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Cultivating a culture of equity: lessons learned from librarians of color
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Cultivating a culture of equity: lessons learned from librarians of color
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Content
CULTIVATING A CULTURE OF EQUITY:
LESSONS LEARNED FROM LIBRARIANS OF COLOR
by
Jennifer Noble
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2021
Copyright 2021 Jennifer Anne Noble
ii
Dedication
To E., J., M., & R.:
You inspired this dissertation from its inception. It was my honor to be your boss; the future is
shining bright for y’all.
iii
Acknowledgements
During my time at the Rossier School of Education, Dr. Maria Ott, my chair, became my
primary cheerleader, my professional inspiration, and a true academic mentor. This dissertation
was completed after years of professional challenges, enrollment in two different doctoral
programs, and a bevy of unexpected life circumstances. Throughout the process, Dr. Ott pushed
me to go deeper into my research and continue this project that seemed so large but essential for
my beloved profession of librarianship. I am so proud to have worked with such a brilliant
teacher and researcher. Dr. William Bewley has been by our sides from the beginning of the
dissertation writing process. Dr. Bewley’s attention to detail, his thoughtfulness, and his
expectations of rigor made this work better than I could have ever imagined. Despite being a
librarian, even I can be overwhelmed by so many citations; Dr. Bewley guided me through the
editing process while never allowing me to stray from the research questions and their impact.
Dr. Ekaterina Moore taught the first class I took in the Organizational Change and Leadership
program. I’m ecstatic she worked with me through my last part of the degree as well. Dr.
Moore’s expertise shaped the tone of this work; she understands more than most the impacts of
second language acquisition on one’s identity.
This research project happened because many amazing library employees have touched
my life throughout my career. JoAnn Morgan and Claudia Martinez stand out as two who shaped
my views on community building and professionalism even though I met them as a naïve 24-
year-old with a master’s degree and no experience. Erika Thibault, Diana Garcia, Laurie Reese,
Sada Mozer, and Jose Aponte never shied away from difficult topics like race, identity, and
leadership during many long conversations over the past 12 years; thank you for your mentorship
and continued friendship. At the same time, I want to acknowledge everyone who spoke to me at
iv
length about their experiences at their job through this research project. I came away from these
interviews humbled by the brilliance of the library employees at Palmera Public Library; their
candor when speaking about race pushed the boundaries of what this research could accomplish.
But more importantly, their dedication to all communities who live within the library’s reach is
something every professional should embrace. This dissertation suffers from not being long
enough to address each story I was told, but I will keep pushing to bring BIPOC voices to the
forefront of our field. None of this could have been accomplished without the support of Palmera
Public Library leadership, especially the City Librarian and the Assistant City Librarian.
It takes a village to write a dissertation, and I heavily relied on my support systems
especially as I finished this work during a worldwide pandemic. Cohort X offered commiseration
and inspiration when I felt at my lowest – or just needed folks to proof my writing. Ryan Chaffee
and Guenever Goik fed me weekly and heaped love on my puppies. Jessica Spotts was my secret
weapon for the IRB process. Kevin Klauber, Anastasia Shepherd, and Lauren Haroutunian
became my friends in 2004 and never stopped calling me regularly. Dena Greenwalt and Jon
Chapman kept me plied with an abundance of laughter and strong drinks. Jorge Cazarez pushed
me to challenge systemic inequities via a daily dose of memes. Michelle and Alex Bleza have
been my chosen family since Michelle supervised me at the University of Southern California as
a 19-year-old undergraduate.
Finally, I am forever indebted to my parents and their unwavering support for all of my
endeavors. After working 46 years as a librarian, my mother knows more about this field than
anyone else I have met. I am constantly inspired by her progressive, ethical views that sustained
her throughout a long career. My dad, while unsure of what all of this writing is for, remains my
best friend, technical support advisor, and Shih Tzu expert. I can never thank you both enough.
v
Table of Contents
Dedication ..................................................................................................................................ii
Acknowledgements ................................................................................................................... iii
List of Tables ...........................................................................................................................viii
List of Figures ............................................................................................................................ ix
Abstract ...................................................................................................................................... x
Introduction to the Problem of Practice ....................................................................................... 1
Context and Background of the Problem ......................................................................... 2
Purpose of the Project and Research Questions ................................................................ 3
Importance of the Study .................................................................................................. 5
Overview of Theoretical Framework and Methodology ................................................... 6
Literature Review ....................................................................................................................... 7
History of Libraries and Structural Inequity ..................................................................... 8
Libraries Are Not Neutral .................................................................................... 9
Racism Within Classification ............................................................................. 10
Inclusion Is Not Enough .................................................................................... 11
Diverse Patrons Deserve a Diverse Workforce .............................................................. 12
Library Anxiety ................................................................................................. 12
Policies That Police ........................................................................................... 13
Educating Librarians ..................................................................................................... 14
Changing the Enrollment of Library Schools ..................................................... 14
Adding Cultural Competency into Library School Curricula .............................. 15
Vocational Awe ................................................................................................. 16
Implementing Successful Diversity Initiatives ............................................................... 17
Diversity Initiatives............................................................................................ 17
Hiring Practices ................................................................................................. 18
Professional Organizations ................................................................................. 19
Knowledge, Motivational, and Organizational Influences .............................................. 19
Knowledge Influences ....................................................................................... 20
Declarative. ............................................................................................ 20
Procedural. ............................................................................................. 22
Metacognitive. ....................................................................................... 23
Motivational Influences ..................................................................................... 24
Self-efficacy. .......................................................................................... 25
Utility Value. ......................................................................................... 26
Organizational Influences .................................................................................. 26
vi
Cultural Models...................................................................................... 27
Cultural Settings. .................................................................................... 28
Conceptual Framework ...................................................................................... 28
Methodology............................................................................................................................. 31
Research Setting ............................................................................................................ 33
The Researcher .............................................................................................................. 34
Data Sources ................................................................................................................. 34
Document Analysis ............................................................................................ 34
Data Collection Procedures. ................................................................... 36
Data Analysis. ........................................................................................ 36
Interviews .......................................................................................................... 37
Participants. ........................................................................................... 37
Instrumentation. ..................................................................................... 38
Data Collection Procedures. ................................................................... 39
Data Analysis. ........................................................................................ 40
Validity and Reliability ................................................................................................. 40
Limitations and Delimitations........................................................................................ 42
Findings .................................................................................................................................... 43
Research Question 1: What is the knowledge and motivation of BIPOC employees who
promoted to librarian positions? .................................................................................... 46
Knowledge ........................................................................................................ 46
Motivation ......................................................................................................... 51
Research Question 2: What is the interaction between organizational culture and setting
and stakeholder knowledge and motivation for BIPOC librarians who were originally
paraprofessionals? ......................................................................................................... 53
Research Question 3: What are the recommended knowledge and skills, motivation, and
organizational solutions to create more pathways for internal promotion to librarian for
BIPOC employees? ....................................................................................................... 59
Recommendations ..................................................................................................................... 60
Discussion of Findings .................................................................................................. 60
Knowledge Recommendations for Practice .................................................................... 61
Knowledge Recommendation 1: BIPOC employees need to be mentored,
especially from BIPOC librarians. ...................................................................... 62
Knowledge Recommendation 2: Create opportunities for paraprofessional
employees to implement learned practices into their regular work positions. ...... 63
Knowledge Recommendation 3: Employees of color who practice self-regulation
more readily see themselves as leaders within the system. .................................. 66
Motivation Recommendations ....................................................................................... 67
Motivation Recommendation 1: Employees of color need to believe they are
capable as leaders and mentors and that there is utility in becoming a leader. ..... 68
vii
Motivation Recommendation 2: Diversity needs to be more than a buzzword. ... 69
Motivation Recommendation 3: BIPOC employees need to feel supported to
follow through with the multiple costs associated with library school................. 72
Organization Recommendations .................................................................................... 73
Organizational Recommendation 1: The library’s administration needs to
privilege the culture of the communities it serves. .............................................. 74
Organizational Recommendation 2: The organization needs to evaluate
institutional policies that hinder the hiring, advancement, and training of
employees of color. ............................................................................................ 75
Implementation and Evaluation Framework................................................................... 77
Organizational Purpose, Needs, and Expectations .............................................. 78
Level 4: Results and Leading Indicators ............................................................. 79
Level 3: Behavior .............................................................................................. 81
Critical behaviors. .................................................................................. 81
Required drivers. .................................................................................... 83
Organizational support. .......................................................................... 84
Level 2: Learning ............................................................................................... 85
Learning goals. ....................................................................................... 85
Program. ................................................................................................ 85
Evaluation of the components of learning ............................................... 87
Level 1: Reaction ............................................................................................... 89
Limitations and Delimitations........................................................................................ 90
Recommendations for Future Research.......................................................................... 91
Conclusion .................................................................................................................... 91
References ................................................................................................................................ 93
Appendix A: Definitions ......................................................................................................... 106
Appendix B: The Researcher .................................................................................................. 108
Appendix C: Interview Protocol .............................................................................................. 110
Appendix D: Ethics ................................................................................................................. 113
Appendix E: Palmera Public Library Initiatives....................................................................... 114
viii
List of Tables
Table 1. Data Sources ............................................................................................................... 32
Table 2. Demographics of Participants ..................................................................................... 43
Table 3. Outcomes, Metrics, and Methods for External and Internal Outcomes ......................... 79
Table 4. Critical Behaviors, Metrics, Methods, and Timing for Evaluation ............................... 82
Table 5. Required Drivers to Support Critical Behaviors .......................................................... 83
Table 6. Evaluation of the Components of Learning for the Program ........................................ 88
Table 7. Components to Measure Reactions to the Program ..................................................... 89
ix
List of Figures
Figure 1 Conceptual Framework 30
x
Abstract
This study investigated the pipeline for promotion for library employees who identify as
Black, Indigenous, and People of Color (BIPOC) by examining the experiences of public
librarians who promoted to librarian from paraprofessional positions. Using the Clark and Estes
(2008) framework, the researcher interviewed 12 participants to learn about their knowledge of
librarianship throughout their career, their motivations for promotion, and the kinds of
organizational cultures they experienced. All library employees worked for the same institution,
so documents about staff-driven initiatives were analyzed and used to shape questions and
recommendations. According to the American Library Association (2017), only 13% of
librarians identify as non-White, but the institution being studied employs around 40% non-
White librarians. The study found that BIPOC employees who successfully promoted to a
librarian position relied extensively on procuring knowledge through help-seeking from other
library employees and supervisors. The BIPOC librarians interviewed demonstrated a strong
belief in the utility value of their work for the community; this sense of purpose intermingles
with their own positive personal experiences as young library users. Participation in professional
organizations or taking on additional duties beyond their job classification increased the
participants’ self-efficacy. A culture of informal mentorship practices was present within the
library organization, so recommendations include codifying mentorship as an institutional
priority, expanding opportunities for staff of all classifications to participate in organizational
decision-making, and evaluating institutional policies that hinder the hiring, advancement, and
training of BIPOC employees.
1
Introduction to the Problem of Practice
Diversity within library staffs fails to reflect the populations they serve. In its Diversity
Counts survey, the American Library Association (ALA), the professional organization
representing all librarians, first made this issue part of its permanent advocacy platform in 2007
after determining that ethnic minorities make up only 12% of all credentialed librarians (Davis &
Hall, 2007). Further studies show there is one White librarian for every 1,830 White persons in
the general population while there is only one Latino librarian for 9,177 Latinos (Gulati, 2010).
The last American Library Association demographic survey in 2017 reports little change despite
over 10 years of efforts to change; 13% of respondents identify as being from a racial group that
is not White or Caucasian (American Library Association, 2017). A 2015 report reveals a
correlation between library organizations that value diversity in hiring and patron satisfaction
(Andrade & Rivera, 2015). If library users feel the service quality goes down, they are less likely
to utilize the resources of the library. Additionally, communities are changing; within the last
decade, 50% more people in the United States speak limited or no English, equating to roughly
21 million people; around 41 million people speak Spanish at home in the United States
(Andrade & Rivera, 2015; U.S. Census Bureau, 2019). This shift is not limited to large urban
areas; a 2008 survey conducted by the American Library Association showed the majority of
libraries serving non-English speakers are in communities with fewer than 100,000 residents
(Koontz & Jue, 2008). However, evidence suggests current initiatives to recruit diverse
professional library staffs need improvement because there has been very little change in the
percentage of librarians of color in the professional field for over 20 years (Jaeger,
Subramaniam, Jones, & Bertot, 2011; Vinopal, 2016). This problem is important to address
because the United States population is becoming more diverse every year; if the library posits
2
itself as an egalitarian institution within these diverse communities, they need to hire staff who
reflect the makeup of the surrounding populations (Minter & Chamblee-Smith, 2018).
Context and Background of the Problem
The site of this study is a large urban public library system; within this dissertation, the
organization is known as the Palmera Public Library (PPL), a pseudonym. Palmera Public
Library claims to “provide free and easy access to information, ideas, books and technology that
enrich, educate and empower every individual in our city's diverse communities.”
1
The location
of this system, its hiring practices, budget resources, and patrons and contribute to understanding
the scope of this dissertation. This multi-site library system has seventy-three locations that serve
a city with a population of nearly four million people (U.S. Census Bureau, 2019). The urban
area is diverse; nearly 37% of people who live within the bounds were born in another country
while only a third of Palmera residents identify as White alone.
Hiring of employees in this public system utilizes the same procedures as all public
services in Palmera. For this reason, all employees are hired according to city civil service
regulations. Every applicant for positions in the city of Palmera takes an examination specifically
written for the desired job classification; scores from that test determine who is eligible to be
interviewed for specific positions once they are available. Examinations are given at certain
times of the year, making the application process quite competitive for potential library
employees.
The Palmera Public Library is a division within the city government of Palmera and
reliant on these governing entities for funding approval. The city of Palmera is led by a 15-
1
Information regarding Palmera Public Library originates from documents and websites not cited to protect
organizational anonymity.
3
person City Council and Mayor. For fiscal year 2020-2021 the city of Palmera received an
annual general budget of $10.5 billion; of that, the library receives $218 million. Palmera Public
Library’s budget benefited from a nationwide trend of positive perceptions from voters; in 2011,
the citizens of Palmera mandated a larger budget for the library through a successful ballot
measure. Nevertheless, Palmera Public Library faces challenges serving Palmera residents.
As a public library, being tasked to serve “every individual” becomes more complicated
when patrons are heterogenous. A citywide survey conducted in 2013 revealed that a quarter of
the city’s total population utilize the library monthly, with over 80% of Palmera residents
visiting within the past 5 years. With almost 20% of the population under the age of 18, services
for youth become a major emphasis within the organization’s strategic plan. Broadening the
books available in various spoken languages and teaching more parent workshops for families
from all represented backgrounds are two of the enumerated objectives. Additionally, the
Palmera Public Library has 21 adult literacy centers across the city, staffed with employees and
volunteers who work with adult learners. Patrons borrow over 15 million items from the
collection every year; the library moves over 40,000 items from library to library annually using
intra-library loans. With over 18,000 programs offered yearly at the branches and Central
Library, the Palmera Public Library attempts to appeal to its diverse patron base.
Purpose of the Project and Research Questions
The purpose of this project is to conduct a gap analysis (Clark & Estes, 2008) to examine
the knowledge, motivation, and organizational elements that inhibit Palmera Public Library from
hiring more librarians who are BIPOC. Library leadership states they want to strengthen the
pipeline for formal leadership positions across Palmera Public Library (Palmera Public Library,
personal communication, 2018). Additionally, the City Librarian who oversees all library
4
operations has encouraged the newly formed Racial Equity Board to investigate pipelines for
recruitment, promotion, and retention of BIPOC librarians (Palmera Public Library, personal
communication, 2020).
2
As such, understanding the experiences of librarians of color who have
promoted from paraprofessional
3
, non-librarian positions will assist PPL in this inquiry. .
Palmera Public Library has a higher-than-average percentage of librarians of color compared to
other institutions in this field, but the system is still failing to recruit demographics that represent
the population of Palmera; approximately 40% of PPL entry-level and mid-tier librarians are
BIPOC; around 47% of supervising librarians are BIPOC.
4
The city of Palmera, as stated
previously, is comprised of nearly 67% BIPOC residents. Examining the experiences of Black,
Indigenous, and people of color (BIPOC) librarians provides insights into the barriers and
benefits they faced within this organization. The following questions guide this study:
1. What is the knowledge and motivation of BIPOC employees who successfully
promoted to the librarian position?
2. What is the interaction between organizational culture and context and stakeholder
knowledge and motivation for BIPOC librarians who were originally
paraprofessionals?
3. What are the recommended knowledge and skills, motivation, and organizational
solutions to create more pathways for internal promotion to librarian for BIPOC
paraprofessional employees?
2
See Appendix E for a complete list of PPL initiatives.
3
See Appendix A for definitions of library-related terms.
4
PPL Department Demographics by Classification as of July 17, 2020
5
Importance of the Study
Ensuring diversity within the library’s hiring practices reinforces the library’s mission to
be a trusted source of information for much of the population. The public library claims that
access to information for all members of the community is important, so hiring people who
reflect this value is essential (Gulati, 2010). Without a codified commitment to organizational
change, there will be fewer opportunities for underrepresented employees to seek promotion. In
order to make sure the public libraries thrive, these organizations must follow the lead of the
ALA which updated its own 2017 strategic plan to include equity, diversity, and inclusion as a
key action plan (American Library Association Strategic Directions, 2017). Addressing the
historic racism within the profession of librarianship is necessary to acknowledge systemic
discrimination and change policies that fail both library staff and the public they serve (Adler,
2017). Left unaddressed, the public library may lose relevance within a changing majority-
minority United States.
Palmera Public Library is in the initial stages of rethinking their racial equity policies due
to a Mayoral Executive Directive issued in June 2020
5
. Additionally, Palmera Public Library is
three years into a system-wide initiative to change its culture around leadership to align its
organization’s strategic plans with workforce development. Recruiting and promoting
credentialed BIPOC librarians is an area of historic difficulty for librarianship as a field (Bugg,
2016; Edwards, 2015; Smith, Turner, Ose-Kofie, & Richards, 2004). This emphasis on creating
leadership opportunities for its already diverse paraprofessional staff offers a logical strategy for
increasing the number of qualified librarians of color applying for senior-level positions. PPL
5
See Appendix E.
6
leadership recognizes that creating a conduit for recruiting librarians from employees who are
already invested in the mission of the library is necessary for ensuring future relevance in a
changing political landscape in Palmera. With nearly 78% of administrative clerks and 74% of
messenger clerks identifying as BIPOC, this pool of potential applicants should not be
overlooked.
Overview of Theoretical Framework and Methodology
Clark and Estes (2008) offer the framework for this dissertation. In their book Turning
Research into Results (Clark & Estes, 2008), the authors use the idea of gap analysis in a
systematic way to compare organizational goals with current organizational performance levels
of stakeholders. They base their theory on the idea that employees are a company’s capital;
specifically, an organization should invest in employees in order to bring “positive and profitable
results for the organization” (p. 3). Comparing stakeholder goals to the organizational goals is
the first aspect of the Clark and Estes problem-solving process. Clark and Estes (2008) next look
at the stakeholders’ knowledge, motivation, and organizational influences as the criteria for
influencing performance gaps at a work site. General theory about organizational culture,
context-specific literature, and an understanding of the organization are necessary when
developing a conceptual framework on which to hang the rest of the research. The Clark and
Estes framework offers the context in which researchers can identify conceptual elements and
build a model of stakeholder behavior within the context of an organization. The first element,
knowledge, can be divided into factual, conceptual, procedural, and metacognitive types
(Krathwohl, 2002). Employees must also be motivated to work toward acquiring these
knowledge types; motivation “gets us going, keeps us moving, and tells us how much effort to
spend on work tasks” (Clark & Estes, 2008, p. 80). Schein (2004) expands on the importance of
7
organizational culture, specifically what he calls the “essence of culture” -- structural stability,
depth, breadth, and integration of individuals within that system.
In this study, an examination of Palmera Public Library will determine how the current
institutional culture can be changed to meet the organizational goal of recruiting and promoting
more BIPOC librarians. Administrators are enthusiastic about determining the feasibility of
offering multiple support mechanisms to help its paraprofessional staff promote within the
organizational ecosystem. To evaluate if this is possible, the study examined the knowledge and
motivation of credentialed BIPOC librarians within the context of the PPL organizational
culture. By understanding what knowledge and motivation these successful professionals had
before they decided to become librarians, the organization can determine the feasibility of
recruiting new librarians from their non-degreed paraprofessional staff population and determine
multiple support mechanisms to help these same paraprofessional staff members promote. Data
comes from qualitative interviews with 12 BIPOC librarians who successfully promoted from
paraprofessional positions. These librarians acquired a degree and navigated through the civil
service examination process to become full-time librarians at PPL, so their experience is
invaluable for determining gaps in PPL’s support mechanisms for internal promotion. The
shaping of the questions for these interviews and the context around the data collected comes
from pertinent survey data, reports, and presentations from the ongoing system-wide leadership
initiative and the newly created racial equity program at PPL.
Literature Review
This literature review will look at the difficulty in recruiting a diverse workforce to the
field of librarianship and its relationship to the concept of leadership within large organizations.
While this study takes place at the Palmera Public Library, a lack of librarians of color is a
8
national epidemic; only 13% of degree-holding librarians across the United States are not White
(American Library Association, 2017). The review begins with a brief history of libraries,
including examples of structural racism within the field itself. Then the section addresses patron
need for a diverse workforce and moves to specific barriers that impede the recruitment of
BIPOC librarian employees, including the dearth of library schools, higher education
requirements, and the civil service process. Next, the review examines successful diversity
initiatives. The following section utilizes the Clark and Estes (2008) gap analysis lens to delve
into the knowledge, motivation, and organizational influences on Palmera Public Library’s
current leadership initiatives and its effects on professional librarians of color. Finally, the
section concludes with a discussion of the conceptual framework that combines relevant
literature with the researcher’s observations of the organization.
History of Libraries and Structural Inequity
The public library has been a public institution for over a century, but its role has
changed throughout the years. When thinking about library history, dominant ideologies that
shaped cultural narratives surround this institution. Public libraries, in their current incarnation,
act as a “third space” (i.e. a space outside of home and work); libraries attempt to be a cultural
center and a location for gathering for communities (Elmborg, 2011). Public librarians and
library trustees describe their institutions as advancing democratic ideals; at the same time, they
shaped collections to serve elite interests, not the interests of their patrons (Malone, 2000).
Despite the rhetoric of open access and intellectual freedom that developed over the course of the
twentieth century, library collections reflect the knowledge, biases, and values of the largely
Caucasian middle-class librarians who dominate the profession (Minter & Chamblee-Smith,
2018; Pollack & Haley, 2018). Biographical studies of libraries have focused more on the leaders
9
than on the rank and file, more on the educators and administrators than on the frontline service
providers; this in itself leads to the glorification of a select group of exceptional historical
librarians of color. Although recounting the impacts of these remarkable individuals should be
included in historical accounts, lauding these figures can make the profession appear inaccessible
instead making it open to a broader swathe of the population (Moore & Estrellado, 2018). For
example, Black women have always been associated with the literacy movements of the 1800s
and early librarianship, but little is written about pioneers such as Nella Larsen, Regina Anderson
Andrews, or Pura Belpre (Pollack & Haley, 2019). These women pushed public library service in
New York City from the confines of middle-class whiteness and argued for more diverse
collections and more open hiring practices in the beginning of the twentieth century.
Libraries Are Not Neutral
Understanding the racist elements of American history rectifies the Library and
Information Science field’s traditional view of the founding and purpose of public libraries.
Jaeger et al. (2011) note that the public library has stated that it is a neutral entity in a
governmental landscape, manifesting itself in two key areas of librarianship – an effort to create
collections that present as many different viewpoints as possible and an effort to remain
apolitical to the greatest extent possible. But Jaeger et al. (2011), along with other Library and
Information Science (LIS) scholars, disagree with this typical assessment of public libraries; the
work of libraries as community institutions means they must adopt the normative standards of
the community, indicating that neutrality does not exist for libraries (Morales, Knowles, &
Bourg, 2014; De Jesus, 2014). Jaeger et al. (2011) argue that neutrality is a construct that needs
to be abandoned to advocate for diversity, multiculturalism, and the needs of their patrons.
Gomez (2000) argues that employees from outside the community being served can provide
10
culturally competent services, but only if they make the effort to learn the culture and exhibit
sensitivity to the needs of the community. De Jesus (2014) continues this discussion by
suggesting that while libraries themselves exist to address certain disparities within society, this
acts as a political stance to create “better citizens” (p. 3). American democracy cannot be
separated from its history of genocide and enslavement for Indigenous and Black people; for
these people, as a result, White middle-class values inherent in the public library mission serves
to maintain White supremacy (Alabi, 2015; Moore & Estrellado, 2018).
Gomez’s (2000) suggestion to think beyond rigid library standards in terms of collection
acquisition and cataloging allows for a more flexible approach to acquiring materials that
communities of color want to read. Typical public library vendors reinforce the White middle-
class prioritization of materials by concentrating on bestsellers in English; innovative library
systems across the county have acquisitions staff traveling abroad to find publishers who create
material for specific communities of immigrants or speakers of certain languages (Pineda & La
Ganga, 2020). Public libraries are divorced from formalized educational standards; the local
constituency is not forced to utilize the local library. Instead, potential patrons choose to read the
materials located within, making it essential that libraries develop collections that appeal to its
multilingual community members (Alvarez & Alvarez, 2016).
Racism Within Classification
Library classification structures themselves reify 19
th
and early 20
th
century political
agendas when it comes to racialized assumptions. For instance, LIS’ embrace of evolution is
embedded in bibliographic structures; re-examining these concepts reveals a privileging of the
concepts of social engineering, tribalism, and conquest that is spurred by a supposed superiority
of Anglo-Saxon supremacy (Morehart, 2018; Riley-Reid, 2017). Charles Kutter introduced
11
evolutionary principles to library classifications; his Expansive Classification, unfinished at his
death in 1903, served as a model for many classification systems, including the Library of
Congress. In this book, he classified “Negroes” in three locations – ethnology (a branch of
anthropology), education of special classes, and slave labor (Adler, 2017). Melvil Dewey and his
classification system also placed race in a similar place to Cutter’s classification system.
Dewey’s well-documented anti-Semitism was a reason for his forced resignation of his position
as State Librarian of New York because he would not admit Jews and other ethnic and religious
groups to the Lake Placid Club (Gooding-Call, 2019). Another example of the early racism of
cataloging comes from a description of Harvard’s library collection; the statement of “natural
order” was used by Richard Bliss to explain why he put “Negroes, Freedmen” classed at the end
of the education field, distinct from topics for an assumed White, male propertied American
population (Potter & Wells, 1911).
Inclusion Is Not Enough
Hudson (2017) argues that inclusion should not be the only anti-racist mode of library
science because a “simplistic equation of exclusion with racism” is not the only way that racism
plays into structural systems (p. 13). He writes that liberal anti-racism sees racism as an
individual failure, often stemming from a lack of education. As a result, institutions use cultural
competence training as a primary strategy to eliminate bias and to create a heterogenous
environment of tolerance (Hudson, 2017). However, racism in institutions goes beyond the
individual actions of certain players; it is often embedded in access to power and structural
violence. Examining the structures of classification, the collection development criteria, and the
types of programming offered marks the beginning of changing racism in the public library
12
institution. Providing access to resources for staff members to challenge the status quo offers one
way for library systems to demonstrate a commitment to a diverse workplace.
Diverse Patrons Deserve a Diverse Workforce
A major tenet of this work revolves around the idea that diverse workforces in libraries
can provide improved service for a more diverse patron population. Information structure reflects
the beliefs and values of a culture; therefore, information related to certain segments of a
population may be overlooked unintentionally (Bradford & Sendaula, 2019). LIS professionals
lack cultural sensitivity, fluency in languages other than English, and understanding of
information needs for diverse patron populations (Kim & Sin, 2006). A 2015 study shows a
correlation between library organizations that value diversity in hiring and patron satisfaction
(Andrade & Rivera, 2015). If library users feel the service quality is substandard, they are less
likely to utilize the resources of the library.
Library Anxiety
Patrons often feel uncomfortable using a library in the first place. Library anxiety, a
concept developed by Constance Mellon in 1986, refers to the “uncomfortable feeling or
emotional disposition experienced in a library setting” causing negative emotions such as
“tension, fear, feelings of uncertainty and helplessness” (Onwuegbuzie, Jiao, & Bostick, 2004).
Mellon’s original study looked at over 6,000 students; over 75% of undergraduates described
one’s first research project as producing anxiety. Students felt like others were more competent
at finding resources, so they felt ashamed of their perceived inadequacies and refused to ask for
help (Mellon, 2015). Embedded librarianship within first-year experiences programs in colleges
could offer a way for young students to learn more about this career, the people who work in the
library, and how resources work (Hall, 2012). Asking for help from librarians continues to be an
13
obstacle to information behavior of library patrons. In a 2012 article by Bonnet and
McAlexander, library patrons were asked to rate the approachability of library staff based on
appearances. Minority library patrons were less likely to approach White/Caucasian librarians;
they rated the approachability of minority librarians as higher. Perhaps this could be due to the
idea that cultural communication styles differ among different patrons who come from various
cultural contexts (Allard, Mehra, & Oayyym, 2007). These cultural communication styles can
extend to use of digital technology as well. People from various backgrounds have different
experiences with mobile technology, databases, and computer-based catalogs. For example, non-
native English speakers are more library-anxious than native English speakers (Gretencord,
2009; Jiao & Onwuegbuzie, 1997).
Policies That Police
In a 2013 article about the state of LIS education, Hughes-Hassell writes libraries are
“designed to serve youth from the dominant white culture” (p. 39). Hughes-Hassell argues that in
order to engage historically underrepresented patrons of color, library staff have to be trained
differently. For example, she claims that the rules of conduct in libraries, most likely designed by
White administrators, represent a racist infrastructure that can undermine a young person of
color’s sense of belonging in the public space. Underrepresented library patrons, particularly
young people, are often “subject to contempt, suspicion, and objectification” (p. 40). This can be
seen in the kinds of security policies enacted and the kinds of reactions from staff to those who
come from a difficult cultural background. At the 2018 ALA conference in New Orleans,
scholarly communication librarian April Hathcock from New York University Libraries held a
session called “Breaking Below the Surface of Racism, Whiteness, and Implicit Bias,” forcing
the librarians in attendance to discuss examples of bias in the library workplace. The field is now
14
willing to name implicit bias, particularly the historical privileging of whiteness, within the field
(Morehart, 2018).
Educating Librarians
The evidence shows that current initiatives to recruit a diverse professional library staff
needs improvement, especially as projected statistics for the general population estimate growth
for communities of color (Kim & Sin, 2006). Most public library systems require librarians to
have an ALA-accredited master’s degree in Information Science or Library Science, but in 2019,
only 377 library school degrees were awarded to non-White students (DataUSA, 2019). This is a
huge discrepancy compared to the 3,916 degrees that were awarded to White students.
Changing the Enrollment of Library Schools
One potential starting point for recruiting BIPOC librarians is library education; iSchools
(the accepted term for Schools of Information) and library schools should broaden their search to
admit persons of color to prepare future information professionals. Programs such as ALA
Spectrum Scholars, a scholarship program sponsored by the ALA, or the Mosaic Program,
sponsored by the Association of Research Libraries (ARL) and Society of American Archivists,
have been implemented with some successes, but the impact has not grown substantially over the
years (Hathcock, 2015). According to Jaeger et al. (2011), there have been a number of
initiatives to increase the presence of underrepresented populations within library education
since the 1970s. These recruitment efforts have been mounted at library schools such as
University of Arizona, Clark-Atlanta University, Columbia University, Florida State University,
University of Illinois, University of Maryland, University of North Carolina, North Carolina
Central University, Rutgers University, University of Toledo, and Wayne State University
(Minter & Chamblee-Smith, 2018; Mitchell, 2018). Despite these programs that provide
15
financial aid to students of color, the overall emphasis on diversity awareness and training in LIS
has actually decreased since the 1990s as perceived by librarians from underrepresented
populations (Pollack & Haley, 2018). The majority of those surveyed feel the limited diversity in
LIS faculty, staff, students, and professionals inhibits attracting students from underrepresented
populations. Despite the increasing diversity of society, only 22.2% of recent LIS graduates had
the option to take a course related to diversity in their degree program, and only 21.3% of LIS
graduates indicated that they were prepared by their MLS program to work with diverse
populations (Jaeger et al., 2011).
Adding Cultural Competency into Library School Curricula
Concepts like the digital divide, limited access to technology, and inadequate availability
of linguistically relevant content are covered in library school education programs (American
Library Association, 2004). But many librarians come from backgrounds different from the
patrons that they serve; understanding the realities of these social inequities is often beyond the
personal experience of a student who can afford to pursue a master’s degree (Jaeger et al., 2011).
Courses on diverse populations are common within library school curriculums, but theory
can only serve a new librarian so far. The University of Arizona created a program called
Knowledge River which specifically recruits Latino and Native American students to become
involved in librarianship (“Knowledge River program expands diversity in Library and
Information fields,” 2020). This program includes scholarships, financial aid, and cultural
perspectives on the study of information. Every student enrolled in this program is paired with
professional mentors, service-learning opportunities, and supportive cohorts of peers (Adkins &
Burns, 2013). LIS professions need to recruit diverse populations in order to continue to be a
trusted source of information for the majority of the population. LIS education programs
16
emphasize diversity as an imperative aspect of their professional mission, but the same schools
lack required diversity courses as part of mandatory educational requirements (Linares &
Cunningham, 2018).
Vocational Awe
Ettarh (2018) uses the construct of vocational awe to question the assumptions
surrounding the librarian’s role in society and the almost self-aggrandizing rhetoric that the
profession uses to describe itself. Librarians view themselves as defenders of an institution that is
inherently good and, therefore, beyond critique. The field has a lot of problems, including
burnout and low salaries (Anantachai & Chesley, 2018). Ettarh (2018) takes this further, framing
librarianship as a “sacred calling,” librarians create an institutional mythology that reifies
institutional oppression and disenfranchises individual workers.
The physical library has been seen as a sacred space – both as a keeper of sacred things,
such as books that contain knowledge and people who are experts, as well as a refuge or shelter
for those seeking solace. Even the original architectural structures of churches and libraries were
similar in that they were built to inspire awe through grandeur. Modern libraries are often the
only place where disenfranchised populations like the homeless or mentally ill are welcomed
(Honma & Chu, 2018).
Also, libraries stay open during disasters and community unrest. For instance, following
the protests and riots in Ferguson, Missori after the killing of Black teenager Michael Brown by
a White police officer, the Ferguson Municipal Public Library (FMPL) created a makeshift
school for children in the community. A hashtag #whatlibrariesdo became popular on Twitter
after the Ferguson event. Library response to many major events has been consistent in creating
“safe spaces” in an uncertain sociopolitical environment (Bustamante, 2014). Not surprisingly,
17
most library workers are White women whose White privilege includes missionary-mindedness,
servility, and to “inculcate European ethnics into whiteness” (Frankenberg, 1993). Ettarh (2018)
argues that librarians of color are often discounted or eliminated when speaking out against
library policies. Additionally, due to the professional norms around self-sacrifice and underpay,
there is a real class barrier as to who can self-select to become a librarian. One must be able to
afford to volunteer time or work long hours on the weekend and nights (Ettarh, 2018; Moore &
Estrellado, 2018).
Implementing Successful Diversity Initiatives
Diversity recruitment and retention should be codified in an organization’s mission and
culture in order for the organization to be successful. Libraries may be able to implement
multiple strategies for diversity beyond recruitment or continuing professional education (Kreitz,
2008). Being a BIPOC librarian can be an isolating experience, so diversity initiatives must
support and create safe spaces for librarians in the field (Hathcock, 2015).
Diversity Initiatives
Diversity initiatives must come from the everyday actions taken by people at all levels of
an organization. Kreitz’s review of literature suggests organizations may have problems with
diversity initiatives because humans prefer working in homogenous groups and may resist
change. Potential hires may see the homogenous atmosphere of the library workspace and avoid
seeking employment or enrolling in library education programs. Other professions have
strengthened the number of applicants for positions by creating robust mentoring programs for
people early in their career (Haizlip, 2012; Smith et al., 2004). In her 2010 literature review,
Gulati points out that “if libraries are to be at their best, their services and staff must reflect… the
community they serve” (p. 289). Training within libraries needs to address the historical
18
relevance of race and ethnicity in American society and culture. Bias may even occur in the
assumptions of a professional librarian about stakeholders. For example, in Andrade and
Rivera’s (2015) case study of a university library, there was bias within the selection of
employees for research. The survey instrument was initially given only to credentialed librarians,
but the study’s authors realized that all staff members, both professional and paraprofessional,
need to be included to understand the dominant culture. Once that oversight was corrected and
the analysis of the survey was complete, the authors realized that employees who had negative
feelings about interpersonal justice and work unit conflict tended to belong to groups that did not
associate with the dominant culture. Transformational leadership that models diversity principles
and implements feasible action plans that affect the day-to-day operations of a library can have a
huge impact. But diversity initiatives fail when creating binary categories of people. Hathcock
(2015) writes that many of the field’s initiatives categorize people as either “normal” (i.e.,
acceptable to whiteness) or “other.”
Hiring Practices
Re-examining the hiring practices of an organization is essential to bring more diversity
into an organization; Gulati (2010) suggests having interviews focus on the core aspects of a
position while being open about the kinds of background that could fulfill the requirements. This
was reflected in a 2004 study about hiring diverse faculty in university environments.
Institutional bias can be present even within types of interview questions; certain questions might
privilege specific experiences that may not reflect a candidate’s ability to do the technical aspects
of the job. Writing about race in libraries must mention ideological undergirding that privileges
White middle-class norms of librarianship and may cause BIPOC librarians to leave the field
(Smith et al., 2004). Attrition can be a problem with diversity recruitment programs. Public
19
librarianship has an issue with low-morale among its ranks; burnout, increased workload,
workplace dysfunction, and bullying are all commonplace complaints within the field (Kendrick,
2020). Associating libraries with resilience shifts the narrative away from structural issues within
the field; public libraries are being forced to serve more purposes with reduced budgets in an
American landscape with fewer social services (Berg, Galvan, & Tewell, 2020).
Professional Organizations
Professional organizations outside of the institution might offer respite, particularly
national and state-wide caucus and interest groups. For example, the American Library
Association lists resources for BIPOC librarians through its Spectrum Scholars page called
“BIPOC in LIS Resource Center.” One of the resources includes a “Green Book for Libraries”
website (https://librarygreenbook.com/) where BIPOC can have a space to write honest critiques
about the racial atmosphere at various library systems. The context of a person’s work is
influenced by structural bases of institutions (Anderson & Snow, 2001); the process of individual
identities interacting with structural inequality can exacerbate the divisions of power within the
organization. Communicating about structural issues with organizational cultures makes BIPOC
librarians more aware of possible impediments to a successful career in a particular workplace.
Knowledge, Motivational, and Organizational Influences
Within the Clark and Estes (2008) gap analysis model, organizational performance relies
on alignment between knowledge, motivational, and organizational influences. This KMO model
is a way to parse the objectives of an organization and find root causes for performance failings
(Bolman & Deal, 2008; Clark & Estes, 2008). This research looks at the ways BIPOC employees
of this organization interact with societal expectations, the advice of their peers and superiors,
and internal motivations for advancement. The organization benefits when more paraprofessional
20
employees promote because that demonstrates a commitment to the ideals of the Palmera Public
Library, an investment of time and money into the required master’s degree to be a librarian, and
a more informed, empowered staff willing to serve the communities within Palmera (Jaeger et
al., 2011; Koontz & Jue, 2008; Smith et al., 2004). The individual benefits with greater pay,
more pathways for advancement, and a greater influence over the direction of organizational
culture (Riley-Reid, 2017; Smith et al., 2004; Davis & Hall, 2007).
Knowledge Influences
Knowledge is the first aspect of evaluation; at Palmera Public Library, BIPOC employees
must have knowledge about multiple subjects to successfully promote to a librarian position.
Krathwohl’s revision of Bloom’s taxonomy provides a common language about learning goals
and skills; four typologies are associated with Krathwohl (2002). These include declarative
knowledge (an accumulation of facts), conceptual knowledge (theories), procedural knowledge
(skills to accomplish something), and metacognitive knowledge (reflection on one’s own
cognitive processes).
Declarative. According to Krathwohl (2002), both factual and conceptual knowledge can
be considered declarative knowledge. Factual knowledge consists of the basic elements one must
be acquainted with in a discipline while conceptual knowledge consists of the interrelationships
between these basic elements that enable them to function together.
In LIS literature, the ability of a BIPOC employee to get hired requires knowing about
the job itself, understanding the qualifications of a position, and navigating through the
complexities of a civil service testing and hiring process; these aspects are considered declarative
knowledge because they involve both the basic aspects of librarianship, such as the software
needed to perform circulation functions, as well as an understanding of how these basic elements
21
relate within the larger system. As Rueda (2011) acknowledges, understanding systems, models,
generalizations, or theories are examples of conceptual knowledge. Hiring standards of civil
service commissions disproportionately affect minority applicants (Kringen, 2016; Linares &
Cunningham, 2018). Civil service commissions may be missing a link in understanding how
complicated recruitment practices may cause the dearth of qualified applicants for specialized
positions such as librarians. Designed to keep politics out of government employment processes,
employment and promotion within these institutions is reliant on defined merit processes within
testing and interviewing. But these rules are not often transparent for those who are not familiar
with civil service procedures of that specific jurisdiction, especially considering that the same job
position might have widely varying standards between government entities (Kringen, 2016).
Schraw and McCrudden’s (2006) discussion on Information Processing Theory (IPT)
reveals salient information for this problem surrounding a priori knowledge. Effective learners
already possess a large amount of knowledge about their domain of expertise as well as critical
thinking skills and the ability to problem-solve. Connecting new information to subjects where
the individual feels confident allows for more accessible retrieval structures in memory. Aspiring
librarians need help in identifying and understanding the requisite organizational knowledge
needed for promotion. For PPL, a successful promotional librarian interview includes
understanding of the strategic plan, the 6 leadership values that PPL wants all employees to
embody, demographics of the city of Palmera, and fundamental librarian duties such as
collection development, programming, and outreach.
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Procedural. Procedural knowledge connects declarative knowledge with how to actually
do something – both within a specific subject and in general. Methods of inquiry, skills, and
techniques are encompassed within this definition of procedural knowledge (Krathwohl, 2002;
Rueda, 2011). Kreitz (2008) writes about effective practices in managing organizational
diversity; specifically, in her field study, successful leadership and diversity initiatives stem from
the everyday actions taken by people at all levels of an organization. Most relevant to procedural
knowledge development, Kreitz discussed strategies to include thoughtful framing and deep
understanding of initiatives to indicate success on an individual level. Further, poorly designed
trainings may cause an employee to feel devalued or demoralized; instead, employees need
practice to build their new skills to a level where they are willing to attempt to use their
newfound knowledge (Kreitz, 2008).
Schein (1996) expands on the idea of connecting one’s own experiences to the principles
of an institution. Schein (1996) uses examples of engineers who behave differently than the chief
executive officers; when the two groups interact effectively, they expand the internal “operator
culture” of the organization, contributing to the success of the company. Within PPL, this can be
modeled through the experiences of various employee classifications; paraprofessional
employees have different priorities than librarians in the effective operation of a branch or
Central Library.
Employees need to understand when their knowledge needs to be augmented by advice
and mentorship of others. Support can come through co-workers, supervisors, mentors within the
LIS profession, or family. LaVallie and Melrose (2005) write about these behaviors, claiming
that this aspect of knowledge demonstrates high performance for the individual. The individual
saves time by seeking direct answers to questions. Mentorship, whether informal or formal
23
channels, seems to be the most common entry point to help-seeking within the LIS literature.
Gallimore and Goldenberg (2001) suggested that learners who are shown tasks that are familiar
to those found in their cultural backgrounds will more easily be able to transfer skills from one
setting to another. Ideally, these initiatives would connect leadership work in libraries to other
types of leadership that an employee might already possess. Ultimately, the goal is to have more
success stories for promotion within the institution of Palmera Public Library through informal
and formal mentoring processes.
Metacognitive. Learning requires use of basic cognitive processes such as attention,
memory, activating prior knowledge, and utilizing appropriate strategies (Baker, 2006).
According to research championed by John Flavell and Ann Brown, successful learners rely on
an awareness of their own cognitive processes, managing their own resources in order to be
prepared for knowledge tests (Baker, 2000). Metacognition refers to this process in which
learners think about thinking. Knowledge of one’s strengths as a learner, aspects of the task
being performed, and approaches needed to complete the required task works in conjunction with
a learner’s control over the environment, planning ability, and ability to change tactics (Baker,
2006). Metacognition can be connected to age-related growth and one’s ability to self-regulate
learning; an older learner typically has a greater ability to plan, monitor, and evaluate one’s
progress (Baker, 2000).
Information Processing Theory (IPM) describes a model of how the human brain handles
memory, cognition, and thinking (Schraw & McCrudden, 2006). IPM specifically looks at how
sensory memory, working memory, and long-term memory work together to limit the amounts of
initial information received while permanently storing that data for knowledge. Sensory memory
processes incoming information every ½ to 3 seconds; a screening process takes place to make
24
sure only relevant information is delivered to a person’s working memory. The rest of the stimuli
is deleted in order to have more efficient cognitive processing. Automaticity refers to the ability
to perform tasks at a faster rate due to repeated practice, such as driving a car or scanning in the
library’s daily intralibrary loan deliveries (Stanovich, 2003). Long-term memory, marked by
encoding and retrieval processes, can act as a repository for facts and knowledge (Schraw &
McCrudden, 2006). Cognitive load theory posits that instructional and learner constraints can
change one’s ability to process and store long-term memory; reducing cognitive load can help a
learner to acquire knowledge without excessive cognitive processes (Sweller & Chandler, 1994).
Learners who understand how to reduce the number of cognitive processes happening at the
same time can more quickly obtain long-term memory. Albert Bandura (1986) drew on ideas of
IPM to describe cognitive processes that influence learning. Social cognitive theory stems from
his work that emphasizes learning happens within social contexts; observation is a primary tool
used for learning (Denler, Wolters, & Benzon, 2009). Additionally, cognitive, behavior, and
contextual factors influence learning in a reciprocal fashion; that is, both the environment and its
reinforcements as well as the person’s own self-beliefs affect learning. Again, Bandura ascribes
an element of agency to the learner, avoiding the ideas of environmental determinism of early
knowledge acquisition models (1986). Motivational factors play into this theory, as described
below.
Motivational Influences
Motivation offers the second set of influences within the gap analysis model; this is the
combination of multiple variables within an individual, including values, interests, attitudes, and
beliefs (Bandura, 1986; Eccles & Wigfield, 2002). The theories being discussed below include
25
self-efficacy and expectancy value. This dissertation looked for indicators of motivation such as
active choice, persistence, and mental effort.
Self-efficacy. Self-efficacy refers to an individual’s belief that the individual can perform
a specific behavior to produce individual performance attainments (Bandura, 1986). Expectancy
refers to the believed likelihood of success for a behavior while value refers to the importance of
an expected outcome. This idea reflects a certain confidence that one can exert control over
behavior, motivation, and environment; specifically, social-cognitive theory allows for an
agentic perspective to self-development, adaptation, and change, meaning that one intentionally
influences life circumstances by developing beliefs from early interactions with their
environment. Multiple forces come to play when behavior is involved, including historical,
political, and legal structures, organizations and institutions, and individual trajectories (Pasick &
Burke, 2008).
In LIS, perceived self-efficacy has to work within the confines of structural inequality
and bias. Self-efficacy theory offers a way for individuals to create their own pathways within an
inherently flawed institution. Pajares (2006) found that learning and motivation are enhanced
when learners have positive expectations for success. Additionally, Pajares recognizes feedback
and modeling increase self-efficacy. In the context of this study, showing librarians of color the
benefits of diversity through modeling the behavior and providing feedback about this
relationship is believed to increase self-efficacy. This theory supports the correlation between
self-belief and actions because those who believe that they can accomplish a goal are more likely
to take actions toward that goal. Including an argument for inclusion makes sense within a
professional context; by making this principle more explicit, employees feel more willing to
discuss and acknowledge the value of diversity, increasing their expectancy value of that
26
principle. In the same vein, paraprofessionals may see a pathway for their success as they take
initiative toward their educational and promotional opportunities.
Utility Value. Eccles (2006) argues that achievement builds motivation for success;
specifically, one’s self-image acts as an integral part of motivation due to its connection to an
individual’s identity. When an individual is interested, engaged, and values the work, they are
more likely to be motivated. Schraw and Lehman (2009) build on this theory with the
introduction of the element of interest. Situational interest precedes and at times, facilitates the
development of an individual’s personal interest in a task. Schiefele (1999) corroborates this
finding with his study that looked at readers and their interest in a topic. Those who cared
personally were more likely to engage in deeper text processing as demonstrated by the
construction of mental representations of people, settings, and events found in the text. Utility
value can create perseverance in tasks, even in situations where the tasks might be more difficult
to power through. For example, Dowd and Bensimon (2014) look at inclusion within the space
of higher education, but many of the principles apply to government organizations such as public
libraries. They argue that racial inequities stem from systemic failures of society and legacies of
discrimination. Specifically, policies within an organization are often designed to oppress
employees of color. Systems that remain accountable to their stakeholders need to prioritize,
actualize, and monitor ongoing racial disparities, leading to greater situational interest and
engagement with the institutions. Employees see the value in diversity and therefore increase its
utility value.
Organizational Influences
Organizational culture refers to the core values, goals, beliefs, and processes learned over
time -- and in this context, in a work situation. Culture is created through the interactions of
27
individuals while they go through their daily life; it is not a monolithic, static entity (Rueda,
2011). Clark and Estes (2008) note that organizational culture can be contained in the
environment, in a group, or even within an individual’s internalized learned knowledge and
behavior patterns. Rueda (2011) expands on the idea of the role organizational features play in an
employee’s performance; structure, policies, practices, and interaction can impede an employee’s
ability to thrive. Dowd and Bensimon (2014) add to the complexity of deciphering an
organization’s culture by acknowledging that many institutional structures pose additional
barriers for employees of color.
Cultural Models. Cultural models refer to the values, beliefs, and attitudes that are
generally invisible and automated (Rueda, 2011). People within an organization have a shared
mental schema of how the environment should work, and they express these models through
cultural practices. Gallimore and Goldenberg (2001) note that cultural models include
behavioral, cognitive, and affective components. They compare cultural models to the
sociological concept of norms, but they expand the definition to “tools for the mind” (p. 47).
Those who share cultural models rarely acknowledge them except when exposed to a society
with extremely different priorities.
Schein (2004) further develops this idea of cultural norms by noting that “a pattern of
shared basic assumptions” becomes a group’s ability to solve internal and external problems (p.
17). Schein notes that humans will always try to establish patterns and integrate these into shared
experiences, but the different experiences within group members keep ambiguity within cultures.
No culture will have members who have the exact same experiences, even within a shared
cultural model. And as Rueda (2011) points out, implementing new innovations can be derailed
28
by seemingly irrational cultural models; understanding the history behind these cultural models
can reveal ways to target and change them.
Cultural Settings. Cultural settings are deeply connected with cultural models, but
Gallimore and Goldenberg (2001) argue for the importance of keeping these two concepts
“analytically distinct” (p. 48). Culture exists and is created in settings; as Rueda (2011) says, “the
who, what, when, where, why, and how of the routines which constitute daily life” (p. 57).
Cultural settings are the visible manifestations of cultural models within a place. Anytime a
defining feature of a social context changes, the cultural setting changes. Organizations are made
up of multiple, dynamic cultural settings which can influence the behavior of individuals; the
opposite can also be true. Individuals and groups can change cultural settings through their
actions within the context. (Rueda, 2011). Gallimore and Goldenberg (2001) note that one of the
advantages of cultural settings is an assumed variability within; researchers can veer away from
stereotyping participants as homogenous within a cultural setting.
Conceptual Framework
Understanding the domain that this dissertation will evaluate is essential to conducting
quality research that will be useful for the institution. Evaluation requires more than just a set of
tools applied in the same way to different problems. Weiss (1998) argues that social programs
are “complex undertakings” that incorporate a range of “components, styles, people, and
procedures” (pg. 48). This conceptual framework, despite it being an amalgamation of theory
and personal knowledge of the field, is a way for an evaluator to discover the reality of a
program instead of its appearance. Maxwell (2013) broadens the relevancy of conceptual
frameworks, offering that concept maps give researchers a tool to make implicit beliefs visible,
“a tool for developing theory and making that theory more explicit” (p. 54). Specific to this
29
study, stakeholder’s knowledge and motivation are contained within the larger organization, the
Palmera Public Library. Over the past few years, the Palmera Public Library has experienced a
change in administration, causing a shift in the kinds of internal initiatives emphasized. Library
administration embraces more other employee-led projects, such as a newly minted security and
safety team, the very first Staff Development Day, and a multi-year push to change the culture of
leadership for all employees (see Appendix E).
This research looks at the ways employees of this organization interact with societal
expectations, the advice of their peers and superiors, and internal motivations for advancement.
To fix the gap between the percentage of BIPOC paraprofessional employees and the percentage
of BIPOC librarians, one must increase BIPOC paraprofessional employee knowledge. This will
improve their help-seeking awareness, their self-efficacy, and their understanding of the value
associated with continued education and promotional opportunities (Denler, Wolters, & Benzon,
2009; Pajares, 2006). The knowledge portion of the conceptual framework refers to the influence
of society, established relationships within the workplace, and internalized understanding of the
way education and promotion work in conjunction with race. In doing so, motivation increases;
within this dissertation, motivation extends to the employees’ individual perceptions about the
importance of diversity, culture, and its influence on their effectiveness. Those who see the
reasons why mentorship and seeking promotion are related, for example, might be more
motivated to do one with the presence of the other (LaVallie & Melrose, 2005). Individual goals
that correspond with the larger organizational goal benefit both parties. The organization needs
to recruit from its ranks of BIPOC staff in a more systematic manner and provide necessary
training for library school educational requirements and promotional exams. Knowledge can
increase through in-house training such as reference internships or switching job positions for
30
limited periods of time; targeted recruiting can help solve the problem by promoting BIPOC
employees for internships and entry-level positions (Schraw & Lehman, 2009). Again, cultural
competency acts as a foundational value for the organization and within the mentorship program,
promoting ideas of communication, understanding the importance of culturally relevant
informants within diverse communities and workplaces, and parsing out the information seeking
goals of constituents from different cultural backgrounds (Hudson, 2017). Without the shared
belief of cultural competencies, this model suffers from a lack of grounding. The organization
itself, while changing, can be hampered by the bureaucracy associated with civil service and
strong accountability systems within a city government.
The conceptual framework figure can be seen below.
Figure 1
Conceptual Framework
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Figure 1 highlights the conceptual framework as it incorporates all the above elements.
Employee knowledge intersects with employee motivation. All are influenced by the culture of
the organization – specifically cultural settings and cultural models. All of these elements
together will increase the number of BIPOC librarians at PPL by providing pathways for
promotion for paraprofessional employees.
Methodology
This project utilizes qualitative methods designed for data gathering and analysis. The
Clark and Estes (2008) gap analysis framework offers a way to think about applied research but
picking the right methodology for the project within that framework can make a stronger case for
one’s understanding of knowledge, motivation, and organizational influences. In this project,
qualitative methods that refer to organizational documentation provide a thoughtful way to the
data available about the stakeholders of the project, fulfilling demands from both the researcher
and the stakeholders. The documents
6
reflect additional data about the staff-driven initiatives
referenced in Appendix E, but more importantly, add context for knowledge and motivations of
PPL staff and reveal more about the organizational setting. Sensitivity is required in regard to
discussing difficult matters such as racism in the workplace, financial barriers, and familial
pressures due to the potential discomfort of those being interviewed.
Malloy (2011) invokes these ideas into an educational research approach that puts the
practitioner first. Her 2011 paper suggests educators find the process of collecting and
interpreting data intimidating; by including the right people in the data collection and
interpretation of the data, a researcher can empower practitioners to commit to data driven
6
Documents include focus group responses from mentorship program research conducted in January of 2021, State
of Leadership survey results from 2019 & 2020, Mayor’s Executive Directive, and internal HR demographic
information documents compiled in 2021.
32
decision-making and drive their own inquiry efforts. Creswell (2014) suggests developing
research questions and hypotheses that narrow the purpose statement and offer a map for the
reader. For example, document analysis of the quantitative survey conclusions will be a way to
inform the creation of qualitative questions
7
. The qualitative interviewing portion will carry the
most weight within this study; a small, purposeful sample can offer a depth of insight into the
advancement challenges. Obtaining a master’s degree and making it through a civil service
interview process is no small feat; a nuanced examination into the journeys of these librarians of
color require sensitivity and understanding of constructed influences through all stages of this
experience. Characteristics of the qualitative phase of questioning include collecting data within
a Zoom setting, a virtual space that librarians are currently using for programming and meetings
during telecommuting due to the impact of a global pandemic closing libraries to in-person
services. Additionally, the researcher member-checked the analysis with the participants at
multiple points (Creswell, 2014). Table 1 summarizes how the data sources helped to answer
each research question.
Table 1.
Data Sources
Research Questions Document Analysis Qualitative Interviews
RQ1: What is the stakeholder
knowledge and motivation of
BIPOC employees who
successfully promoted to the
librarian position?
X X
7
Specific information about the leadership survey and other documents that were used is located in the Data
Sources/Document Analysis section below.
33
RQ2: What is the interaction
between organizational
culture and context and
stakeholder knowledge and
motivation for BIPOC
librarians who were originally
paraprofessionals?
X
RQ3: What are the
recommended knowledge and
skills, motivation, and
organizational solutions to
create more pathways for
internal promotion to librarian
for BIPOC employees?
X X
Research Setting
Due to the ongoing COVID-19 pandemic, all research was conducted in a virtual
environment. While the participants may go into their respective workplaces at certain times of
the week, at the time of the study, the Palmera Public Library allowed most of its staff to
telecommute to maintain social distancing standards. However, the library continued to work
virtually with thousands of virtual programs over the course of the pandemic and the doubling of
budget put toward digital book collections and online learning resources for the public due to
increased demand. With 1,200 employees and 73 locations, for the majority of 2020, PPL
reduced service to 20 Library-To-Go sites with plans for opening additional locations as the
COVID-19 pandemic eases (PPL website). The primary goal of the researcher was to finish all
interviews before these additional locations are opened to make participation easier for the
subjects. Without the demands of in-person library duties such as shifts at the reference desk or
patron demands, more of the participants were able to agree to a 90-minute interview.
34
The Researcher
The researcher acts as an instrument for data collection and analysis within qualitative
research work, so creating thoughtful semi-structured interview protocols, using thick
descriptions of observed situations, and examining personal bias are also necessary (Merriam &
Tisdell, 2016). Prioritizing reflexivity on the positionality of the researcher’s role in the study
needs to be part of one’s data collection process, particularly when thinking about race, gender,
personal background, and workplace experience. The heart of qualitative work relies on the
ability of the researcher to build rapport with all collaborators during the interviews. Guiding the
direction of an interview is important for the researcher but allowing the participant to reveal
surprising details may offer a real breakthrough in the research (DiCicco-Bloom & Crabtree,
2006). All of these factors can influence the deductive interpretation of data (Creswell, 2014).
(See Appendix B for additional information).
Data Sources
This dissertation used two data sources. The first included survey results, presentation
slides, focus group notes, and other documents from PPL’s leadership initiative and its racial
equity board. These documents shed light on PPL’s organizational culture and the sentiments of
the staff as it relates to promotion, acceptance within the workplace, and opportunities(see
Appendix E for further description). Semi-structured qualitative interviews with 12 BIPOC
librarians provided insight into individual experiences that shaped their pathways into
librarianship.
Document Analysis
Documents and artifacts produced by PPL and its sponsored leadership initiative
provided the context for a deeper understanding of the interview data presented in this study. As
35
much as observations about the workplace or examination of documents regarding professional
development would have added to the study, this did not fit with the current limitations of
COVID-19. Due to the connection of this dissertation with a larger multi-year leadership
development program
8
, access was granted to the data collected by an outside consultant about
leadership within PPL. The outside consultant interviewed over 80 staff members at all levels,
spoke with four other major library systems across the country, and researched effective
practices through the Urban Libraries Council and the Library Leadership and Management
Association. This report was summarized in a presentation titled “Leadership Development
Project Update” given to the managers of PPL in April 2019. In Spring of 2019 and 2020, two
leadership surveys were distributed to all staff; this survey involved both closed-ended and open-
ended questions asking about knowledge and motivation regarding librarianship and leadership
within the institution. The survey results were analyzed, and an infographic and data dashboard
were created to display the answers. Many questions were repeated across the years, so two years
of longitudinal data were available for analysis. Another data source was a recorded training
about the history of Black librarianship at PPL given in Fall 2020 and created by an internal PPL
committee. This presentation included a chart listing the number of Black librarians at PPL from
the 1940s onward. Finally, at the end of 2020, the Leadership Planning Team created a
subcommittee that held four focus groups to determine institutional perceptions about
mentorship. The information gleaned from these focus groups was analyzed by the subcommittee
using Axial Coding, and a brief report was created for dissemination.
8
See Appendix E.
36
Data Collection Procedures. Documents were gathered with the cooperation of the
leadership planning committee and library administration. The Palmera Public Library already
collects a large amount of data about daily activities across the system, so introducing additional
approaches to using data within this practitioner-focused research study created value for the
institution. The library administration at Palmera Public Library has been encouraging a change
around the culture of data interpretation; approval of this study was contingent on sharing of its
results with the staff and making sure inclusivity is prioritized while ensuring the anonymity of
the participants. Access was negotiated before the project started, so all parties are privy to the
same datasets. As an employee it would be unethical for the researcher to use covert methods or
utilize data from sources that were not negotiated beforehand with PPL leadership.
Data Analysis. Using Bogdan & Biklen’s analogy of a funnel helps clarify the strategy
of collection during this part of the research process (2007). They emphasize the importance of
the researcher making decisions that narrows the study instead of expanding it. Collecting every
single piece of relevant data may be one strategy within a quantitative meta-analysis, but in this
qualitative project, being more selective about included documents is necessary. Relying on the
research questions as a guide for both collecting and analyzing was the primary strategy. Bogdan
and Biklen (2007) suggest that data collection sessions in documentation should be connected to
findings from previous observations; with that strategy in mind, thorough “observer’s
comments” about each document guided the research path. Drawing out themes from the
documentation, as mentioned previously, helped refine the interview questions and make sure
that discoveries from the documentation were addressed within the later stages of interviewing.
Additionally, the documentation influenced the recommendations section by suggesting the
priorities of PPL employees on a larger scale.
37
Interviews
The qualitative interviewing portion carried the most weight within this study; a small,
purposeful sample offered a depth of insight into the advancement challenges. Characteristics of
the qualitative phase of questioning included collecting data within the Zoom environment
prevalent in the midst of the COVID-19 pandemic and member-checking the analysis with the
participants at multiple points (Creswell, 2014).
Participants. Participants were recruited for this research project through word of mouth.
Initial participants were selected by the researcher while others were suggested through
participants. The final number of participants selected was 12; this snowball approach to
recruitment ensured that all three criteria were followed.
Criterion 1. The participant will identify as a person of color. There is no specific racial
or ethnic group that is being recruited as long as they are classified as people who are not part of
the dominant demographics of librarianship.
Criterion 2. The participant will hold an ALA-accredited master’s degree in Information
or Library Science. This is the required degree to hold the position of librarian within the system
of Palmera.
Criterion 3. The participant used to work as a paraprofessional in a library system before
becoming a librarian. The prior library system does not have to be Palmera Public Library, but
their former job position needs to be the equivalent of a messenger clerk, homework aide,
literacy center coordinator, administrative clerk, or library assistant.
38
Instrumentation. The interview questions involved in the semi-structured instrument
include different types in order to garner multiple perspectives on the subject from the
interviewee. Patton (2002) suggests six kinds of questions: experience and behavior, opinions
and values, feeling questions, knowledge questions, sensory questions, and demographic
questions. Merriam (2009) appends to these question typologies, adding hypothetical, devil’s
advocate, ideal position, and interpretive questions (2009). These kinds of questions avoid the
potentially difficult “why” question that often leads to contemplation of causation. The
researcher needed to be able to draw this kind of information out of the interview data instead of
relying on the subjects themselves to make the larger connections, or just shut down entirely. For
this reason, the list of questions being used in this study included all of Patton’s types of
questions but avoided hypothetical questions or devil’s advocate questions. This study addresses
issues such as race, socioeconomic status, and cultural backgrounds. Being culturally sensitive
and open to hearing viewpoints is a primary concern within this inquiry methodology, so the
researcher preferred straightforward questions without playing devil’s advocate or invoking
hypotheticals. Reinforcing rapport and a relationship of trust between the subject and the
interviewer was a major consideration. The researcher acknowledges that bias exists within all
interactions; being a White woman who holds a managerial position within the organization may
intimidate subjects or influence answers. Seidman (2013) states, “interviewing requires
interviewers to have enough distance to enable them to ask real questions and to explore, not to
share, assumptions” (p. 77). To reach that goal, the interviews included follow up questions that
clarify and restate subjects’ answers.
39
Data Collection Procedures. All interviews were conducted during work hours;
administration approved paid library time for the participants, but to maintain ethical standards,
the researcher did not use paid work time. During the scheduling process, the participants were
scheduled for one interview via Zoom for ninety minutes. At that interview, the researcher asked
if the participant required a follow up interview, an essential way to give power to the person
being interviewed. The semi-structured questionnaire protocol that guided the initial interview
may help jog memories, but after building rapport, an informal conversation interview could
have provided additional insights into one’s experiences. Three participants followed up with
additional interviews. Patton notes that the data gathered during this kind of interview will be
different for each person interviewed, but a longitudinal approach can also offer a way to build
upon the initial meeting (2002). Not all participants wanted to continue a conversation, but
librarians tend to be self-reflective, thoughtful, and passionate about diversity. Seidman says that
“the interviewing relationship is fraught with issues of power” (2013, p. 101) so this approach
passes that power back to participants through multiple options for expressing one’s story. Data
collection for all interviews was done via recording using a recording application on a computer.
A pad of paper was available to jot down important keywords during the interview but avoiding
intensive note-taking during the interview is preferable to maintain engagement. Instead,
utilizing thorough field notes at the conclusion of every interview can offer a space for reflection
and observations during the interview process. These field notes averaged around seven single-
spaced pages and included important quotes and thematic reflections. Hiring a transcriber for the
interviews and making use of field notes acted as a guide to finding important moments within
the interviews.
40
Data Analysis. Grounded theory sets out to discover information from data that has been
systematically obtained and analyzed. All findings are grounded in the data sets themselves; in
this case, data means interview transcripts from the 12 participants (Strauss & Corbin, 1998). A
process of open coding allowed ideas to emerge from the data; these codes became categorized
and conceptual components emerged. Theorizing is found at all levels of analysis, including
axial coding. This step allows for a researcher to make connections between groupings.
Additionally, a transdisciplinary approach to study design was needed for appropriate analysis of
the results – social psychology, sociology, information science, and education are just some
fields that were referenced in the analysis in the PPL project. Most importantly, all data
collection and its subsequent interpretation was informed by a critical framework,
acknowledging the historic barriers to racial advancement within both this particular library
system and the field as a whole. Understanding the philosophical underpinning of a research
project reveals the assumptions of a researcher and one’s approach to methodology. Theoretical
discourses around critical theory were indispensable within a project where race and ethnicity
play such a large role. Working in a dialectal manner with stakeholders offered a way of
understanding needs, but more importantly, to change practices. Individuals involved in research
with a participatory philosophical underpinning co-create knowledge with the researcher instead
of acting within a prescribed viewpoint. This project looked at possible avenues for subverting
embedded mechanisms of power within the library system, so utilizing critical theory to choose
appropriate methodology was necessary (Monzo & Rueda, 2009).
Validity and Reliability
Qualitative studies are plagued with issues proving credibility and trustworthiness.
Scholars cannot determine specific criteria that applies to all types of qualitative research – but
41
this study leans on Lichtman’s (2006) personal criteria for good research. That is, the researcher
must be explicit about one’s relationship to the population being studied and making a case for
the importance of the study. Merriam and Tisdell (2016) widen the idea of credibility by asking
if the research findings “capture[s] what is really there” (p. 242). This is a difficult concept,
particularly when one comes from a different cultural background than the participants in the
study. There is no real truth that one can explore; instead, there can be a version of reality that
corresponds with the constructions of the people being interviewed.
This study used aspects of triangulation – that is, comparing documents and multiple
interviews with the same study participants. Utilizing the researcher’s own experience in the
organizational culture added a level of informed interpretation. Perhaps Richardson’s description
of “crystallization” fits best; the researcher sees aspects of the complex prism of human
experiences based on her angle of response (Merriam & Tisdell, 2016). Instead of searching for a
singular idea that can be found within the narratives of subjects, the researcher should recognize
that her viewpoint is just one way of perceiving. Additionally, themes that reappeared during all
of these research activities revealed pressing issues within this study. During the analysis phase,
member checks were a way to make sure that statements were not misinterpreted. Asking for
comments about chosen areas of emphasis can make sure that these observations are actually of
concern to participants. Using respondent validations also offered a way to demonstrate a
commitment to remaining a learner throughout this process. When giving subjects more power in
the analysis portion of a research project, the researcher reiterates the importance of the subject’s
viewpoint. Saturation offered another strategy to create a credible qualitative study. Recruitment
was 12 participants; with 3 participants requesting a follow-up discussion in addition to their
original interview, this was a sizeable quantity of information within a relatively small evaluation
42
study. Making sure study participants had ample opportunities to be heard through a trustworthy
research process is critical. Acknowledging the historic barriers to racial advancement within
both this particular library system and the field as a whole is imperative to understanding how to
improve the organization’s leadership initiatives.
Limitations and Delimitations
Limitations for this study included an interview pool of only 12 people. The sampling for
the participants relied heavily on snowball sampling and referrals from other participants. This
does not lead to the best cross-section of data for the organization. Samples were not
representative of librarian population, but an attempt was made to replicate the racial and ethnic
makeup of librarians in the system. The pandemic forced a change of interviews from in-person
at the branch to Zoom. This eliminated the ability for the researcher to see the interview subjects
in a natural setting or ascertain other observations from the participant’s environment. Finally,
the document analysis relied on some materials that are no longer relevant as they pertain to a
culture of PPL that no longer exists within the pandemic. The answers relayed in earlier
documentation were collected prior to pandemic related cost-cutting measures and subsequent
increased retirements.
Delimitations include the fact that the interview subjects are solely people who fit the
criteria and offer a good match for the needs of the study. Additionally, the ability to triangulate
between the recent surveys from the leadership initiative and qualitative interviews benefit the
findings. Part of the document analysis compares interview responses to completed survey
responses that were given to the entire library system to see if there are additional employee
concerns beyond this small subset. A focused criterion keeps the scope of the research small and
manageable. (See Appendices B, C, and D for further considerations).
43
Findings
The purpose of this study is to determine what knowledge, motivation, and organizational
factors influenced the career decisions of BIPOC librarians in the Palmera Public Library. These
findings overwhelmingly corresponded with the literature review and the researcher’s own
knowledge of the institution, but the collective impact of everyone’s experiences cannot be
overstated. Every conversation existed within the context of national discussions of systemic
racism in the United States. After the murder of George Floyd in Minneapolis in May 2020,
people from all backgrounds participated in nationwide protests, driven by anger over police
violence and racial inequity (Harmon & Tavernise, 2020). Like other large cities, the city of
Palmera experienced protests relating to the nationwide response to the topic of policing during
the summer of 2020 (Allen, 2020). Additionally, current city-wide conversations about
gentrification of communities, socioeconomic inequality, and homelessness were prevelant at the
same time. The Black Lives Matter movement and multiple city-wide protests around George
Floyd’s murder impacted the city’s own policies about racial equity, but it was evident that these
events had real impacts on these individuals and their own work within communities. This past
year of the COVID-19 pandemic already led to a significant amount of individual reflection, so
no conversation shied away from tough topics of racism, bias, and inequity. The core of
information professions revolves around connecting people with the information they need at the
time they need it. As an equity researcher, one could not ask for a better audience to study during
this nationwide discussion of race.
Table 2.
Demographics of Participants
Participant Number Racial Identity
Years of Experience,
both Paraprofessional & Librarian
44
1 Latinx Over 20 years
2 Latinx 15 – 20 years
3 Other 15 – 20 years
4 Latinx Over 20 years
5 Latinx Over 20 years
6 Black 1 – 5 years
7 Black 15 – 20 years
8 Latinx 5 – 10 years
9 Latinx 15 – 20 years
10 Black 5-10 years
11 Black Over 20 years
12 Latinx 15 – 20 years
Twelve BIPOC librarians were interviewed for the project, but several more librarians
volunteered to participate. Time constraints and scheduling conflicts precluded additional
conversations from taking place. A diverse pool of applicants was approached; however, the
volunteers identified as Black or Latinx. Only one participant identified as another race. Most
respondents were supervisors and experienced librarians with over 10 years of experience in
PPL; several respondents had worked in the library field for at least 20 years. Ten of the
participants spent the bulk of their formative childhood years in Palmera and the surrounding
areas; the two non-natives moved to Palmera as adults. A different two participants had been
librarians for less than five years, but both of those younger librarians sought out leadership roles
in professional organizations or committees. Due to the snowball sampling methodology, there
45
were professional connections between the participants. Participants were kept confidential, but
after an interview, the researcher asked if there were other librarians who might want to take part
in this series of interviews and used those names as the basis for recruitment. Even though PPL
has 1200 employees, only around 400 employees are considered credentialed librarians.
9
Connections between librarians run deep, as multiple participants claimed another as a mentor, a
former employee, or a former supervisor. There was an obvious tenderness when they described
the impact of specific individuals on their career; due to confidentiality concerns, there was no
verification if that other person was involved in this project.
The overwhelmingly positive response to being asked about career pathways struck the
researcher as a finding within itself. Not surprisingly, librarians value stories and narratives, but
as a profession, librarians tend to privilege the written words of others. Having an opportunity to
talk about their own journey opened the floodgates of personal histories, humorous anecdotes,
and touching tributes to influential people in the library world. People do not always have an
opportunity to tell their own stories rooted in race and ethnicity, particularly within the confines
of largely White fields such as librarianship. “I just don’t see a lot of people like me” was a
refrain that was repeated across interviews. Multiple participants said they were excited to talk
about race within a context of making the system better. One participant said, “I hope you can
use your White privilege and academic pedigree to advocate for us; I often feel stereotyped – I
wonder if I am actually heard.” At an average of two hours, the conversations were rich, often
exceeding the scope of this project itself. Three participants followed up after the initial
conversation, adding additional context or telling specific stories about microaggressions in the
workplace that they felt more comfortable talking about after reflection. This dissertation focuses
9
PPL Demographics by Classification as of July 17, 2020
46
on the following research questions to sift through the extensive amounts of information
gathered through the interviewing process. Additionally, PPL documentation was provided as
further evidence for claims made by participants.
Research Question 1: What is the knowledge and motivation of BIPOC employees who
promoted to librarian positions?
Within this study, there was no singular experience in terms of age, family background,
or professional support. Some BIPOC librarians came to librarianship as a second, third, or
fourth career. Others are children of immigrants who came to this country for a better life. Over
half of the participants were raised in bilingual homes. Some were only paraprofessionals in
Palmera Public Library, while others moved between academic, city, and county library systems.
Despite these variances, several themes came up around acquiring knowledge and being
motivated to successfully promote.
Knowledge
Vocational awe, specifically the idea that librarianship is a sacred calling, acted as a
barrier for many of the individuals interviewed (Ettarh, 2018). For all 12 of the participants, the
library was a space where they interacted with mostly White staff members who appeared to
“know everything and were so professional.” The spaces of the library, specifically those of
downtown Central Library, were described as “extraordinarily beautiful” and “majestic,” but the
spaces also invoked feelings of discomfort. Several participants described how “scary”
interviewing with the library department felt downtown because the space was so large and
grand.
Of greater concern, multiple participants felt intimidated by the librarians who had
seemingly unlimited knowledge about every subject. “I never felt that I could be a librarian until
47
someone told me that I would be good at this job,” was just one of several statements that
revealed a feeling of intimidation about the position. One participant, who worked as a clerk-
typist for many years in a public library, said that when her supervisor suggested librarianship as
a career, she said, “I’m not smart enough.” It took years of constant pressure by the same
supervisor before that participant decided to continue her education. Only one person out of the
12 interviewees was hired as a paraprofessional and immediately felt like she should be a
librarian. “No one had to tell me a thing,” she said. “I walked into that office as a college student
and part-time employee, helped my supervisor plan a major program, and I knew I was supposed
to be there.” She also pointed out that her supervisor was a Black librarian, so she immediately
saw someone who looked like her as a librarian. Another participant said she needed time
working at the library before she thought about librarianship as a career. “I think I felt very
confident that I was going be hired [as a messenger clerk] – I even told my friends, I want to
work at the library, and then I did, of course. After a year of working, I was just like, ‘Okay, I
could do this. I could be a librarian.’”
Thinking that one could be a librarian and knowing how to be hired as librarian is a
different story; desire does not equate procedural knowledge. This is an area where all
participants had to seek help from other resources. No one interviewed knew anything about
library school or the civil service exam before working in the library as a paraprofessional. “My
mother was a housewife, and my father worked in concrete; I had no real communication with
librarians as a child,” one participant said. “I think urban areas need exposure to libraries in their
educational curriculum as one thing they can do,” they added. This theme was echoed throughout
the interviews. Librarianship was rarely seen as a viable career path, and guidance counselors in
school rarely provided information for their students of color, especially regarding this
48
predominantly White field. But other teachers proved to be more important in regard to career
ambitions. For example, one participant went to a small magnet school in Palmera with a
predominantly Latino school population. She was explicit about how important her teachers were
in cultivating that success. “My teachers expected everyone to get a college degree,” one said.
Even through the school is located in a lower-income community, the graduation rate was close
to 100% and the majority of students did go onto higher education. Supportive teachers
frequently checked on their students, spoke about their own education experiences, helped with
college applications, and provided references.
This participant had another strategy for getting through library school – “I became
friends with another employee at the library who was interested in library school, so we did
almost everything together, from applying to taking the same classes to being hired at the same
system.” Two other participants had similar experiences with creating cohorts with those who
had similar backgrounds. Creating support cohorts addresses the indicators of knowledge about
being hired. Participant 10 came to librarianship after a successful career in the corporate world;
as a non-traditional student at a prestigious library school, she walked into the orientation
reception and immediately felt ignored. Most accepted students were young, White women who
did not approach her to say hello. Participant 10 looked around the room for any other new
students who might be slighted, walked over to two other BIPOC students, and introduced
herself. Despite only meeting at that happy hour, the three of them took all their classes together
throughout the entire two-year program. “I had to find people who moved through the world
without the privileges of whiteness; most people in my program relied on their parents footing
the bill,” she remarked. Again, those who knew how to find supportive cohorts within their
library school education reported more successful experiences.
49
Additionally, there was a marked difference in experiences between those who attended
online master’s programs and an in-person graduate schools. Most of the participants who
attended virtual programs spoke about how they were just trying to get through the classes; they
felt their experience as an employee in libraries was more valuable than the theoretical papers
assigned. The gap between professional duties and theory-heavy courses felt wide; there was
little explicit connection made between metadata homework and the needs of BIPOC
communities. Participants indicated that library school professors rarely explained the pragmatic
purposes for studying common library school topics. While several participants who attended in-
person educational programs echoed that sentiment, they tended to talk about the isolating
aspects of being in class with students who seemed to lack an understanding about public
libraries and the work of serving communities. “Many students in library school had never
worked a day in their life,” one remarked. Another observed that one teacher asked students to
volunteer in a low-income area for a class assignment, but most students in the class complained
about how “scary” it was to go to certain parts of town. As a Black woman, she felt disappointed
that these young people fell back on stereotypes about “ghettos” and the people who lived in
these communities.
The procedural knowledge required of librarians intimidated multiple participants.
“Information retrieval and reference scared me,” said a participant. She felt like these skills were
difficult to learn, but her reference class in library school gave her a lot of confidence in setting
up productive searches and learning about reference resources. This course gave her both
declarative and procedural knowledge useful in her future career. Additionally, as a young
librarian, she intentionally observed more experienced librarians and supervisors who modeled
good reference skills. By seeking help from these experts, she learned how to ask clarifying
50
questions and where to start looking for more esoteric information requests. Another participant
said something similar; before library school, he was not actually sure how librarians did their
jobs – or even what their jobs entailed, despite working in the library as a paraprofessional for
years. His initial views on information retrieval were based on his knowledge of placement of
items on the shelves instead of understanding the deeper connections between search engines,
subject-specific resources, and reference interviews. When asked if other librarians gave him any
information about the duties of librarianship before he attended school, he said no.
Fortunately, other librarians had more positive interactions with their fellow employees.
One interviewed librarian talked in great detail about the help that the librarians at her branch
gave her. “I was a page at this library, but they knew I was also going to library school.”
Whenever she had problems with a particular assignment, she could ask any members of the
reference staff for advice. “It was like they adopted me and wanted me to succeed because I had
worked for this library for so long.” Participants in the mentorship focus group held in 2021
repeated similar statements. The value of getting help from more experienced librarians cannot
be overstated within developing both declarative, procedural, and conceptual knowledge of
employees. Specifically, participants mentioned the importance of informal networks that go
outside of the hierarchal structure of the library’s chain of command. One line stands out from
the final report – “Making sure the [mentorship] relationship is a safe space where the protégé
can be listened to is a priority in developing these special connections.”
10
This series of focus
groups involved supervising librarians, entry-level librarians, paraprofessional staff, and other
library employees; all emphasized the importance of positive interactions in creating a network
of people who can answer questions.
10
Final report from internal document from Mentorship Focus Groups, 2021.
51
Motivation
Motivation, especially as it relates to social cognitive theory, can be influenced by
environments and individual experiences (Bandura, 1986). The librarians in this study had strong
positive associations with libraries which influenced their motivation to become a librarian. As
children, the participants saw libraries as spaces imbued with magic; one participant noted, “I
used to look forward to the days that we could go to the bookmobile and check books out. It was
my favorite.” Multiple participants could name their childhood librarians, but every participant
could point to good experiences in the space as a young person. Two participants had similar
immigrant experiences; both came to the United States as an older child, and libraries were not
something their families were familiar with in their countries of origin. But these participants
found joy in the space after a friend took them to the library. One ended up as a volunteer in their
high school library, finding solace in a stressful school environment; the other walked an hour
each day to help the librarians shelve books and host programs for children. Learning a new
language as an older child in the United States posed a challenge for both, but the library was a
space where learning could take place at their own pace. The ability to read autonomously
without judgement about materials being picked or checked out was an enormous draw for one
of the participants; “I could read children’s books with simple vocabulary that I could
understand,” one said. Both mentioned that as immigrants, they felt a kinship with patrons who
came from other countries. Others were children of immigrants who saw the impacts of
education on their family’s financial circumstances.
The lure of stability within the field of librarianship was another motivation for BIPOC
librarians. Most participants were clear about the utility value of librarianship for them, and it
often was explicitly tied with the stability of a government position. As participant 2 said, “If I
52
invested the time and the money now, then I would end up, hopefully, with a really good career
that I could have for the rest of my life.” Others corroborated this motivation; the expectancy
value associated with a solid career with a pension and the government really appealed to people
who came from less stable financial backgrounds. Several participants said they were unaware of
how much librarians were paid; in their minds, everyone who worked in a library was a librarian.
When they became paraprofessionals at libraries, they realized that there is a huge difference in
wages between the clerical staff and the professional staff with degrees. One participant said, “I
was doing most of the same work. Why wouldn’t I want to be paid for that?” Branch libraries
have very little delineation in duties; due to the smaller numbers of staff, all employees are
required to work across classifications. Several participants said they had supervisors who
encouraged them to help with youth programming or add suggestions to the materials selections
list based on their passions. They felt that is something that would not be possible in larger
libraries with more specified duties for different classifications.
Good supervisors can make or break a work situation for employees. For example,
Participant 2 struggled with a supervisor who refused to allow her to contribute ideas to the
department, even though she had years of managerial experience as well. As Participant 2
explains, “But my supervisor was like, ‘No, you’ve just got to do this one thing.’... I got a little
down about this.” The participant believes this negative work environment exacerbated health
issues that lasted for the duration of that particular position. Another librarian talked about a
disturbing incident with a fellow employee; that employee said extremely inappropriate things to
both her and the other Black library assistant on staff. When she went to her supervisor, the
supervisor said that she could not do anything about the situation. “Before I was even assigned to
this branch, I was warned about this particular employee,” said the librarian. “But why should a
53
known problem staff member keep a branch and a community hostage like this?” added the
interviewee. Clark and Estes (2002) describe this pessimism as demotivating; if one believes
they cannot be effective no matter what they attempt to do, they will not actively pursue goals or
invest in mental effort to do their best. Bandura and Locke (2003) write that when a person feels
they lack personal control, they are less likely to cope effectively with stressors and
environmental demands. Supervisor dissatisfaction also show up in PPL documents including the
annual leadership survey and a mentorship focus group. The annual survey was distributed to all
employees at PPL with a 60% response rate; the responses to an open-ended question that asked
about current leadership opportunities revealed employees felt stifled by micromanagement,
restrictive classifications of job duties, and a lack of trust from their supervisors. Only 44% of
respondents felt it was easy or very easy to engage in leadership activities and barriers were
primarily identified as relating to supervisors and a rigid job classification structure. The
mentorship focus group conducted in January 2021 also revealed that many people feel isolated
and overwhelmed when being on-boarded into the organization. Supervisors concentrated on the
technical elements of the position, but there was a lack of social support for new employees once
they took their assignments in branches or divisions.
Research Question 2: What is the interaction between organizational culture and setting
and stakeholder knowledge and motivation for BIPOC librarians who were originally
paraprofessionals?
Over and over, stakeholders expressed a desire to serve the diverse public of Palmera
City. This statement can be found in every single interview, correlating with the service mission
of Palmera Public Library. Employees take this aspect of the library’s mission seriously. The
Palmera Public Library has a department located within its Technical Services division dedicated
54
to multilingual collection acquisitions; the Main Library also houses a robust International
Languages Division. But these centralized services are not accessible for patrons across the
expanse of the city. Three major initiatives have been started over the past three years to address
gaps in service. In 2015, the library created a “Bilingual Outreach Librarian” position in each
region of the eight regions across the city; this was the first time PPL recognized that library
employees at branch locations need assistance reaching Spanish speakers in parent workshops,
community fairs, literacy events, and other outreach opportunities. In addition to the bilingual
outreach librarian, several employees within this organization recognize a lack of translation
resources for library staff. To address this gap, these employees formed a committee dedicated to
advocating for services for Spanish-speaking patrons. During the nascent period of this
committee’s existence in 2018, involved librarians were focused on written Spanish translation
issues for flyers, policies, and digital materials and expanding collections budgets for materials
buying. Current efforts for the translations committee involved adding additional languages for
translation; one staff member spoke about the importance of reaching all the immigrant
communities in Palmera who speak languages other than Spanish. That staff member felt like the
original incarnation of the committee was too focused on just Spanish speakers and was pleased
that during the pandemic, there was a push for more flyers in different languages. The third
recent initiative aimed at assisting the immigrant communities in Palmera consists of a New
Americans citizenship program. Several participants spoke about how they encouraged patrons
to utilize the resources of this program they described as “wonderful.” Every branch library was
given a cart to house immigration forms, resources for the citizenship test, and English language
acquisition materials. Participant 12 spoke extensively about how the Palmera Public Library
55
partners with multiple organizations that teach citizenship classes and English language
conversation classes.
Each participant noted the importance of having someone with their racial identity being
seen in a public capacity working with communities of color. Multiple people said they applied
for positions in communities with a large Spanish speaking population or a historic Black
population because they felt that other librarians, specifically White librarians, may not offer the
same kinds of culturally informed services that they could. “Even as a messenger clerk, I helped
patrons in the stacks because I could speak Spanish” one participant said; another noted that
White librarians in her branch attempted to transfer out quickly. These reactions also evoked
racist beliefs resulting in microaggressive slights. She said, “It seemed like they were scared of
working in a neighborhood that was considered ‘ghetto’ – but this was also my neighborhood.”
One participant points to her paraprofessional experience in an academic library focused on
Chicano studies as a reason for her dedication to serving Latino communities. She spoke about
how this paraprofessional job nurtured her love for Chicano literature and exposed her to critical
race theory; as a librarian, she serves as part of the Translations Team to make sure communities
who speak Spanish are aware of all that PPL has to offer them. Two other librarians spoke about
the importance of a special collection centered on the African-American experience in Palmera
located at one of the branches. One noted that patrons come from all over the city to look at these
books, but ever since the community members who donated these titles have died, the institution
does not add other books or promote this collection’s preservation.
At the same time, multiple BIPOC librarians said they were not interested in being siloed
due to their bilingual skills or racial identity. As participant 11 noted, “I think it’s important for
me to be a woman of color in leadership across all kinds of communities, not just historically
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Black or Latino spaces.” One librarian talked about an experience where she, a Latina, sat down
at a reference desk with her supervisor, a Black woman. “White people looked at us in surprise;
how could we be the ones who were in charge of this library?” This is an area where the
organizational culture has changed. As one participant notes, “I think branches, to some extent,
have more diversity within the librarians, but especially at Central, I didn’t see anyone there who
looked like me.” But now administration at PPL includes multiple BIPOC women in division
and principal positions. Another librarian said that even though she works in a wealthy,
predominantly White community, she should still be respected by her patrons. That is not always
the case; during her interview she described several tense situations with the public revolving
around “an elitist community that does not like to pay fines.” To make matters worse, she felt
like her supervisor did not support her decision-making processes and belittled her to other staff
members.
Aspects of serving the community include programming and outreach. One participant
set out to create programming that was less academic and prescriptive in nature during her time
as a programming librarian; as mentioned in the literature review, libraries are often seen as the
gatekeepers of knowledge. When she started in her position, she saw programming that veered
toward lectures and author talks, but there was a need for more family-friendly programming that
appealed to a broader, more diverse audience. Another librarian mentioned that he was the first
librarian to hold Spanish language cooking classes in a community that was located in a food
desert. “I had over 55 people at some programs. For many, it was the first time they tried
something like Greek yogurt or a smoothie.” He saw a need for continuing this kind of
programming, and fortunately, he was able to find a supervisor within PPL who could give him
extra funds for a longer series of cooking classes. This kind of extra money for programming
57
was rare; PPL typically provides the funds to host around eight programs per year to a branch
library. Most libraries have Friends groups who donate additional funds, but disparities between
communities reflect the socioeconomic status of the neighborhood.
11
Many participants
expressed frustration about the inequities in funding. A few libraries cannot pull together enough
volunteers to create a Friends group; other libraries in the system have hundreds of thousands of
dollars in extra funds to spend thanks to the generosity of their neighborhood associations and
donors. Several interviews involved discussion of how having funding at a library can change
their perspective working in different libraries across the city. Participant 11 spoke about her
experiences as a supervisor working with the Friends Groups at different libraries; she was
grateful to currently work at a location with a generous group that gave thousands of dollars to
build her collection. Programming and collection development become less of a burden on the
librarian’s personal wallet with this supplemental income.
This disparity wears on BIPOC librarians who felt obligated to shoulder the financial
burden for lower-income communities they served. One librarian said that she relied on free
programs to supplement her paid programs, but she had to hustle to find these grant-funded
opportunities. She was able to bring a music program for children, but when she left the branch
for a different job opportunity, the program stopped without her as a driving force. An inequity
in funding and changing emphasis on types of programs required led to disillusionment among
librarians, especially for those in support positions for systemwide initiatives. “The priorities of
the Mayor become the priorities of the system” was echoed in multiple interviews, but the needs
of the communities across Palmera become less important for the larger system. Without offering
programming that the community desires, librarians worry that people will see the library as less
11
See Appendix A for more information about Friends Groups.
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relevant. Many immigrant communities may not have a tradition of library usage or understand
the services offered within these spaces. Additionally, as the pandemic continues, much of the
programming and collections access has become digital, a concern for communities that may be
on the wrong side of the digital divide. May 3, 2021 is the first time in over a year that a select
group of library buildings will be open to the public. “I honestly don’t know what happened to
many of my regular patrons during this pandemic,” one librarian stated. And as poor
communities of color were hit worse by COVID-19, many worry about a reluctance for
community members to come back into shared spaces. The majority of BIPOC paraprofessional
staff at PPL indicated they are residents of these same neighborhoods that faced loss and trauma,
both at the hands of institutionalized racism and due to COVID-19 spread. Two of the younger
librarians in the research group mentioned that mental health resources need to be readily
available for both staff and patrons.
Stories about problematic employees who were shuffled from branch to branch poured
out within these interviews. Employees see administration as unwilling to set boundaries and
follow-up on bad behavior; this leads to mistrust in the institution that states that the lived
experiences of each staff member are valued. Multiple participants complained about the length
of time disciplinary processes took. Several participants are or have been active members of the
Librarian’s Union and mentioned its importance in worker protection while others wished for
more transparency within HR decisions. For several employees who were harassed by fellow
staff members, they left that library system and thought about quitting the profession entirely.
Some of these instances happened at PPL while others occurred at different library systems. One
participant talked about quitting a job where she felt like she was unfairly targeted due to her
race. Her original supervisor left the system, but his replacement put into place a strict dress
59
code. Because this was her first professional position, she could not afford clothing that fit the
requirements. She was written up for insubordination when she wore a sweatshirt and jeans for
her job as a clerical supervisor.
Research Question 3: What are the recommended knowledge and skills, motivation, and
organizational solutions to create more pathways for internal promotion to librarian for
BIPOC employees?
Question 3 will be covered extensively in the recommendations section. Multiple barriers
were cited as issues for the organization to tackle to promote BIPOC paraprofessionals. While a
sense of optimism about the future of the PPL pervaded the interviews, many participants noted
the importance of gratitude toward those who have lent a hand along the way. As one participant
stated, “There’s no way to repay what other people did for me. So, I help others.” Appropriate
interventions within PPL can build upon that goodwill, creating additional opportunities for
people to help and be helped. The following recommendations section covers specific solutions
for the institution to consider, build upon, or reinstate to support promotional pathways for future
BIPOC librarians. Creating a culture of leadership is already a major concern for PPL as
evidenced by their major leadership initiative
12
, so using that foundation is a natural way to
address the needs of the stakeholders and the needs of future BIPOC librarians. Many of the
recommendations involve two major committees already in existence, the Leadership
Development Team and the Racial Equity Board. Using staff-driven initiatives allows PPL to
point to crowdsourced solutions that point to a shift in institutional culture. As noted above,
PPL’s historic emphasis on strict hierarchy is changing; the iron grip of a powerful
administration has loosened over the years, as evidenced by the comments found in the
12
See Appendix A for more information about the initiatives listed within this section.
60
longitudinal Leadership Survey. Of respondents, 76% indicated that PPL was a place where they
felt comfortable practicing leadership skills at any job classification.
Recommendations
Discussion of Findings
The findings correspond strongly to the literature discussed in previous sections.
Successful BIPOC librarians identified that they had to understand important knowledge about
library school, about the promotion process, and about the librarian position itself, but it often
took an outside individual in the organization to push that learning process to start. BIPOC
librarians, as a whole, did not see librarianship as a career due to the lack of exposure to libraries
within their formal schooling or from guidance counselors. Graduate school was a difficult
experience for everyone in this study; the demands of writing papers and doing group research
took a significant amount of time. Once participants made up their mind that this was a feasible
career goal, most asked for help when they needed it. Mentors made all the difference; they
helped aspiring librarians to learn about more esoteric topics of librarianship like cataloguing or
gave emotional support when school felt overwhelming.
As a paraprofessional employee, the participants indicated a supportive environment
where they were encouraged to take on additional responsibilities which led to an increased
sense of self-efficacy. Participants who have a track record of proven successes at work were
more likely to see themselves in leadership roles in the branch or the department. Within the
library system, all supervisors are librarians, so that meant a degree was necessary to advance.
The BIPOC librarians interviewed demonstrated they believe in the importance of their work for
the community; this sense of purpose is often intermingled with their own positive personal
experiences as a young library user. As a result, utility value as a motivational factor remains
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high. Most felt Palmera Public Library provided very little in the way of formal support for
promotional pathways, but there was a strong culture of informal mentorship. Additionally,
supportive supervisors made space for employees to complete assignments and connected
employees with resources such as scholarships and grants.
Knowledge Recommendations for Practice
The Clark and Estes (2008) framework offers a context in which researchers can identify
conceptual elements and build a model of stakeholder behavior within the context of an
organization. The first element, knowledge, can be divided into factual, conceptual, procedural,
and metacognitive types (Krathwohl, 2002). While conducting this study at PPL, gaps were
revealed in the institution’s organizational culture regarding promotional opportunities,
leadership practices, and acknowledging systemic obstacles for equity. Interventions were being
implemented, but not all assumed knowledge influences were represented in the current
perspective of employee culture. PPL has taken steps toward all of the recommendations
discussed later in this paper, but not everything has been codified into specific programs. The
second State of Leadership survey revealed that even though the internal leadership program has
been in place for over a year, employees still could not name all of the six leadership principles
that define the organization’s way of being nor did respondents view the program itself as a
steppingstone to advancement or promotion. The participants within the study indicated that PPL
as an institution was not a reliable source for knowledge acquisition, instead relying on outside
professional organizations, supervisors, individuals from other institutions, or peers.
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Knowledge Recommendation 1: BIPOC employees need to be mentored, especially from
BIPOC librarians.
When viewed through the sociocultural theory lens, librarians of color who view
themselves as mentors demonstrate the principles of social cognitive theory. Specifically, these
librarians are modeling behavior that others in the system find credible. Within the study, every
single participant viewed themselves as a mentor to paraprofessional employees; they could
name the number of new librarians they helped through school or mock-interviewed when it
came time for civil service exams. Denler et al. (2009) discussed that this modeled behavior has
functional value due to the culturally appropriate aspects. Gallimore and Goldenberg (2001)
suggested that learners who are shown tasks that are familiar to those found in their cultural
backgrounds will more easily be able to transfer skills from one setting to another.
Recommendations for this metacognition solution include emphasizing culturally relevant
mentorship programs. Ideally, these initiatives would connect leadership work in libraries to
other types of leadership that an employee might already possess. Ultimately, the goal is to have
more success stories within the institution of PPL through informal and formal mentoring
processes. Specifically, mentors who have the knowledge of how to appropriately scaffold their
advice and offer tools to facilitate learning could be the key to creating those successes for
improved performance, as Scott and Palinscar (2006) suggest.
Sociocultural theory can explain how individual mental functioning is related to cultural,
institutional, and historical context. Derived from Russian psychologist Lev Vygotsky, this
theory posits that consciousness has a social dimension that is rooted into a particular time and
place (Scott & Palinscar, 2006). The Zone of Proximal Development (ZPD) derived from these
writings recommends learning be matched with the person’s level of development. While
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historically related to children, ZPD can still be useful in the context of adults. Specifically,
individual development can never be isolated from the social sources of development; learners
internalize the effects of working together as they acquire new knowledge of the world and
culture (Wertsch, 1991). By recognizing that learning occurs through interaction, collaboration,
and negotiation, designers of training programs should incorporate ways to support students
using these methods (Wells & Chang-Wells, 1992). In this way, the cultural background of the
many different employees of color already in the PPL system can be a way to enlarge the
learning potential of new mentees, but only by incorporating interaction in a thoughtful manner
for all involved.
Knowledge Recommendation 2: Create opportunities for paraprofessional employees to
implement learned practices into their regular work positions.
This study revealed that employees of color who participated in committee work outside
the scope of their assigned job duties as paraprofessionals, such as professional organizations or
system-wide committees, implement learned practices into their regular positions and gained
confidence as employees. One librarian said that going to a local professional organization
meeting as a clerk allowed him to see other librarians who looked like him, a first in his career.
A library director even gave him a business card and said to contact him anytime. Others pointed
to working on a system-wide website design committee or working with the library foundation
on grant related projects as major confidence boosters for their career. These moments
encouraged paraprofessionals to see themselves outside of their job classification and advancing
into librarianship. Again, the theory of Information Processing comes into play when analyzing
this procedural knowledge deficiency. Schraw and McCrudden (2006) note that to develop a
mastery over specific skills, one must have practice integrating the various components.
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Additionally, continued practice encourages automaticity while reducing the required capacity of
the individual’s working memory. Within this process of integration, individuals have a limited
amount of sensory memory and working memory to dedicate to cognitive encoding. To make
meaning from newly learned skills, individuals must have spaces for applying what they have
learned to utilize them regularly. This practice allows these new skills to become more automatic
and eventually take up less load in the various processes of working memory. Schraw and
McCrudden remind the reader that even complex, multi-stage tasks can be reinterpreted into
strategic, chunked ways, but one just needs opportunities to practice for transfer new techniques
to different problems. The recommendation is to incorporate more opportunities for committee
work, including professional organizations such as REFORMA (The National Association to
Promote Library & Information Services to Latinos and the Spanish Speaking) or specific
roundtables, outside the realm of an employee’s routine environment, allowing for regular
cognitive challenges related to sensory processing. Creating space for staff members to tackle
these challenges using compensated city time can increase an employee’s knowledge base of the
profession, the needs of the system, and national trends within the field. Many supervisors are
already doing this kind of encouragement; all new committee announcements at PPL have made
messenger clerk and administrative clerk involvement explicitly welcome. But supervisors still
have to consider branch needs and staffing requirements of the library, and this conflict causes
tension for employees who are involved in external work with extensive time commitments.
Without dedicating guaranteed substitute time or offering flexible telecommuting options for
committee work to all employees, supervisors are less likely to approve out-of-classification
opportunities.
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The literature supports rethinking an employee’s typical job duties to acquire new skills.
Alabi (2015) looked at microaggressions in her empirical study of academic libraries and found
that many minority employees feel that they are treated differently from their White colleagues
within the organization. The librarians interviewed who conveyed that they were more accepted
within their institution cited their work on special projects as one way they developed
professionally; the change in environment allowed them to have some breaks from the typical
hierarchy driven structures they have experienced in their daily routine. Information Processing
Theory offers a reason for why this could be effective – that is, an employee has limited
attentional resources. Specifically, individuals have sensory memory, working memory, and
long-term memory (Schraw & McCrudden, 2006). By using the prior, automatic knowledge
incorporated into an employee’s daily routine, one can facilitate encoding and retrieval
processes, allowing for greater learning capabilities. Knowing this, Alabi (2015) recommends
supervisors incorporate additional responsibilities for employees who may be facing
interpersonal challenges at work. Within this study, microaggressions due to bigotry decreased as
more BIPOC librarians came into higher-ranking positions. According to Alabi (2015), being
seen as a leader within committee work does not erase all aspects of microaggressions, but these
librarians indicated it was a way to grow their skillsets, leading to promotion and a higher
perceived value in the library community. Schraw and McCrudden’s (2006) use of the theory of
automaticity shows that while the working memory is no longer concerned with the perceived
effects of embedded racism within the institution, one has more dedicated resources to
information relevant to the task at hand.
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Knowledge Recommendation 3: Employees of color who practice self-regulation more readily
see themselves as leaders within the system.
This recommendation comes from theories of metacognition, specifically Bandura’s
(1986) social cognitive theory When learners practice goal-setting, keep records of their
advancement toward those goals, and evaluate their behavior when completing milestones, they
can enhance their own learning (Ambrose, Bridges, DiPietro, Lovett & Norman, 2010). The
interviews support this recommendation. All participants talked about their strategies to make it
through the challenge of library school. Most participants took around two years to finish their
master’s degree while working a full-time position; this means they were able to prioritize a full
load of classes while balancing family, work obligations, and personal health. An organization
can address the individual reflective practices of its stakeholders through trainings that
demonstrate reflective practices. These may include having learners show what prior knowledge
they have about a task at hand before completing a training (Ambrose et al., 2012). Baker (2006)
suggests building opportunities into trainings that allow for learners to debrief and analyze their
thinking process. This could look like goal-setting across multiple training contexts for all
employees of the library. Specifically, by using surveys, observing working meetings, and using
focus groups, the institution can tease out the metacognition processes of their employees.
Metacognition refers to the idea of thinking about thinking; learning is dependent on the
effective use of memory, attention, appropriate background knowledge, and strategies to reach a
goal (Baker, 2006). Specifically, John Flavell’s (1976) work delineates two major components of
metacognition – knowledge, including what a learner knows about themselves and the tasks and
control, the strategies that a learner uses to help himself with the learning process. Bugg’s 2016
research into minority librarians and their perceptions of leadership opportunities emphasized the
67
importance of metacognitive strategies. Critical incidents like supervisors giving librarians extra
duties or asking librarians to mentor new staff made minority staff members want to become part
of management. Without that, none of the minority library staff interviewed in this study would
have considered managerial positions. Within this study, minority librarians were all involved in
continuing professional education, but only 10% of the participants saw themselves as a library
director. The authors suggest that minority librarians were not adept at developing personal plans
for moving into senior leadership positions because they were not being mentored at the same
level as others in their organizations. Diverse populations need to be supported so they can reach
their full potential for themselves and their communities; oftentimes this means through site-
specific solutions that require additional work through the observational tools listed above, such
as surveys and focus groups (Edwards, 2015). Baker (2006) corroborates this suggestion; she
writes that improvement in metacognition leads to improvements in learning – which can then
improve metacognition even more. These tools are imperative to supporting diverse populations
in advancement through civil service ranks.
Motivation Recommendations
This study utilizes the Clark and Estes (2008) framework to examine the motivational
gaps in the PPL. The authors of this framework acknowledge the essential role that motivation of
employees plays in an organization’s eventual successes. The literature suggests that expectancy
value, self-efficacy, and goal orientation are areas to examine when it comes to the motivation of
employees of color within the field of librarianship. Value refers to the value of an expected
outcome. Expectancy value refers to specific beliefs individuals have regarding their success on
certain tasks they will carry out in the short-term future or long-term future (Eccles, 2006).
Pajares (2006) defines self-efficacy as the judgments a person has about their ability to learn or
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perform or the belief that one can perform a behavior. Goal orientation refers to two kinds of
approaches – mastery goals and performance goals (Yough & Anderman, 2006). Mastery goals
focus on learning, mastering, and self-improvement while performance goals focus on one’s
ability to judge relative to others. When looking at the findings through these three lenses,
multiple recommendations were developed based on the literature.
Motivation Recommendation 1: Employees of color need to believe they are capable as leaders
and mentors and that there is utility in becoming a leader.
Indications from collected data found employees of color relied heavily on mentorship
when obtaining leadership positions. Nearly every single respondent could name the person and
place where a mentor first said, “You should be a librarian.” For many, that single moment of
encouragement made all the difference in their long journeys to becoming librarians. Self-
efficacy theory grounds the recommendation to close this gap between BIPOC employees who
may not believe they are capable of being librarians. Pajares (2006) found that learning and
motivation are enhanced when learners have positive expectations for success. Additionally,
Pajares recognizes feedback and modeling increase self-efficacy. In the context of this study,
showing employees of color the benefits of becoming a librarian through modeling the behavior
and providing feedback within a caring relationship is believed to increase self-efficacy. This
theory supports the correlation between self-belief and actions because those who believe that
they can accomplish a goal are more likely to take actions toward that goal. The organizational
recommendation rooted in this theory is to provide tasks, materials, and activities in trainings
that are relevant and useful to employees to allow for personal identification with promotional
initiatives. Additionally, discourse in trainings should focus on the importance and utility of
diversity in staff and serving the public; the concept of utility value also comes into play with
69
this recommendation. Finally, assessments will include priority ranking questions that discuss
the value of diversity, the perceived ability of these employees to promote, making observations
about the engagement of participants within the training, and asking learners about their own
expectations of success after the training has concluded. The combination of this structured
encouragement, modeling, and feedback within a formalized diversity and mentorship program
can build self-efficacy and utility value.
Self-efficacy theory stems from initial work by psychologist Albert Bandura, published in
his 1986 work titled Social Foundations of Thought and Action: A Social Cognitive Theory. An
individual needs to believe that they are capable of learning and performing the tasks asked of
them in professional environments (Pajares, 2006). Employees typically choose activities in
which they think they can excel and avoid those which make them feel incompetent; this kind of
determination may cause individuals to limit their engagement in specific activities before
making an attempt. Self-efficacy also plays a role in the kinds of self-regulatory behaviors
practiced by employees. Persistence is more likely to be found in those who have a positive
sense of their own self-efficacy (Graham & Weiner, 1996). Employees who have found success
in work projects may be more likely to take on additional challenges, such as going to school.
Motivation Recommendation 2: Diversity needs to be more than a buzzword.
Findings suggest that not all employees believe that PPL, as an institution, values the
recruitment of a diverse professional librarian staff. While library administration has claimed that
increasing the diversity of librarianship is a priority, multiple employees stated that they have not
felt supported as a BIPOC staff member. As both librarians and paraprofessional staff, they faced
microaggressions from fellow staff members and from patrons. Multiple staff members talked
about a specific online thread about the Black Lives Matter movement on the internal
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communication board that made them doubt the commitment of fellow staff members to
promoting diversity. Two participants talked about specific Equal Employment Opportunity
violations that were not taken seriously by their supervisors or Human Resources, as they
indicated that the offending staff members were not held accountable for their actions. Every
BIPOC employee interviewed in this study acknowledged that diversity is paramount to serving
the varied public who uses these resources.
Recommendations rooted in expectancy value could close this motivation gap. Eccles
(2006) and Pintrich (2003) posit that discussing the importance and utility value of the work can
help learners feel positively within this context. In particular, including an argument for
inclusion that makes sense within a professional context; by making this principle more explicit,
employees feel more willing to discuss and acknowledge the value of diversity, increasing their
expectancy value of that principle. The recommendation is for PPL to model values of inclusion
through trainings for all staff; these are already in the works through the Racial Equity Board’s
mission
13
. In particular, facilitators should use examples where diversity became a benefit within
a professional context of serving the stakeholders of the PPL. Making the connections between
activities and daily work relevant to learners can encourage positive associations for diversity in
hiring and promotion.
Eccles (2006) argues that achievement builds motivation for success; specifically, one’s
self-image acts as an integral part of motivation due to its connection to an individual’s identity.
When an individual is interested, engaged, and values the work, they are more likely to be
motivated. Schraw and Lehman (2009) build on this theory with the introduction of the element
of interest. Situational interest precedes and at times, facilitates, the development of an
13
See Appendix A.
71
individual’s personal interest in a task. Schiefele (1999) corroborates this finding with his study
that looked at readers and their interest in a topic. Those who cared personally were more likely
to engage in deeper text processing as demonstrated by the construction of mental
representations of people, settings, and events found in the text. Utility value can create
perseverance in tasks, even in situations where the tasks might be more difficult to power
through. For example, Dowd and Bensimon (2014) look at inclusion within the space of higher
education, but many of the principles apply to government organizations such as public libraries.
They argue that racial inequities stem from systemic failures of society and legacies of
discrimination. Specifically, policies within an organization are often designed to oppress
employees of color. Systems that remain accountable to their stakeholders need to prioritize,
actualize, and monitor ongoing racial equity as an integral part of professional development and
accountability for staff members. Most importantly, PPL needs to clearly state that they will hold
employees accountable for racist actions within a workplace then follow through in addressing
concerns. At the moment, multiple staff members in the interviews said they do not feel
supported when they make complaints about racist comments or behaviors; instead, they feel
they have to ignore the behavior in order not be labeled as “angry” or “aggressive,” two coded
words that have a history when used against BIPOC. These words place blame on BIPOC
individuals who speak out, belittle their relevance, and become microaggressions. PPL needs to
recognize the history of itself as an institution and connect it to social inequalities that are
prevalent within both the population being served and the employees who do the serving.
Employees who have faced microaggressions are often still successful within these
environments, but their ability to persevere is due more to interest in the position than the belief
that PPL truly promotes an equitable environment.
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Motivation Recommendation 3: BIPOC employees need to feel supported to follow through
with the multiple costs associated with library school.
Employees often start training educational endeavors with the best of intentions but
instituting the necessary follow-through to complete the required education to become a librarian
within a busy, often frustrating, workplace proves challenging for employees at PPL. One
participant told a story about a time when she did not have enough money to enroll for summer
classes, so her supervisor stepped in with a loan of several hundred dollars to pay for the
semester. Her supervisor said, “You cannot stop your momentum.” That participant enrolled for
classes, finished her undergraduate and graduate degree, and paid the supervisor back. That
gesture was just one example of the kinds of support needed to manage these stresses and
responsibilities. Yough and Anderman (2006) write about the importance of goal orientation
theory, a social-cognitive approach to motivation.. A recommendation rooted in goal orientation
theory has been selected to close this gap. Yough and Anderman describe goal orientation as two
classes, providing the foundation of this theory. Mastery goals refers to when the subject wants
to truly understand the task at hand; performance goals revolve around comparison to other
individuals in the organization, focusing on competition and outperforming others. Yough and
Anderman note that people can care about both goals at the same time. But when individuals
hone in on mastery, they persist longer at the work, they use effective cognitive processing
approaches, and they choose to continue with engagement even when tasks become optional.
This last point is particularly important in a workplace with competing priorities; avoidance of
tasks related to continuing education could be subsumed into the daily routines and competing
priorities of other employees or supervisors. The recommendation derived from this principle is
to have self-improvement be the primary goal of any leadership program focused on library
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recruitment in PPL, avoiding any competitive or grading aspects from the institution itself. By
providing varied tasks within the leadership training modules, the employees of color will
participate in a system that offers choice through multiple pathways and flexible timelines to
completion.
This recommendation is rooted in theories related to goal setting. Creating a training
curriculum that engages participants through varied, challenging activities – with a suitable
amount of time allotted for completion – can promote mastery in participants (Maehr & Midgley,
1996). In the 1990s, Maehr and Midgley (1996) looked into goal orientation as a method to guide
school reform at an elementary and middle school level. They created a working group of
experienced teachers, university faculty, and school administrators who identified practices that
promote mastery orientation instead of performance. Over three years, the subjects worked to
eliminate most instructional activities that promoted performance goal orientation while
increasing those that are tied to mastery goals. Results indicate that tasks can be altered to suit
this desired outcome. More importantly, enough time to complete tasks can ensure students feel
less rushed when working through complex tasks. Rigid timelines encourage performance goal
orientation and lead to a sense of comparison with others in the program.
Organization Recommendations
Organizational culture refers to the core values, goals, beliefs, and processes learned over
time – and in this context, in a work situation. Clark and Estes (2008) note that organizational
culture can be contained in the environment, in a group, or even within an individual’s
internalized learned knowledge and behavior patterns. Rueda (2011) delineates the role
organizational features play in an employee’s performance; structure, policies, practices, and
interaction can impede an employee’s ability to thrive. Dowd and Bensimon (2014) add to the
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complexity of deciphering an organization’s culture by acknowledging that many institutional
structures pose additional barriers for employees of color.
Organizational Recommendation 1: The library’s administration needs to privilege the culture
of the communities it serves.
PPL serves one of the largest and most diverse constituencies in the United States; the
geographic considerations of Palmera include multiple neighborhoods with large immigrant
populations. Communities tend to live in census tracks dominated by their ethnic group (Willard,
2004), and many BIPOC paraprofessionals are native inhabitants of these immigrant
communities. Of the 12 participants in the study, nine grew up in Palmera or in neighboring
cities. A recommendation rooted in diversity theory has been selected to close this gap. This
theory posits that effective leaders are aware of the connection between the institution and the
library’s historical and socio-cultural context (Chavez, Duran, Baker, Avila, & Wallerstein,
2008). The public library, while charged with serving all inhabitants of Palmera, has historically
neglected collections and services to various ethnic communities often due to funding
differentials between neighborhood support groups. The literature suggests being intimately
familiar with how the organization is perceived is necessary. The recommendations encompass
three areas: Conduct surveys and interviews with community members to understand how the
organization, particularly branches, is perceived in the larger community; utilize hiring practices
methods that are appropriate and relevant to the community and the staff that serve it, giving
consideration to the power dynamics of the organization within traditionally underserved
communities of immigrants and people of color; and finally, ensure that all staff represents the
PPL appropriately at all times by setting clear expectations of behaviors by articulating them
clearly in new staff orientation and ongoing leadership training.
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Race touches many aspects of society, but within the research literature, community-
based participatory research (CBPR) rarely acknowledges the impact of race and ethnicity on
this methodology. Chavez et al. (2008) explore the complexities of race, ethnicity, racism, and
privilege in CBRP by advocating that the less power one has in society, the more risks are at play
within health and social problems (p. 93). The authors refer to Foucault and Gordon’s 1980
typography of power as evidence for researchers to understand the role that historical trauma
plays in communities of color and how those circumstances shape the context of that
community’s responses. Three tiers of racism are referenced within this article: institutionalized
racism, personally-mediated racism, and internalized racism. Based off a framework developed
by Jones (2000), researchers use these three aspects to evaluate the context of CBPR. Unpacking
the power of racism within these three tiers is essential to knowing the impact of race upon the
institution and the people who make up players within it. Additionally, the organization
embraces the idea of cultural competencies – that is, the ability to embrace diverse worldviews,
to privilege communication between diverse groups, to gain knowledge of different cultural
practices, and to develop positive attitudes toward cultural difference (Allard et al., 2007;
Gretencord, 2009; Jiao & Onwuegbuzie, 1997). This can be translated into appropriate training
for all PPL employees in order to support the needs of the large percentage of BIPOC staff.
Organizational Recommendation 2: The organization needs to evaluate institutional policies
that hinder the hiring, advancement, and training of employees of color.
Most of the participants in the study claim that bias was present within their professional
journey to becoming a librarian of color. Several participants stated that PPL’s hierarchal
approach toward job classification can be a source of conflict for aspiring librarians. When
looking at the makeup of the staff, nearly 80 percent of clerical staff are non-White while around
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60 percent of librarian staff is White. Several participants disclosed that credentialed librarians
were often dismissive of their abilities when they were paraprofessional staff; only when they
were also promoted to librarian did these same co-workers treat suggestions with more
consideration. This field already has many obstacles for advancement – such as the requirement
for a master’s degree, low pay compared to the amount of education demanded of employees,
and an unpredictable and often unsafe working environment (Alabi, 2015; ALA, 2018). A
recommendation rooted in diversity theory has been selected to close this cultural model
organizational gap. Bensimon (2005) writes that effective leaders address institutional policies
and practices that throw up barriers that discourage equity. Specific recommendations drawn
from her theory include the following: open up opportunities for more local-hire programs,
internships, and apprenticeships that can offer pathways into employment that do not rely solely
on the civil service testing process; establish a collaborative work environment by eliminating
top-down leadership and communication strategies that may exclude employees of color; and
include opportunities for feedback and regular questions with teams to ensure librarians of color
believe they are being heard.
One important aspect of building equitable institutions is the acknowledgement of what
Bensimon (2005) calls the self-worth tax; that is, the loss of identity and value that is often
imposed upon minorities and social groups when policies, motifs, and cultural phenomena are
developed in a way that generalizes the human experience. When the norms are White, male, and
upper-middle class, these generalizations completely ignore the existence and value of varying
ethnic and social groups. Dowd and Bensimon (2014) build on this when they write that one
must recognize the history and modern existence of systemic racial and social inequalities that
proliferate gaps and prohibit universal access. Gaps often play out in the hiring practices of
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libraries, especially those that rely on civil service exams (Gulati, 2010). Re-examining the
hiring practices of an organization is essential to bring more diversity into an organization;
Gulati suggests having interviews focus only on the core aspects of a position while being open
about the kinds of background that could fulfill the requirements. Institutional bias is present
even within types of interview questions. Andrade and Rivera (2015) observe that employees
who had negative feelings about interpersonal justice and work unit conflict tended to belong to
groups that did not associate with the dominant culture. Additionally, these same employees in
the Andrade and Rivera study were not credential librarians, despite being experienced
employees within the library setting. Barriers were in place to keep these individuals from
advancement, and the two researchers posit that the idea of “professionalism” through the
requirement of a master’s degree is the greatest obstacle to overcome in the hiring process.
Implementation and Evaluation Framework
The New World Kirkpatrick Model is the basis for an integrated implementation and
evaluation plan for this project. Based on the Kirkpatrick Model created in the late 1950s by Dr.
Donald Kirkpatrick, this revised model was created sixty years later by his son Jim and his
daughter-in-law Wendy (Kirkpatrick & Kirkpatrick, 2016). The model is broken down into four
levels: reactions, learning, behavior, and results. The first level, reactions, refers to the degree in
which participants find the training engaging and relevant. The next level, learning, measures the
degree to which participants acquire the intended knowledge and skills due to their participation
in the training. The third level is behavior, i.e., how much participants applied what they learned
when they are back in their familiar work environment. The fourth level, results, is the degree to
which the targeted outcomes occur as a result of the training, support, and accountability. This
original model offered a benchmark for countless organizations creating evaluation programs.
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However, the New World Kirkpatrick Model places the outcomes at the beginning of the
process, reversing the four levels.
Organizational Purpose, Needs, and Expectations
The PPL aims to serve its diverse public through cultivating a diverse staff of librarian
leaders from all backgrounds. Creating a culture where leadership can thrive has been a primary
objective of the PPL over the past three years through multiple initiatives. Through the annual
leadership survey, a listening tour of over two hundred employees, and the incorporation of
leadership theory, the PPL picked six values that exemplified leadership within the institution –
effective, adaptable, empowering, ethical, inclusive, and visionary.
14
This dissertation focuses on
inclusivity and empowerment when it comes to librarians and employees of color, two areas that
have been identified as lacking through the research in the current ecosystem of the PPL. The
public library claims that access to information for all members of the community is important,
so hiring people who reflect this value is essential (Gulati, 2010). Many institutions lack
diversity plans that align with the organization’s strategic plan and have actionable timelines
(Edwards, 2015; Smith et al., 2004; Bugg, 2016). In addition, opportunities to implement
diversity plans that include intercultural communication techniques for all staff members creates
more buy-in from all staff (Kreitz, 2008). PPL needs to have a proven track record of policies
that supports a diversity mission, specifically when it comes to creating opportunities for
paraprofessionals to promote. A diversity mission should inform the decision-making processes
of large organizations, but often the opposite occurs. To make sure the public libraries thrive,
these organizations must follow the lead of the American Library Association which updated its
own 2017 strategic plan to include equity, diversity, and inclusion as a key action plan
14
See Appendix A.
79
("American Library Association Strategic Directions", 2017). Left unaddressed, the public
library may lose relevance within a changing majority-minority United States.
Level 4: Results and Leading Indicators
The New World Kirkpatrick Model puts the program outcomes as the focus by placing it
at the beginning of the planning process. The authors of the model suggest that once training has
been implemented, the levels can be looked at from one to four. In this section, it is important to
note the leading indicators of an evaluation. Kirkpatrick & Kirkpatrick (2016) define these as
short-term observations that suggest that critical behaviors within an organization veering toward
the positive. Each organization will have different leading indicators that include individual
goals and departmental goals. However, while they are important, the evaluator should continue
to pay the most attention to the “highest level result” (p. 13). Leading indicators align with Level
4 of the model, but they do not indicate the true target of any organizational performance change.
Table 3.
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Increased recognition in
the field of librarianship
for organization’s
leadership initiatives that
promote diverse
workforces.
Frequency of invitations to give
presentations, posters, and
research talks given at American
Library Association, California
Library Association, Public
Library Association
conferences, and Joint Council
of Librarians of Color
conference.
Percent of written academic and
professional articles written
about Palmera Public Library’s
Leadership team tracks
conference presentations &
accepted proposals from
Palmera Public Library
employees.
Leadership team tracks
academic and professional
articles mentioning Palmera
Public Library.
Public relations department
tracks national awards for
librarians.
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leadership initiative increased by
10%.
Frequency of Palmera Public
Library employees of color
being chosen for national
recognition awards such as
“Movers and Shakers” or “I
Love My Librarian.”
Increased library
participation in piloting
new models to hire civil
servants by the City of
Palmera.
Increase percentage of
participants of color in the
targeted local hires program by
50%.
Increase the frequency of
Summer Youth Workers hired
for full-time positions after their
initial job expires.
Increase the percentage of
library interns of color mentored
by city employees by 50%.
Conduct outreach to high
schools, community colleges,
and 4-year institutions to talk
about the field of librarianship.
Human resources team tracks
the demographic data for library
participants.
Human resources team works
with branch and area managers
to track this hiring data.
Volunteer and Outreach
department keeps records of
interns and survey data from
their mentorship opportunities.
Volunteer and Outreach tracks
presentations including
locations.
Increased communication
with community
stakeholders in
determining diversity
initiatives.
Increase the percentage of
participation of communities of
color in the annual library
survey by 25%.
Increase the number of
partnerships with community-
based nonprofits that serve non-
English speakers by 25%.
Increase frequency of official
library communications to the
public in languages other than
English.
Public relations tracks
demographic data from this
survey as well as the amount of
money spent on promoting the
survey in those branches that
serve primarily communities of
color.
Engagement & Learning
completes a quarterly evaluation
of active partnerships with
nonprofits who serve non-
English speakers.
The translations committee, the
Mayor’s Office, and the public
relations department tracks
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number of translated documents
created for public consumption.
Internal Outcomes
Increased self-efficacy
among librarians of color
when offered
opportunities to
participate in mentorship
programs.
Complete formative evaluations
for all participants of employee
mentorship programs with at
least 70% reporting positively.
Leadership team reviews
evaluations and gives
recommendations/enhancements
based on the drivers.
Increased ability of all
employees to explain why
diversity should be
incorporated into library
leadership initiatives.
Increase the percentage of
respondents in the annual
leadership survey who feel that
diversity is important by 70%.
Conduct focus groups with at
least 100 people per year to
discuss the state of diversity and
leadership in Palmera Public
Library.
Leadership team tracks
longitudinal data from this
question over the years the
initiative is in place at Palmera
Public Library.
Leadership team reviews
feedback from questions about
diversity and provides
enhancements/changes based on
data.
Improved pathways for
internal promotion to
senior management for
employees of color.
Increase the percentage of
employees of color who
successfully promote within the
Palmera Public Library system.
Create policies to encourage
further education, including
more flexible education
compensated time, support with
technical equipment, city
supported scholarships, and
dedicated internal internship
opportunities to encourage
degree completion.
Human Resources tracks the
demographic information of
promotions and shares this with
the leadership team.
Library administration works
with both clerical and librarian
unions to prioritize MOU
changes. City Librarian and
Human Resources department
with the City Council & City
Personnel to create these
programs and allot funds for
scholarship programs. Work
with LIS and state library
leadership programs to
influence curriculum to include
more equity and diversity
topics.
Level 3: Behavior
Critical behaviors. Kirkpatrick and Kirkpatrick (2016) refer to Level 3 as the stage
where participants use their training on the job. In this study, three critical behaviors have been
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identified. First the library administrators will meet monthly with the leadership development
and the Racial Equity Board to reflect on the progress made toward increasing diversity training,
expanding educational policies, and increasing participation for library initiatives among
employees of color. The second critical behavior will be the leadership development team will
promote the accomplishments of employees at all levels of the organizational hierarchy, making
sure employees of color are represented fairly, through regular newsletter updates, emails from
administration, and social media posts. The third critical behavior will be for the leadership team
to implement a robust mentorship program for employees of all classifications. As Kirkpatrick
and Kirkpatrick (2016) note, these few, key behaviors must happen to bring about the targeted
outcomes.
Table 4.
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s) Method(s) Timing
1. Library administrators will
meet monthly with the
Racial Equity Team and
Leadership Development
Team to reflect on the
progress made toward
increasing diversity training,
knowledge, and participation
among employees of color.
Number of trainings
conducted by the
Leadership Team &
Racial Equity Team,
knowledge
acquisition, and
demographic
information of
participants.
Surveys conducted
at each training
session and
completed by the
participants.
Monthly
2. The leadership development
team will promote the
accomplishments of
employees at all levels of the
organizational hierarchy,
making sure employees of
color are represented fairly,
through regular newsletter
updates, emails from
administration, and social
media posts.
Number of emails
sent to the all-staff
organization and the
number of clicks on
the Intranet landing
page for
accomplishments.
Analyze emails and
Intranet usage.
Monthly
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3. The leadership development
team will implement a
mentorship program for
employees of all
classifications in their
ongoing initiatives. This
program will include
shadowing components for
library staff who want to
explore different areas of
librarianship.
The number of
people signed up to
participate in a
mentorship
program.
Statistics collected
for program sign-
up.
Quarterly
Required drivers. Required drivers are an added section to the New World Kirkpatrick
Model, differentiating it from the original Kirkpatrick model (Kirkpatrick & Kirkpatrick, 2016).
Essentially these are processes and systems that reward critical behaviors on the job. Common
drivers include coaching, job aids, and pay-for-performance systems. However, not all these
examples work well in the union environment of a municipal government, particularly
promotions based solely on merit or bonuses for job performance. The drivers in the table below
represent ways for the Palmera Public Library administrators and leadership team leads to
decrease the likelihood of employees of color failing during their on-the-job implementation of
principles learned in the training. Some drivers mentioned below include job aids, multiple
training methods, communication, and coaching; required drivers that do not involve monetary
rewards, or the appearance of favoritism are of utmost priority for the institution.
Table 5.
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical
Behaviors
Supported
1, 2, 3 Etc.
Reinforcing
Job aids created by the leadership team about PPL support for
ongoing education at the library.
Ongoing 1
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Use multiple methods in trainings about the six leadership principles
that include discussion how the new information presented
compares to their prior knowledge, reflective self-checks, and other
ways to promote knowledge acquisition. .
Ongoing 1
Have regular communication about promotional initiatives through
administrator emails, the Intranet, virtual communication portals,
and newsletters.
Ongoing 1, 2
Promote the mentorship program through in-person and online
communities of practice, including opportunities for checking in,
feedback, and reflection.
Monthly 1, 2, 3
Encouraging
Feedback and coaching with mentors and facilitators for participants
in the mentorship program.
Monthly 1, 2, 3
Regular supervisory check-ins about ongoing participation in
mentorship programs.
Monthly 2, 3
Encourage the creation of peer support groups in virtual
communication platforms.
Ongoing 3
Rewarding
Supervisor recognition of accomplishments related to inclusive
leadership in branch settings.
Monthly 2
Recognition features in monthly leadership newsletter. Monthly 2, 3
Monitoring
Yearly survey of all library staff to gauge sentiment and knowledge
of leadership and diversity principles.
Yearly 1
Dashboard of participation on Intranet and virtual communication
platforms to promote usage and participation of diversity trainings
and mentorship opportunities.
Ongoing 1, 3
Organizational support. A required driver can support more than one critical behavior,
as evidenced in the chart above. For example, recognition features in a monthly leadership
newsletter offers rewards to employees of color as well as supporting critical behaviors for fair
representation of employee groups in communication and implementing a successful mentorship
program for employees of color. Kirkpatrick and Kirkpatrick (2016) note that organizations that
can reinforce the skills learned in training are those that prioritize active execution and
monitoring of required drivers.
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Level 2: Learning
Learning goals. Kirkpatrick and Kirkpatrick (2016) define learning as the amount
individuals acquire of the intended knowledge, skills, attitude, confidence, and commitment from
the training. Confidence and commitment are new additions to the original Kirkpatrick model;
the aspect of confidence addresses differences in behavior and learning while commitment refers
to those who fail to perform well on the job. Employees of color will be able to fulfill the
following goals after completing the trainings around leadership and diversity:
1. Summarize the leadership principles of PPL. (factual knowledge)
2. Know the requirements for admission into library school and the civil service exam
requirements for the Librarian Exam. (factual knowledge)
3. Recognize the racially- and culturally- motivated factors that may impede their ability to
advance or thrive within the organization. (conceptual)
4. Assemble peer communities of practice that can offer support during one’s career.
(conceptual)
5. Integrate inclusive leadership strategies into daily work. (procedural)
6. Deconstruct one’s own past interactions, socialization within the organization, and
personal experiences to recognize bias. (metacognitive)
7. Use techniques that match one’s strengths to the kinds of work required to be an inclusive
leader and a mentor for others. (metacognitive)
8. Articulate belief that they are capable of mentoring others and helping them attain
leadership roles. (utility value)
Program. Most librarians in this study mentioned the importance of having supportive
mentors, a supportive supervisor, and scheduling flexibility when making the decision to go to
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library school. The following suggested program falls within two current initiatives at PPL –
both the internal leadership initiative and the Racial Equity Board. The current program has
connected the values of the organization’s aspiration to develop leaders at all levels of job
classifications to the need for diversity to be part of that conversation. Increasing the pipelines of
potential leaders means instituting equity into all levels of employee development. The research
surrounding this program suggests a three-part approach to this problem. First, leadership
trainings are already ongoing, but diversity is not a primary thrust of these meetings. Even
though one of the values espoused by the PPL is inclusivity, most of the emphasis has been about
creating an inclusive experience for patrons of the library, not the staff. By re-evaluating the
current training protocols and connecting diversity with leadership, the leadership team and the
administration can create an environment that allows for greater success of all its employees.
This should take about six months to implement due to the work already put forth by the three
iterations of the leadership planning team and the members of the Racial Equity Board and its
working groups.
Second, creating a mentorship program that emphasizes the lived experiences of
librarians of color can help potential leaders see their promotion possibilities within this
organization. No mentorship program has been formalized in the organization despite its long
history in the community. All mentorship has been informal – yet participants in the State of
Leadership Survey indicate that they were buoyed by professional mentor positions both in and
out of the PPL system. Codifying this work is already happening within the internal leadership
initiative, so maintaining support from human resources and administration is essential for a
successful implementation. With the increasing uncertainty about library budgets due to the
COVID-19 pandemic, hiring has been frozen, and employees may be less likely to participate
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without seeing immediate pay-offs in promotions. However, one possibility is to reframe this
pandemic as an opportunity to practice leadership skills and create a more equitable playing field
for all employees.
Finally, internal promotion to librarian requires a master’s degree in an ALA-accredited
Library and Information Science program. This degree hurdle seems insurmountable to many
without access to financial aid information, scholarships, or flexibility in scheduling, to name a
few. In the past, PPL had a Reference Institute that offered paraprofessional employees
opportunities to learn more about the logistics of library school. Several participants said they
learned the most about librarianship by working at different locations as substitutes and seeing
different models of reference, programming, and outreach. Another participant said she learned
about a grant program that paid for all her schooling costs because a supervisor told her about the
opportunity. By coordinating with the local library schools and the state library, PPL could work
to develop partnerships. This would benefit PPL in two ways – they can offer more internships
and library school opportunities for students, plus they can have access to current scholarship
opportunities and requirements for admission. Additionally, starting conversations with the city
of Palmera for subsidizing employee education could be a next step for easing the financial
burden of promotion.
Evaluation of the components of learning. Table 5 offers strategies for evaluating the
programs, including looking at the usefulness of information for the organization. Kirkpatrick
and Kirkpatrick (2016) recommend that being deliberate when looking at these components of
learning is essential, particularly with institutional pressure to complete learning in the minimum
amount of time for the maximum amount of gain. It is not necessary to complete a pre-test and
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post-test if that information does not give the right kind of information for the institution’s
priorities.
Table 6.
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Knowledge checks through the annual leadership survey. Yearly
Knowledge checks through small group discussions during
mentorship, diversity, and promotional trainings.
During in-person training
Survey of mentors and mentees. One month after formal
mentorship program concludes
Share components of training with other employees. During and after
Procedural Skills “I can do it right now.”
Demonstration of leadership in meetings. During
Demonstration of mentorship during the daily routines in
work units.
During
Self-assessments during trainings and while participating in
the mentorship program.
During and after
Attitude “I believe this is worthwhile.”
Observation of attitude during trainings by instructors. During
Observation of attitude in mentorship programs by
facilitators, mentors, and mentees.
During and after
Group discussions in breakout groups of trainings. During
Survey with Likert scale data. After
Confidence “I think I can do it on the job.”
Leadership team, peer support communities, and mentors
ask employees of color to express their confidence level.
After
Observations during training modules and breakout groups. During
One-on-one conversations with supervisors and mentors. Weekly
Group role-playing of specific strategies within trainings. During
Commitment “I will do it on the job.”
Time for individual reflection about the trainings during
breakout sessions.
During
Conversations after training sessions discussing the
material presented.
After
Interviews led by facilitators relating to commitment to
diversity principles.
After
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Level 1: Reaction
Level 1 is the most familiar aspect of the Kirkpatrick model of evaluation. Reaction
encompasses three components according to the New Kirkpatrick Model (2016). Engagement,
relevance, and customer satisfaction are the three ways to measure reaction to the programs.
These include metrics that most practitioners are already utilizing when they look at the
effectiveness of a program, including attendance, use of tools, surveys, etc. However, instead of
concentrating on these as the primary focus, the New Kirkpatrick Model places reactions at the
end of the planning stages. These components, while important, do not ultimately point to an
outcome required for an agency to determine the effectiveness of an intervention.
Table 7.
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Diversity training program attendance. During
Diversity training program interaction with the trainer and
other attendees.
During
Trainers’ observations of participant’s efforts to engage
with the activities during the training.
During
Data analytics of online tools available for use after the
training.
After
Relevance
Continued individual participation in the mentorship
program after first training session.
During and after
Leadership team pulse checks the participants in inclusive
diversity training.
During
Customer Satisfaction
Anonymous survey at the end of each training session. After
Focus groups comprised of employees of color who have
gone through the mentorship program.
After
90
Limitations and Delimitations
One thing to note within this study – not all the participants were paraprofessionals in
PPL. About half of the librarians worked as clerical staff members elsewhere, so this leads to
incomplete information about PPL’s own cultural models and cultural settings for
paraprofessional employees. Experiences across different library systems vary widely. One
participant spoke of multiple verbally abusive environments across different library systems; she
felt forced out of those spaces due to her identity as a Black woman. However, many others
spoke of warm places where they were encouraged and told they would be a great fit for librarian
work. For example, participant 12 worked in both an academic and a public library setting where
he still thinks of his former supervisors and coworkers as personal friends.
Another important limitation of this study relates to financial stresses of the COVID-19
pandemic on pipeline development. An indefinite hiring freeze has been applied to the entire city
personnel department due to the reduced sales tax and hotel tax incomes, a major portion of the
city budget. These decreases impact both the city of Palmera budget and the PPL as a department
within the city. The city threatened layoffs, but a coalition of city unions negotiated multiple
furloughs throughout the year as a compromise. However, new hires and internal promotions
have been put on hold for the past year even if the department has budgeted for those positions.
Even changes such as shifting from part-time to full-time have been denied by the Controller’s
Office. Additionally, positions are facing the possibility of being cut permanently as the financial
implications of the COVID-19 pandemic are revealed. There is a valid fear that if this hiring
freeze continues, this will create disincentives for applying for degree programs for
paraprofessional staff. PPL could counter these issues by creating a support system for staff
members who are interested in formal education.
91
Recommendations for Future Research
Opportunities for future research are rich. This study marked one of the first major
qualitative projects looking into race and public librarianship. Much of the peer-reviewed
literature within the field focuses on academic libraries, but public libraries have much different
funding models, organizational cultures, and patron needs. Future research should include
interviews with paraprofessional staff members of PPL to understand what they see as barriers to
becoming librarians. There is value in evaluating the various programs developed because of the
recommendations, specifically the mentorship program housed under the leadership initiative.
Finally, expanding this research beyond PPL and looking at the field of librarianship and
regional differences within the larger field could provide data that would reveal important
aspects about public librarianship. Equity is important to consider across the state, so the state
libraries could be a possible funding source for future research. One important aspect that has
room for study includes the impact of identity-based professional organizations on the
development of BIPOC library employees. Several participants mentioned that these
organizations played a role in developing their leadership skills and exposing them to a larger
world of BIPOC librarians outside of PPL. Comparing BIPOC employees who participate in
these kinds of professional organizations to those who refrain could be an important study. Both
the state library association and the American Library Association have working groups
addressing race, and this kind of study could be housed within those divisions.
Conclusion
Diversity needs to be more than just a buzzword for the profession of librarianship. The
field has been grappling with the repercussions of having predominantly White librarians serving
diverse communities. Systemic racism within library structures still needs to be rooted out and
92
examined, especially as it deals with policies around hiring, security, programming, and
classification of materials (Adler, 2017; Anantachai & Chesley, 2018; Davis & Hall, 2007;
Hathcock, 2015). But there is a feeling of hope located at Palmera Public Library system; the
employees who work at this institution are its greatest strengths. All librarians interviewed
voiced a desire to serve the diverse public of Palmera City which aligns with the service mission
of Palmera Public Library. This shows that employees take this aspect of the library’s mission
seriously.
As an institution, this library system is already more diverse than most, and the
percentage of BIPOC librarians is well above the national average of 13% (DataUSA, 2019).
Informal mentoring remains an essential aspect of BIPOC librarians’ success, both from peers
and supportive supervisors. As evidenced by the number of staff-driven internal initiatives,
administration has acknowledged there is still work that needs to be done. The interviews of this
study confirm that same feeling. Merely having a diverse staff is different from developing
strengths and talents; making sure varying perspectives are brought to the table and listened to
equally is also an opportunity for growth. Holding employees accountable for their actions
within workspaces, incorporating cultural competencies into all training opportunities, and
creating performance improvement plans for employees is necessary for creating work
environments where everyone feels heard. Growing the pipeline for BIPOC employees through
supporting paraprofessionals financially and emotionally needs to be a priority. PPL has the
foundation for accomplishing these essential changes through its current initiatives, but it
remains to be seen how effective this recent push toward equity will be in the long-term.
93
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http://dx.doi.org/10.1353/aq.2004.0047
Yough, M., & Anderman, E. (2006). Goal Orientation Theory. Education.com.
http://www.education.com/reference/article/goal-orientation-theory/
106
Appendix A: Definitions
Some library terminology may be unfamiliar to readers. By providing definitions for
these terms, the author hopes to clarify confusion about the differences in civil service
employment terminology.
Paraprofessional: Library support staff, or library paraprofessionals, are involved in all
library operations at all levels. They may manage libraries or they may contribute very
specialized expertise in some specific field. They may engage in routine activities or supervise
and direct other staff. Generalizations about them are difficult to make, and to find an all-
encompassing job description, nearly impossible. The range and complexity of their duties varies
with each position based on the size of the library and its needs. The major distinction usually
drawn between "support staff" and "librarians" is that those in the latter group typically have a
Master of Library Science or Master of Information Studies degree (MLS or MSIS).
American Library Association: The American Library Association (ALA) is a nonprofit
organization based in the United States that promotes libraries and library education
internationally. It is the oldest and largest library association in the world, with more than 57,000
members.
City Librarian: This individual is the head of the library system within a city. The City
Librarian in Palmera is an appointed political position. The Mayor of Palmera and the Board of
Library Directors conduct a nation-wide search for a candidate.
Library Foundation: This is a non-profit fundraising arm for the entirety of Palmera
Public Library. Because the library is a government entity, the department cannot solicit
additional money for programming and other initiatives. This organization administers many
grants for system-wide programming.
107
Friends of Library Groups: Friends of Libraries are non-profit, charitable groups formed
to support libraries in their communities. Support from the Friends groups may be financial,
political and cultural. Groups are separate from the libraries they support and made up of
volunteers. Each branch within the Palmera Library system has its own Friends Group, but some
are more active than others. Additionally, the amount of money fundraised within different
Friends Groups can be vastly different. Some Friends Groups have hundreds of thousands of
dollars while other have very little funding. All Friends Groups are overseen by an outreach
division in PPL. They keep statistics about Friends activities, hold annual meetings for all
members of the Friends, and answer questions about incorporation.
108
Appendix B: The Researcher
Merriam and Tisdell (2016) suggest that when a researcher is unable to observe past or
present behavior, interviewing offers a way to gain insight into “how people interpret the world
around them” (p. 105). All aspects of the knowledge, motivation, and organizational culture will
be discussed within the questions, but there needs to be allowances for the participants to guide
some aspects of discovery as well. I am reminded of Patton’s discussion of cross-cultural
interviewing as it relates to the possibility of misunderstandings. Not all of my subjects were
native English speakers nor was there a homogenous background to draw upon during the
conversation (2002). As a White, female researcher, I am representative of the dominant majority
within the field of librarianship, so my role as a researcher must privilege the perceptions of my
participants over my own interpretations of what they are saying. Interview strategies will
include restating or asking follow-up questions for clarification. According to Weiss (1998),
interviews will not always go according to plan; respondents may decide that they are
uncomfortable, are being oppressed, or feel that their participation may be too risky. The subjects
being broached may be raw – talking about racism, family support, systemic oppression, or a
lack of mentorship opportunities can bring up memories of struggle and anger. This did happen;
multiple participants cried, struggled to talk about certain subjects, and came back to discuss
questions I asked earlier in the interview. My approach was to remind the participants about the
importance of the conversation, emphasized their privacy will be protected, and reiterated they
have the ability to stop the interview at any point. Empowering my participants to tell their own
stories and to guide the dialogue at certain points remained my ultimate research goal; these are
deeply personal experiences valuable for shaping a more equitable future within Palmera Public
109
Library. Being non-judgmental, sensitive, and respectful, as Merriam and Tisdell write, “is but a
beginning point in the process” (2016, p. 130).
110
Appendix C: Interview Protocol
Thank you for taking your time to talk to me today. As you know, my name is Jennifer
Noble. I’m a Senior Librarian at the XX Library, but today I would prefer if you don’t see me as
a colleague. I’m also working on a dissertation for the School of Education at the University of
Southern California, and I’m interested in your experiences about being a librarian in the XX
Library. Everything we say today will be confidential; I will not be sharing any identifying
information about you with XX administration nor will I be talking to others about your
responses to these questions. This interview should take about ninety minutes, but if there are
concerns about the amount of time needed, I’d be happy to adjust to your schedule. Some of
these questions may address sensitive matters. Know that you are always in control of your
answers; there are no penalties for asking to skip a question or feeling that you need to leave the
interview. I’m here to listen to you because you are the expert of your own journey as a librarian.
I’ve already shared an information sheet about the study that was approved by the Institutional
Review Board at the University of Southern California with you via email when we set up this
interview time. Do you have any questions about what we’re about to do here?
Demographics
1. Tell me about your first exposure to the library. How did you start working in
libraries? Was this in school, as a volunteer, as a clerk?
2. How long were you a paraprofessional? Describe your previous positions.
3. What led you to becoming a librarian? Was this originally something you saw yourself
doing as a career? What changed?
4. What are the different classifications you’ve held as a librarian? For you, what were the
best aspects of those different positions?
111
Knowledge
5. What knowledge about being a librarian did you have when you started? What
knowledge did you lack? What knowledge were you seeking when going back to school?
6. How did you prepare for the civil service exam and hiring process?
7. How did you know that you needed to seek knowledge? Counseling, performance
reviews, on the job feedback, personal awareness?
Motivation
8. Going back to school requires a lot of work and money, just to name two. What were the
factors that motivated you and were most challenging for you when getting your library
degree?
9. Can you tell me a little bit more about your life at home? How did your family react to
your decision to go back to school to become a librarian?
10. In what ways did your co-workers or supervisors help you while you were in school? Did
you feel like the Los Angeles Public Library as an institution encouraged you to become
a student? How so?
11. Suppose you felt resistance or microaggressions in your work environment -- what would
(or did) that look like? If yes, how did you respond to this situation?
Organizational Culture
12. Do you have a mentor? Do you mentor others? Describe your mentor/mentee
relationship? Is it difficult to find a mentor who looks like you, acts like you, has the
same background as you? (BIPOC mentorship)
13. How have professional organizations played into your experience as a librarian?
112
Thank you for your time. Do you have any additional thoughts you want to share with
me? Finally, will you be available for any follow-up questions via email? My contact
information is on the Information Sheet, so please keep me informed if you come up with further
observations or need to address anything we’ve discussed in this conversation.
113
Appendix D: Ethics
I ensured that I did not unduly influence or intimidate other members of the organization
with this study. I asked a broader committee on leadership to give me data from a survey that
they have already implemented, and I did not interview anyone who is a current or former direct
report. Because the Palmera Public Library has over 1200 employees, I asked an outside
consultant to share names of initial potential participants, concentrating on those outside of my
normal interactions. This approach to purposeful sampling using the criteria mentioned above
helped me to avoid only using snowball sampling from recommendations of current participants
– although that was an aspect of recruitment as well. I created information sheets for every
participant, explaining that these questions pertain to an outside evaluation instead of an internal
process. It was essential for all participants to trust me as a researcher, particularly when it comes
to confidentiality of anything they are saying. Despite the size of the organization, political sway
comes from one’s reputation; a negative comment can follow people around for years. I was also
careful to gather permissions for recording any Zoom interviews and walked through the
Information Sheet before every interview.
Ethical considerations are essential for keeping those individuals free from retaliation,
exposing of identity, and safeguarding from misinterpretation. In the same vein, understanding
that I am another part of the system that has shaped and continues to affect employees makes my
positioning even more delicate. Many of the participants have strong viewpoints of their
supervisors; as someone who is currently a supervisor, there may be transference onto my role in
the library even though I am acting as a researcher. I also acknowledged that I, as a cisgender
white woman, have benefitted from many of the systemic inequalities present in both the larger
society and within the Civil Service structure.
114
Appendix E: Palmera Public Library Initiatives
Within this dissertation, the researcher references multiple Palmera Public Library
Initiatives. This section is designed to give more information about these mostly staff-led
programs.
Black Librarian Project: A project focusing on the history and current experiences of
Black librarians. This was started in 2019 through a state-funded grant. This project currently
focuses on programming for both the public and internal staff.
Internship for Young People: This paid internship program recruits young people under
the age of 24 to be mentored by librarians, conduct research about their community, and create a
project or program for the library. This program was envisioned as a way to recruit people from
underserved communities into the librarian field. This program’s funding was impacted by the
pandemic, so over the last year, library employees took part in this project-based internship.
PPL Leadership Initiative: Also started by an outside consultant, this project focuses on
creating a culture of leadership to expand the pipeline for future library leaders. Training,
recognition, and job aids are some of the products of this initiative. Currently the leadership
initiative is focusing on an internal mentorship program for staff.
Racial Equity Board: All city departments need to have a racial equity board after a 2020
Mayoral proclamation. The library’s Racial Equity Board convened in late 2020; current
working groups include creating affinity groups, looking at employee pipelines, and expanding
the collections of PPL.
Safety and Security Project: This project was started by an outside consultant who was
asked to come into the library and address staff concerns about safety issues. The project has
115
been going on for three years, and the focus has shifted from hiring security guards and
protecting staff from violent patrons to ensuring safety during the COVID-19 pandemic.
Staff Development Day: Suggested by the Assistant City Librarian, this event in 2018 was
the first all-staff training day in PPL history. Set up like a conference, all 1200 library employees
were invited to listen to keynote speakers and could choose sessions that interested them. There
has not been another event like this due to logistics and the COVID-19 pandemic.
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Asset Metadata
Creator
Noble, Jennifer Anne
(author)
Core Title
Cultivating a culture of equity: lessons learned from librarians of color
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Organizational Change and Leadership (On Line)
Degree Conferral Date
2021-08
Publication Date
08/03/2021
Defense Date
05/21/2021
Publisher
University of Southern California
(original),
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(digital)
Tag
BIPOC,Civil service,equity,Knowledge,leadership,Librarianship,Libraries,mentorship,Motivation,OAI-PMH Harvest,organizational change,organizational culture,Public libraries,recruitment,retention,staff-driven initiatives
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committee chair
), Bewley, William (
committee member
), Moore, Ekaterina (
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Tags
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equity
mentorship
organizational change
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