the engagement of White
men in DEIB efforts. The first suggested strategy highlights the need for continued education
and leadership development (Shelton & Thomas, 2013; Taylor Kennedy & Jain-Link, 2020;
Vianden & Gregg, 2017). Despite the bad reputation diversity education has received over the
years, training is still a necessary component of an organization’s DEIB efforts (Bregman, 2012;
Dobbin & Kalev, 2016, 2018). Training, leadership development, and peer-to-peer learning
opportunities are suggested to help increase the DEIB competence and skill set of White men
(DuBow & Ashcraft, 2016; Shelton & Thomas, 2013; Taylor Kennedy & Jain-Link, 2020;
Vianden & Gregg, 2017).
More specifically, studies reveal how peer-to-peer learning opportunities significantly
help White men develop the knowledge and skills needed (DuBow & Ashcraft, 2016; Prime et
al., 2012; Vianden & Gregg, 2017; Welp, 1997). Peer-to-peer learning may increase the
likelihood that White men will learn new skills and knowledge because they identify with those
modeling the behavior (Shelton & Thomas, 2013; Vianden & Gregg, 2017). White men taking
19

on the task of educating other White men also helps reduce the emotional labor from HEGs
(Welp & Schein, 2020; Welp, 1997).
A second strategy focuses on increasing understanding of the personal benefits of
participating in the advancement of DEIB initiatives for White men. (Shelton & Thomas, 2013;
Taylor Kennedy & Jain-Link, 2020). These benefits include career advancement, the
development of strong leadership skills, strong relationships with people from various
backgrounds, and more innovation in their work (Shelton & Thomas, 2013; Taylor Kennedy &
Jain-Link, 2020; Welp, 1997). Since White men report feeling that DEIB efforts exclude them
and their needs, as well as prevent them from accessing various opportunities, helping them
understand how advancing DEIB is aligned with their needs and goals is essential (Cabrera,
2014a; Shelton & Thomas, 2013; Taylor Kennedy & Jain-Link, 2020; Wittenberg-Cox, 2016).
The third strategy involves embedding DEIB into the business strategy through clear
DEIB metrics and accountability systems. According to Taylor Kennedy and Jain-Link (2020),
in organizations with an emphasis on achieving business goals rather than DEIB efforts, White
men with a willingness to participate were not actively engaged. DEIB efforts should be
embedded into how leaders manage their teams and work toward business success (Cabrera,
2014a; Shelton & Thomas, 2013; Taylor Kennedy & Jain-Link, 2020; Wittenberg-Cox, 2016).
The final strategy highlights the need to develop authentic and personal connections with
and work alongside people from HEGs. This strategy could help White men evaluate their
perceptions of others, feel wanted, and connected to others (Shelton & Thomas, 2013; Taylor
Kennedy & Jain-Link, 2020; Welp, 1997). The literature suggested creating opportunities for
White men to join DEIB committees through personal invitations and join ERGs as allies
(Shelton & Thomas, 2013).
20

Taylor Kennedy and Jain-Link (2020) stressed the need for White men to feel wanted in
the DEIB conversation, which was a significant reason why this population often chooses not to
engage in their organization’s DEIB efforts. While it is essential for White men to feel wanted
and connected, given the power dynamics, it should not be at the expense of HEGs (Carrillo
Arciniega, 2021). Helping White men feel more connected and create relationships should not be
a voyeuristic act. Instead, it should be an opportunity for White men to be vulnerable and
develop an understanding of how their identities connect to the world around them (DuBow &
Ashcraft, 2016).
These suggestions stem from White men not being engaged in advancing DEIB efforts in
their organization. Few researchers have focused on men who are involved and the motivating
factors that inspire their engagement. Conducting more research on White men who engage in
organizational DEIB efforts could help identify additional insights.
Conceptual Framework
This study will utilize EVT to investigate what motivates WHCMs in leadership roles to
engage in organizational DEIB efforts. The theory, first developed by Atkinson’s (1957) seminal
work, has guided the understanding of motivation in educational settings. Others have expanded
on Atkinson’s work and linked a broader list of social influences to an individual’s task choice
(Battle, 1966; Crandall, 1969; Eccles et al., 1983; Feather, 1992; Wigfield & Eccles, 1992). The
additional influences include an individual’s perception of other people’s attitudes and
expectations of them, unique historical events, and their social environment. Each researcher
postulated a connection between a person’s choice to persist at a task, the person’s expectation to
achieve the task, and their perceived value of the task. Therefore, if an individual believes they
21

can complete the task and believes that doing so has personal value, they are more likely to see
the task through to the end.
Eccles et al. (1983) described four types of value. Attainment value refers to one’s
personal value of doing a task well. Attainment value is linked to demonstrating competence in a
specific area to others (Markus & Wurf, 1987). Intrinsic value pertains to the enjoyment a person
receives from engaging in a task. Utility value is influenced by how the task at hand is beneficial
to the achievement of one’s goals—especially career goals. Even when a person does not derive
joy from doing something, if the task helps them get promoted or improves their public image,
the person is still likely to persist (Wigfield & Eccles, 2002). Lastly, cost belief focuses on the
negative outcomes of persisting at a task. These include the effort it takes to succeed at the task
and potential lost opportunities that may result from a person’s involvement.
While the theory has largely been used to explain motivation and achievement in
educational settings, this study will use it to understand what motivates WHCMs in leadership
roles to engage in the advancement of DEIB initiatives in the tech industry. Research shows that
some of the barriers impacting the involvement of White men in DEIB efforts include: their
perception of their ability to be successful; how the mistakes they make may impact their
reputation; and whether or not their involvement in DEIB benefits their career (DuBow &
Ashcraft, 2016; Shelton & Thomas, 2013; Taylor Kennedy & Jain-Link, 2020; Vianden &
Gregg, 2017). Barriers to motivating White men to engage in the advancement of DEIB efforts
relate to EVT’s factors for task persistence. The concepts identified in the literature align with
those factors in the following ways.

22

Value
According to EVT, the perceived value of a task impacts one’s willingness to choose to
engage in that task (Battle, 1966; Crandall, 1969; Eccles et al., 1983; Feather, 1992; Wigfield &
Eccles, 1992). What often drives perceived value is how engagement in the task benefits the
individual and the level of risk associated with the task (Wigfield & Eccles, 1992). Human
socialization can directly impact how individuals understand historical events, their social
environment, and their perception of what they stand to gain or lose by participating in DEIB
efforts (Iacoviello & Lorenzi-Cioldi, 2019). More specifically, White male culture is often
characterized by a focus on obtaining social status and success, as well as individualism (Cabrera
& Corces-Zimmerman, 2017; Carrillo Arciniega, 2021; Proudman, 2011; Scott & Robinson,
2001; Welp & Schein, 2020;). Therefore, the risk of losing status or the lost of the opportunity to
gain status may limit White men’s perception of the personal value of participating in DEIB
efforts.
Cabrera (2014a, 2014b) found that as early as college, White men may have a different
perception of the existence of inequality in our society compared to individuals from HEGs. In
his study, college-age White men often invalidated the felt experiences of HEGs (Cabrera,
2014a; Cabrera, 2014b). White men are more likely than HEGs to feel DEIB efforts negatively
target them and harm their careers (Carrillo Arciniega, 2021; Shelton & Thomas, 2013; Taylor
Kennedy & Jain-Link, 2020). Some White men hold the belief that DEIB efforts are a strategy to
punish them for acts of the past and behaviors of other White men, which leads to feeling unsafe
(Carrillo Arciniega, 2021; Shelton & Thomas, 2013; Taylor Kennedy & Jain-Link, 2020).
White men may feel that DEIB efforts give special treatment to people who simply did
not work hard enough and are to blame for their own misfortune (Cabrera, 2014a; Cabrera &
23

Corces-Zimmerman, 2017; Shelton & Thomas, 2013; Taylor Kennedy & Jain-Link, 2020).
According to EVT, an individual’s motivation is frequently influenced by their perception of
how others perceive and expect from them. Given the perception held by some white men
regarding DEIB efforts, it is understandable that they may perceive these initiatives to hold less
personal value compared to HEGs, resulting in their choice to refrain from participating.
Expectancy
EVT suggests that an individual’s confidence in their capability to accomplish a task
greatly influences their motivation to persist in that particular task. White men report feeling
unprepared to participate in DEIB efforts and make lasting change (DuBow & Ashcraft, 2016;
Shelton & Thomas, 2013; Taylor Kennedy & Jain-Link, 2020; Vianden & Gregg, 2017).
Additionally, White men may possess less awareness of the existence of DEIB issues and how
they impact the social environment around them compared to HEGs (Taylor Kennedy & Jain-
Link, 2020). The need to appear competent, the fear of making mistakes, and the consequences
of those mistakes diminish the motivation to engage. This is often due, in part, to their identity
development and lived experiences (Cabrera & Corces-Zimmerman, 2017; Carrillo Arciniega,
2021; Proudman, 2011; Scott & Robinson, 2001).
Organizational context impacts how White men perceive their ability to participate in
DEIB efforts. In several studies, White men expressed that their available time is primarily
dedicated to pursuing business objectives, leaving limited room to prioritize the advancement of
DEIB goals. (DuBow & Ashcraft, 2016; Taylor Kennedy & Jain-Link, 2020; Vianden & Gregg,
2017). If White men feel they have little time to participate in DEIB efforts, they may feel this
impacts their ability to successfully engage (Taylor Kennedy & Jain-Link, 2020). Organizations
continue to place a separation between DEIB efforts and business goals (DuBow & Ashcraft,
24

2016; Taylor Kennedy & Jain-Link, 2020). Therefore, White men are unlikely to reallocate time
away from business-related work that would benefit their careers (Shelton & Thomas, 2013).
Figure 1 provides an illustration of how literature concepts can contribute to the
motivating factors for task persistence outlined in EVT. It also highlights potential barriers that
may hinder the engagement of White men in DEIB efforts, potentially shaping their perception
of the personal value associated with participation. The impact of societal factors and
organizational context is likely to play a role in how White men interpret their lived experiences
and the social environment they experience, which in turn could influence their perception of
organizational DEIB efforts and their willingness to actively engage. The interview questions
used in this study were developed with reference to Figure 1 to address the research questions
guiding the study.

Figure 1
Conceptual Framework for Motivation to Engage in DEIB Efforts for White Men

25

Summary
This literature review provides an overview of current research on White men and their
relationship with DEIB efforts within organizations and beyond. The review outlines the various
factors influencing the motivation of White men to participate in the advancement of DEIB
efforts. Expectancy-value theory serves as the overarching theory, which links White men’s
motivation to engage to how they perceive the personal value of advancing DEIB and their
ability to achieve the task (Eccles et al., 1983; Eccles & Wigfield, 2002; Wigfield & Eccles,
2002).
This study provides an asset-based view of the relationship between White men and
DEIB efforts. While other literature focuses on what deters White male engagement in DEIB
efforts, this study focuses on what motivates them to participate. Additionally, the study includes
identities that provide White men with professional and social privilege, such as heterosexuality
and being cisgender.

26

Chapter Three: Methodology
The purpose of this study is to explore what motivates WHCMs in leadership roles at
U.S.-based technology companies to become DEIB advocates and support the advancement of
DEIB efforts within their organizations. The findings from this study contribute to the limited
literature on the relationship between White men and organizational DEIB efforts. Additionally,
the findings may help DEIB and HR professionals increase the number of WHCMs in leadership
roles who engage in DEIB work within their organizations. This chapter begins by restating the
research questions for the study, describing the study participants, and explaining the methods
used to execute the study from participant recruitment to data analysis. The chapter ends with an
explanation of the limitations and delimitations of the study.
Research Questions
1. What lived experiences motivate WHCMs to become DEIB advocates within their
organizations?
2. How do WHCMs describe their ability to successfully advance DEIB within their
organizations?
3. How do WHCMs describe the value of participating in the advancement of DEIB
efforts within their organizations?
Overview of Design
The study utilized a qualitative methodology conducting 10 semi-structured interviews to
answer the research questions presented in this study. The participants for this study consisted of
WHCMs in leadership roles who are actively engaged in their company’s DEIB efforts and were
identified as DEIB advocates. Given their positional and social standing, WHCMs in leadership
27

roles may be the missing component to increasing the effectiveness of DEIB efforts within the
technology industry.
Study participants were chosen using a convenience sampling approach, which involved
recruiting participants through a personal network (Merriam & Tisdell, 2016). A qualitative
method was chosen because semi-structured interviews provide a less rigid flow of information
from each participant and creates the optimal space for participants to reflect on their lived
experiences, which could result in more authentic answers to the questions being posed
(Creswell & Creswell, 2018; Merriam & Tisdell, 2016). Creswell & Creswell (2018) wrote that
qualitative approaches allow for more literary-style of writing, which would be most appealing to
the intended audience. Additionally, qualitative methods are typically best for research focused
on social justice (Creswell & Creswell, 2018).
The Researcher
I am a queer Black cisgender man who has worked in the DEIB space for over a decade
in both the technology and education sectors. I know firsthand the difficulty of convincing
WHCMs to engage in DEIB efforts and how their lack of involvement hinders the success of
these efforts. In trying to recruit more WHCMs to participate in DEIB efforts, organizations only
focus on the barriers that prevent them from engaging. I have worked with and know WHCMs
who do work to advance DEIB, and we rarely focus on developing an understanding of what
motivated those men to become more engaged. This positionality fuels my desire to contribute to
the limited research on the relationship between WHCMs and DEIB efforts within organizations
through a more asset-based approach.
My focus on WHCMs who are engaged in DEIB efforts is not an attempt to defend White
men. Nor is it an attempt to paint them in a more positive light. My interest in a more asset-based
28

approach is to ground the DEIB and HR professions’ efforts to engage more White men in
strategies that have proven to work.
My vision for what makes someone a DEIB advocate is biased by my own experiences in
the field of DEIB and frustration with the lack of engagement from WHCMs regardless of
organizational rank. I believe DEIB advocates exhibit very specific behaviors. To mitigate this
bias, I utilized existing peer-reviewed literature to define a DEIB advocate. Additionally, to
mitigate the impact of my bias about who fits this definition, I utilized a constructivist approach
by engaging a group of nominators to help identify potential participants (Creswell & Creswell,
2018).
Participants
To be eligible for participation in this study, individuals needed to be endorsed as an
active DEIB advocate by someone who self-identified as a person of color (specifically, Black,
Latine, Asian, bi/multi-racial), a member of the LGBTQ+ community, transgender, or a woman.
Participants needed to self-identify as a White, heterosexual, and cisgender man who holds a
leadership role within the technology industry based in the United States. Although there are
similarities between the United States and other countries where White men hold a dominant
social position, it is important to consider the significant cultural differences. These differences
would need to be taken into account during the data analysis process if the study included White
men from various global regions. (Morris & Prince, 2020).
All 10 study participants identified as White, heterosexual, cisgender men. However, two
of the participants did identify with a historically excluded group that was not the focus of this
study. All participants held leadership roles within technology companies based in the United
States and in the state of California where most technology companies are headquartered.
29

Participants were leaders from various departments within technology, such as engineering,
product, customer service, human resources, DEIB, and operations.
Table 1 provides an overview of the participants in this study. The table includes the
assigned participant numbers, participants’ leadership levels, ranging from manager to vice
president, senior manager, director, and C-suite. The table also includes each participants’ social
identities.

Table 1
Participant Overview
Participant
number
Leadership level White Heterosexual Cisgender Male
1 Manager Yes Yes Yes Yes
6 Manager Yes Yes Yes Yes
5 Senior manager Yes Yes Yes Yes
9 Senior manager Yes Yes Yes Yes
7 Sr. director Yes Yes Yes Yes
2 Vice president Yes Yes Yes Yes
3 Vice president Yes Yes Yes Yes
4 C-suite Yes Yes Yes Yes
8 C-suite Yes Yes Yes Yes
10 C-suite Yes Yes Yes Yes

30

Participant Recruitment Procedure
The study began with the recruitment of nominators to identify potential participants. A
convenience sampling approach was used to recruit nominators through LinkedIn posts and
sending emails and LinkedIn messages to close friends and colleagues (Merriam & Tisdell,
2016). The message sent to potential nominators can be found in Appendix A. Nominators had to
identify as a member of at least one historically excluded group (e.g., LGBTQ, women, people of
color, transgender) and have worked in the technology industry. Once individuals completed the
nominator sign-up form, they received a follow-up email that included a study information sheet
and suggested language for their outreach to potential study participants. This follow-up email
sent to nominators, the study information sheet, and suggested language can be found in
Appendix B-D.
To ensure that nominators identified potential participants who met the criteria of a DEIB
advocate, they received a definition to guide their nominations. When determining who to
nominate for the study, nominators were asked to use the provided definition as a guide. The
definition of a DEIB advocate drew from Broido’s (2000) research on the development of social
justice allies and Williams’s (1989) research on the process of becoming a social advocate. DEIB
advocate is often used interchangeably with the term social justice ally. Broido (2000) defined
social justice allies as those who are “members of a dominant social group (e.g., men, White
[people], heterosexuals) who are working to end the system of oppression that gives them greater
privilege and power based upon their social group membership” (p. 3). Williams (1989) defined
a social advocate as one who
(1) demonstrates commitment of significant personal resources; (2) uses direct action,
including civil disobedience and resistance, to effect social change; (3) is a part of a small
31

group who brings to public attention a social issue; and (4) is generally recognized by the
media and other institutions as a spokesperson for some group of people, issues, or ideas.
(p. 40)
I used both of their criteria to establish my definition of a DEIB advocate as one who
• is a member of a dominant race/ethnicity, sexual orientation, gender expression, and
gender identity group
• engages in action that advances DEIB within the organization, including but not
limited to
• spending time educating others about the systems of oppression that
negatively impact the lives of HEGs
• advocating for changes to processes, policy, and company culture
• providing sponsorship to employees from HEGs
• building diverse teams using inclusive hiring practices
• creating space for their team to reflect on how DEIB connects to their work
● is recognized by LGBTQ, people of color, transgender, women, and other HEGs as a
DEIB advocate
Once the nominators identified DEIB advocates, they emailed the potential participants to
inform them of their nomination and shared the study information sheet. The information sheet
included the purpose of the study, their rights as a participant, and definitions of all key terms
(i.e., cisgender). Furthermore, the document included instructions to schedule a 90-minute
interview appointment using Calendly. The form asked potential participants to indicate if they
would like to participate face-to-face or via Zoom. Potential participants were also asked to
provide their first and last name, their email, their current title, what technology company they
32

work for, their preferred phone number, and confirm their identity as a White, heterosexual,
cisgender man. This form can be found in Appendix E.
The information collected was used to determine their eligibility for the study. Potential
participants who did not identify as a White, heterosexual, cisgender man who worked for a
U.S.-based technology company or worked for a U.S.-based technology company the principal
investigator was currently associated with, they were excluded from the study.
Data Sources
This study used semi-structured interviews to collect data. A semi-structured qualitative
approach provides the best opportunity to understand the lived experiences and meaning-making
that led the participants to become DEIB advocates. This approach also provided space to
investigate additional information the participants shared during the interview (Creswell &
Creswell, 2018). The interviews provided insight into what motivates WHCMs to become DEIB
advocates, how they describe their ability to successfully advance DEIB, and how they describe
the value of their participation. Table 2 reflects how data were collected to answer each research
question.

Table 2
Data Sources
Research questions Interviews
What lived experiences motivate WHCMs to become DEIB advocates
within their organizations?
X
How do WHCMs describe their ability to successfully advance DEIB
within their organizations?
X
How do WHCMs describe the value of participating in the advancement
of DEIB efforts within their organizations?
X
33

Instrumentation
The interview protocol employed a semi-structured format of 14 open-ended questions,
broken into four subcategories that helped group the interview questions by specific areas of
influence on the motivation of the participants’ engagement in DEIB efforts. This interview
protocol can be found in Appendix G. The interview questions were designed based on
expectancy-value theory and the components of the study’s conceptual framework. Each sub-
category consisted of questions and a series of possible probes to encourage more detailed
responses.
The categories included societal impacts on their engagement in DEIB efforts; how the
organizational context influences their engagement; their perception of their ability to advance
DEIB efforts; and how valuable they believe their participation is to their own career and to the
organization. A semi-structured interview was the best option for this study because it allowed
the free and natural flow of information from the participants about their lived experiences and
perspectives instead of restricting participant responses (Merriam & Tisdell, 2016).
Data Collection Procedures
All interviews were conducted using Zoom, an online meeting platform, which was the
method selected by each participant. The Calendly platform sent automatic reminders to each
participant 24 hours in advance and again an hour before their scheduled interview time slot.
During the scheduled interview and before recording began, participants were reminded of their
rights to end the interview at any time and decline to answer specific questions. During this time,
participants were also reminded of how their identity would be protected through the use of
participant numbers and secured using a Google Drive only the principal researcher could access.
34

Participants were then asked for their permission to record the interview using Zoom and
informed that an audio recording of the interview would be sent to a transcriptionist to aid in the
analysis of their interview. Participant names were changed to their assigned participant number
before the recording began. Names, company names, and participant titles were not mentioned
during the interview in order to further protect their identity.
Most interviews lasted one and a half hours, inclusive of the time spent reviewing the
participants’ consent to participate in the study and record. The shortest interview lasted one-
hour and the longest interview lasted two-hours. Upon completion of each interview, recordings
were uploaded to the Google Drive and shared with the transcriptionist, Taryn Nash, to be
transcribed. The transcriptionist’s access to each recording was removed upon receiving each
transcript.
Data Analysis
After each interview, the audio recording was sent to a transcriptionist. Transcripts were
then analyzed in relation to the research questions, the theoretical framework, and conceptual
themes linked to what influences WHCMs to become DEIB advocates. Each transcript was first
reviewed to identify general ideas of what participants shared and the overall tone of the
participants’ answers for each question. Also during this initial review, trends were identified
and a summary of what each participant shared was developed.
The second review involved coding the data. A posteriori coding method was used by
identifying codes that emerged directly from the data (Gibbs, 2018; Merriam & Tisdell, 2016).
First, consistent phrases, words, and quotes were organized into categories. Next, those
categories were organized under specific codes. Codes were then organized into themes within
35

each interview and across interviews. Lastly, the codes and themes were connected to one of the
three research questions. A list of the codes and their definitions can be found in Appendix F.
Validity and Reliability
Three main strategies were used to maximize the credibility and trustworthiness of the
study. The first strategy, reflexivity, consisted of self-reflection on how my bias and positionality
impacted the interpretations of the findings (Creswell & Creswell, 2018). My identity as a queer
Black cisgender man who has over 10 years of experience in the DEIB field influenced how I
interpreted my observations and the participants’ responses. The second strategy included
presenting discrepant information to combat the influence of bias and my positionality. I
included information that challenges my own interpretation of the themes or at the very least
provides a different perspective. By providing additional perspectives that are different from my
own, I exhibit an openness and willingness to challenge my own assumptions (Merriam &
Tisdell, 2016). The final strategy, built into the dissertation process, is an expert review strategy
(Creswell & Creswell, 2018). My dissertation committee reviewed my study, asked questions,
and challenged my analysis of the data. For reliability, a codebook was created to monitor the
application of the codes and to prevent shifts in the meaning of the codes being used (Creswell &
Creswell, 2018).
Ethics
Participants were informed of their right to withdraw from the study at any time. They
were also notified of their right to skip any interview question. Informed consent and permission
to record were obtained at the beginning of each interview session. Any identifying information
was removed, and participants were given a participant number. All collected data is stored in a
36

password-protected Google drive folder accessed on the principal investigator’s personal laptop
in accordance with USC and IRB mandates.
Limitations and Delimitations
The chosen methodology was designed to obtain narratives and information from the
participants as it relates to what motivated them to become DEIB advocates, how they describe
their ability to successfully participate in DEIB efforts, and how they describe the value of their
participation personally and to the organization. Anticipated limitations include the discomfort
that might have existed among my participants given my identity as a Black, queer, cisgender
man and their identity as WHCMs. The historical and current tension between these two identity
groups may have impacted the participants’ willingness to give truthful responses or provide
exaggerated answers. The sample size for this study provides a great starting point for future
research. However, any future research should include a larger group of participants.
The main delimitation in this study is only including participants who identify as
WHCMs in senior leadership roles at U.S.-based technology companies. The inclusion of
additional factors may have further limited the number of participants in the study. WHCMs who
do not hold senior leadership positions or hold additional areas of privilege could serve as
additional resources. Those areas of privilege may include religion, disability, and
socioeconomic class.
The asset-based approach utilized in this study could reveal new knowledge about the
relationship between White men and DEIB efforts. A focus on WHCMs currently involved in
DEIB efforts could identify a set of strategies different from what is offered in existing research.
This endeavor could serve as a catalyst for further scholarly exploration of this topic.

37

Chapter Four: Findings
This study aims to understand what motivates WHCMs in senior leadership positions to
engage in the advancement of organizational DEIB efforts. Furthermore, it investigates how
White male DEIB advocates perceive their capacity to drive DEIB efforts and the value of their
participation. The following research questions guided this study:
1. What lived experiences motivate WHCMs to become DEIB advocates within their
organizations?
2. How do WHCMs describe their ability to successfully advance DEIB within their
organizations?
3. How do WHCMs describe the value of participating in DEIB efforts within their
organizations?
Chapter Four outlines the key themes and sub-themes identified within the participant
interviews. The chapter begins with a brief overview of each theme organized by research
question. Next, the themes are connected to the components of the conceptual framework
guiding this study. Then, a deeper analysis of each theme and subtheme, organized by the
research question, is provided. The analysis of each theme is supported by quotes from the
participant interviews. Finally, the chapter concludes with a brief summary of the results of the
study.
Findings Overview
Participants did not identify a single path that led to their involvement in DEIB efforts.
While the participants had diverse lived experiences that shaped their worldviews, the data
collected from the interviews revealed consistent influences on their initial motivation to engage
38

and their sustained involvement. Table 3 provides an overview of the five major themes and sub-
themes found among 90% of the participants’ responses.

Table 3
Major Themes and Research Questions
Title Theme Research
question
Subtheme 1 Subtheme 2 Conceptual
framework
Theme 1 Personal
relationships
motivate
WHCMs to
engage in DEIB
efforts.
RQ1 Friends and
colleagues
who are from
HEGs
Role models
who
showcase
equitable
behavior
Societal
impact
Theme 2 WHCMs describe
their ability to
advance DEIB
with high self-
efficacy.
RQ2 Need for
continued
education
about
themselves
and DEIB
issues
More can be
done to
advance
DEIB
Meaning-
making
Theme 3 Personal
fulfillment is
the value of
engaging in
DEIB efforts
for WHCMs.
RQ3 – – Societal
impact

Meaning-
making

Note. Blank cells indicate a lack of subthemes.

39

The first theme identified across all 10 of the participant responses is personal
relationships. This theme addresses the first research question, which inquires about the lived
experiences that motivate this population to help advance DEIB. The participants described two
specific types of personal relationships that serve as sub-themes. Subtheme 1 is friends and
colleagues who are from HEGs, such as people of color, women, and LGBTQ individuals. This
subtheme was found among 90% of the participants’ (n=9) responses. Among 80% of the
participants’ responses (n=8) was Subtheme 2, role models who usually identify similarly to the
participants and showcase equitable behavior. Role models included supervisors, professors,
parents, and grandparents.
High self-efficacy, the next theme, answers the second research question pertaining to
how WHCMs describe their ability to participate in the advancement of DEIB within their
organizations. This theme, which emerged from 90% of participant responses (n=9), speaks to
participants’ confidence in their ability to help advance DEIB efforts. However, participants did
express opportunities for development. Two sub-themes provide more specificity about how the
participants describe these areas of development. Subtheme 1 focuses on the participants’ belief
that they always have more to learn about themselves and DEIB issues. Subtheme 2 reveals
participants’ belief that they could and should be doing more to advance DEIB efforts within
their organizations. Ninety percent of the participant interviews (n=9) referenced each of these
sub-themes.
The third theme that emerged among all 10 participants is personal fulfillment. This
theme provides insight into the third research question focused on how WHCMs describe the
value of engaging in DEIB efforts. However, it also has implications for what motivates this
population to sustain their engagement. While some participants also mentioned career
40

advancement, increased social status, and money as benefits, personal fulfillment was weighted
the highest among participants.
The study’s conceptual framework demonstrates how literature concepts shape the
motivating factors for task engagement and persistence. Those concepts include societal impact,
organizational context, and meaning-making among White men. The humble confidence and
self-gratification the participants expressed relate to the meaning-making concept within the
framework. The emergence of these feelings stems from participants’ interpretation of their lived
experiences and active involvement in DEIB efforts. The personal connections with friends and
colleagues from HEGs and role models who showcased equitable behaviors speak to the societal
impact on the participants’ motivation to engage. Participants’ experiences with people from
different backgrounds and exposure to more diverse environments influenced their perception of
the world and their own positionality.
Research Question 1: What Lived Experiences Motivate WHCMs to Become DEIB
Advocates Within Their Organizations?
The most significant lived experiences that motivated participants to authentically engage
in DEIB efforts were personal relationships with individuals from HEGs and role models who
share similar identities. Participants did note additional, but less significant lived experiences,
such as leadership support and direct experiences with hardship and marginalization. However,
participants continually returned to their personal relationships as having the most significant
influence on their worldview, self-awareness, and their commitment to advancing DEIB.
Personal Relationships
All 10 of the participants described a pivotal relationship that changed how they
understood the world and their behavior. The relationships participants described were not
41

surface-level relationships, such as mere acquaintances. Participants described deep and close
relationships centered on mutual trust. This trust served as the foundation for each participant’s
willingness to express vulnerability, to make mistakes, and to have their views challenged.
Participants did not feel judged in these relationships and as a result did not feel the need to be
defensive. Therefore, they were more open to listening and learning.
Participant 8 articulated the role of trust particularly well. He said, “Because that’s the
only way I came out of my shell, so to speak. I have someone who’s supportive, that allows me
to just take the first step and go. … Those experiences have given me confidence.” Through
these personal relationships, participants could identify and investigate the privileges they
possess as WHCMs and challenge their understanding of the world around them. Participant 1
shared, “I’ve talked to a lot of people who boosted me up and [have] given me confidence [and
shared] that I have a lot to give and there’s value in someone who looks like me engaging in this
work”. Through their personal relationships, participants also developed the necessary self-
efficacy to engage in actions that enhance the progress of DEIB goals.
Friends and Colleagues from HEGs
Participants expressed a deep awareness of their privileges compared to individuals from
HEGs. They attributed this awareness to their personal relationships with friends and colleagues
who identified as members of HEGs. One participant shared that he learned about the
experiences of Black women through his close relationship with a former supervisor. Participant
9 stated, “I built a strong personal connection to a person who is a Black woman. I was able to
learn more about her experience as a Black woman. Learning about her experiences made me
want to be a better advocate.” These close personal relationships taught participants about lived
experiences outside of their own.
42

In some cases, participants learned for the first time about the lived experiences of people
from HEGs. Most importantly, participants learned to hold two truths at once. One truth
embodied their own experiences with hardship and marginalization, which required hard work
and grit to overcome. Another truth revealed how, as WHCMs, they benefit from unearned
privilege compared to other identity groups. Participants expressed an understanding that an
acknowledgment of one truth did not diminish the importance or existence of the other.
Participants also discussed learning more about the experiences of other identity groups
when they entered spaces or engaged in activities where more diversity existed. Participant 3
shared that his increased understanding of different worldviews developed when he left his
homogenous community and went to college. He stated,
I think growing up, I feel like I was a product of my environment. And, so, my views on
the world skewed a bit more conservative just based on the suburbs. But as I graduated
from the suburbs into a more urban environment and spent more time with folks from
different areas in college, I started to realize the unity of all people.
The connection participants built with people from different backgrounds revealed new
information about themselves in relation to others.
Participant 6 shared,
I played a lot of sports growing up, so I hung out with a lot of Black folks in the rural
south. And so, you see a lot because you get this interesting experience when I go to the
mall with my White friends, it’s a much different experience when I go to the mall with
my Black friends, right? And so, I never had to question whether that existed.
Participant 8 shared this same sentiment when asked how he came to recognize the difference
between his experiences and those of people from HEGs. He stated, “It’s just my experience and
43

exposure to seeing [inequity] happen around me.” These experiences suggest that engagement in
environments with increased diversity, where close connections can be formed, promotes cross-
cultural understanding and greater self-awareness. Close interactions with individuals from
HEGs and navigating more diverse environments empowered to critically reassess their
worldview and learn about the unique experiences of HEGs. Participants became increasingly
aware of the existence of various social issues that impacted the lived experiences of individuals
outside of their identity group.
Role Models
Eighty percent of the participants mentioned relationships with role models or authority
figures as catalysts for their choice to engage in DEIB efforts. Participants acknowledged family
members, professors, supervisors, and mentors as individuals in their lives who showed them
how to engage in DEIB efforts as WHCMs. Participant 7 shared a mantra he learned from his
mentor, “do the right thing, no matter the cost.” This has become one of Participant 7’s personal
values and a significant reason why he engages in DEIB efforts. He went on to say, “I just had a
feeling that once I’m done with business school that if I ever had an opportunity to make any
kind of little difference in my little corner of the world, I was going to do it.” This mentor had a
long-lasting impact on how Participant 7 chose to utilize his positionality as a WHCM to make a
difference in the world.
For some participants, witnessing inclusive behavior in action informed their own
behavior. Participant 3 reflected on a supervisor who set the tone and influenced his approach to
leadership, as well as building and retaining diverse teams. He shared,
When I joined my previous role, the VP of engineering, who was my boss, was a White
straight guy, just like me. In my peer group, so his direct team, I was the only other White
44

guy on that team. … There was an Indian, there was a Black guy, there was, you know,
all kinds of people of different backgrounds on that team and among the engineering
leadership. What I know is, that doesn’t happen by accident. You have to work f***ing
hard for that to happen. And so, I learned from him. I saw him do that. And I know he
didn’t just like happen upon a group like this, but he made that group. And so, as I went
to this new role, I knew that was so important to me and to the organization.
Observing how his supervisor took action to advance diversity not only helped Participant 3
cultivate a personal commitment to DEIB, but also provided a blueprint for what his engagement
could look like as a leader within an organization.
Another participant discussed his experience taking a course on diversity in which the
professor, a White man, modeled effective facilitation of difficult conversations among a diverse
group. Participant 4 shared,
I would say that [the professor] did a really good job, and he was very thoughtful and
calm and respectful and led the [diversity class] in a way where it was all about the
discourse and processing and everything. So, I thought he did a really good job. It might
have subconsciously legitimized it a bit, having been put on the table and facilitated by
White men. So, in some ways, it was maybe like good modeling for me, but I didn’t think
I was aware of it at the time.
Through the direct observance of inclusive behavior, engagement in DEIB efforts became less
abstract and more tangible. This ultimately increased participants’ self-efficacy in regards to
their involvement in DEIB efforts.
Participants also noted close family members who role-modeled inclusion. Ninety
percent of the participants mentioned that a family member significantly influenced their desire
45

to contribute to making the world a better place. Participant 1 reflected on his upbringing in a
wealthy part of Northern California and the antisemitism his family faced. Even with their
experiences of being discriminated against, he noted his parents’ emphasis on acknowledging
their privilege. He shared, “one of the things that was really important to my parents was to
recognize that we were incredibly lucky to be in that environment [because] most people are not
[and] do not have those advantages.” Role models also helped participants develop cognitive
dissonance and acknowledge both their experiences of marginalization and privilege.
The influence of family members was not solely derived from direct or intentional
teachable moments. For a majority of the participants, they learned by observing their family
members’ day-to-day behaviors. Participant 3 mentioned, “My parents embraced my sister when
she came out. They went to GLAAD meetings. It shaped me into who I am and how I approach
people.” Another participant reflected on the role his grandparents’ actions played in his decision
to be a DEIB advocate. Participant 8 said,
My grandparents sort of both retired from the police force. They stepped up and they took
me from my mother to take care of me and gave me an opportunity to go to a fancy
school and to actually have a mother and father sort of figurehead in the family. It wasn’t
until my 20s, I really understood and appreciated that they had an opportunity to step in
and make a difference to make my life better. So, translate that to work. I look around,
I’m like, there are lots of opportunities to make people’s lives better, because the
situation or circumstance they don’t control is controlling them. Like they are not in a
position to necessarily make the changes themselves that they need to make, they need
someone to help them. And then just like me and my grandparents, I get to then carry the
torch at some point, right? But they did do a lot. They put me on the right path; they gave
46

me tools, they gave me insights, knowledge, and all these things. And then I get to now
decide how I want to use that.
A shared identity distinguished these relationships from the participants’ connections
with friends and colleagues. The role models shared one or all of their identities and laid the
foundation for the participants’ choice to engage, learn, and take action toward advancing DEIB.
Participants’ experiences with role models highlight the need for WHCMs to identify with
individuals who can exemplify engagement in DEIB efforts.
Inclusive behavior and cross-cultural interactions were not solely limited to their
childhood experiences. An equal number of participants recalled experiences with either a friend,
colleague, or role model they met later in life in the workplace. This indicates hope that WHCMs
can emerge as DEIB advocates and that early childhood or adolescent exposure to difference and
role modeling is not the only way to inspire this group to engage in DEIB efforts. What seems to
matter most is that the relationship is one rooted in mutual trust, respect, and vulnerability.
Research Question 2: How Do WHCMs Describe Their Ability to Successfully Advance
DEIB Within Their Organization?
Ninety percent of the participants (n=9) described their ability to successfully advance
DEIB within their organizations with high self-efficacy. Participants did not attribute their
confidence to their skills or ability to solve DEIB issues. On the contrary, Participants frequently
acknowledged the need for increased awareness of DEIB issues and solutions to address them.
Participant 2 stated, “I come at this work with humility. I don’t know what the hell I’m doing
half the time.” Having the solutions to DEIB issues was not a prerequisite for feeling confident
in their ability to make an impact.
47

Participants’ confidence seemed to stem from the privilege they possess as both WHCMs
and leaders within their respective organizations. When sharing his experience as a WHCM who
works to advance DEIB, Participant 1 shared, “Most of the leaders that I’ve been working with
have been White men. And most of their leadership teams have been White men.” He went on to
say, “They see me as more of a peer or someone that has similar life experiences that they can
connect to. And so, I think it has opened doors for me.” Participant 2 realized early on that his
identity as a WHCM afforded him more social capital than people from HEGs. He stated,
As a White male, I probably fared better from outward appearances than a Japanese
female or something like that. I think I picked up on that s*** pretty early. Like, “Oh,
that’s not right.” And I think, not only did I pick up on it early, I think I realized early
that I’m in a position of privilege.
Participants demonstrated an understanding of how their privilege could be used to influence
other WHCMs and contribute to the DEIB work happening within their organizations. This
awareness of how their privilege as WHCMs makes them more likely to influence their peers
provided a high level of self-efficacy in their ability enact change.
Participant 7 believed his identity as both a White man and a senior leader made
advancing DEIB his responsibility and gave him the opportunity to influence others from similar
backgrounds. He stated, “I feel a responsibility, that it’s up to me to do something, to right the
playing field. … I like to think that maybe my voice has a little bit of weight in my role here.”
Participant 8 believed his role as a senior leader made it easy for him to bring up DEIB topics
with his peers:
48

I feel like today at an executive level, in a company where we’re sitting as a leadership
team, I have the ability to inject, to raise topics, to encourage, and to support different
ideas of what DEIB could mean to a company.
Participants recognized how their involvement and support could uniquely advance
organizational DEIB efforts further because of the high value society places on the voice and
opinions of WHCMs, especially those in leadership roles.
While participants were confident in their ability to engage, they were also forthcoming
about their limitations. Participant 1 exhibited this when he shared, “I’m not saying I’m perfect
and that I would come up with absolutely the right solution and be able to see it all the way
through.” Participants also often referred to their identities as WHCMs as a way to diminish or
downplay their involvement. Participant 6 shared, “I don’t feel that cool or worthy of
celebration, and I really don’t think that the path forward is celebrating more White men or
straight White guys.” Participant 10 expressed the same sentiment when asked about his ability
to advance DEIB. He stated, “I always feel weird because of my identities. I cringe a little if I am
presenting myself as a leader for DEI. Questioning how successful I’ve actually been.”
Participants’ statements highlight the need for further research into the potential role of shame
and guilt on WHCMs’ engagement in DEIB efforts.
Need for Continued Education
The participants’ expressed a need for continuous education on DEIB issues impacting
HEGs. Participants felt they could be more useful if they had a deeper understanding of the
various DEIB issues. Participant 5 stated, “I’d say that I need to continue building my capacity to
listen and understand different people’s experiences and needs, fill in my own blind spots, meet
people where they are, and continue to develop skills to be of service.” Participant 8 shared,
49

I’m learning all the time. This is not me coming in with a grand plan. This is more, let’s
look at what is happening, think back to my own experiences, and then see what I can do
to influence or help. Hopefully, it’s enough.
Given their identities, participants demonstrated an acute awareness of their limited
comprehension regarding experiences beyond their own. Consequently, they recognized the
importance of approaching DEIB efforts with a primary focus on listening and learning.
Participants harbored doubts about their ability to lead DEIB efforts. They believed
learning about these issues alone could not compensate for the lack of shared experiences with
individuals from HEGs. Participant 3 mentioned, “I don’t have the experiences of those groups
of people, either race, gender, sexuality. I don’t have those experiences. It feels like I could not
be authentic in my attempt to lead this work.” While participants felt strongly that HEGs should
lead the work because of their firsthand experience with DEIB issues, they understood the need
for privileged identity groups to show significant support and use their social capital to advance
the work.
More Can Be Done
Participants conveyed a sense of inadequacy in terms of their contributions to advancing
DEIB within their organizations, leading to discomfort when being recognized as advocates for
DEIB. Participant 9 noted, “I was surprised to have been nominated for this study because I
always feel like I could be doing more.” Although they did not articulate what more could be
done, it was an innate feeling the participants could not shake off. This feeling seemed to come
from a space of guilt or shame, again, connected to their identities as WHCMs. Participant 6
emphatically stated, “I didn’t f***ing organize a march, dude. I didn’t, like, do anything
meaningful.” Participants felt that being celebrated or receiving public acknowledgment for their
50

involvement was an insult to the HEGs who are directly impacted by DEIB issues and who have
been fighting to advance equity for much longer.
For Participant 6, the additional work he could be doing was at odds with the comfortable
lifestyle he has come to enjoy. He shared,
There’s stuff we could talk about and advocate for, but I think we both know that then
this lovely cushy life where I get to sit in my house, pet my dog, and make a dumb
amount of money is over there.
Participant 6 felt that the additional actions he could take to advance DEIB could cost him his
job. He went on to say, “I respect the hell out of somebody who believes something so hard that
they’re like, ‘I’m gonna give up the money to pursue justice.’ That’s a level of commitment to
one’s ideals I guess I do not currently hold.” For this participant, doing more meant increasing
his willingness to sacrifice his own comfort for the greater good, which currently limited his
engagement.
The desire to contribute more to the advancement of DEIB efforts and increase their
understanding of HEGs’ lived experiences suggests the need for authentic and mutually
beneficial cross-cultural interactions. People from HEGs have firsthand perspectives about the
DEIB issues they face and the types of action needed to combat them. White, heterosexual,
cisgender male advocates offer their perspectives and leverage their shared identity, seniority,
and access to resources to influence their peers within the organization. Additionally, WHCMs
may still struggle with the risk involved in taking more action to advance DEIB. This suggests a
need for an increased understanding of the collective value of advancing efforts that benefit a
wider range of people.
51

Research Question 3: How Do WHCMs Describe the Value of Participating in DEIB
Efforts Within Their Organization?
One hundred percent of the participants in this study referenced personal fulfillment as
the most significant value of their involvement in advancing organizational DEIB efforts.
Personal fulfillment is characterized by aligning their actions to their values and contributing to
efforts that make their organizations better for more people. They saw their participation in
DEIB efforts as an opportunity to serve a greater purpose outside of themselves. Personal
fulfillment is a form of intrinsic motivation. Participants were not concerned with how their
involvement made others see them, but rather how they saw themselves. Participant 3
exemplified this when he shared, “It’s like I’m able to help. I’m able to give back. I’m able to not
just have it be all about me. I guess it kind of removes some of the self-centeredness.” Participant
7 continued this when he said, “My satisfaction comes from seeing others grow.” Their personal
fulfillment derived from seeing others benefit rather than only seeing themselves gain.
While personal fulfillment did not emerge as a factor in the participants’ initial choice to
engage in DEIB efforts, it does serve as intrinsic motivation for their sustained engagement. For
example, participants reported feeling immense fulfillment when they saw how their
involvement in DEIB efforts aligned with their personal values. This feeling is often what they
leaned on when they ran into roadblocks in their DEIB work. Participant 1 shared, “The most
fundamental value is that I am able to express my personal values through my work. And that
alignment is empowering. And it provides the wind in my sails, particularly when things are
rough.” Participant 9 also mentioned personal fulfillment as an intrinsic motivator. He said,
“There’s an intrinsic motivation to be proud of who I am as a person.” The participants’
engagement in DEIB efforts was an act of aligning their behavior with their personal values.
52

Participants experienced personal fulfillment when they were able to self-actualize their
personal goals and values. Participants often talked about the desire to look back at their lives
and see how they contributed to making society and the workplace better for others. Participant 4
felt that his involvement in DEIB efforts helped him become more of the person he wants to be.
“Once I became aware that I could do something about the inequities, I [began] to really try
doing what I could. I’m doing more in the world and becoming closer to the person I want to
be.” The chance to exhibit the type of characteristics and core competencies they valued most
allowed participants to feel accomplished and pleased with how they chose to use their privilege
and influence.
Participants did mention career advancement, positive reputation, and potential for
increase in salary as valuable outcomes of their engagement in DEIB efforts. They also
understood the ways in which advancing DEIB benefited the organization by helping to retain
employees, increased revenue, and foster greater innovation. However, these components were
only mentioned when probed several times. Participants instinctively identified and kept
returning back to the value they derived from the connection between their involvement in DEIB
work and their personal values.
Summary
The primary motivators for WHCMs’ engagement in DEIB efforts are trusted personal
relationships with individuals from HEGs and connections with peer role models who exemplify
DEIB work for WHCMs. Each participant discussed how their close relationships with people
from HEGs transformed their perspective on the world and increased their self-awareness. A
foundation built on mutual trust afforded participants the safety to be vulnerable and open to
learning about the lived experiences of others.
53

Their connection to role models provided a stronger understanding of what advocacy
looked like in action. As a result, participants could begin taking direct action using the
knowledge from their close relationships with HEGs and examples from role models.
Participants were able to engage in DEIB efforts in a manner that respected the experiences of
HEGs and created positive change within the organization. While the personal gain of personal
fulfillment did not serve as an initial motivator for these participants, it did support their
sustained involvement. Participant 6 articulated this well: “We are people who are very
concerned with our own identity and self-perception and any good movie villain thinks they’re a
good person because we all think we’re good people.” An opportunity exists to enable WHCMs
to recognize the correlation between their aspiration for a positive self-image and their active
participation in advancing DEIB efforts.

54

Chapter Five: Recommendations
Chapter Five provides an overview of three recommendations for engaging more
WHCMs to become DEIB advocates and support the advancement of inclusion efforts within
their organizations. The chapter begins with an overview of how the findings address the themes,
components from existing literature, and the conceptual framework guiding the study. This
section also explains how the findings address the chosen problem of practice regarding the lack
of engagement from WHCMs in organizational DEIB efforts. Next, the chapter presents a broad
overview of the recommendations being put forth, followed by a comprehensive explanation of
each suggested action, drawing upon the insights derived from Chapter Four.
Discussion of Findings
This study focuses on the lack of engagement in DEIB efforts from WHCMs in
leadership roles within the technology industry. The findings reveal themes that positively
influenced the study participants to become DEIB advocates within their organizations.
Knowledge of these themes could help design interventions that increase the number of White
male DEIB advocates.
The three themes from the participant interviews align to the key factors outlined in the
current literature and conceptual framework that impact WHCMs’ engagement in DEIB efforts.
The key factors from the literature include White male identity development, lack of
psychological safety, lack of awareness about DEIB issues, and lack of time to participate. The
components of the conceptual framework consist of societal influences and how WHCMs derive
meaning from their lived experiences that ultimately influences their self-efficacy, outcome
expectancy, and perception of value in a specific task. The three themes provide deeper insight
55

into how these components may influence White men’s willingness to participate in DEIB
initiatives.
Personal Relationships
Participants emphasized the impact of close personal relationships with people from
HEGs and role models. Personal relationships provided participants with a sense of
psychological safety and increased awareness of DEIB issues. Additionally, participants felt
comfortable having their worldview challenged and became more receptive to understanding
their societal privileges. Role models provided tangible actions participants could incorporate
into their day-to-day lives as DEIB advocates. Overall, their personal relationships made the
participants feel wanted and valuable to the work being done to advance inclusion.
Personal relationships highlight the societal impact and meaning-making components of
the conceptual framework. The relationships participants described were established either
during their childhood, time in college or within the workplace. These relationships facilitated
involvement in diverse environments and exposed individuals to lived experiences distinct from
those of White men who are not engaged in DEIB efforts. Through those lived experiences and
the resulting meaningful insights, the WHCMs in this study developed a broad worldview and
became motivated to actively contribute toward fostering inclusive workplaces. Their personal
relationships contributed to greater awareness, which ultimately played a role in their increased
self-efficacy.
High Self-Efficacy
Previous literature surveying White men’s engagement in organizational DEIB efforts
identified limited awareness of social issues as a significant barrier. White men perceived their
limited knowledge as a hindrance to their ability to participate successfully. While the
56

participants in this study conveyed a similar sentiment surrounding the need to learn more about
DEIB topics, their knowledge deficit did not serve as a barrier to their involvement; rather,
participants felt confident in their capacity to leverage their privilege and drive transformation
among their White male peers.
Uninvolved White men also expressed how constrained time made them incapable of
effectively contributing to DEIB efforts. This indicates that White men in past studies may
perceive DEIB efforts as a separate endeavor from their work aimed at achieving business goals.
Participants in this study, however, described involvement in DEIB efforts as an intrinsic
competency of their role as leaders. Additionally, participants expressed a moral duty as
WHCMs to do their part to create more equitable workplaces. Hence, DEIB involvement was not
perceived as extra work that required additional time to complete. In fact, participants frequently
noted that White men who use lack of time as a roadblock are making excuses.
Participants’ high self-efficacy also addresses the societal impact and meaning-making
components of the conceptual framework. The WHCMs’ confidence in their capacity to
effectively advance DEIB efforts originated from their relationships with individuals from HEGs
and influential role models. The meaning and purpose WHCMs derived from those lived
experiences and relationships influenced how they understand the world and their role in DEIB
work. In this study, WHCMs firmly believe that their role involves leveraging their position as
WHCMs to exert influence on others and the environment. Moreover, the significance
participants drew from their lived experiences as WHCMs helped them develop a strong
outcome expectancy.
57

Personal Fulfillment
This study revealed personal fulfillment as the most significant value derived from
participants’ participation in DEIB efforts. Participants in this study were intrinsically motivated
by the opportunity to engage in activities that benefitted the greater good. White men may be
more likely than other identity groups to focus on what is good for the individual rather than
what benefits the collective. As a result, many might not expect this population to exhibit
behaviors or take actions that help advance DEIB efforts. This theme reveals both a different
type of White male identity development that is not steeped in individualism and the possibility
that certain lived experiences can have a significant impact on the behaviors of WHCMs.
This theme also shows how White men draw meaning from their involvement in DEIB
efforts. Participants in this study were able to interpret not only the value of advancing DEIB to
organizations, but also the value to them personally. Their ability to derive meaning that
connects them personally to their DEIB efforts helps to sustain their involvement. As a result,
this meaning-making supports WHCMs in developing a deeper personal connection to DEIB
work.
Recommendations for Practice
The following section describes three recommendations for human resources and DEIB
professionals to consider when developing initiatives to engage more WHCMs in their
organizations’ DEIB efforts. Depending on resources, these recommendations could be
implemented individually. However, each recommendation addresses a different component of
what motivates WHCMs to choose to engage and sustain their engagement. It is recommended
that human resources and DEIB professionals implement these recommendations simultaneously
as a year-long cohort program.
58

The recommendations should not be utilized as a punishment or intervention to address
negative behavior exhibited by WHCMs. This will only contribute to greater distance between
WHCMs and DEIB initiatives. Instead, these recommendations are best suited for WHCMs who
volunteer to participate and express a desire to become more involved in creating more equitable
workplace cultures. DEIB and human resource professionals should be prepared to adequately
address conflict and unintentional behavior that may arise from bringing individuals from
different backgrounds together to discuss sensitive topics such as oppression and privilege.
Leadership development is a significant focus for organizational leaders. Therefore, this
program could be positioned as a form of leadership development that supports more diverse
teams, greater employee retention, and ultimately more successful organizations. It is expected
that time will be the most significant barrier to implementing these recommendations.
Organizations who lack a learning or adaptive culture may be less likely to invest in these
recommendations. Organizations with robust leadership development programs and encourage
professional growth would be best suited for these recommendations.
Recommendation 1: Design and Implement Intergroup Contact Opportunities
The initial recommendation involves organizations developing intergroup contact
opportunities aimed at cultivating cultural awareness and compassionate empathy among
WHCMs. This, in turn, encourages their active participation in organizational DEIB initiatives.
This recommendation aligns with the second finding, which points to how personal relationships
motivate WHCMs to become DEIB advocates. The conceptual framework also highlights how
societal influences or lived experiences shape the willingness of WHCMs to participate in such
initiatives. Recommendation one focuses on helping WHCMs develop authentic and mutually
beneficial relationships with individuals from HEGs.
59

The recommendation is influenced by research on the impact of intergroup contact.
Several studies report that initiatives focused on creating structured opportunities for regular and
positive contact between two social groups can reduce prejudice and bias (Allport, 1979;
Pettigrew, 1998; Pettigrew & Tropp, 2006). Boin et al. (2021) found that intergroup contact
initiatives could be extremely effective in the workplace by helping to enhance empathy and
reduce anxiety. Organizations could implement intergroup contact opportunities that consist of
sprints where scrum teams, made up of people from diverse backgrounds, are assigned to
complete a particular project or solve a unique business problem (Boin et al., 2021).
Another option is an intergroup dialogue program that provides space for a structured
conversation regarding issues of diversity related to specific HEGs. For example, if an
organization seeks to engage more WHCMs in efforts to advance LGBTQ+ inclusion efforts, an
organization could start by creating a cohort that consists of WHCMs and employees who
identify as LGBTQ+. The group would convene for multiple structured meetings over a period
of time for candid discussions regarding LGBTQ+ issues and necessary actions to increase
inclusion for LGBTQ+ employees.
Intergroup contact opportunities can manifest in various ways. To determine the optimal
design, human resources and DEIB professionals should consider the unique DEIB opportunities
that exist within their organizations. While cross-cultural programs may not serve as the single
point of entry for WHCMs to become DEIB advocates, they can serve as a component of a
broader endeavor.
Recommendation 2: Establish Executive Coaching Relationships for WHCMs
The second recommendation involves connecting WHCMs to coaches who specialize in
DEIB and inclusive leadership styles. Carey et al. (2011) notes that coaching is used to help
60

high-status leaders move from one level of leadership competence to another. Although existing
research does not specifically focus on the influence of coaching in enhancing inclusive
behaviors among leaders, coaching has the potential to assist WHCMs in cultivating essential
competencies required to advance inclusion. Coaching has been found to lead to better
interpersonal relationships, self-confidence, and goal-oriented self-regulation (Berg & Karlsen,
2013, 2016; Theeboom et al., 2014). It supports long-term solutions by helping organizations
change habits and attitudes (Ballesteros-Sánchez et al., 2019). Coaching may be an underutilized
tool to help leaders become more culturally aware and teach them to take action that leads to
more equitable workplaces.
This recommendation addresses the first theme regarding how personal fulfillment
promotes sustained involvement and supports the meaning-making component of the conceptual
framework. An executive coach can create space for WHCMs to reflect and make meaning of
their experience engaging in the first recommendation. A coach can also help WHCMs identify
how their involvement in DEIB efforts align with their personal values, thereby nurturing a sense
of personal fulfillment. Additionally, one-on-one executive coaching would provide WHCMs
ongoing support in creating a personal leadership blueprint, which outlines specific strategies for
how they will support DEIB within the organization.
All coaches are not equipped with knowledge of DEIB issues and how to exhibit
inclusive behaviors. Organizations should ensure that coaching relationships emphasize inclusion
and the need for WHCMs’ engagement in DEIB efforts by working with coaches who specialize
in diversity coaching or have held leadership roles in the DEIB field. A few coaching
certification programs, such as Coaching for Everyone and Howard University, equip coaches
with the necessary skills to assist individuals in becoming more inclusive leaders. BetterUp, a
61

comprehensive coaching platform, provides coaching services specifically focused on helping
leaders become DEIB advocates within their organizations.
Recommendation 3: Establish Peer Mentoring Relationships for WHCMs
Recommendation three suggests organizations pair WHCMs with a mentor. This mentor
should be someone with similar identities to maximize their ability to exhibit vulnerability and
learn about successful ways other WHCMs have engaged in DEIB work. The third
recommendation connects to the third theme highlighting the confidence participants expressed
about their ability to support the advancement of DEIB efforts. Participants expressed how
inclusive role models, particularly other WHCMs in leadership positions, supported their
learning journey as WHCMs, helping them gain a deeper understanding of their own roles. This,
in turn, fostered high self-efficacy in their capacity to make meaningful contributions.
Peer mentors are different from coaches in their approach. Cloke and Goldsmith (2003)
noted that mentorship is a collaboration with someone from a similar background who performs
similar tasks. Mentors who have proven their ability to effectively contribute to advancing DEIB
initiatives can provide their mentees with tailored guidance. As a result, mentors would help
mentees develop the same skills and create strategies for their own success.
Peer mentoring fosters casual non-hierarchical relationships that facilitate personal
growth and initiative-taking behavior, with participants providing mutual support in developing
specific skills and serving as role models for one another (Gafni Lachter & Ruland, 2018;
Mavrinac, 2005). More formal and rigorous, coaching does not involve the insertion of the
coach’s personal experiences in their sessions, but rather offer probing questions that allow the
leaner to build their own path forward (Grover & Furnham, 2016). Therefore, having access to a
62

peer mentor and executive coach provides a well-rounded support system for growth and
development.
WHCMs are not immune to the need for informal safe spaces to unpack their learnings
and reflect on DEIB issues. Cree-Green et al. (2020) found that peer mentoring relationships
provided a safe space for professional and emotional growth. Creating safe spaces for WHCMs
to explore DEIB topics can be a labor-intensive endeavor, making peer mentoring relationships a
more appropriate avenue. By doing so, the emotional labor required by individuals from HEGs to
establish safe spaces for WHCMs can be minimized.
Limitations and Delimitations
This study had several limitations which were outlined during the initial study design.
Limitations known to the researcher include
● the short amount of time to conduct the study, which limited the sample size
● the potential face-saving behavior participants might have exhibited that may have
distorted their answers to the interview questions
● potential participant discomfort being completely honest with their answers despite
being interviewed for something positive
● the inability to observe the participants in the workplace and confirm their active
participation in DEIB efforts
● a lack of statistical analysis that calculates the strength of the correlation between
motivations and task choice and persistence
● the gap in understanding the influence of organizational context on participants’
choice to engage in DEIB efforts (e.g., company size, culture, etc.)
● the exclusion of WHCMs not in leadership roles
63

● the diversity of when participants were introduced to inclusive behavior and values.
Participants appeared truthful and open about what motivated them to become DEIB
advocates and what sustains them in the work. Little was revealed about how the organizational
context impacts their involvement. This may indicate that organizational context was not a
significant hindrance or driver of motivation for this group of WHCMs. However, participants
may have also withheld certain information considering the current climate surrounding DEIB
and the potential consequences of oversharing.
Delimitations, decisions made by the researcher to set boundaries, may have affected this
study. Participants only included WHCMs in leadership roles within U.S.-based technology
companies. The study included interviews with WHCMs across multiple technology companies
which provided diverse experiences within the industry. While all participants held leadership
roles, they possessed varying degrees of power and influence to drive DEIB initiatives within
their organizations.
Recommendations for Future Research
This study interviewed only a small number of participants to understand motivations
among WHCMs. Interviews with a larger group of participants, perhaps over a longer period of
time, would be beneficial to verify the validity of the findings from this study and previous
research. Moreover, employing a quantitative approach could facilitate the identification of
strategies correlated with the decision to engage in DEIB efforts. Interviews with participants’
colleagues and direct reports could also provide insight and validate what motivates this
population.
Organizational context did not surface as a noteworthy motivator for the participants in
this study. Nevertheless, it would be beneficial to gain insights into how organizational context
64

influences the inclination of WHCMs to participate and to what extent. A study observing a
group of WHCMs actively implementing the recommendations outlined in this study may also
confirm the validity of the suggested actions outlined in this chapter or identify additional
recommendations.
Conclusion
The purpose of this study was to understand what successfully motivates WHCMs to
become DEIB advocates. Using EVT as a framework, this study explored the lived experiences
that influenced WHCMs’ role as DEIB advocates (Eccles et al., 1983; Eccles & Wigfield, 2002;
Wigfield & Eccles, 2002). It also investigated how participants’ perception of their ability and
the value of their involvement impacted their choice to engage. A key takeaway from this
research is the possibility that White men can become advocates of DEIB efforts through
interventions beyond their childhood and adolescence. Based on the findings, recommendations
were proposed to help WHCMs develop relationships with individuals from HEGs that increased
their self-awareness in relation to others. The recommendations also promote WHCMs’
connection with peer mentors and coaches with similar identities. Mentors and coaches can offer
tangible actions and opportunities for reflection, enabling the creation of personal action plans.
The technology industry has spent over a decade implementing initiatives to increase
diversity, build cultures of belonging, and drive equitable business practices. Limited progress
has occurred during that period, and there is a widespread desire to comprehend the measures
required to improve the DEIB landscape within the industry. The engagement of WHCMs in
organizational DEIB efforts has long been identified as a significant barrier because of the power
and influence this population possesses. Therefore, their involvement is the missing component
of DEIB strategies across the technology industry. If White men are a significant barrier to
65

successful DEIB efforts, it becomes imperative to take appropriate measures to convert this
population into facilitators of DEIB success.
Technology companies’ success in advancing DEIB initiatives is crucial for several
reasons. Their success could lead to increased access for HEGs to high-paying jobs and the
opportunity to build generational wealth that could change the trajectory of their lives for many
decades to come. Additionally, increased diversity among employees involved in the design of
new technology such as artificial intelligence could lead to the acquisition of a larger customer
base. An organization that can convert White men into DEIB advocates and achieves success in
its DEIB commitments stands a chance at surviving within a consumer landscape that
increasingly believes in equitable business practices.
Actions taken by technology companies have not delivered the results many hoped they
would. Therefore, technology companies should invest in identifying the barriers to their
success. The technology industry’s inability to advance its organizational DEIB efforts could
potentially be overcome through the adoption of radical and innovative approaches. Dr. Martin
Luther King, Jr. (1967, April) wrote,
We are now faced with the fact that tomorrow is today. We are confronted with the fierce
urgency of now. In this unfolding conundrum of life and history, there is [emphasis
added] such a thing as being too late. This is no time for apathy or complacency. This is a
time for vigorous and positive action. (p. 8)
Technology will continue to play a significant and increasing role in our lives. The technology
industry must adopt a fierce urgency to take the necessary steps to involve individuals from all
backgrounds in the development of new technology. By doing so, they can maximize their
success and address the unique needs of various communities, particularly HEGs.
66

References
Alegria, S. N., & Branch, E. H. (2015). Causes and consequences of inequality in the STEM:
Diversity and its discontents. International Journal of Gender, Science and Technology,
7(3), 321–342.
Allport, G. W. (1979). The nature of prejudice (25th ed.). Addison-Wesley.
Alsop, T. (2021). Tech sector employment in the U.S. 2020-2030, by occupation. Statista.
https://www.statista.com/statistics/674463/united-states-electronic-components-
manufacturing/
Atal, N., Berenguer, G., & Borwankar, S. (2019). Gender diversity issues in the IT industry:
How can your sourcing group help? Business Horizons, 62(5), 595–602.
https://doi.org/10.1016/j.bushor.2019.04.004
Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological
Review, 64(6), 359–372. https://doi.org/10.1037/h0043445
Bakker, A. B., Demerouti, E., Sanz-Vergel, A. I. (2014). Burnout and work engagement: The
JD-R approach. The Annual Review of Organizational Psychology and Organizational
Behavior, 1, 389-411. 10.1146/annurev-orgpsych-031413-091235
Ballesteros-Sánchez, L., Ortiz-Marcos, I., & Rodríguez-Rivero, R. (2019). The impact of
executive coaching on project managers’ personal competencies. Project Management
Journal, 50(3), 306–321. https://doi.org/10.1177/8756972819832191
Battle, E. (1966). Motivational determinants of academic competence. Journal of Personality
and Social Psychology, 4(6), 634–642. https://doi.org/10.1037/h0024028
67

Berg, M. E., & Karlsen, J. T. (2013). Managing stress in projects using coaching leadership
tools. Engineering Management Journal, 25(4), 52–61.
https://doi.org/10.1080/10429247.2013.11431995
Berg, M. E., & Karlsen, J. T. (2016). A study of coaching leadership style practice in projects.
Management Research Review, 39(9), 1122–1142. https://doi.org/10.1108/MRR-07-
2015-0157
Bogler, M. (2020). What’s the difference between diversity, inclusion, and equity? [Blog post].
General Assembly. https://generalassemb.ly/blog/diversity-inclusion-equity-differences-
in-meaning/
Boin, J., Fuochi, G., Voci, A., & Hewstone, M. (2021). Secondary transfer effect of positive and
negative contact: The role of intergroup discrepancies and individual differences.
International Journal of Intercultural Relations, 50, 76–88.
https://doi.org/10.1016/j.ijintrel.2015.12.007
Bregman, P. (2012, March 12). Diversity training doesn’t work. Harvard Business Review.
https://hbr.org/2012/03/diversity-training-doesnt-work
Bristol, T., & Scott, C. L. (2018). Cross-cultural teams: Workforce opportunities and challenges.
In M. Y Byrd & C. L. Scott (Eds.), Diversity in the workforce: Current issues and
emerging trends (pp. 269–277). Routledge.
Broido, E. (2000). The development of social justice allies during college: A phenomenological
investigation. Journal of College Student Development, 41(1), 3–18.
Cabrera, N. L. (2014a). “But I’m oppressed too”: White male college students framing racial
emotions as facts and recreating racism. International Journal of Qualitative Studies in
Education, 27(6), 768–784. https://doi.org/10.1080/09518398.2014.901574
68

Cabrera, N. L. (2014b). Exposing whiteness in higher education: White male college students
minimizing racism, claiming victimization, and recreating white supremacy. Race,
Ethnicity and Education, 17(1), 30–55. https://doi.org/10.1080/13613324.2012.725040
Cabrera, N. L., & Corces-Zimmerman, C. (2017). An unexamined life: White male racial
ignorance and the agony of education for students of color. Equity & Excellence in
Education, 50(3), 300–315. https://doi.org/10.1080/10665684.2017.1336500
Carey, W., Philippon, D. J., & Cummings, G. G. (2011). Coaching models for leadership
development: An integrative review. Journal of Leadership Studies, 5(1), 51–69.
https://doi.org/10.1002/jls.20204
Carrillo Arciniega, L. (2021). Selling diversity to white men: How disentangling economics from
morality is a racial and gendered performance. Organization, 28(2), 228–246.
https://doi.org/10.1177/1350508420930341
Chrobot-Mason, D., Ruderman, M. N., & Nishii, L. H. (2014). Leadership in a diverse
workplace. In D. Day (Ed.), The Oxford handbook of leadership and organizations (pp.
683–708). https://doi.org/10.1093/oxfordhb/9780199755615.013.034
Cloke, K., & Goldsmith, J. (2003). The art of waking people up: Cultivating awareness and
authenticity at work. Jossey-Bass.
Cohen, P., & Gavett, G. (2019, November 18). The day-to-day work of diversity and inclusion.
Harvard Business Review. https://hbr.org/2019/11/the-day-to-day-work-of-diversity-and-
inclusion
Crandall, V. C. (1969). Sex differences in expectancy of intellectual and academic
reinforcement. In C. P. Smith (Ed.), Achievement-related motives in children. Russell
Sage Foundation.
69

Cree-Green, M., Carreau, A., Davis, S. M., Frohnert, B. I., Kaar, J. L., Ma, N. S., Nokoff, N. J.,
Reusch, J. E. B., Simon, S. L., & Nadeau, K. J. (2020). Peer mentoring for professional
and personal growth in academic medicine. Journal of Investigative Medicine, 68(6),
1128–1134. https://doi.org/10.1136/jim-2020-001391
Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A black feminist critique
of antidiscrimination doctrine, feminist theory and antiracist politics. University of
Chicago Legal Forum, 140, 139–168.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed
methods approaches (5th ed.). Sage.
Deleersnyder, D., Koshy, S., Scott, A., Lynch, D., & Gangas, L. (2021). Expanding the Latinx
tech pipeline - The time for action is now. Kapor Center.
https://www.kaporcenter.org/expanding-the-latinx-tech-pipeline-the-time-for-action-is-
now/
Dickey, M. R. (2019, June 17). The future of diversity and inclusion in tech. Tech Crunch.
https://techcrunch.com/2019/06/17/the-future-of-diversity-and-inclusion-in-tech/
Dobbin, F., & Kalev, A. (2016). Why diversity programs fail. Harvard Business Review, 94(7).
Dobbin, F., & Kalev, A. (2018). Why doesn’t diversity training work? Anthropology Now, 10(2),
48–55. https://doi.org/10.1080/19428200.2018.1493182
Dreachslin, J. (2007). The role of leadership in creating a diversity-sensitive organization.
Journal of Healthcare Management, 52(3), 151–155.
DuBow, W. M., & Ashcraft, C. (2016). Male Allies: Motivations and barriers for participating in
diversity initiatives in the technology workplace. International Journal of Gender,
Science and Technology, 8(2), 160–180.
70

Eccles, J. P., Adler, T. F., Futterman, R., Goff, S. B., & Kaczala, C. M. (1983). Expectancies,
values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement
motivation (pp. 75–146). Freeman.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of
Psychology, 53, 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153
Etchells, M. J., Deuermeyer, E., Liles, V., Meister, S., Suárez, M. I., & Chalklen, W. L. (2017).
White male privilege: An intersectional deconstruction. Journal of Ethnic and Cultural
Studies, 4(2), 13–27. https://doi.org/10.29333/ejecs/78
Feather, N. T. (1992). Values, valences, expectations, and actions. The Journal of Social Issues,
48(2), 109–124. https://doi.org/10.1111/j.1540-4560.1992.tb00887.x
Flynn, G. (1999). White males see diversity’s other side. Workforce, 78(2), 52–55.
Gafni Lachter, L. R., & Ruland, J. P. (2018). Enhancing leadership and relationships by
implementing a peer mentoring program. Australian Occupational Therapy, 65(4), 276–
284. https://doi.org/10.1111/1440-1630.12471
Garr, S. (2014). New research reveals diversity & inclusion well-intentioned, but lacking, Bersin
by Deloitte. www.bersin.com/blog/post/New-research-reveals-Diversity–Inclusion-
efforts-well-intentioned2c-but-lacking.aspx
Global Industry Analysts, Inc. (2022). Diversity and inclusion (D&I): Global market trajectory
and analytics. https://www.researchandmarkets.com/reports/5519706/diversity-and-
inclusion-dandi-global-market
Green, J., Porter, G., & Sam, C. (2021, October). Is your company diverse? See how top
employers stack up. Bloomberg. https://www.bloomberg.com/graphics/diversity-equality-
in-american-business/
71

Heath, C. (2017). What is a ‘tech company,’ anyway? Tech Nation.
https://technation.io/news/tech-company-definition/
Holck, L. (2016, July). Putting diversity to work: An empirical analysis of how change efforts
targeting organizational inequality failed. Equality, Diversity, and Inclusion: An
International Journal, 35(4), 296-307.
Hunt, V., Prince, S., Dixon-Fyle, S., & Dolan, K. (2020). Diversity wins: How inclusion matters.
McKinsey & Company.
Iacoviello, V. & Lorenzi-Cioldi, F. (2019). Collectivism and individualism in status hierarchies:
Socialization and social identity explanations. International Review of Social Psychology,
32(1), 1-9.
Jones, S. (2017, June 9). White men account for 72% of corporate leadership at 16 of the Fortune
500 companies. Fortune. https://fortune.com/2017/06/09/white-men-senior-executives-
fortune-500-companies-diversity-data/
Kapor Center. (2021). The Black technology workforce: Designing a more inclusive future.
https://www.kaporcenter.org/black-tech-workforce/
Kipling, R. (1899). The white man’s burden. McClure’s Magazine, 12(4), 290–291.
King, M. L. (1967, April). Beyond Vietnam: A time to break silence. Manhattan’s Riverside
Church. chrome-
extension://efaidnbmnnnibpcajpcglclefindmkaj/http://www2.hawaii.edu/~freeman/course
s/phil100/17.%20MLK%20Beyond%20Vietnam.pdf
Kochan, T., Bezrukova, K., Ely, R., Jackson, S., Joshi, A., Jehn, K., Leonard, J., Levine, D., &
Thomas, D. (2003). The effects of diversity on business performance: Report of the
72

diversity research network. Human Resource Management, 42(1), 3–21.
https://doi.org/10.1002/hrm.10061
Krejci, J. M. (2007). Allies, activists, and advocates: A dissertation on the analysis of the
experiences and processes that led thirteen white men to anti-racist work (Publication
No. 3283664) [Doctoral dissertation, University of California, Santa Barbara]. ProQuest
Dissertations and Theses Global.
Levy, K. (2014, May). Google finally discloses its data on diversity, and the numbers aren’t
great. Business Insider. https://www.businessinsider.com/google-diversity-numbers-
2014-5
Markus, H., & Wurf, E. (1987). The dynamic self-concept: A social psychological perspective.
Annual Review of Psychology, 38, 299–337.
https://doi.org/10.1146/annurev.ps.38.020187.001503
Mavrinac, M. A. (2005). Transformational leadership: Peer mentoring as a values-based learning
process. Portal, 5(3), 391–404. https://doi.org/10.1353/pla.2005.0037
McKinsey & Company. (2022). What is diversity, equity, and inclusion?
https://www.mckinsey.com/featured-insights/mckinsey-explainers/what-is-diversity-
equity-and-inclusion
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and
implementation (4th ed.). Jossey-Bass.
Metzler, C. J. (2003). Ten reasons why diversity initiatives fail. Diversity in Practice, 11(2), 18–
21.
73

Miller, S. (2022). U.S. tech salaries averaged above six figures in 2021. Society for Human
Resource Management. https://www.shrm.org/resourcesandtools/hr-
topics/compensation/pages/us-tech-salaries-averaged-above-six-figures-in-2021.aspx
Ng, E. S. W., & Sears, G. J. (2012). CEO leadership styles and the implementation of
organizational diversity practices: Moderating effects of social values and age. Journal of
Business Ethics, 105, 41–52https://link.springer.com/content/pdf/10.1007/s10551-011-
0933-7.pdf
Northouse, P. (2019). Leadership: Theory and practice (8th ed.). Sage.
Pack-Brown, S. P. (1999). Racism and white counselor training: Influence of white racial
identity theory and research. Journal of Counseling and Development, 77(1), 87–92.
https://doi.org/10.1002/j.1556-6676.1999.tb02425.x
Pedulla, D. (2020, May 12). Diversity and inclusion efforts that really work. Harvard Business
Review. https://hbr.org/2020/05/diversity-and-inclusion-efforts-that-really-work
Pettigrew, T. F. (1998). Intergroup contact theory. Annual Review of Psychology, 49(1), 65–85.
https://doi.org/10.1146/annurev.psych.49.1.65
Pettigrew, T. F., & Tropp, L. R. (2006). A meta-analytic test of intergroup contact theory.
Journal of Personality and Social Psychology, 90(5), 751–783.
https://doi.org/10.1037/0022-3514.90.5.751
Powell, J. A., & Menendian, S. (2022). On belonging: An introduction to othering and belonging
in Europe. Othering and Belonging Institute https://belonging.berkeley.edu/democracy-
belonging-forum/papers/on-belonging
Prime, J., Foust-Cummings, H., Salib, E. R., & Moss-Racusin, C. A. (2012). Calling all white
men: Can training help create inclusive workplaces? Catalyst.
74

https://www.catalyst.org/research/calling-all-white-men-can-training-help-create-
inclusive-workplaces/
Proudman, B. (2001). Understanding American White male culture [Unpublished manuscript].
Proudman, B. (2011). White men and diversity: An oxymoron? Natural Gas & Electricity,
24(12), 11.
Roberts, B., & Wolf, M. (2018). High-tech industries: An analysis of employment, wages, and
output. U.S. Bureau of Labor Statistics. https://www.bls.gov/opub/btn/volume-7/high-
tech-industries-an-analysis-of-employment-wages-and-output.htm
Rooney, K., & Khorram, Y. (2020, June). Tech companies say they value diversity, but reports
show little change in last six years. CNBC. https://www.cnbc.com/2020/06/12/six-years-
into-diversity-reports-big-tech-has-made-little-progress.html
Scanlon-Greene, M. E. (1996). White males and diversity work: A grounded theory study
[Unpublished doctoral dissertation]. The Fielding Graduate Institute.
Schaufeli, W. B., Salanova, M., González-Romá, V., Bakker, A. B. (2002). The measurement of
burnout and engagement: A confirmatory factor analytic approach. J Happiness Stud, 3,
71–92
Schaufeli, W. B., Taris, T. W., Le Blanc, P., Peeters, M., Bakker, A. B., De Jonge, J. (2001).
Does work make people happy? In search of the engaged worker. Psycholoog, 36, 422–
428
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2014). Motivation in education: Theory, research,
and applications (4th ed.). Prentice Hall.
75

Scott, A., Kapor Klein, F., McAlear, F., Martin, A., & Koshy, S. (2018). The leaky tech pipeline:
A comprehensive framework for understanding and addressing the lack of diversity
across the tech ecosystem. Kapor Center for Social Impact.
Scott, D. A., & Robinson, T. L. (2001). White male identity development: The key model.
Journal of Counseling and Development, 79(4), 415–421. https://doi.org/10.1002/j.1556-
6676.2001.tb01988.x
Shelton, C., & Thomas, D. A. (2013). White men’s leadership study. Greatheart Leader Labs
Shih, J. (2006). Circumventing discrimination: Gender and ethnic strategies in Silicon Valley.
Gender & Society, 20, 177–206. Advance online publication.
https://doi.org/10.1177/0891243205285474
Taylor Kennedy, J., & Jain-Link, P. (2020). What majority men really think about D&I and how
to engage them in it. Center for Talent Innovation.
Theeboom, T., Beersma, B., & van Vianen, A. E. M. (2014). Does coaching work? A meta-
analysis on the effects of coaching on individual level outcomes in an organizational
context. The Journal of Positive Psychology, 9(1), 1–18.
https://doi.org/10.1080/17439760.2013.837499
Uberti, D. (2020, June 17). Black and Hispanic job seekers still face wage gap in tech. The Wall
Street Journal. https://www.wsj.com/articles/black-and-hispanic-job-seekers-still-face-
wage-gap-in-tech-11592437077
U.S. Bureau of Labor Statistics. (2017). Labor force characteristics by race and ethnicity, 2017:
BLS Reports: https://www.bls.gov/opub/reports/race-and-
ethnicity/2017/home.htm#table4
76

U.S. Bureau of Labor Statistics. (2022). Computer and information technology occupations.
https://www.bls.gov/ooh/computer-and-information-technology/home.htm
Vianden, J., & Gregg, E. A. (2017). What’s my responsibility? Undergraduate heterosexual
white men in sport management discuss increasing diversity in sport. Sport Management
Education Journal, 11(2), 88–101. https://doi.org/10.1123/smej.2015-0023
Welp, M., & Schein, E. H. (2020). The role of white male culture. In B. M. Ferdman, J. Pirme, &
R. E. Riggio (Eds.), Inclusive leadership: Transforming diverse lives, workplaces, and
societies (pp. 363–378). Routledge
Welp, M. G. (1997). Pathways to diversity for White males: A study of White males’ learning
experiences on the path toward advocating for inclusion and equity [Unpublished
doctoral dissertation]. The Fielding Institute.
Welp, M. G. (2001). The treasures and challenges of diversity for White males. In A. Arrien
(Ed.), Working together: Diversity as opportunity. Berrett-Koehler
Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical
analysis. Developmental Review, 12(3), 265–310. https://doi.org/10.1016/0273-
2297(92)90011-P
Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs, expectancies for
success, and achievement values from childhood through adolescence. In A. Wigfield * J.
S. Eccles (Eds.), Development of achievement motivation (pp. 91–120). Elsevier Science.
https://doi.org/10.1016/B978-012750053-9/50006-1
Williams, R. L. (1989). Finding voice: The transition from individualism to social advocacy. The
Fielding Institute.
77

Wittenberg-Cox, A. (2016, September 6). Corporate diversity initiatives should include white
men. Harvard Business Review. https://hbr.org/2016/09/corporate-diversity-initiatives-
should-include-white-men
Yang, L., Holtz, D., Jaffe, S., Suri, S., Sinha, S., Weston, J., Joyce, C., Shah, N., Sherman, K.,
Hecht, B., & Teevan, J. (2022, January). The effects of remote work on collaboration
among information workers. Nature Human Behavior, 6, 43-54.
Zheng, L. (2019, October 28). How to show white men that diversity and inclusion efforts need
them. Harvard Business Review. https://hbr.org/2019/10/how-to-show-white-men-that-
diversity-and-inclusion-efforts-need-them
78

Appendix A: Nominator Invitation Message
As you know, I am working on my doctorate at USC’s Rossier School of Education. I am
launching my dissertation study to understand what motivates White, heterosexual, cisgender
men in leadership roles in U.S.-based technology companies to become DEIB advocates and
support DEIB efforts within their organizations. To help recruit participants, I am using a
nominating committee comprised of people who identify as a member of a historically excluded
group and have worked or currently work in the technology industry.
I am reaching out to my network to invite people to serve as a nominator and help
identify potential participants for my study. Your participation is entirely voluntary. Please
complete the Nominator Interest Form attached to this post if you would like to participate. This
form should only take 1-2 minutes to complete. Once you have completed this form, I will email
you additional information regarding the next steps.
I plan to keep the Nominator Interest Form open for 2-weeks. Any information collected
using this form will be downloaded and stored in a password-protected folder on my personal
laptop. Once the study has been completed, the document will be destroyed.
Thank you, in advance, for your help. Should you have any questions, please feel free to
reach out at cfwoodso@usc.edu.
Best,

Cornell Verdeja-Woodson (He/Him/His)
Doctoral Student, USC
Rossier School of Education

79

Appendix B: Nominator Follow Up Email
Hello everyone!
Thank you so much for completing the Nominator Interest Form and your willingness to
help me recruit potential participants for my study.
As you know, I am studying what motivates White, heterosexual, cisgender men in
leadership roles in U.S.-based technology companies to become DEIB advocates and support
DEIB efforts within their organizations. To define a DEIB advocate, I draw from Ellen Broido’s
(2000) and Robert Williams’ (1989) work on developing social justice allies and becoming
social advocates. For this study, I am defining a DEIB advocate as someone who:
• is a member of a dominant race/ethnicity, sexual orientation, gender expression, and
gender identity
• engages in action(s) that advance DEIB within the organization, including but not
limited to:
• spending time educating others about the systems of oppression that
negatively impact the lives of historically excluded groups
• advocating for changes to processes, policy, and company culture
• providing sponsorship to employees from historically excluded groups
• building diverse teams using inclusive hiring practices
• creating space for their team to reflect on how DEIB connects to their work
• is recognized by LGBTQ, people of color, transgender, women, and other historically
excluded groups as a DEIB advocate.
As you think about White, heterosexual, cisgender men to nominate for this study, please
use this definition as your guide. The key here is that the person or people you nominate is
80

actively engaged in consistent action(s) to advance DEIB within their company. For this study, a
leadership role is any role that is a senior manager, director, senior director, vice president, or
chief executive. This person is usually responsible for directing the resources and focus of the
organization or a team.
To comply with the guidelines for ethical and responsible research, you will NOT be
sending me the names of the folks you are nominating. Instead, you will email or message them
on my behalf. Please share the attached IRB Study Participant Information Sheet when you email
or message them. It contains all the information your nominee(s) will need to understand the
study and how they can sign up to participate. That’s it!
Here you will find some text you can use to email your nominees. Text in bold SHOULD
NOT be changed to ensure that everyone receives the same information and that IRB guidelines
are followed. Should you have any questions, please feel free to contact me directly.
Thank you for your help!!!
Best,

Cornell Verdeja-Woodson (He/Him/His)
Doctoral Student, USC
Rossier School of Education

81

Appendix C: Interview Invitation Template
Dear [ENTER NAME HERE],
Happy new year and I hope you are well!
I’m writing to you today to share an opportunity to participate in an important research
study. Cornell Verdeja-Woodson, a doctoral candidate at the University of Southern California,
is studying the motivations of White, heterosexual, cisgender men in leadership roles within
U.S.-based technology companies to serve as diversity, equity, inclusion, and belonging (DEIB)
advocates and supporting the advancement of DEIB within their companies. He has created a
group of nominators to help recruit potential participants for this study.
For this study, Cornell defines a DEIB advocate as someone who:
• is a member of a dominant race/ethnicity, sexual orientation, gender expression, and
gender identity
• engages in action(s) that advance DEIB within the organization, including but not
limited to:
• spending time educating others about the systems of oppression that
negatively impact the lives of historically excluded groups
• advocating for changes to processes, policy, and company culture
• providing sponsorship to employees from historically excluded groups
• building diverse teams using inclusive hiring practices
• creating space for their team to reflect on how DEIB connects to their work
is recognized by LGBTQ, people of color, transgender, women, and other historically
excluded groups as a DEIB advocate.
82

Based on this definition, I believe you would be a great participant for this study. Attached to
this email is the IRB Study Participant Information Sheet. This sheet includes more information
about the study, directions for signing up for an interview time slot, and Cornell’s contact
information. Just so you know, your contact information has not been shared with Cornell. If
you do not wish to participate, that is perfectly fine. Please reach out to him directly with any
questions.

Best,
[YOUR NAME HERE]

83

Appendix D: Participant Information Sheet
STUDY TITLE: Motivating Factors for White Heterosexual Cisgender Men to Become DEIB
Advocates within U.S.-Based Technology Companies
PRINCIPLE INVESTIGATOR (PI): Cornell Verdeja-Woodson
FACULTY ADVISOR: Nicole Maccalla, Ph.D.

You have been nominated and are invited to participate in a research study. Your
participation is entirely voluntary. This document provides information about this study. You
should ask questions about anything that is unclear to you.
PURPOSE
This study will explore what motivates White, heterosexual, cisgender men in leadership
roles in U.S.-based technology companies to become diversity, equity, inclusion, and belonging
(DEIB) advocates. I am interested in learning about any lived experiences that motivated you to
become a DEIB advocate, how you describe the value of participating in DEIB efforts, and your
perception of your ability to be successful in the role. I hope to identify strategies for helping
DEIB practitioners and human resource professionals recruit additional White, heterosexual,
cisgender male leaders to become DEIB advocates. You are invited as a possible participant
because someone identified you as a White, heterosexual, cisgender male DEIB advocate and
believes you would be willing to share your story and journey.

84

KEY DEFINITIONS
Cisgender: A person who identifies with the sex (male or female) they were assigned at birth.
Leadership role: For this study, a leadership role is any role that is a senior manager, director,
senior director, vice president, or chief executive.
PARTICIPANT INVOLVEMENT
If you decide to participate in this study, you will be asked to choose a date, time, and
location to sit for a 1.5-hour-long interview. The interview can take place face-to-face or via
Zoom. You can choose the best date, time, and location using the following Calendly link:
https://calendly.com/cornellvw/dissertation-study-interviews.
The first 30 minutes will be spent reviewing the purpose of the study, reviewing your
rights as a participant, asking for your permission to record, and answering any questions you
may have. The following 60 minutes will be spent asking you 14 open-ended questions. You
have the right to cancel your participation in the study at any time before and during the
interview. During the interview, you may also skip any questions. Your participation in this
study ends after the interview.
CONFIDENTIALITY
The University of Southern California Institutional Review Board (IRB) and my faculty
advisor may access the data collected in this study. The IRB reviews and monitors research
studies to protect the rights and welfare of research subjects.
You will be assigned a number (e.g. Participant 1) to be used instead of your name to
maintain confidentiality when transcribing the interviews and reporting results. At no point
during the interview, transcribing, or direct interactions will your actual name be used or
85

recorded. All unidentifiable recorded interviews will be sent to a transcriber using my USC
Google Drive account.
The transcriber will only have access to view or listen to the recordings but will be unable
to share or download the files. An expiration date will be set for the transcriber’s ability to access
the recordings. Interview transcripts will be saved and labeled using your assigned number.
All recordings, recorded notes, and interview transcripts will be stored in a folder on my
USC Google Drive, which only I can access. These files will be maintained for a minimum of
three years after completion of the research or as determined by the University’s policy. The list
containing your actual name, assigned participant number, and any data collected through the
Calendly form will be stored in a separate folder on my USC Google Drive. It will be destroyed
upon completion of the study in August of 2023. Only I will have access to the document that
links your assigned number to your actual name.
INVESTIGATOR CONTACT INFORMATION
If you have any questions about this study, please contact Cornell Woodson and Dr.
Nicole Maccalla at cfwoodso@usc.edu or maccalla@usc.edu.
IRB CONTACT INFORMATION
If you have questions about your rights as a research participant, please contact the
University of Southern California Institutional Review Board at (323) 442-0114 or irb@usc.edu.
86

Appendix E: Participant Interview Sign-up Form
Appendix E: Participant Interview Sign-up Form

87

Appendix F: Codebook with Definitions
Appendix F: Codebook with Definitions
Code Description of code
RQ1: What lived experiences motivate WHCM to become DEIB advocates within their
organizations?
Personal connections A close relationship that has influenced a participant’s view
of social issues, themselves, and their role in advancing
equity

Role models Someone the participants observed exhibiting inclusive and
equitable behavior growing up or in the workplace. Role
models also hold at least one similar identity as the
participants

People from HEGs A friend or colleague who is a member of a historically
excluded group who participants have learned from and
have been influenced by growing up or within the
workplace

RQ2: How do WHCM describe their ability to advance DEIB within their organizations
successfully?

Humble confidence When a participant expresses confidence in their ability to
participate in DEIB efforts while also expressing
knowledge of gaps in their efforts

Always more to learn Participants express a need for more knowledge about DEIB
issues, which they feel may hinder their ability to be
successful.

Always more to do Participants express that they may not be doing enough to
advance DEIB within their organizations.

RQ3: How do WHCM describe the value of participating in advancing DEIB efforts within
their organizations?

Personal benefit Participant mentions a belief that engagement in DEIB work
benefits them personally.

Personal fulfillment Participant discusses being pleased with who they are as a
person and living their values which stem from their
involvement in DEIB efforts and helping make
organizations better for everyone.

88

Appendix G: Semi-Structured Interview Protocol
Hello! Thank you so much for agreeing to participate in this study! I am really looking
forward to our conversation today.
Introduction Script
My name is Cornell Verdeja-Woodson. I am a doctoral student at USC’s Rossier School
of Education. When I am not in school, I serve as the Director of DEIB at Headspace, the
meditation app. I live in Northern California with my husband and our two cavapoos, London
and Rome.
For this study, I am exploring what motivates White heterosexual cisgender men in
leadership roles in U.S.-based technology companies to become DEIB advocates and how they
describe their perception of value and expectations for success in the role.
There are a lot of deficit-based articles and research about White men and their
relationship with DEIB. While that information is essential to understand, I feel there isn’t
enough out there that focuses on White men who are engaged and how their involvement came
to be. I want to shed light on White men who are engaged in the work and hopefully glean some
best practices for engaging more in these efforts.
Before we begin, I want to explain how our time will be spent. This interview is expected
to take 1.5 hours and will include 14 open-ended questions related to the topic being studied.
If the Interview Is Conducted in Person
With your permission, I will audio record this interview using this recorder. The
recording will be transferred from the device to my USC Google Drive. The recording will then
be permanently deleted from the device. The recording will be shared with my transcriber using
my USC Google Drive. They will not have the ability to share or download the file. Once the
89

transcript has been received, their access to the file will be revoked. The transcript of the
interview will be used for analysis. Upon completion of data analysis, the files stored on my
USC Google Drive will be destroyed.
If you are not comfortable with this interview being recorded, I will take notes using my
laptop. Those notes will be stored on my USC Google Drive. To protect your identity, any
identifiable information will be kept confidential. You have been assigned a number, such as
participant 1, to be used in place of your real name during the interview, transcribing, and
reporting of the data.
I would like to remind you that your participation is completely voluntary, and you have
the right to skip questions or stop the interview at any time. Do you have any questions before
we begin? Do I have your permission to record this interview?
If the Interview Is Conducted via Zoom
With your permission, I would like to record this interview. The recording will be
downloaded to my USC Google Drive and deleted from the Zoom account. The recording will be
shared with my transcriber using my USC Google Drive. They will not have the ability to share
or download the file. Once the transcript has been received, their access to the file will be
revoked. The transcript of the interview will be used for analysis. After data analysis the files
stored on my USC Google Drive will be destroyed.
If you are not comfortable with having this interview video recorded, there is an option to
only audio record. If you are not comfortable with any form of recording, I will take notes using
my laptop. Those notes will be stored on my USC Google Drive. To protect your identity, any
identifiable information will be kept confidential. You have been assigned a number, such as
90

participant 1, to be used in place of your real name during the interview, transcribing, and
reporting the data.
I would like to remind you that your participation is entirely voluntary, and you have the
right to skip questions or stop the interview at any time. Do you have any questions before we
begin? Do I have your permission to both video and audio record this interview?
Warm-Up
1. What does it mean to be a DEIB advocate for you? As I mentioned, someone
identified you as a DEIB advocate. What do you think made them identify you in this
way?
● Probing Question 1: How does it make you feel to know someone sees you as
a DEIB advocate?
● Probing Question 2: How and in what ways might you see yourself as a DEIB
advocate?
2. In what ways have you contributed to the advancement of DEIB within your organization?
Probing question: How would you describe the outcomes of your contributions?
Societal Impact
3. What would you say was the catalyst for your involvement in advancing DEIB efforts
with your organization?
● Probing Question 1: Was it personal? Was it some sort of critical incident?
Was it pressure/opportunity/expectation within the organization?
Combination?
91

4. Probing Question 2: How would you describe your experience being involved in
DEIB efforts within your organization? Growing up, what was your interaction with
topics related to DEIB?
● Probing Question 1: What messages did you receive about other identity
groups?
● Probing Question 2: What messages did you receive about your own
identities?
5. How do you feel those interactions impacted how you navigated and made sense of
the world? Probing question: How do you feel the messages you received impacted
how you navigated and made sense of the world? How would you say your
understanding of the world has changed since those times, if at all? Probing question:
What do you believe was the impetus for this change?
Organizational Context
6. When you think of the companies you have worked for throughout your career, how
would you describe their commitment to advancing DEIB? Probing question: Can
you please provide specific examples that support your answer?
7. What organizational factors support your ability to participate in the advancement of
DEIB efforts within your organization? Probing question: Are there any missing
supports or conditions that you wish were in place?
8. What roadblocks have existed within your organization that may get in the way of
your ability to participate in the advancement of DEIB efforts?
92

● Probing Question 1: How would you describe the nature of those roadblocks
(interpersonal, time, resources, capacity, mission alignment, leadership, buy-
in, undervalued, policies, lack of expectation/requirement, etc.)?
● Probing Question 2: How did/do you overcome those roadblocks?
Perception of Their Ability to Advance DEIB
9. What does successfully advancing DEIB in your organization look like to you?
Probing question: What do you think are the necessary components?
10. Given your vision of what success looks like, how would you describe your ability to
successfully advance DEIB within your organization? Probing question: What makes
you feel this way?
Perceived Value in Advancing DEIB
11. How would you describe the personal value of your participation in the advancement
of DEIB efforts within your organization?
• Probing Question 1: Were you always aware of this personal value?
• Probing Question 2: If not, what brought on this awareness?
12. How would you describe the value of advancing DEIB for the organization? Probing
question: Do you think your organization is aware of this value?
Wrap-Up
13. Is there anything else you wish I had asked you or that you came here wanting me to know?

Abstract (if available)

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

Somebody ought to say something: the role of the church in facilitating dialogue about race, racism, and diversity, equity, and inclusion efforts

PDF

The role of executives’ knowledge and motivation in enabling organizational supports for diversity, equity, and inclusion

PDF

Enumerating Black identity in higher education

PDF

Confidence is key: peer observations and online teacher self-efficacy in higher education

PDF

Success can happen out of low scores! Addressing nursing shortage with SCHOOLS ACT prep: a Kellogg logic model theory of change removing systemic barriers to ACT 18 score attainment for community...

PDF

Addressing the challenges of employee retention: a qualitative analysis of job satisfaction and perceptions of advancement by marginalized women in the insurance industry

PDF

Social and economic pressures that lead Arab Americans to change their name

PDF

For DEI practitioners of color who’ve considered leaving when the rainbow isn’t enough: the impact of DEI fatigue on the retention of Black women in big tech

PDF

Environmental influences on the diversity of professional sports executive leadership

PDF

Navigating race, gender, and responsibility: a gap analysis of the underrepresentation of Black women in foreign service leadership positions

PDF

Leading from the margins: an intersectional qualitative analysis of the leadership experiences of Black mothers

PDF

Investigating the personal and organizational factors influencing the departure of female physicians from healthcare leadership roles

PDF

Motivation to move: seeking to understand the motives and barriers in older adults to participate in physical activity classes

PDF

In the shadows: the perceived experiences of women principals in secondary schools

PDF

Power-sharing in co-constructed community-school partnerships: examining values, opportunities, and barriers around community engagement in New York City school leadership teams

PDF

The effects of technology on the mathematical achievement of Black and Latinx students

PDF

Negotiation strategies for women impacting the expanding gender earnings gap at midlife

PDF

The retention of Millennials in the Black Church

PDF

An examination of the impact of diversity initiatives and their supporting roles on organizational culture: an experiential study from the perspective of diversity personnel

PDF

Factors and forces of impact: teaching students with disabilities in Mexican universities

Asset Metadata

Creator Verdeja-Woodson, Cornell (author)

Core Title The motivation of white heterosexual cisgender men to become DEIB advocates

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2023-08

Publication Date 07/19/2023

Defense Date 06/22/2023

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

Tag corporate,DEIB,DEIB advocates,human resources,Motivation,OAI-PMH Harvest,senior leaders,technology,white male advocates,white male leaders,white men,workforce diversity,workforce inclusion

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Maccalla, Nicole M.G. (committee chair), Anicich, Eric (committee member), Malloy, Courtney L. (committee member), McCray, Tyi (committee member), Patall, Erika (committee member)

Creator Email cfwoodso@usc.edu,cornell@bravetrainings.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113281429

Unique identifier UC113281429

Identifier etd-VerdejaWoo-12110.pdf (filename)

Legacy Identifier etd-VerdejaWoo-12110

Document Type Dissertation

Format theses (aat)

Rights Verdeja-Woodson, Cornell

Internet Media Type application/pdf

Type texts

Source 20230719-usctheses-batch-1070 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu