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Diversity initiatives in a California independent school: from plans to reality

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Diversity initiatives in a California independent school: from plans to reality

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Content Running head: FROM PLANS TO REALITY 1

DIVERSITY INITIATIVES IN A CALIFORNIA INDEPENDENT SCHOOL: FROM PLANS
TO REALITY

by

Kaili Hwang

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 2018

Copyright 2018 Kaili Hwang
FROM PLANS TO REALITY 2
ACKNOWLEDGEMENTS
I would like to give gratitude to my friends and family, whose love and support has fueled
me on this journey. Thank you for being there for me, believing in me, and rejoicing in my
accomplishments, big or small. I would also like to give thanks to those people and
circumstances who have challenged me and pushed me to stretch, grow, define and redefine. A
special shout out to C5, my global family—thank you for reminding me how big and beautiful
the world is, and how diversity can really bring us together and heal hearts and minds. Finally,
thank you to my dissertation committee members for their guidance and support. Monique,
thank you for your continuous positivity and valuable feedback which guided me through the
peaks and valleys of research and writing.

FROM PLANS TO REALITY 3
TABLE OF CONTENTS
Acknowledgements 2
List of Tables 6
List of Figures 7
Abstract 8
Background of the Problem 10
Importance of Addressing the Problem 12
Organizational Context and Mission 12
Organizational Goal 14
Description of Stakeholder Groups 15
Stakeholder’s Performance Goals 16
Stakeholder Group for the Study 17
Purpose of the Project and Questions 18
Conceptual and Methodological Framework 18
Definitions 19
Organization of the Project 19
Chapter Two: Review Of The Literature 21
Student, Teacher and Administrator Populations in the United States 21
Populations in Public Schools 22
Populations in Independent Schools 25
Diversity Work in Independent Schools: A Growing Field of Research 28
Brief History of Diversity Work within Independent Schools 28
Experiences of People of Color in Independent Schools 29
Diversity Leadership in Independent Schools 30
The NAIS and CAIS Stance and Resources on Diversity 34
Why Critical Race Theory and White Privilege? 35
Critical Race Theory 36
White Privilege 43
Administrator Knowledge, Motivation and Organizational Influences 48
Knowledge and Skills 48
Motivation 49
Organizational Influences 50
Conclusion 51
Chapter Three: Methodology 52
Purpose of the Project and Questions 52
Stakeholders of Focus 52
Methodological Framework 53
Assumed Influences 54
Preliminary Scanning Data and Critical Observations 55
Population 57
Survey 58
Interview 59
Document Analysis 60
Validation of Influences 60
Role of Investigator 63
FROM PLANS TO REALITY 4
Data Analysis 65
Limitations and Delimitations 65
Limitations 65
Delimitations 65
Chapter Four: Results and Findings 67
Results and Findings for Knowledge Causes 70
Partially Not Validated Assumed Need: Administrators Know How to Provide Community
Awareness and Education 72
Partially Validated Assumed Need: Administrators Know How to Develop and Promote
Affinity Groups 73
Partially Validated Assumed Need: Administrators Know How to Provide Professional
Development Opportunities for Faculty 74
Validated Assumed Need: Administrators Know What the Community Desires 76
Validated Assumed Need: Conceptual Knowledge of Critical Race Theory 77
Not Validated Assumed Need: Administrators’ Abilities to Reflect on Own Strengths,
Weaknesses, Biases and Stereotypes 80
Results and Findings for Motivation Causes 83
Partially Validated Assumed Need: Belief in the Three Avenues of Providing Support 85
Validated Assumed Need: Valuing Community Awareness and Education Opportunities 85
Validated Assumed Need: Valuing Affinity Groups 86
Partially Validated Assumed Need: Valuing Professional Development Opportunities for
Faculty 86
Validated Assumed Need: Belief in One’s Ability to Engage in Diversity Work 87
Results and Findings for Organization Causes 91
Validated Assumed Need: Clearer Communication of Policies and Procedures 92
Validated Assumed Need: Sharing the Diversity Strategic Plan 94
Validated Assumed Need: Systems to Support Teachers Who Want to Attend Professional
Development 95
Validated Assumed Need: Time and Space to Engage in Diversity Education 98
Chapter Five: Findings, Implementation, and Evalution 101
Validated Causes Selection and Rationale 101
Findings for Knowledge Needs 103
Factual Knowledge 105
Procedural Knowledge 106
Conceptual Knowledge 106
Findings for Motivation Needs 108
Belief 110
Value 111
Self-Efficacy 111
Goal Orientation 112
Findings for Organizational Needs 113
Policies and Procedures 114
Resources 115
Cultural Model 116
Cultural Setting 116
Tactical Operational Plan 117
FROM PLANS TO REALITY 5
Phase 1: Reexamine Diversity Committees’ Structure, Goals, and Protocols
(3mos. – 6mos.) 121
Phase 2: Raising Awareness of the Diversity Strategic Plan (3 – 6 mos.) 123
Phase 3: Building Community’s Knowledge and Capacity for Diversity Work (1-2 yrs.) 124
Phase 4: Reflection and Iteration (on going) 125
Resource Requirements 125
Implementation Constraints and Challenges 126
Evaluation Plan 126
Level One: Reaction 127
Level Two: Learning 128
Level Three: Transfer 129
Level Four: Impact 130
Limitations 130
Implications for Future Research 131
Conclusion 131
References 133
Appendix A: Survey Protocols 139
Appendix B: Interview Protocols 143

FROM PLANS TO REALITY 6
LIST OF TABLES
Table 1: Stakeholder’s Performance Goals 16
Table 2: Summary of Assumed Influences Assessed 61
Table 3: Summary of Validated and Partially Validated Assumed Influences 68
Table 4: Summary of Knowledge Related Assumed Influences 71
Table 5: Summary of Motivation Related Assumed Influences 84
Table 6: Summary of Organization Related Assumed Influences 92
Table 7: Summary of Validated and Partially Validated Causes 102
Table 8: Validated (V) and Partially Validated (PV) Needs under Knowledge Category and
Findings Summary Table 104
Table 9: Validated (V) and Partially Validated (PV) Needs under Motivation Category and
Findings Summary Table 109
Table 10: Validated (V) and Partially Validated (PV) Needs under Organization Category
and Findings Summary Table 114
Table 11: Findings for Knowledge, Motivation and Organization and Solutions Summary
Table 118

FROM PLANS TO REALITY 7
LIST OF FIGURES
Figure 1. Percentage distribution of students enrolled in public elementary and secondary
schools, by race/ethnicity: Fall 2002, 2012, and 2024. 22
Figure 2. Percentage distribution of teachers in public elementary and secondary schools, by
race/ethnicity: Selected years, 1987–88 through 2011–12 23
Figure 3. Percentage distribution of public school principals, by race/ethnicity: Selected years
2003–04, 2007–08, and 2011–12 24
Figure 4. US v California student population in independent schools from 2001-2016 25
Figure 5. US v California teacher population in independent schools from 2001-2016 26
Figure 6. US v California administrator population in independent schools from 2001-2016 27
Figure 7. Tactical Operational Plan Visualization 121

FROM PLANS TO REALITY 8
ABSTRACT
The overall purpose of this project is to deepen the understanding of what successes and
challenges schools may face when implementing a Diversity Strategic Plan that is intended to
create a more inclusive community. This study explores how a small, independent school in
California is realizing its Diversity Strategic Plan, specifically from the administrators’ lens.
Using the Clark and Estes (2008) gap analysis conceptual and methodological framework, the
researcher investigates what knowledge, motivation, and organizational challenges may be
affecting to what degree administrators are able to successfully implement the Diversity Strategic
Plan. In addition to document analysis, surveys and interviews were conducted with
administrators to identify and assess which knowledge, motivation and organizational gaps
existed. The findings indicate that administrators had knowledge, motivation and organizational
needs that were hindering their ability to realize the Diversity Strategic Plan. The research study
concludes with an implementation and evaluation plan proposed by the researcher to address
these needs to improve performance gaps.

FROM PLANS TO REALITY 9
CHAPTER ONE: INTRODUCTION OF THE PROBLEM
Student populations in the United States are becoming increasingly more diverse, with
students of Color constituting 50% of the public school population and nearly 30% of the
independent school population (National Association of Independent Schools [NAIS], 2016b;
National Center for Education Statistics [NCES], 2016). On the contrary, teachers and
administrators in both the public and private education sector have remained racially
homogenous and predominantly White (NAIS, 2016b; NCES, 2016). Historically, population
trends of educators and administrators indicate that change towards diversifying the landscape is
incremental and slow (NAIS 2016b; NCES, 2016). Given the historically White and elitist ethos
of independent schools and the predominantly White teaching and administrative population, one
must wonder how students and faculty of Color, representing 29% and 15% respectively, are
navigating the experiences of teaching and learning as racial minorities (NAIS 2016b; NCES,
2016). Moreover, what actionable steps are schools taking to create a more inclusive
environment for all students?
Since the 1960s, efforts have been made by independent schools to increase the diversity
of their constituents through the recruitment and retainment of students and staff of Color and the
use of more inclusive practices (Harris, 2013; Quanti, 2013). However, the autonomous nature
of independent schools has allowed each school to initiate and implement its own diversity work,
at its own pace (Blackburn & Wise, 2009; Coleman, 2010; White & Boyd, 2015). Some schools
have brought diversity work to the forefront of community-wide efforts by creating and
implementing a Diversity Strategic Plan. Beyond revisiting the mission statement and
rebranding the school’s marketing and communication materials, a Diversity Strategic Plan
cements actionable steps to take towards creating a more inclusive environment (Harris, 2013).
FROM PLANS TO REALITY 10
However, while these plans provide the blueprints for purposeful diversity work, successful
implementation requires patience, commitment and support from all of the school community’s
stakeholders. If a school is not realizing its Diversity Strategic Plan, understanding what is
hindering progress could help inform ways to better engage in diversity work and guide and
ground meaningful dialogue.
Background of the Problem
According to the most recently released Digest of Educational Statistics (Dec 2016),
there are 33,619 private schools in the United States. Independent schools are a specific non-
parochial subset of private schools. They include schools in various geographical locations that
provide K12 classroom instruction, have at least one teacher, and are not primarily supported by
public funds (NAIS, 2016b). Some independent school models include co-educational, single-
gender, boarding, day school or a combination of the aforementioned (NAIS, 2016b).
Independent schools are not beholden to or restricted by the government in ways similar to
public schools and as such, enjoy relatively high levels of autonomy. There are no standardized
benchmarks of learning and instruction or district/state-wide evaluations and assessments. Each
independent school is governed by a board of trustees and is financially supported by tuition
fees, charitable contributions and endowments (NAIS, 2016b).
The National Association of Independent Schools (NAIS) is a nonprofit organization
created to build a community of independent schools within the United States. As of 2016, there
were approximately 2000 independent schools in the United States, about 1600 of which are
members of NAIS (NAIS, 2016b). Participation in NAIS, pending organizational accreditation,
is completely self-elected. Once a school receives accreditation, it decides what information it
shares with the organization and to what degree to participate in NAIS hosted events and
FROM PLANS TO REALITY 11
professional development. While the NAIS provides suggested best practices and has an
accreditation process for operating an independent school, it emphasizes the importance of
honoring each school’s individual ethos (NAIS, 2016b). Similarly, the California Association of
Independent Schools (CAIS) was created with the goal of forming community of independent
schools within California that upheld stringent academic standards and best practices. As of
2016, approximately 200 elementary, middle and secondary schools existed in membership
network (CAIS, 2016). Like NAIS, application for membership to CAIS is at each independent
school’s discretion and those schools that do apply must go through an accreditation process to
gain membership.
The student, teacher, and administrative populations at independent schools share some
similarities and differences with that of the public sector. One similarity is the teaching and
administrative population have remained historically White in both sectors (NAIS, 2016b;
NCES, 2016). Contrastingly, while students of Color currently represent half of the population
in the public sector, students at independent schools remain predominantly White (71%) (NAIS,
2016b; NCES, 2016). The percentage of White students at independent schools, however, is
gradually declining. Regardless of the rate of change, the trajectory of a diversifying student
landscape is evident in both the public and private sector (NAIS, 2016b; NCES, 2016). With
more and more students of Color entering independent schools, one must ask, what efforts are
being made by educators, administrators and schools to ensure that they learn in an inclusive
environment? Moreover, in a highly autonomous landscape of independent schools, what
systems of accountability exist for diversity work? While the NAIS and CAIS have included
diversity and equity statements in their mission statements, and continue to offer professional
FROM PLANS TO REALITY 12
development for membership schools, the responsibility of defining diversity and creating an
inclusive community still falls upon each independent school.
The state of diversity reports released by NAIS in 2009 and 2014 state that having a
community-wide, agreed-upon Diversity Strategic Plan gives clarity and formality to diversity
practitioners (NAIS, 2016a). Thus, schools that have chosen to elevate their diversity mission
and vision to an actionable diversity plan have already taken a step in the right direction.
However, little research is available to collate these plans on a nation-wide scale and assess what
is impacting their success or failure.
Importance of Addressing the Problem
While independent schools continue to make concerted efforts to plan and initiate
Diversity Strategic Plans, there also needs to be reflection on the successes and failures of
implementation. Without this knowledge, Diversity Strategic Plans could become mere rhetoric
and fail to serve its intended purpose of activating stakeholders to take action to address existing
inequities or maintain best practices to creating a more inclusive environment for all children.
Armed with this knowledge, schools can be better equipped to translate their Diversity Strategic
Plan to reality, preemptively avoid challenges and bring diversity work to the forefront of the
ethos of the school.
Organizational Context and Mission
Appletree Day School (a pseudonym used to preserve confidentiality) is in California,
United States. It is a small, private, independent school located in a quiet suburb just outside of
San Francisco. The school consists of the Toddler and Primary Division (Pre-K-kindergarten),
the Lower School Division (first-third grades) and the Upper School Division (fourth-eighth
grades). The Toddler Division is located at a separate campus and interaction with the Primary,
FROM PLANS TO REALITY 13
Lower and Upper Schools is limited to occasional school visits with the children. Students who
choose to attend Appletree Day School are required to pay tuition, which varies by division from
$20,000 to $34,000 per year, per student. Tuition assistance is available and subject to an
application process. For the 2016-2017 school year, 20% of Appletree Day School students
received some level of school-funded tuition assistance, ranging in awards from $2,500 to more
than $30,000 per family. Appletree Day School has a predominantly White student and staff
population, with only 29% students of Color and 19% faculty and administrators of Color
(Appletree Day School, 2017).
Appletree Day School’s mission is to challenge students to be independent thinkers and
lifelong learners. Further, the school seeks to inspire academic excellence, nurture students’
natural love of learning, and encourage them to be confident, creative individuals who are
responsible to themselves and their community. The mission is built upon six “cornerstones”
such as a love of learning and academic excellence. The one cornerstone most relevant to this
study is the goal to foster “respect for diversity promoted by awareness of and responsibility to
each other within the community and the world” (Appletree Day School, 2017).
To put actionable steps in fulfilling the diversity-focused cornerstone from the mission
statement, Appletree Day School created a Diversity Strategic Plan in 2014. This comprehensive
document shares Appletree Day School’s guiding principles for diversity and details five specific
areas of focus that will drive the diversity initiative forward. They are: training, education, and
support; communication and marketing; fundraising; events; and admission and retention. For
each of these areas of focus, goals and potential strategies were also created. These strategies
provide concrete examples of how to meet each goal. For example, for the “events” area of
focus, a goal was to “coordinate and manage multicultural events to celebrate diversity and build
FROM PLANS TO REALITY 14
community” and the strategy proposed was to “plan two school-wide cultural awareness events”
(School’s website, 2017). While the Diversity Strategic Plan presents multiple areas of focus,
the researcher has chosen one specific area, training, education and support, and its three
proposed strategies, to narrow the scope of her research. The three proposed avenues to provide
training, education and support are: identify and provide community education and awareness;
develop and promote affinity groups; provide faculty with professional development. It is the
researcher’s goal to investigate to what extent this goal is being met by these strategies.
Organizational Goal
Appletree Day School’s goal is for all stakeholder groups to realize the Diversity
Strategic Plan, by fall of 2019. This goal was established by the governing board in alignment
with the school’s mission statement which calls for “respect for diversity promoted by awareness
of and responsibility to each other within our community and the world” in the daily work
(School’s website, 2017). The achievement of this goal will be measured through the level of
attainment in the three specified avenues of support: community education and awareness,
affinity groups, faculty professional development.
It is important to evaluate the organization’s performance goal for a variety of reasons. If
the goal is not achieved, stakeholders might question its validity and relevance and the Diversity
Strategic Plan could be considered defunct. Without a useful, active document guiding diversity
work at Appletree Day School, existing stakeholders might feel misguided or lost in the school’s
diversity work and new stakeholders might not know of its existence. Most importantly, if the
organization does not achieve this goal, it risks not serving all of its students, especially those of
Color, by not creating a more inclusive environment. If a school’s mission is to have students
FROM PLANS TO REALITY 15
who have respect for diversity, the community must first create an environment that actively
encourages, fosters, and support diversity work.
Description of Stakeholder Groups
Students, teachers, administrators and parents constitute the multiple stakeholder groups
of Appletree Day School. In July of 2017, the school had approximately 500 parents and 254
students. There were 63 toddler and primary students, 53 lower school students and 138 upper
school students. The majority of Appletree Day School’s parents are White (71%) and live in
the neighboring areas or in San Francisco. Appletree Day School’s parents contribute to the
performance goal of realizing the Diversity Strategic Plan because they are instrumental in
facilitating and furthering conversations about diversity in the home environment. They can also
choose to build their own capacity for diversity work by engaging in community-wide events and
affinity groups.
Another important stakeholder group is the faculty at Appletree Day School. As of July
of 2017, there were 38 teachers who are actively teaching classes at Appletree Day School. Of
the teachers, seven identify as male, while 31 identify as female. Racially, seven identify as
people of Color and 31 identify as White. Teachers at Appletree Day School mostly belong to
one of the three divisions: toddler and primary, lower school or upper school. However, some
teachers, known as “specialists”, teach courses like art and Spanish to students in multiple
divisions or also take on administrative roles. Since it is a practice of the school to have partner
teachers supporting each other, most classrooms at Appletree Day School have more than one
teacher. This stakeholder group contributes greatly to the goal of realizing the Diversity
Strategic Plan because teachers are able to most directly create opportunities for students to build
awareness and respect for diversity in the classroom setting.
FROM PLANS TO REALITY 16
Lastly, an important stakeholder group, and the one of this study, is that of the
administrators. As of July of 2017, there were 18 administrators at Appletree Day School, six of
which identify as male and 12 of which identify as female. Of the administrators, five identify as
people of Color while the remaining 13 are White. The administration is hierarchical in nature
and is led by a head of school, three division directors who are also part of large and small
leadership teams. The large leadership team consists of the head of school, three division
directors, directors of IT, communications, finance, site management, learning support and
business development. The smaller leadership team, also known as the “GO Team,” consists of
the head of school, three division directors, directors of communication, finance and business
development. Appletree Day School’s administrators contribute to the performance goal of
realizing the Diversity Strategic Plan because they decide which policies and programs to
implement and sustain which directly impacts the day to day school setting and culture. If they
choose to implement policies and provide professional development directly related to building
the community’s capacity for diversity, students and teachers will have more opportunities to
engage in critical discourse.
Stakeholder’s Performance Goals
Table 1
Stakeholder’s Performance Goals
Organizational Mission
Appletree Day School’s mission to challenge students to be self-reliant thinkers and lifelong
learners. Appletree Day School seeks to inspire academic excellence, nurture students’
natural love of learning, and encourage them to be confident, creative individuals who are
responsible to each other, the community, and the world.

The mission is embedded on six “cornerstones”, one of which is to foster “respect for
diversity promoted by awareness of and responsibility to each other within the community
and the world”.

FROM PLANS TO REALITY 17
Table 1, continued
Organizational Goal
A Diversity Strategic Plan with five goals and strategies specific to each goal was created to
support the mission’s diversity cornerstone. The area of focus chosen for this study will be in
training, education and support in diversity.

By fall of 2019, 100% of Appletree Day School community will meet its goal of providing
diversity training, education and support through three avenues of support.

Faculty Administration Parents
By fall of 2019, 100% of
Appletree Day School
teachers will support
diversity work by:
• Seek out and attend
diversity-related PD
opportunities
• Share with the
community PD
reflections
• Be aware of and join
affinity groups as
they see fit

By fall of 2019, 100% of
Appletree Day School
administration will support the
community with diversity work
by:
• Providing community
awareness and education
opportunities
• Developing and
promoting affinity
groups
• Providing PD
opportunities for faculty
By fall of 2019, 100% of
Appletree Day School
parents will support
diversity work by:
• Attending available
diversity-related
learning workshops
• Join any affinity
groups that they see
fit and encourage
others to join as
well

Stakeholder Group for the Study
A joint effort from all stakeholder groups needs to be made in order to achieve the overall
organizational goal realizing Appletree Day School’s Diversity Strategic Plan by fall of 2019.
As the leaders of the organization and co-creators of the Diversity Strategic Plan, it is pivotal that
the administrators of Appletree Day School spearhead the specific diversity training, education
and support initiative in the Diversity Strategic Plan as they are most often the decisionmakers of
the organization. If the administration is able to meet its performance goal of having all
Appletree Day School administrators support diversity work by providing community awareness
and education, professional development opportunities, as well as developing and promoting
affinity groups, then the faculty and parents will have some of the support needed to realize their
performance goals as well.
FROM PLANS TO REALITY 18
Purpose of the Project and Questions
The purpose of this project was to conduct a gap analysis investigating the knowledge,
motivation and organizational needs affecting to what degree Appletree Day School
administrators are able to realize the Diversity Strategic Plan by fall of 2019. The analysis
focused on assessing the validity of assumed influences, or needs, that may be impacting
performance and recommend solutions that are aligned to these needs. While a complete
evaluation project would focus on all of Appletree Day School’s stakeholders, for practical
purposes, the stakeholders focus in this analysis are the administrators at Appletree Day School.
The following questions were the focus of this study:
1. What are the knowledge, motivation and organizational influences that act as barriers to
accomplishing the organizational goal of providing diversity training, education and
support through the three avenues stipulated in the Diversity Strategic Plan?
2. What knowledge, motivation and organizational solutions can be prescribed to address
these barriers?
Conceptual and Methodological Framework
This study will use Clark and Estes’ (2008) gap analysis model. This model is a
systematic and analytical approach that helps to clarify organizational goals and identify the
knowledge, motivation and organizational influences that may be impacting the attainment of
goals and stakeholder’s performance. The methodological framework is a qualitative case study
with descriptive statistics. Assumed knowledge, motivation and organizational influences
affecting Appletree Day School’s administrators that impact the school’s organizational goal
achievement will be generated based on personal knowledge and related literature. These
FROM PLANS TO REALITY 19
influences will be assessed by using surveys, interviews and observation. Research-based
solutions will be recommended and evaluated in a comprehensive manner.
Definitions
Affinity Group: A group that is developed when a small assembly of people with a shared interest
or characteristic choose to come together to support each other in social activism
Students of Color: Students who identify with as non-White or Caucasian; identifications per
NAIS include Asian American, African American, Latinx, Middle Eastern, or Two or More
Races.
Teachers of Color: Teachers who identify with as non-White or Caucasian; identifications per
NAIS include Asian American, African American, Latinx, Middle Eastern, or Two or More
Races.
Organization of the Project
Five chapters are used to organize this study. This chapter provided the reader with the
key concepts and terminology commonly found in a discussion surrounding diversity work and
education in independent schools. The organization’s mission, goals and stakeholders as well as
the methodological framework for the project were also introduced. Chapter Two provides a
review of current literature surrounding the scope of the study. Topics of critical race theory,
White privilege, teacher and administrator education in diversity, and independent school trends
will be addressed. Chapter Three details the knowledge, motivation and organizational
influences to be examined as well as methodology used in this study with respect to choice of
participants, data collection and analysis. In Chapter Four, the data and results are assessed and
analyzed. Chapter Five provides solutions, based on data and literature, for closing the perceived
FROM PLANS TO REALITY 20
gaps. Recommendations for an implementation and evaluation plan for the solutions are also
proposed.

FROM PLANS TO REALITY 21
CHAPTER TWO: REVIEW OF THE LITERATURE
This literature review is organized into four sections. The first section provides
population trends of students, teachers, and administrators in the United States, and specifically
California, to give contextual knowledge to this study. With specific focus on racial diversity,
the researcher provides population trend data on both public and independent schools to draw out
notable parallels and differences. Then, the review shifts to a discussion on the growing area of
research for diversity initiatives specific to independent schools, describes what is known about
leadership in diversity and how the NAIS and CAIS have addressed diversity as organizations.
Next, the review will describe and contextualize two theoretical frameworks, critical race theory
(CRT) and White privilege, which are pertinent to the participants in this study. Finally, this
chapter will conclude with a brief review of literature relevant to what knowledge, motivation
and organizational influences may impact to what extent school administrators are able to realize
the Diversity Strategic Plan.
Student, Teacher and Administrator Populations in the United States
Understanding the past and current landscape of student, teacher and administrator
populations in schools provides valuable background knowledge to take into consideration when
exploring diversity initiatives in independent schools. While the researcher acknowledges there
are many ways to define and collect research as it relates to diversity, the data presented below
disaggregates by race, as this was the lens from which diversity initiatives were first introduced
and continue to be drawn from in independent schools. A historical perspective on diversity
initiatives in independent schools is discussed later in the chapter.
Further, it is also important to note that the data available, especially that of the
independent sector, has limitations. Participation in data collection was optional and self-
FROM PLANS TO REALITY 22
reported. Lastly, while the trends below show useful information, they do not reveal if and how
increases in the diversity of various populations affect school culture.
Populations in Public Schools
Students. Current trends in the public school populations indicate a consistently growing
number of students of Color (NCES, 2016). In 2016, students of Color in public schools made
up 50% of the student population, and by 2024, it is purported that number will grow to 54%,
making Hispanic students the majority-minority group (NCES, 2016).

Figure 1. Percentage distribution of students enrolled in public elementary and secondary
schools, by race/ethnicity: Fall 2002, 2012, and 2024.
Source: US Department of Education, 2016

FROM PLANS TO REALITY 23
Teachers. Contrastingly, teachers of Color represent only 12% of the public school
teaching population, which remains predominantly White (NCES, 2016). This racial
composition has changed little in the past 15 years (NCES, 2016). While there has been some
growth in diversifying the teaching workforce, this work has taken much time, as teachers of
Color in the public school sector have increased only 5%, from 13% to 18%, in the past 25 years
(NCES, 2016).

Figure 2. Percentage distribution of teachers in public elementary and secondary schools, by
race/ethnicity: Selected years, 1987–88 through 2011–12
Source: US Department of Education, 2016

FROM PLANS TO REALITY 24
Administrators. Paralleling the teaching population is the administrative population,
which remains predominantly White, with little change over past 10 years. Specifically, the
percentage of White public school principals has remained around 80% from selected year
between 2003-2012.

Figure 3. Percentage distribution of public school principals, by race/ethnicity: Selected years
2003–04, 2007–08, and 2011–12
Source: US Department of Education, 2016

Overall, currently available data indicate that in the public sector, the student population
is becoming increasingly more diverse while the teaching and administrative populations remain
generally racially homogenous and predominantly White.

FROM PLANS TO REALITY 25
Populations in Independent Schools
Students. According to NAIS (2016b) and CAIS (2016), over the past 15 years, the
percentage of White students has decreased roughly 10%, from 81% to 71%, on a national level
in independent schools. The data reveal a stable and incremental decline of the White student
population, with no more than a 2-3% per year. California independent schools, however, have
10% more students of Color than that of the national average.

Figure 4. US v California student population in independent schools from 2001-2016
Source: CAIS (2016); NAIS (2016b)

FROM PLANS TO REALITY 26
Teachers. According to annual NAIS (2017) and CAIS (2017) reports on the teaching
population of membership schools, White teachers have remained the dominant group, with only
a 5% decrease over a 15-year period in both the United States and in California. The increase of
teachers of Color is also incremental, with no more than 3% increase per year.

Figure 5. US v California teacher population in independent schools from 2001-2016
Source: CAIS (2016); NAIS (2016b)

FROM PLANS TO REALITY 27
Administrators. The racial construct of administrators in independent schools remains
predominantly White, though there has been notable growth (+17%) with administrators of Color
in California in the past 15 years. Administrators of Color now represent almost a third (27%) of
California independent school administrators and 17% of the nation’s independent school
administrators.

Figure 6. US v California administrator population in independent schools from 2001-2016
Source: CAIS (2016); NAIS (2016b)

Before comparing the data across the public and independent sector, nationally and by
state, it is important to note that there are limitations to the data collected by NAIS and CAIS as
not all independent schools are membership schools nor are they required to submit statistics on
the demographics of their schools. Members are encouraged, but not required, to respond to the
FROM PLANS TO REALITY 28
survey and those that complete the survey do not have to submit responses to all the questions.
The data received were strictly voluntary and therefore may not be reflective of all U.S.
independent schools. Notwithstanding, examining the data that does exist from the past to
present does provide a snapshot of population trends in independent schools.
Overall, the data suggest that population trends in teachers and administrators of
independent schools is comparable to that of public schools with a generally racially
homogenous, predominantly White constituency. Further, data collected indicate that change in
the racial dynamics of the teaching and administrative population has been relatively incremental
and slow. Data on the student populations, however, provides some variance. One notable
difference is that White students still remain the majority (71%) in independent schools, though
this number is incrementally declining. Public schools, on the contrary, reflect a significantly
different landscape, as White students account for 50% of the population, with a continued
projected decline. It is also significant that California independent schools seem to have a more
diverse student population landscape than that of the nation, with students of Color currently
representing 39% of the student population which is 10% higher than the national average.
California independent schools also have consistently higher percentages of teachers and
administrators of Color than the national average, which may be reflective of the diversity within
the state itself. In summary, while the data available for independent schools may not mirror the
entire landscape of this subsection of the private school sector, it provides an interesting
comparison to that of the public school sector and important contextual background information
to this case study.
Diversity Work in Independent Schools: A Growing Field of Research
Brief History of Diversity Work Within Independent Schools
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Many independent schools in the United States were originally created to cater to a
specific population—the offspring of the White and elite (Cookson, 2013; Flewelling, 2013). In
fact, some of these schools were first formed as a response to White families fleeing the public
education system after the 1954 Brown v Board of Education ruling which sought to desegregate
schools (Southern Education Foundation, 2016). In its early years, these independent schools
were founded to provide premiere schooling to the White and privileged and little was done in
efforts to diversify its student or staff population. However, since the 1960s, there has been
increasing awareness and pressure for independent schools to not only shift their perspective on
diversity, but also to recruit more students and faculty of Color and create a more inclusive space
to retain these individuals (Blackburn & Wise, 2009; Coleman, 2010; Quanti, 2013; White &
Boyd, 2015;). While some progress has been made numerical diversity, much work remains in
creating and sustaining an independent school culture of inclusion (Arrington, Hall, &
Stevenson, 2003; Bisgaard, 2005; Harris, 2013). Specifically, available research suggest that
schools can and should partake in strategic diversity planning with continual assessment to
identify gaps between the school’s vision and the circumstances of reality (Arrington et al., 2003;
Harris, 2013). Overall, while there is a dearth of scholarly research on the history of diversity
work in independent schools, there is a clear shift in approaching diversity work from that of
White elitism perspective to a more inclusive and holistic ethos.
Experiences of People of Color in Independent Schools
The scholarly research on diversity in independent schools that has surfaced has been
largely focused on delineating experiences of people of Color, specifically that of African
Americans (Arrington et al., 2003; DeCuir-Gunby et al., 2012; Kuriloff & Reichert, 2003). The
research shows that while African American students in independent schools may have access to
FROM PLANS TO REALITY 30
an elevated quality of education and perform successfully in independent schools, they face
challenges of social isolation and struggle to identify themselves within a school culture that
does not reflect that of their home culture (Arrington et al., 2003; DeCuir-Gunby et al., 2012;
Kuriloff & Reichert, 2003). Kuriloff and Reichert’s 2002 study of 27 African American boys in
a prestigious private school revealed that these boys experienced success because they mastered
“skills” to navigate the school’s dominant White culture. These skills included hard work, a will
to win, a cool style, and self-knowledge as learners. Kuriloff and Reichert (2003)’s work
illustrates ways in which African American boys had to adapt and assimilate to succeed in
independent schools.
Kane and Orsini’s (2003) 5-year study on the state of diversity in 11 independent schools
highlighted the experiences and challenges of teachers of Color, including those of African
American, Chinese-American, Cuban-American, Latinx-American, and Native American
descent. They captured the voices of teachers of Color who reported feeling consistently
tokenized, marginalized and/or ignored and struggled to remain in independent schools where
they felt unwelcome (Kane & Orsini, 2002). Those that did choose to remain in the sector cited
commitment, support, leadership and open communication as reasons for staying. Kane and
Orsini (2002) claim that it is vital for independent schools to diversify their teaching force to
create a positive school culture for all students and emphasizes the importance of bringing people
of Color to the conversation of diversity in independent schools (Kane & Orsini, 2002).
Diversity Leadership in Independent Schools
Research by Hall and Stevenson (2007) specifically highlights the challenging
experiences of people of Color who have taken on roles as diversity coordinators and directors at
independent schools. They often feel marginalized by their White peers and colleagues. Hall
FROM PLANS TO REALITY 31
and Stevenson (2007) assert that while independent schools have may have taken the first step in
hiring a person of Color as the diversity “expert”, little support is actually given to these
administrators who are often left feeling like the only person advocating for diversity initiatives.
For diversity directors to address issues of diversity, they must consciously challenge the status
quo of dominant culture of Whiteness in their schools, which was shown to be a daunting and
isolating task for the study’s participants (Hall & Stevenson, 2007) The fact that three of the five
participants had left their roles by the time of article submission for publication to pursue non-
diversity work provides some insight on the challenging nature of diversity work for some
people of Color in these administrative positions. Finally, Hall and Stevenson (2007) offer
strategies to better support diversity directors and coordinators of independent schools.
Specifically, they suggest that schools clearly define definitions of diversity, bring White racial
identity to the forefront of discussion and shift the “burden” of diversity work from one person to
that of all members of the community.
To further investigate the role of diversity directors in independent schools, a study
published by Romney Ferron, and Hill, (2008) investigated how schools can maximize their
success and effectiveness. Working in tandem with SPHERE, a 10-school consortium in
Hartford, Connecticut, Romney et al. (2008) conducted research through an online questionnaire
designed to better understand why some schools believed they had more successful diversity
initiatives and diversity directors than others. One key finding was a positive correlation
between inclusive definitions of diversity and the success of diversity directors (Romney et al.,
2008). Specifically, the more inclusive the school’s definition of diversity was, the stronger the
success rate of the diversity director. Further, Romney et al. (2008) found that schools where
respondents had agreement on definitions of diversity also had rated diversity directors as more
FROM PLANS TO REALITY 32
successful. In other words, Romney et al. (2008) found that successful diversity work in these
independent schools was related to an inclusive and shared definition of diversity.
Another significant finding from the Romney et al. (2008) study was the positive
relationship between full-time diversity directors and perceived success. Those that had
additional duties on top of their diversity work were often perceived as overworked and
overwhelmed with their work and those that were full-time diversity directors were perceived as
more successful. The title given to those in diversity leadership work mattered as well, as those
given the title of “Director” or “Dean” were perceived as more successful than those with the
title of “Coordinator”. Further, alignment in schools’ diversity priorities also impacted the
perceived success of diversity directors. Romney et al. (2008) categorized schools’ various
priorities into three main categories: hiring and retaining faculty of Color and recruiting and
supporting students of Color; creating an inclusive community that celebrates diversity;
educating the community about diversity. Of the 10 schools surveyed, diversity directors were
perceived as more successful in schools when there was alignment among respondents on the
school’s diversity priorities. Lastly, specific skills and personality traits were associated with a
positive success rate for diversity directors. Those that exhibited approachability, patience,
flexibility, sense of humor, creativity and experience (3-5 years) were rated as more successful.
“Trust building” was ranked the number one skill and was significantly correlated to the
perception of a successful diversity director. While the Romney et al. (2008) study is limited in
scope, it does provide powerful reference points on why some independent schools perceive
success in their diversity leadership while others do not. Furthermore, it points to the need for
more research in this field.
FROM PLANS TO REALITY 33
Echoing the Romney et al. (2008) study, the NAIS commissioned Insightlink
Communications, a market research firm, to conduct two surveys in 2009 and 2014 on the state
of diversity practice within independent schools. The 2009 survey was sent to 545 diversity
practitioners and 181 respondents started the survey. Those that did not proceed beyond initial
questions were removed from the data set. Some of the findings of the NAIS 2009 study support
those from the Romney et al. (2008) study. For example, while 86% of respondents held full-
time positions, only 34% were full-time diversity practitioners, suggesting that like the
participants of the Romney et al. (2008) study, many diversity practitioners also had other
responsibilities. Further, the diversity leaders’ tenure averaged around eight years at a school,
six years as the diversity leader, suggesting that many may have taken up the role after joining
their school. The Romney et al. (2008) study revealed that those diversity directors who had six
or more years of experience were often viewed as more successful in their position. Moreover,
the report revealed that while 75% of the schools had a formal diversity committee, only half had
created a formal diversity plan, which many diversity leaders directly referred to in order to
provide clarity on their job responsibilities.
The 2014 state of diversity report continued to reflect diversity work in independent
schools as a nascent field. Comparable to the 2009 study, most respondents (68%) were either
the first or second practitioners of diversity within their schools. While there was a slight
increase in the number of full-time diversity practitioners, from 34% to 41%, the majority still
had additional responsibilities. Further, only 45% of participating schools (down from 50% in
2009), indicated having a formal strategic plan. Studies like the Romney et al. (2008) and the
2009 and 2014 state of diversity reports from the NAIS, provide valuable context into the climate
FROM PLANS TO REALITY 34
of diversity leadership in independent schools and reveal the dynamic challenges, successes and
needs of diversity practitioners.
The NAIS and CAIS Stance and Resources on Diversity
As academic research on understanding diversity work in independent schools continues
to grow, the NAIS and CAIS does provide some clarity on where they stand, as organizations, on
diversity. It is noteworthy that in the timespan of writing this dissertation, the researcher has
come across a revisited mission and vision for NAIS with a specific emphasis on equity.
Previous iterations of NAIS’ mission and vision heavily emphasized school autonomy and there
was no direct language surrounding diversity and/or equity (NAIS, 2016b). As of 2018, NAIS’
mission of “empowering independent schools and the students they serve” and vision of "a
vibrant community of independent schools for a changing nation and demanding world” is
guided by four values: excellence, equity, efficiency and emotion (NAIS, 2016b). NAIS defines
the value of equity by “serving all students equally well” and work in this field is led by an NAIS
equity and justice team.
The equity and justice team provides schools with diversity resources such as
professional development conferences, online communities and guidelines for best practice
(NAIS, 2018). The NAIS also provides a service, Assessment of Inclusivity and
Multiculturalism, which evaluates the climate of inclusivity and multiculturalism in a specific
school through a yearlong analysis of different constituent groups. This service is completely
voluntary to membership schools and requires fees in addition to membership costs. Further, the
NAIS holds regular conferences focused on diversity, such as the People of Color Conference,
Diversity Leadership Institute, and Equity Design Lab. They are generally held at a school sites
FROM PLANS TO REALITY 35
around the nation and require registration fees that range up to $3,300, not including travel costs
(NAIS, 2016b).
In comparison, CAIS’ mission and strategic plan explicitly highlights the importance of
diversity work in California and delineates what actions need to be taken to serve students of
Color. CAIS’ mission states “The Association serves and strengthens its schools by setting
standards of academic quality and ethical conduct, by providing for the professional growth of
faculty, administrators, and trustees, and by promoting ethnic and socio-economic diversity”
(CAIS, 2017). Further, the recently released strategic plan for 2016-2021 lists
“Underrepresented Students” as the first of six goals the organization set forth. Specifically, six
actionable steps were created to support underrepresented students of Color in California
independent schools, with specific emphasis on Latinx students. CAIS calls for schools to
proactively engage with diversity work, including collecting demographic data to better
understand students of Color in their schools, engaging in partnerships with communities of
Color and creating professional development that intentionally puts diversity issues at the
forefront of a school’s agenda (CAIS, 2016). While CAIS seems to have a clear commitment to
and respect for race-related diversity causes, the resources and opportunities made readily
available to accredited schools is limited to a collection of articles for perusal on the website.
Why Critical Race Theory and White Privilege?
Given the diversifying landscape of the student population and the dominance and history
of Whiteness in teacher and administrator populations in independent schools, the researcher has
chosen to use a CRT framework to ground the problem of practice. Further, White privilege, a
concept related to CRT, is commonly introduced and utilized in teacher education and
professional development. It is important to note that concepts from both CRT and White
FROM PLANS TO REALITY 36
privilege were explicitly introduced to teachers and administrators at Appletree Day School and
are thus relevant to this study.
Moreover, though the stakeholders for this study are administrators, the research below
heavily focuses on that of CRT and White privilege with respect to teachers and teacher
education. Not only is there a wealth of research available to draw from, the researcher believes
that the findings are applicable and transferrable to administrators, many of whom were former
teachers who also take on instructional roles to teachers in diversity work.
Critical Race Theory
The following is a discussion on pertinent CRT literature that will provide context into
what considerations and concerns teachers and administrators, who are predominantly White in
independent schools, might encounter when engaging in diversity work.
What is it and where did it come from? In their seminal text “Toward a Critical Race
Theory in Education," Gloria Ladson-Billings and William Tate argued that race has been and
will always be interwoven into the history and future of American society (Ladson-Bllings &
Tate, 1995). As such, attempts to nullify, ignore, or downplay its importance in education only
serves to perpetuate and exacerbate racist systems that continue to marginalize the experiences of
students of Color and strengthen the dominant standing of White culture (Dixson & Rousseau,
2005; Ladson-Billings, 1998; Ladson-Bllings & Tate, 1995; Leonardo, 2004). Ladson-Billings
and Tate (1995) further highlights the importance of Whiteness as property, which traces its
origins back to the work of legal scholar, Cheryl Harris, who posited that property need not be
the ownership of physical objects, but rather a legal right to certain benefits and privileges
(Harris, 2016). In education, the concept of Whiteness and property manifests itself in both
explicit and implicit ways (Ladson-Bllings & Tate, 1995; Levine-Rasky, 2000). Schools in
FROM PLANS TO REALITY 37
affluent, White areas tend to also be considered “better” schools in terms of expenditure per
pupil (explicit) and access to “intellectual property” or the opportunity to learn a variety of topics
in a more optimal setting (implicit) (Ladson-Bllings & Tate, 1995; Levine-Rasky, 2000).
Critical race theory traces its origins to a legal framework, critical legal studies, which
was originally proposed to counter a colorblind, merit-focused, and slow-paced movement for
civil rights in the United States (Dixson & Rousseau, 2005; Ladson-Billings, 1998; Ladson-
Bllings & Tate, 1995). Basic suppositions of CRT are grounded in the beliefs that racism has
become the norm, in American society and that race is socially constructed so that those in
power, namely Whites, create structures to maintain that power over those who do not have it
(Dixson & Rousseau, 2005; Ladson-Billings, 1998; Ladson-Bllings & Tate, 1995). Even in
court cases of deemed “successes” in the civil right movement like that of Brown v. Board of
Education of Topeka, Kansas, critical race theorists argue these civil rights laws have not
actually served children of Color and schools are still segregated as exemplified by the departure
of White families from urban schools and failed integration programs (Han & Leonard, 2017;
Ladson-Bllings & Tate, 1995; Pollack & Zirkel, 2013). Further, critical race theorists assert that
marginalized peoples, namely people of Color, must embrace and actively make their voices
heard through the telling of “counterstories” of their experiential knowledge from existing in
dominant White culture (Han & Leonard, 2017; Sleeter, 2017). Finally, critical race theorists
posit that telling one’s truth can not only document and expose micro and macro aggressions
people of Color face on a daily basis, but also serve to preserve the psyche of people of Color
(Dixson & Rousseau, 2005; Ladson-Billings, 1998; Ladson-Bllings & Tate, 1995).
Ladson-Billings (1998) highlights how critical race theorists are different than White
liberals and are averse to slow-paced and incremental civil rights movement. She posits that it is
FROM PLANS TO REALITY 38
Whites, instead of people of Color, that have primarily benefitted from civil rights legislation.
One example is that of affirmative action laws which have led to the hiring of more women,
including White women, which has overall benefitted dominant White culture (Dixson &
Rousseau, 2005; Ladson-Billings, 1998). Tate (1997) focuses his revisit of CRT and stresses
that while CRT borrows from other ideologies such as feminism, liberalism, Marxism, it is an
ideology that must focus its past and future on race.
While both seminal authors have attempted to define and redefine CRT since its
introduction, some academics have embraced CRT as a much-needed framework to think about
race in education. CRT remains a popular approach to frame thinking around educational
policies and reform movements. An example is Pollack and Zirkel’s case study of Berkeley
High School (Pollack & Zirkel, 2013). The public high school decided to implement before-and
after-school science labs that were originally intended to better serve economically
disadvantaged students of Color by providing them with small group, individualized instruction
to complete their science graduation requirements (Pollack & Zirkel, 2013). Unfortunately, the
before-and after-school labs actually ended up doing more harm to the students of Color as the
program ended up only serving a specific group of White middle class students who wanted the
labs for AP courses (Pollack & Zirkel, 2013). Using the CRT lens on case studies such as that of
Berkeley High School, allowed academics to ground their argument in understanding how
decisions are made, who gets to make these decisions. These theorists firmly believe that race is
a social construct that was created to fortify, or in this case to serve, those in positions of power.
Those who adhere to CRT begin the discussion already recognizing that inequities based on race
are inextricably connected to educational issues.
FROM PLANS TO REALITY 39
Considerations. Though many educational scholars have embraced CRT as a
progressive and transformative approach towards framing issues of equity and diversity in
education, there have also been some critiques and reservations raised by the scholarly
community. Three years after Ladson-Billings and Tate(1995) first introduced the concept of
using CRT as a framework to approach education, Ladson-Billings revisits the fundaments of
CRT and cautions the educational community on the need for further investigation and a deeper
understanding of the theory’s legal roots (Ladson-Billings, 1998). She highlights the
shortcomings of critical legal studies, mainly in that it does not provide practical strategies for
transforming unjust and oppressive social norms and differentiates it from CRT. Though there
are clear connections between the social constructs of race within law and education, scholars
have called for further analysis of CRT in education, as framed by its legal predecessor, by
delineating specific examples of how CRT can be used as a powerful tool in schools (Dixson &
Rousseau, 2005; Ladson-Billings, 1998). One approach has been to contextualize how racial
inequities and injustices manifest themselves in tangible and visible mediums like school
curriculum, instruction, assessment, school funding and desegregation (Dixson & Rousseau,
2005; Ladson-Billings, 1998). Ultimately, Ladson-Billings proposes in her “Words of Caution”
that educational researchers must be conscientious in how they adapt the CRT framework and
take an in-depth look at its history and legal roots (Ladson-Billings, 1998). Moreover, scholars
posit that theory cannot substitute practice. Critical race theorists need to do more than use
theory to paint a narrative or spur academic debate, they must be use it as an engine to drive
actual change in the classroom (Dixson & Rousseau, 2005; Ladson-Billings, 1998).
Critical race theory and teacher education and preparation. Though most teacher
education programs in the United States include diversity-focused curriculum and classes
FROM PLANS TO REALITY 40
targeting the need to prepare the predominantly White and female preservice teacher population
for an ever-diversifying student population, the successful implementation of these courses leads
more to be desired (Milner & Laughter, 2015; Sleeter, 2017). Amongst the many challenges of
teacher education and preparation in diversity work, is the common response by some White
teachers that the exploration of one’s race and race dynamics is not connected to the learning of
other teaching strategies. Some pre-service White teachers believe that topics of race are over-
emphasized at the cost of learning how to teach other important subject areas such as
mathematics and science (Cook, 2015; Han & Leonard, 2017; Hayes & Juarez, 2012). As a
response, proponents of CRT in education argue that CRT is a necessary and apt framework
from which to ground all teacher education because it allows for and encourages a critical
approach towards examining the work of a teacher through a cultural, social and historical lens to
better understand and serve all students in all subjects (Cook, 2015; Ladson-Bllings & Tate,
1995). Critical race theorists argue that diversity work cannot be siloed from subject content
instruction because how teachers think about race directly impacts their practice.
Hayes and Juarez explore the dynamics of White racial domination in a higher education
institution in a case study of Malik, an African American male teacher educator. Malik was
subjected to humiliation and reprimand by his White female department chair at a predominantly
White college of education when his students complained that Malik was focusing too much on
cultural competency and race issues instead of teaching strategies for science instruction (Hayes
& Juarez, 2012). To further highlight the lack of understanding or empathy from his supervisor,
Malik was assigned a “helping committee” of three senior members of faculty who were
supposed to help Malik be less “confrontational” with his students and a better communicator.
Malik was regarded by his department chair as overly passionate about issues of social justice so
FROM PLANS TO REALITY 41
much so that she felt his passion hindered his ability to teach and reflected poorly on his
character (Hayes & Juarez, 2012). Hayes and Juarez use Malik’s story to emphasize how even in
the field of education, where there has been a deliberate call for culturally responsive pedagogy,
a critical race perspective must be taken in order to understand Whiteness as an identity of
domination and power assertion. Narrative storytelling, therefore, becomes a means of giving
voice back to people of Color (Hayes & Juarez, 2012). Hayes and Juarez (2012) assert through
their case study of Malik that a CRT lens is both powerful and necessary to drive awareness and
change.
Further, the use of one’s experiential knowledge to tell counterstories as a valid and
substantiated methodology in the CRT framework has given many faculty of Color a voice
towards identifying and countering racism in educational institutions (Han & Leonard, 2017;
Solórzano & Yosso, 2002). Such is the case of Han and Leonard’s (2017) reflection as two
women teacher educators of Color in a predominantly White, suburban university. Together,
they called for swift and targeted shifts in rethinking teacher preparation in America (Han &
Leonard, 2017). Like Malik in the Hayes and Juarez’ 2012 case study, Han and Leonard (2017),
cite the criticisms and low evaluative scores they received from most of their White students as
data that reveals the perceptions of White preservice teaches. The preservice teachers Han and
Leonard (2017) worked with did not see their practice through a critical race lens and adapted a
race averse and colorblind ideology. Ultimately, Han and Leonard (2017) call for faculty of
Color to actively engage in bringing issues of race to the forefront of universities’ attention and
for universities, especially those in predominantly White suburbia, to actively recruit, support
and retain faculty of Color.
FROM PLANS TO REALITY 42
Critical race theorists seek active engagement from educators who acknowledge the
differences between the experiences of White students and students of Color and think critically
about what roles they can play in rectifying these differences. These educators need to be able to
recognize systemic, institutionalized racism in the educational system and use this knowledge to
create context for their practice (Dixson & Rousseau, 2005; Ladson-Bllings & Tate, 1995). Some
scholars have even gone so far as to argue that it is imperative, not optional, to utilize a critical
race perspective in examining teacher education in order to start reversing the historic Whiteness
of teacher education (Hayes & Juarez, 2012; Milner & Laughter, 2015; Sleeter, 2017). In
commenting on the prevalence of White dominant culture in current teacher education, Sleeter
uses three core tenants of CRT- interest convergence, color blindness and experiential
knowledge, to highlight the need for swift and targeted changes (Sleeter, 2017). Interest
convergence speaks to the CRT belief that Whites advance interests of people of Color only
when those interests are aligned with that of their own and do not take away or threaten their
existence (Ladson-Bllings & Tate, 1995; Sleeter, 2017). Teacher preparation programs, which
have been created by a predominantly White female population to serve the same population,
tend to maintain the status quo of White dominance in education unless there is a specific
attempt or reason not to do so (Han & Leonard, 2017; Sleeter, 2017; Solomona, Portelli, Daniel,
& Campbell, 2005). Since there is no perceived added benefit or convergence of interest,
change in these programs, therefore becomes slow and difficult.
For teacher educators like Hayes, Juarez and Sleeter (2012), it is essential for teacher
preparation programs to abandon the belief that American society, or the educational community,
is color-blind and merit-based, when in fact racism exists and the voices of people of Color are
often silenced. Hayes and Juarez (2012) write, "We posit that the racial power of Whiteness
FROM PLANS TO REALITY 43
must be considered and addressed explicitly within the context of preparing future teachers to
realize social justice in the classroom because the sabotaging, silencing and gagging of social
justice in the classroom is otherwise unlikely to be interrupted" (p.10).
Sleeter (2017) suggests some ways teacher education programs can actively confront the
status quo, by engaging in the local community, establishing a common vision and agenda with
all social justice educators, and informing changes of programmatic changes with past successes
and failures in mind (Sleeter, 2017). Further, it is important for White teacher educators to
acknowledge the limitations of their often well intended efforts at teaching about diversity and
actively bring people of Color to the discussion and hear their stories. This process of
engagement requires a willingness from White educators to reflect deeply, confront bravely, and
listen quietly and proponents of CRT believe it is just the vehicle for discussion (Ladson-Bllings
& Tate, 1995; Milner & Laughter, 2015; Sleeter, 2017).
Finally, for CRT to effectively and informatively drive teacher education, there needs to
be a commitment to put theory into practice (Cook, 2015; Dixson & Rousseau, 2005; Ladson-
Billing & Tate IV, 1995). Researchers, academics, and teachers need to work hand in hand so
that theory informs practice and practice informs theory.
White Privilege
What is it and where did it come from? In her seminal text, “White Privilege:
Unpacking the Invisible Knapsack”, Peggy McIntosh proposed a new approach towards thinking
about race in education (McIntosh, 1989). McIntosh’s article shook the educational community,
as it was the first time an esteemed White academic openly identified and acknowledged her race
and asserted that her Whiteness afforded her many privileges in American society. Drawing a
parallel to the lack of acknowledgement of male privilege in the feminist movement, McIntosh
FROM PLANS TO REALITY 44
claims that these White privileges are often unrecognized because they are taken to be the
societal norm. Further, she suggests that Whites, who may unknowingly enjoy these privileges,
may not be aware of their existence because they are so entrenched in American society
(McIntosh, 1989). She continues to posit that it is difficult for some Whites, especially well-
intentioned female educators, to acknowledge and identify their White privilege because it
counters their belief that racism no longer exists and one’s successes and failures are based
solely on merit and effort. McIntosh (1989) reflects that it was difficult for her to shed her belief
in meritocracy and begin to think deeply and critically about her race.
Ultimately, McIntosh (1989) questions the reader, and the greater White academic
community, on what is to be done to address racial inequalities. She writes, “What will we do
with such knowledge? As we know from watching men, it is an open question whether we will
choose to use unearned advantage, and whether we will use any of our arbitrarily-awarded power
to try to reconstruct power systems in a broader base” (p. 36).
White Privilege and Teacher Education: Perceptions and Reactions of White
Teachers. After McIntosh introduced the concept of White privilege to the educational
community, many teacher educators embraced the text as a powerful instrument to facilitate
conversations surrounding race and diversity in the classroom. After all, McIntosh had written
the text as a White female teacher intending for a White female audience. Some teacher
educators’ efforts, however, were often met with resistance, denial and defense by their White
students (Curry, 2013; Delpit, 1988; Hossain, 2015). In many case studies, teacher educators,
both White and of Color, share stories where White students in various geographical settings
have openly questioned the validity and relevance of McIntosh’s article, citing that the
FROM PLANS TO REALITY 45
McIntosh’s perceived privileges were untrue and not pertinent to a modern context (Curry, 2013;
Hossain, 2015).
Unfortunately, some White female teacher educators faced challenges like being labeled
“anti-White” when they introduced White privilege material to their students. These teacher
educators, however, have developed various teaching strategies that have proved fruitful in how
to successfully delve into the topic of White privilege without disengaging their White students
(Gillespie, Ashbaugh, & Defiore, 2002). Further, they sought the collective wisdom of their
White female peers to strategize ways in which teacher education on White privilege could meet
students at their comfort and knowledge levels (Gillespie et al., 2002). Amongst the many
strategies employed, students were introduced to readings from a variety of authors beyond
McIntosh, asked to reflect on their own race and identity, and participated in informal role-
playing exercises (Gillespie et al., 2002).
White Privilege and Teacher Education: Perceptions and Reactions of Teachers of
Color. In her seminal text, Lisa Delpit wrote about the often “silenced dialogue” between White
educators and educators of Color on how best to teach students of Color (Delpit, 1988). Amongst
the differences she cites, Delpit (1988) calls for an end on the debate of whether skills or process
should be at the core of educating students of Color and posits that Black and Brown kids need
both methods of instruction. Further, Delpit (1988) argues that this false dichotomy is really a
manifestation of White academic privilege because White educators have dominated the
discussion on what is best for students of Color. Delpit (1988) writes that the real debate lies in
who has voice and power in discussions of how students of Color are taught. Echoing Delpit’s
words of caution, Curry (2013), a teacher educator performed an analysis of pre-service teachers
in her university level diversity course and examined trends in their reflections. She found that
FROM PLANS TO REALITY 46
Black and White students had markedly different perceptions and beliefs towards the topic of
White privilege. Specifically, White students downplayed its existence and Black students felt
that it was very much a lived experience (Curry, 2013). Curry posited that these perceptions
contributed to the “silenced dialogue” in her classroom and emphasized the need to address this
gap in teacher education.
It is important to note that there seems to be more readily available research into how
White female teachers take to discussing issues of White privilege as opposed to how teachers of
Color experience the same discussion. This abundance of literature may be a reflective of the
overall dominant teaching and academic populations, which are heavily White and female, and
the relatively low presence of students, teacher educators and teachers of Color. It is also
important to note that their remains a dearth of literature on how to specifically address issues of
understanding White privilege with in-service teachers as much focus seems to be placed on pre-
service teachers.
White Privilege and Teacher Education: Considerations. McIntosh’s (1989) article
laid the groundwork, and provided the vocabulary for, discussing White privilege in education.
However, as with any framework or theory, scholars have taken to interpretations, critiques and
enhancements of McIntosh’s work. Some claim that acknowledging and identifying White
privilege is insufficient as it merely recognizes the status quo of Whiteness as dominant culture
but does not examine how this came to be or emphasize that the voices of people of Color have
been silenced (Leonardo, 2004). Leonardo (2004) posits that conversations surrounding White
privilege centers around advantages Whites receive instead of the learning about and
empathizing with experiences of people of Color. To scholars like Leonardo, acknowledging
and understanding privilege is insufficient. Whites must also understand that these privileges
FROM PLANS TO REALITY 47
come from an elevated status in society that has been created to perpetuate power as evidenced
through historical events.
Contrastingly, other teacher educators have tried to frame White privilege from a
“repositioning” of Whiteness (Pennington, Brock, & Ndura, 2012). The participants of the
Pennington et al. (2012) study self-elected to attend a diversity course and were exposed to a
variety of multimodal resources, including McIntosh’s article (McIntosh, 1989), that explored
concepts of White privilege. Pennington et al. (2012) posits that understanding Whiteness,
White privilege and race in general is a process that takes time and commitment and that it must
be also be done thoughtfully and thoroughly by White educators. Without hearing other
perspectives, White teacher educators are left with a singular lens, that of their own, on thinking
about White privilege. White teacher educators should therefore work hand in hand with faculty
of Color to develop curriculum that invites multiple perspectives and critical dialogue
(Pennington et al., 2012).
Other scholars have openly criticized the overuse of McIntosh’s White privilege article in
teacher education and preparation in diversity work because they believe it limits the scope and
depth of diversity work for White teachers (Lensmire et al., 2013). Lensmire et al. (2013)
explore how White privilege can actually hinder the diversity work in education as it acts as a
faulty litmus test of White teachers. Those that can recognize these privileges and “confess” to
them are deemed knowledgeable in White privilege but there remains a lack of action. Further,
some scholars believe that not all of McIntosh’s 26 privileges are relevant to all White people in
the current time (Gillespie et al., 2002; Han & Leonard, 2017). Focusing solely on White
privilege demands confession and this, more often than not, leaves teachers feeling paralyzed,
resistant or defensive. More importantly, focusing on White privilege shifts the focus away from
FROM PLANS TO REALITY 48
understanding and hearing the voices of marginalized people and people of Color (Lensmire et
al., 2013). The most poignant critique of White privilege is not whether or not it exists, but as
McIntosh questioned, what to do with it. In Lensmire et al.’s 2013 study of preservice teachers
studying White privilege, Jessie, a teacher in the diversity program, writes, “McIntosh was right.
I had privilege. And I was ready to confess it in order to rid myself of it” (p. 419) Finally,
critiques of the overuse and overreliance on White privilege as means to address racism stress
the need to transform text, reflection and confession into action beyond reflection and
confession.
Administrator Knowledge, Motivation and Organizational Influences
To better understand the methodological framework for the collection and analysis of
data in this study, the researcher will provide a brief explanation of the gap analysis model
(Clark & Estes, 2008). Within this framework, three main areas of knowledge, motivation and
organizational factors are investigated in order to sift out what needs or influences are driving the
gap between the stakeholder’s goal and actual performance.
Knowledge and Skills
To delve into what knowledge and skills are necessary for administrators to realize the
Diversity Strategic Plan, it is important to first understand the types of knowledge the researcher
is investigating. Anderson and Krathwohl (2001), proposed a revised version of Bloom’s
Taxonomy that goes beyond the cognitive, affective and psychomotor domain. Anderson and
Krathwohl (2001) propose that all knowledge falls into four categories: factual, conceptual,
procedural, and metacognitive. Though there are four types of knowledge, they are not
necessarily independent, as Anderson and Krathwohl (2001) posit that they may intersect.
FROM PLANS TO REALITY 49
With respect to the problem of practice of understanding how administrators are able to
realize the Diversity Strategic Plan, many knowledge factors should be taken into consideration.
For administrators to realize the Diversity Strategic Plan, they need to know factual, conceptual,
procedural and metacognitive knowledge. For example, they need to have conceptual
knowledge of White privilege and how to identify it (Ladson-Billings, 1998; Ladson-Bllings &
Tate, 1995; McIntosh, 1989). Administrators need to display procedural knowledge of how to
access development opportunities related to diversity and how to engage in critical discussions
on diversity (Hossain, 2015). Finally, administrators have shown metacognitive knowledge
through formal and informal discussions on race and diversity, mostly outside of the classroom,
where they have reflected on their own racial experiences and that of their students (Han &
Leonard, 2017; Matias & Mackey, 2016). It is with these varying types of knowledge that
administrators are better able to take on the diversity work themselves and also act as conduits
for learning and mentors for teachers.
Motivation
Another component of the gap analysis model is the motivational needs and influences of
the stakeholder group. Some motivational variables include self-efficacy, attributions and value
(Rueda, 2011). Self-efficacy refers the way in which people perceive how competent they are in
accomplishing goals and performing (Bandura, 2001; Rueda, 2011). Those with high self-
efficacy are inclined to believe that they are capable and thus are more motivated to accomplish
the task. Attributions refer to the reasons one attributes for success and failure and these reasons
can affect behaviors (Rueda, 2011). Value refers to the importance a person ascribes to a task,
which may be of attainment value, intrinsic value, utility value and cost value (Rueda, 2011;
Wigfield & Eccles, 2000). Attainment value refers to how importantly someone views doing
FROM PLANS TO REALITY 50
well on a task and intrinsic value refers to the happiness or enjoyment one experiences when
performing a task. Utility value refers to how useful a task is perceived to be and finally, cost
value refers to the value of what other activity cannot be done at the cost of the task at hand
(Rueda, 2011).
With the four dimensions of value in mind, for administrators to realize the Diversity
Strategic Plan it is important for them to value diversity. The studies the researcher has come
across indicate that while teachers and administrators usually value diversity, how and to what
degree this value is ascribed, varies (Miller Dyce & Owusu-Ansah, 2016; Sanders, Haselden, &
Moss, 2014). For administrators to realize the Diversity Strategic Plan, they must first value it
and not regard studying it as a “cost” ((Han & Leonard, 2017; Hayes & Juarez, 2012). Further,
administrators that want to realize the Diversity Strategic Plan must have genuine interest in
engaging in diversity work and this is a testament to how they intrinsically value the task
(McIntosh, 1989; Sanders et al., 2014).
Organizational Influences
The organizational influences that may impact a stakeholder’s ability to attain a goal
include organizational culture and structure, practices and policies (Rueda, 2011).
Organizational culture refers to often invisible, automated understandings within an organization.
To frame thinking around organizational culture, Rueda (2011) considers the use of cultural
models as introduced by Gallimore and Goldenberg (2001) which proposes that cultural models
are shared understandings of how an organization works. The organizational structure, practices
and policies which make up the cultural setting of an organization (Rueda, 2011). These settings
include the who, what, when, where and why and how of the daily occurrences of an
organization.
FROM PLANS TO REALITY 51
With respect to what organizational factors are to be considered when investigating how
administrators will realize a Diversity Strategic Plan, they themselves need to have access
professional development opportunities that are focused on building their capacities for engaging
in critical dialogues surrounding race (Miller Dyce & Owusu-Ansah, 2016; Sleeter, 2017).
Further, an organization needs to provide a positive environment that fosters open dialogue about
diversity work so that administrators will feel comfortable and willing to engage in discussions
(Miller Dyce & Owusu-Ansah, 2016; Pennington et al., 2012).
Conclusion
In conclusion, the review of literature relevant to this study provides contextual
knowledge, both statistical and theoretical, of diversity work in independent schools. It is
helpful to compare and contrast the student, teacher, and administrator populations in both
independent and public schools to understand the constituents of this study. Further,
understanding the history and current evolution of diversity work in independent schools
provides added depth to the context of this study. Moreover, delving CRT and White privilege
and examining how these frameworks have been impacting teacher education also provides the
theory behind what often drives diversity practices. Lastly, exploring what knowledge,
motivation and organizational influences may affect how administrators are able to realize the
Diversity Strategic Plan provide further contextual knowledge into the methodological
framework of this study.

FROM PLANS TO REALITY 52
CHAPTER THREE: METHODOLOGY
Purpose of the Project and Questions
The purpose of this study was to utilize a gap analysis framework to investigate the
knowledge, motivation and organizational influences affecting to what degree Appletree Day
School is realizing its Diversity Strategic Plan. The analysis began with the creation of a list of
assumed knowledge, motivation and organizational influences, or needs, that the researcher
presupposed based on anecdotal evidence, learning and motivation theory and content specific
literary research. Each of these needs were then assessed to prove their strength in validity.
The following questions were the focus of this study:
3. What are the knowledge, motivation and organizational influences that act as barriers to
accomplishing the organizational goal of providing diversity training, education and
support through the three avenues stipulated in the Diversity Strategic Plan?
4. What knowledge, motivation and organizational solutions can be prescribed to address
these barriers?
Stakeholders of Focus
A complete gap analysis would require an exploration of all stakeholders related to the
problem of practice. However, for the practical purposes of this study, the stakeholders of focus
chosen were the administrators of Appletree Day School. The rationale of selecting this
stakeholder group was that administrators are leaders of the Appletree community and, as such,
often create and set community-wide initiatives. They are also tasked with holding the staff, and
community at large, accountable for implementing change or reform and are often regarded as
the ones who should model the change. Further, administrators who are aligned with the mission
FROM PLANS TO REALITY 53
of Appletree Day School and committed to realizing the Diversity Strategic Plan are more likely
to continue efforts to see the plan come into fruition.
Methodological Framework
The methodological framework used in this study follows the Clark and Estes’ (2008)
gap analysis method of improving performance within an organization. In this framework, a
performance goal of an organization is identified, and assessment is performed to collect data
about the potential gap between actual performance and the organization’s desired results. The
gap analysis method first defines a clear, yet broad, organizational goal. This goal is often
connected to an organization’s mission statement. For the purposes of this study, the
organizational goal of providing diversity education, training and support is reflected in the
Diversity Strategic Plan, which was written to expound upon one of the six cornerstones relating
to diversity in the organization’s mission statement. Further, the Diversity Strategic Plan
stipulates three specific avenues of support to be utilized when providing diversity education,
training and support for the Appletree Day School community. They are providing community
awareness and educational opportunities, developing and promoting affinity groups, and
providing professional development for faculty. Thus, it was the researcher’s goal to delve into
each of these three avenues of support to better understand what needs are affecting the degree to
which administrators are meeting the goal of realizing the Diversity Strategic Plan.
Beyond identifying organizational goals, the Clark and Estes’ (2008) model highlights the
importance of recognizing key stakeholder groups and understanding the knowledge, motivation
and organizational strengths and challenges of each group to measure their capacity of meeting the
organizational goal. Once a key stakeholder group has been chosen, the focus then shifts to
identifying the knowledge, motivation and organizational factors that may be contributing to that
FROM PLANS TO REALITY 54
group’s performance gap (Clark & Estes, 2008). In this study, the researcher has chosen
administrators as the stakeholder group of focus. The researcher then proceeded to identify the
knowledge, motivation and organizational influences that could be affecting performance with
administrators. Categorizing assumed influences into these three categories provided the
researcher with a clear method of organizing and accounting for the multiple influences of
performance achievement (Clark & Estes, 2008). Another added benefit of identifying the
knowledge, motivation and organizational factors in the gap analysis method is the ability to
prescribe solutions that are aligned with the identified problems. This targeted approach ensures
that solutions that are not only appropriate, but also efficient (Clark & Estes, 2008).
It is important to note that the Clark and Estes’ (2008) framework was adapted in this
study for the evaluation model, which focuses on evaluating to what degree an organization is
meeting a performance goal. In this case, the researcher is investigating to what degree the
Diversity Strategic Plan is being implemented in the Appletree Day School community from an
administrative perspective. With this framework in mind, the researcher assessed potential
assumed influences or needs that are not yet met and thus causing the performance gap. These
influences were created based on anecdotal evidence, collected from informal interviews and
observations, content specific literature, and learning motivation theory. A variety of methods
were then utilized to validate these assumed causes including interviews, surveys, document
analysis and a review of the relevant literature. Finally, research-based, targeted solutions were
presented based on the data collected.
Assumed Influences
The Clark and Estes’ (2008) gap analysis model is a research-based, methodical approach
towards solving performance problems within an organization. It allows an organization to
FROM PLANS TO REALITY 55
collect data in an organized manner to assess what gaps, if any, exist and what to attribute these
gaps to (Clark & Estes, 2008). The Clark and Estes’ (2008) model uses multiple methods of
collecting data to test the validity each assumed cause. One common problem organizations face
is trying to address a gap or performance issue based on assumed influences that are not fully
supported. Making assumptions on causes of organizational gaps without proper validation often
leads to implementing ineffective and inaccurate solutions. Using unsupported assumed causes
to drive solutions can result in the omission of alternative causes which may be the real issues at
hand (Clark & Estes, 2008). Therefore, to test the validity of assumed causes, a research-based
analysis was conducted through three methods. Interviews, surveys and document analysis were
employed after preliminary scanning and critical observations. The following is a discussion on
the knowledge, motivation and organizational influences that the researcher believes may impact
administrators’ ability to realize the Diversity Strategic Plan based on preliminary scanning data
and critical observations.
Preliminary Scanning Data and Critical Observations
Knowledge. Preliminary observations of Appletree Day School administrators suggest
that their knowledge of the Diversity Strategic Plan and its implementation is varied. Some
administrators have commented directly about the Diversity Strategic Plan, while others do not
seem to know of its existence. Specifically with respect to the three identified avenues of
support, administrators will need to have procedural knowledge in how to provide community
awareness opportunities, affinity groups and professional development opportunities in order to
realize the Diversity Strategic Plan. Further, in order to provide meaningful community
awareness opportunities, the administrators will also need to have the factual knowledge of what
is actually desired by the greater Appletree Day School community.
FROM PLANS TO REALITY 56
Beyond the procedural and factual knowledge, administrators at Appletree Day School
will need to have the conceptual and metacognitive knowledge as it relates to the Diversity
Strategic Plan. Specifically, the conceptual knowledge of White privilege, CRT, and equity and
equality will bolster their abilities to realize the Diversity Strategic Plan. The researcher has
observed only one community-wide effort, a staff professional development training, to engage
in discussions focused on White privilege and has not witnessed any formal or informal
discussions furthering the conceptual knowledge of the aforementioned ideas. From a
metacognitive perspective, knowledge of one’s own strengths, weaknesses, and biases with
respect to diversity-related work could greatly serve to advance one’s efforts in realizing the
Diversity Strategic Plan. Preliminary scanning indicates that some administrators are actively
thinking about how they reflect on diversity-related issues. This metacognitive knowledge,
however, is not immediately evident in all administrators.
Motivation. The motivational factors affecting to what degree administrators are
realizing the Diversity Strategic Plan are related to their belief, value, self-efficacy and goal
orientation. Upon preliminary scanning, administrators have varying levels of motivation as it
relates to implementing the three identified avenues of support in the Diversity Strategic Plan.
These varying levels of motivation might be attributed to how differently they value each avenue
of support and if they feel confident in their own ability to engage in diversity-related work.
Low self-efficacy can drive low levels of motivation. Lastly, administrators need to align their
leadership goals with that of the organization’s goal of realizing the Diversity Strategic Plan.
Critical observations indicate that some administrators may not believe that it is their
responsibility or goal to realize the Diversity Strategic Plan.
FROM PLANS TO REALITY 57
Organization. Preliminary scanning data and critical observations indicate that there are
some organizational challenges that exist affecting the successful implementation of the
Diversity Strategic Plan. Specifically, observations of the cultural setting and model of the
Appletree Day School suggest that there is a lack of open dialogue surrounding diversity-related
topics and lack of awareness of the Diversity Strategic Plan. Further, since attendance to the
diversity-focused staff meetings is perceived as optional, there is little consistency or
accountability for those who are engaging in diversity-related initiatives thus impacting the
cultural model of Appletree Day School. Finally, another assumed organizational need seems to
be a set of clear policies and procedures surrounding how to participate in diversity-related
activities as these are not clearly delineated in a school-wide policy handbook or understood as
established norms.
Population
The population of focus included all administrators at Appletree Day School. To be
selected as part of the population, respondents must have been employed as an administrator at
the time of data collection. At the time of data collection, the population consisted of 21
administrators, 13 of whom are female and eight of whom are male. Further, of the 21
administrators, five (two females; three males) identified themselves of Color and 16 identified
themselves White.
Data Collection
In thinking about the procedures for data collection, one must first examine the
researcher’s purpose and how the data collected will address the inquiry question in focus. In
order to investigate to what extent Appletree Day School administrators are realizing the
Diversity Strategic Plan, three methods of collecting data were used to create a comprehensive
FROM PLANS TO REALITY 58
understanding of the needs of this stakeholder group. The three methods of data collection used
included surveys, interviews, and document analysis and were chosen in hopes to triangulate
data to ensure trustworthiness. Permission to conduct data collection was obtained from the
University of Southern California Institutional Review Board prior to conducting research.
The data collection process was bound by the time constraints and the availability of
respondents and interviewees of the organization. While all 21 administrators had access to the
online survey, the researcher was only able to formally interview 10 administrators who had
volunteered their time.
Survey
Surveys give respondents an opportunity to provide feedback anonymously and the
researcher a method to collect both qualitative and quantitative data from open-ended responses
and numerical values. The survey results also provided a larger sample size for data analysis and
helped create a more holistic view of Appletree Day School administrators’ needs. For this
study, all survey items were coded to specific knowledge, motivation and organizational
influences so that the researcher could thoroughly investigate the factors affecting the
performance gap. To ensure validity and reliability of survey items, results were cross-
referenced and triangulated with other data collection methods.
The survey itself was written in English and delivered electronically to all administrators
in a personalized email with an attached link. To ensure anonymity, the survey did not ask for
any identifying statistics such as gender, racial identification or age. It contained 20 questions,
18 of which were based on a Likert scale and two were open-ended and allowed respondents to
type in their responses. To encourage completion of the survey, responses were not required of
all question items. Finally, once completed, respondents were directed to a separate page, not
FROM PLANS TO REALITY 59
connected to the survey, soliciting volunteers for a 30-45 minute follow-up interview. Those that
were willing to participate provided their contact information and a follow-up email with
scheduling availability was delivered. Of the 21 administrators surveyed, 19 completed the
survey providing a 90% response rate. Survey results were kept private and were available
solely to the researcher.
Interview
Another component of data collection included interviews. The interviews provided a
powerful and informative way to collect personalized data, especially in understanding how
individual administrators perceive the Diversity Strategic Plan and their ability to realize it.
Merriam (2009) suggests that interviewing is pivotal to research when the researcher cannot
easily see or quantify complex ideas like feelings or human behavior. Since the inquiry question
of this study narrows the focus on understanding how administrators view the Diversity Strategic
Plan and the three identified avenues of education and support, interviewing a diverse collection
of administrators offered invaluable points of data collection. All those who volunteered for the
interview were chosen and they represented a diverse sampling of gender, race, and job titles.
Thirteen predetermined interview questions were designed by the researcher and coded to
an intended area of investigation with respect to knowledge, motivation and organizational
needs. While these questions were predetermined, the interviews were also designed to be semi-
structured to allow for some flexibility during the conversation between the researcher and
interviewees to clarify any misunderstandings or to give the interviewees an opportunity to
expound upon their perspectives. Permission from interviewees to record the audio of all
interviews was sought and granted and the researcher also took notes during the interviews. All
interviews were conducted in English and the researcher solicited feedback from the
FROM PLANS TO REALITY 60
administrators for an optimal time and place for the interview. Most interviews were conducted
on the Appletree Day main campus, allowing for easy participation. Of the 21 Appletree Day
School administrators, 10 volunteered for the interview. Of the 10 interviewees, four were male,
six were female, four were of Color and six were White. None of the interviewees had
overlapping administrative tasks and each had a distinctly different job title. Finally, following
the interviews, all recordings were transcribed by the researcher verbatim. These transcriptions
were kept private and were available solely to the researcher.
Document Analysis
The final component of data collection consisted of a careful analysis of the Diversity
Strategic Plan. This plan is an official document released by the Appletree Day School diversity
committee and has been both posted on the school’s internet website as well as printed in
hardcopy. The researcher took care to study the plan in its entirety as well as the sections
pertinent to the research questions.
Validation of Influences
Assumed influences were validated through attempted triangulation of data collection via
survey, interviews and document analysis. Though some assumed influences were not
triangulated, they were confirmed by two methods of data collection. The following is a
summary table of assumed influences organized by knowledge, motivation and organization and
their methods of data collection.

FROM PLANS TO REALITY 61
Table 2
Summary of Assumed Influences Assessed
Assumed Influences
Survey Interview
Document
Analysis
Knowledge (F) Factual; (P) Procedural; (C)Conceptual; (M) Metacognitive
Administration needs to know how to provide
community awareness and education
opportunities surrounding diversity. (P)
ü ü
Administration needs to know how to develop
and promote affinity groups. (P)
ü ü
Administration needs to know how to provide
professional development opportunities for the
faculty. (P)
ü ü
Administration needs to know what types of
diversity training, education and support are
most desired by the community. (F)
ü ü
Administration needs to have knowledge of
critical race theory. (C)
ü ü
Administration needs to have knowledge of
White privilege. (C)
ü ü
Administration needs to know the difference
between equity and equality. (C)
ü ü
Administration needs to know how to reflect on
their own strengths and challenges with
diversity work. (M)
ü ü
Administration needs to know of their own
biases and stereotypes with engaging in
diversity work. (M)
ü ü

FROM PLANS TO REALITY 62
Table 2, continued
Assumed Influences
Survey Interview
Document
Analysis
Motivation (B) Belief; (V) Value; (SE) Self-Efficacy; (GO) Goal Orientation
Administration needs to believe that the three
avenues of providing training, education and
support for diversity work will attribute to the
success of realizing the Diversity Strategic
Plan. (B)
ü ü
Administration needs to value community
awareness and education opportunities in
diversity in order to implement them. (V)
ü ü
Administration needs to value developing and
promoting affinity groups in order to
implement them. (V)
ü ü
Administration needs to value providing
professional development opportunities for
faculty in order to implement them. (V)
ü ü
Administration needs to demonstrate
confidence in engaging in discussions of
providing the three avenues of diversity
training, education and support. (SE)
ü ü
Administration needs to align its leadership
goals with the organizational goal to provide
the three avenues of diversity support. (GO)
ü ü
Organization (PP) Policies and Procedures; (R) Resources; (CM) Cultural Model; (CS)
Cultural Setting
The school needs to communicate clear policies
and procedures on how to participate in
diversity training, education and support
events. (PP)
ü ü
The school needs to share the Diversity
Strategic Plan amongst the entire community.
(CS)
ü ü

FROM PLANS TO REALITY 63
Table 2,continued
Assumed Influences
Survey Interview
Document
Analysis
Organization (PP) Policies and Procedures; (R) Resources; (CM) Cultural Model; (CS)
Cultural Setting
The school needs to provide systems that can
support teachers who participate in faculty
professional development (i.e. substitutes). (R)
ü ü
The organization needs to create a positive
environment that fosters open dialogue
surrounding diversity. (CM)
ü ü
The organization needs to provide the
community with the time and space to engage
in diversity training and education events. (CS)
ü ü

Trustworthiness of Data
To ensure the trustworthiness of data, a variety of methods were employed. First, a
triangulation of data between surveys, interviews and document analysis were used to confirm
findings with multiple methods of data collection (Merriam, 2009). Further, survey items were
based on existing valid and reliable instruments. Moreover, interviewees and survey respondents
were solely volunteer-based and were assured confidentiality and anonymity. This protected
respondents from perceived fear of consequences and infringement of privacy (Merriam, 2009).
Role of Investigator
At the time of data collection, the researcher was employed as the Director of Lower
School at Appletree Day School overseeing the lower school division, which consisted of six
teachers and 67 students in the first through third grades. Her role consisted of supporting and
mentoring a team of teachers on a multitude of subjects including curriculum development,
social-emotional support for students and professional development. Further, the researcher was
also the lead contact for addressing any parental concerns of students within her division. The
FROM PLANS TO REALITY 64
investigator worked closely with students on a daily basis as a frequent substitute teacher and
also provided behavior management support for teachers. On a larger scale, the investigator also
collaborated closely with the head of school and other division directors to plan and coordinate
school-wide events, address issues of faculty such as hiring and evaluation, and develop
strategies to build a school culture that is aligned with the mission. As the principal investigator
of this project, the investigator’s role is to conduct a gap analysis of the performance problem
and provide potential solutions so that Appletree Day School can reach its goal of realizing its
Diversity Strategic Plan.
Since there may have been some hesitation and potential confusion from the other
administrators of the researcher’s dual roles as investigator and school administrator, the
investigator informed all administrators of her role as principal investigator and her intention and
purpose of conducting this gap analysis study. To avoid the risk of participants feeling coerced or
pressured to participate, the researcher was very explicit that the data collection was for research
purposes only and entirely voluntary. Moreover, the researcher did not serve in a supervisory
role to any of the participants and none of the administrators reported to the researcher in any
way.
The investigator emphasized that there will be no consequences to the participants if they
choose to not participate or make negative remarks about the organization or other members of
the community since their identities will be masked. The researcher delineated that she is
conducting this study as a doctoral candidate and that the findings will be made to the head of
school and that the head of school has ultimate authority on whether or not to follow up or act on
the findings. Lastly, absolute anonymity was guaranteed to the survey participants and every
measure was taken to ensure that their identities were not divulged.
FROM PLANS TO REALITY 65
Data Analysis
A variety of data analysis techniques were used to analyze the data collected. The data
collected from the interviews, surveys and document analysis were analyzed within the Clark
and Estes’ (2008) framework of knowledge, motivation and organization. Specifically, the
knowledge category was assessed using four categories: factual, procedural, conceptual and
metacognitive (Krathwohl, 2002). Motivation was examined with respect to active choice,
persistence, and mental effort and organization was assessed based on organizational policies,
resources, values and culture (Krathwohl, 2002). With a clear operating framework, interview
and survey questions coded to related themes of knowledge, motivation and organization.
Further, to ensure accuracy for further analysis, all interviews were transcribed verbatim from
recordings. A careful review and analysis of the Diversity Strategic Plan was also used to
triangulate survey and interview results.
Limitations and Delimitations
Limitations
While a genuine effort was made to design a study that ensures the responsible collection
of data, there remain limitations. Self-reported data, such as respondents’ answers to surveys or
interviews, is difficult to verify independently and is to be taken at face value. The researcher
acknowledges that biases such as selective memory and exaggeration could exist. Further,
administrators may not have interpreted the survey and interview questions in the manner
intended, though every effort was made to help clarify misconceptions or confusions.
Delimitations
Delimitations of the study affects the generalizability of the study. For this study, since
only one stakeholder, administrators, was of focus, the results were only reflective of one
FROM PLANS TO REALITY 66
stakeholder perspective. Another delimitation may include the researcher’s choice of
interviewees, which included all who volunteered, but is not reflective of the entire
administrative population at Appletree Day School.

FROM PLANS TO REALITY 67
CHAPTER FOUR: RESULTS AND FINDINGS
The purpose of this study was to explore the knowledge, motivation and organizational
influences that affect the degree to which Appletree Day School is accomplishing its goal of
realizing its Diversity Strategic Plan. In order to assess the validity of these assumed influences,
a systematic approach was adapted from the Clark and Estes’ (2008) gap analysis framework
utilizing three methods of data collection: survey questions, document analysis and interview
questions mapping to each of these influences. This chapter presents the results and findings
from collected data, organized by knowledge, motivation and organizational influences and their
validity. The validity of each assumed influence was determined by triangulation of data,
wherein at least two of the three data sets collected for an influence to be demonstrated a positive
indication of a need.
Overall, the results and findings indicate that a significant number of assumed influences
were either partially validated or validated. The data confirmed that 18 out of the 20 proposed
influences explored indicated a validated or partially validated gap in knowledge, motivation and
organizational needs. Of these three specified categories, 78% of knowledge influences, 100%
of motivation influences, and 100% of organizational influences were either validated or
partially validated, demonstrating that the assumed influences examined were pertinent to
understanding the degree in which Appletree Day School is realizing its Diversity Strategic Plan.
Further, this illustrated the diversity of influences that are impacting the performance of
Appletree Day School’s administrators which relate to knowledge, motivation and organization.
It is, however, interesting to note that the only two not validated assumed influences from all 20
assessed were both related to administrators’ metacognitive knowledge, specifically in
understanding one’s ability reflect and identify stereotypes and biases in diversity-related work.
FROM PLANS TO REALITY 68
This noteworthy data potentially suggests a strength in Appletree Day School’s administrators.
The following table summarizes the 20 assumed influences investigated and their degree of
validation.
Table 3
Summary of Validated and Partially Validated Assumed Influences
Summary of Assumed Causes and Influences
Validated
Partially
Validated
Not
Validated
Knowledge (F) Factual; (P) Procedural; (C)Conceptual; (M) Metacognitive
Administration needs to know how to provide
community awareness and education
opportunities surrounding diversity. (P)
ü
Administration needs to know how to develop
and promote affinity groups. (P)
ü
Administration needs to know how to provide
professional development opportunities for the
faculty. (P)
ü
Administration needs to know what types of
diversity training, education and support are most
desired by the community. (F)
ü
Administration needs to have knowledge of
critical race theory. (C)
ü
Administration needs to have knowledge of
White privilege. (C)
ü
Administration needs to know the difference
between equity and equality. (C)
ü
Administration needs to know how to reflect on
their own strengths and challenges with diversity
work. (M)
ü
Administration needs to know of their own biases
and stereotypes with engaging in diversity work.
(M)
ü

FROM PLANS TO REALITY 69
Table 3, continued
Motivation (B) Belief; (V) Value; (SE) Self-Efficacy; (GO) Goal Orientation
Administration needs to believe that the three
avenues of providing training, education and
support for diversity work will attribute to the
success of realizing the Diversity Strategic Plan.
(B)
ü
Administration needs to value community
awareness and education opportunities in diversity
in order to implement them. (V)
ü
Administration needs to value developing and
promoting affinity groups in order to implement
them. (V)
ü
Administration needs to value providing
professional development opportunities for faculty
in order to implement them. (V)
ü
Administration needs to demonstrate confidence
in engaging in discussions of providing the three
avenues of diversity training, education and
support. (SE)
ü
Administration needs to align its leadership goals
with the organizational goal to provide the three
avenues of diversity support. (GO)
ü
Organization (PP) Policies and Procedures; (R) Resources; (CM) Cultural Model; (CS)
Cultural Setting
The school needs to communicate clear policies
and procedures on how to participate in diversity
training, education and support events. (PP)
ü
The school needs to share the Diversity Strategic
Plan amongst the entire community. (CS)
ü
The school needs to provide systems that can
support teachers who participate in faculty
professional development (i.e. substitutes). (R)
ü

FROM PLANS TO REALITY 70
Table 3, continued
Summary of Assumed Causes and Influences
Validated
Partially
Validated
Not
Validated
Organization (PP) Policies and Procedures; (R) Resources; (CM) Cultural Model; (CS)
Cultural Setting
The organization needs to create a positive
environment that fosters open dialogue
surrounding diversity. (CM)
ü
The organization needs to provide the community
with the time and space to engage in diversity
training and education events. (CS)
ü

Results and Findings for Knowledge Causes
Nine assumed influences or needs related to knowledge were examined in the course of
this study. Of the nine assumed needs, three were identified as procedural, one factual, three
conceptual and two metacognitive. It is important to note that while the researcher employed
document analysis of the Diversity Strategic Plan as a method to assess the validity of assumed
procedural knowledge needs, only three of the 21 administrators currently employed were
actually part of the process of creating the Diversity Strategic Plan. This lack of participation
was either because these administrators were not yet employed at the school or were not invited
to be part of the process. Taking this fact into account, these assumed needs were only partially
validated if document analysis was used, even with strong survey data. The researcher did not
feel there was sufficient evidence to prove the Diversity Strategic Plan, as written, was reflective
of the degree to which the current administrators' procedural knowledge.
The results and findings for assumed knowledge-related influences illustrated the need to
address all types of knowledge gaps, except that of the metacognitive type. Of the nine assessed
needs, seven (78%) were identified as validated or partially validated, strongly suggesting that
knowledge-related needs are influencing the degree to which the Diversity Strategic Plan is
FROM PLANS TO REALITY 71
being realized. Using survey, interview and document analysis, the researcher was able to
collate the data into the following table which reflects all of the knowledge-related influences.
Table 4
Summary of Knowledge-Related Assumed Influences
Knowledge-Related Assumed Causes and Influences
Type of
Knowledge
Assumed Causes and
Influences
Validated
Partially
Validated
Not Validated
Procedural
Administration needs to know
how to provide community
awareness and education
opportunities surrounding
diversity.
ü
Procedural
Administration needs to know
how to develop and promote
affinity groups.
ü
Procedural
Administration needs to know
how to provide professional
development opportunities for
the faculty.
ü
Factual
Administration needs to know
what types of diversity
training, education and support
are most desired by the
community.
ü
Conceptual
Administration needs to have
knowledge of critical race
theory.
ü
Conceptual
Administration needs to have
knowledge of White privilege.
ü
Conceptual
Administration needs to know
the difference between equity
and equality.
ü

FROM PLANS TO REALITY 72
Table 4,continued
Knowledge-Related Assumed Causes and Influences
Type of
Knowledge
Assumed Causes and
Influences
Validated
Partially
Validated
Not Validated
Metacognitive
Administration needs to know
how to reflect on their own
strengths and challenges with
diversity work.
ü
Metacognitive
Administration needs to know
of their own biases and
stereotypes with engaging in
diversity work.
ü

Partially Not Validated Assumed Need: Administrators Know How to Provide Community
Awareness and Education
Survey results strongly indicated that administrators are able to identify how to provide
community awareness and education when given the definitive statement, “Holding workshops
and inviting guest speakers are some ways of providing community awareness and education
surrounding diversity work.” Nineteen out of 19 respondents either agreed or strongly agreed
with the statement. Further, the Diversity Strategic Plan clearly defines various pathways to
provide community awareness and education. It identifies “speakers” and “consultants” as two
resources that can deliver community awareness and education. However, since this document
was created with a limited number of administrators, it does not necessarily indicate that current
administrators have the knowledge or wherewithal to provide community awareness and
education. Survey and document analysis do illustrate that administrators can identify means in
which to provide community awareness and education, but not necessarily how to act on these
means.
Interview data revealed that three respondents positively referenced their experience with
speakers who had visited the school. Respondent Seven stated that the administration should
FROM PLANS TO REALITY 73
have speakers come into the school more often as a means to provide faculty professional
development. Further, Respondent Four shared his perspective on the past experiences with
speakers, “our director of diversity does bring professional speakers to the school to talk about
different topics in diversity and we’ve had some really good ones since I started working here…”
It is interesting to note that when these three respondents spoke of their experience with speakers
in the passive manner, implying that they were participants and not hosts of these events. These
responses support that while some administrators can identify specific means of providing
community awareness and education for diversity and inclusion work, they may not have the
knowledge to know how take actionable steps in finding the resources needed. Therefore, there
is a partially validated assumed need for administrators to know how to provide community
awareness and education.
Partially Validated Assumed Need: Administrators Know How to Develop and Promote
Affinity Groups
Survey data revealed that most administrators were able to correctly identify the
definition of an affinity group. Sixteen out of 19 (84%) respondents indicated that they either
agreed or strongly agreed with the statement “Affinity groups are developed when a small group
of people with a shared interest or characteristic choose to come together to support each other in
social activism.” Three respondents (16%), however, disagreed. The survey data therefore
implies that while most administrators have some knowledge of affinity groups, some do not.
Further, the Diversity Strategic Plan explicitly identifies affinity groups as a pathway in
providing training, education and support. It also specifies an actionable step of bringing in
consultants to train affinity group leaders as a strategy to develop and promote affinity groups.
However, since there was a lack of participation among current administrators in the creation of
FROM PLANS TO REALITY 74
the Diversity Strategic Plan, there is not sufficient evidence from the document to indicate
administrators’ procedural knowledge.
It is significant to note that of the 10 interviewees, only three explicitly spoke about
affinity groups. Of the three respondents, all spoke of how affinity groups no longer existed
within the community. While their responses did not clearly indicate their depth of knowledge in
developing or promoting affinity groups, they did illustrate an understanding and reflection of
the purpose served by affinity groups. Respondent Six indicated a thorough understanding of
affinity groups and the challenges faced in sustaining them, “Challenges are affinity groups for
parents, keeping people interested. It’s one of those things where people ask for it, you give it to
them and then they come and they slowly trickle away. It may have been more than what they
wanted.” Respondent Seven proposed one way to bring affinity groups back to the community.
Yes, the affinity groups, but maybe we could do something like that with the teachers or
the administration. Once a month or once every two months and we can incorporate that
in our Wednesday meeting, not every meeting, but it’d be nice to have some sort of game
or talk.
While the three respondents did demonstrate some understanding of affinity groups, the general
lack of reference to affinity groups in the interviews suggests there may be a lack of knowledge
about or value attributed to affinity groups for some administrators. Therefore, given the data
collected, there is a partially validated need to address a procedural knowledge gap
administrators may have in developing and promoting affinity groups.
Partially Validated Assumed Need: Administrators Know How to Provide Professional
Development Opportunities for Faculty

Survey data indicated that most administrators could identify some ways of providing
professional development for faculty. Of the 19 survey respondents, an overwhelming majority
FROM PLANS TO REALITY 75
(18/19), either agreed or strongly agreed with the statement “Providing professional development
opportunities focused on diversity work includes seeking out potential workshops and
conferences that faculty can attend.” This data initially indicated all but one administrator had
some procedural knowledge of how to provide professional development opportunities for
faculty.
The interview data collected, however, was more complex. Respondent Nine felt
unequipped to answer the question because he was not an educator. He shared, “You know, I’m
not an educator, I’m not equipped to answer that question. I don’t work with teachers, it would
be a completely…I don’t feel comfortable answering that question with any sort of knowledge.”
The other responses varied from providing suggestions on future professional development
opportunities to providing feedback on perceived failures of past professional development
events. Four out of the 10 interviewees referenced specific actionable steps they felt needed to
addressed with respect to providing professional development. These steps included increasing
the budget, making more time to discuss diversity-related topics as a staff and sending more
teachers to conferences. It is noteworthy that when these interviewees spoke of providing
professional development for faculty, they referenced “the school” or “they” as those who
needed to take action. Only two interviewees included themselves as part of the constituents
responsible for providing professional development opportunities to staff. Respondent Two
outlined a strategy of what she believed were the necessary steps that needed to be enacted in
order to provide professional development to faculty.
secondly, we need a clear understanding of what kind of funding we have in order to
have that happen. Third, if we feel the funding is inadequate then we need to be able to
as administrators to get together to create a rationale to then go to the board, the board
FROM PLANS TO REALITY 76
finance committee, to make an ask for the kind of funding that would allow us to do the
work that needs to be done.
The use of “they” as opposed to “we” in interview responses may indicate that some
administrators do not feel it is within their purview or skillset to provide professional
development to faculty. Thus, given the data presented by the survey and interview, there is a
partially validated need for administrators to address a procedural gap in knowledge on how to
provide professional development for faculty.
Validated Assumed Need: Administrators Know What the Community Desires
Survey and interview responses suggest that administrators lack some or all of the
knowledge of knowing what the community desires in terms of diversity and inclusion work.
Initially, the survey results indicated that about half of the administrators (10/19) felt that they
had a sense of what the community desired while the other half (9/19) did not. However,
interview results demonstrated that while some administrators had some knowledge of what the
faculty may desire in terms of diversity, many expressed a lack of knowledge about the desires
of the parent population. Other interviewees (3/10) expressed a clear lack of knowledge about
the desires of the entire community. When asked “What do you think are the types of diversity
training, education and support most desired by this community?”, Respondent Seven struggled
to answer the question, “I don’t know. I know we are kind of in a bubble here. I really don’t
know.” The other two respondents both expressed a genuine lack of knowledge of what the
community desires, followed by an interest in seeking out this information.
The seven administrators who shared some knowledge of knowing what the community
desires in terms of their diversity work, also acknowledge that they have limited to no knowledge
of some constituent groups. Some also only addressed one or two stakeholder groups topics of
FROM PLANS TO REALITY 77
interest with respect to diversity. Respondent Ten focused on the students, “I guess in this
community, diversity training that has to do with working with kids. Like understanding
different backgrounds on home life,” while Respondent Four shared, “Zeroing in on the staff
only because I don’t think I can speak to faculty. Any education that would be useful, that would
be actionable, would be most desired.” This data reveals that some administrators are able to
identify some potential training, education and support desired by some stakeholders in the
community, but not all. Therefore, with clearly dichotomized data from the survey and interview
responses, the assumed knowledge need of knowing what the community desires is validated.
Validated Assumed Need: Conceptual Knowledge of Critical Race Theory
While survey results initially show strong evidence to indicate administrators’ knowledge
of CRT, interview responses illustrate that there is an evident need to address the gap in
conceptual knowledge of CRT. Of the 18 survey respondents, 17 agreed or strongly agreed with
the statement, “Critical race theory is based on the understanding that race is socially constructed
and that systemic racism is part of American history.” These results indicate that when given a
definition of CRT, most administrators are able to correctly identify it.
The interview responses, however, paint a different picture as eight out of 10
interviewees expressed that they had no knowledge of CRT and could not even make an attempt
at guessing its meaning. Respondent Two had a hypothesis on the meaning of CRT and
expressed much doubt in her answer. The one exception was Respondent Six, who confidently
expressed his response, though not an accurate definition of CRT. He stated, “For me, this is
what it is. As a black man, I am always pro-black, doesn’t make me anti-anything else, but I’m
going to be pro-black.” Respondent Six’s explanation highlights the misconceptions and lack of
conceptual knowledge of CRT. Therefore, the is evidence collected to indicate that there is a
FROM PLANS TO REALITY 78
lack in administrators’ conceptual knowledge of CRT and therefore a validated need to address
this gap in knowledge.
Partially validated Assumed Need: Conceptual Knowledge of White Privilege
Survey and interview results indicate there is a partially validated need to address a lack
of conceptual knowledge of White privilege amongst administrators. When asked to agree or
disagree with the statement, “White privilege refers to certain societal privileges people who
have White skin benefit from because they are most represented in dominant culture”, results
indicated that most administrators had knowledge of White privilege. Sixteen out of 19
respondents (84%) either agreed or strongly agreed with the statement. Three respondents
(16%), however, disagreed. Interview responses provided further insight into how administrators
defined White privilege and the examples given gave depth to their responses. Of the 10
interviewees, all 10 were able and willing to explain White privilege and gave a wide range of
examples to support their thinking.
Seven of the 10 interviewees used examples where they were either subjected to or
experienced White privilege in a personal context. These examples revealed that there was a
firm sense of how to define White privilege. Respondent Two shared, “That by the very fact of
the color of skin, I will be less scrutinized than a person who doesn’t look like me.” This
response demonstrated an administrator’s knowledge of the concepts of White privilege, how it
pertains to her personally and an ability to verbalize her understanding. Two interviewees,
however, felt the term had a negative connotation. Both these interviewees were people of Color
and shared a similar sentiment that White privilege is an antagonistic term and misdirects
diversity initiatives. Respondent Seven shared, “I do see and I may use the word, ‘privilege’ but
if you put a color in front of it, it makes it feel offensive”, illustrating her discomfort with using
FROM PLANS TO REALITY 79
the term. Respondent Four’s hesitations with the concept of White privilege were mainly
centered on the fact that he believed the greater focus should be placed on socio-economic
privilege, which is often associated, but should not be limited to, race. He stated, “White
privilege for me, at least as a person of Color, is kind of missing the point. It’s not about White
privilege, it’s about privilege.” Thus, with some interviewees clearly disagreeing with the
concept and having negative connotations associated with White privilege, the assumed need to
address a gap in conceptual knowledge of White privilege is therefore partially validated.
Partially Validated Assumed Need: Conceptual Knowledge of Equality and Equity
Survey and interview results indicate some need to address administrators’ conceptual
knowledge of the different between equality and equity. When given the definitions of the two
concepts, 17 out of 18 (94%) respondents of the survey agreed or strongly agreed with the
statement, “The difference between equality and equity is that equality ensures that everyone
gets the same treatment whereas equity is when each individual gets what s/he needs”. These
results initially suggest that administrators have a firm knowledge of the difference between
equality and equity.
Interview responses, however, illustrate a more diverse spread in the levels of
understanding with some administrators who were not able to identify the difference and others
with a deep understanding of the concepts. Overall, six out of 10 were not able to identify the
difference and often referenced financial or governmental institutions. Respondent One stated,
“Equity sounds like how much money you have in the bank. I don’t know. Equality means like,
equal rights for all, right? But equity in a financial term is…Equality and equity…” while
Respondent Four explained, “Whenever I think of equity I think of borrowing against a house.
So I think, in that sense, it’s more you’re borrowing against whatever it is you already own to get
FROM PLANS TO REALITY 80
ahead.” These six respondents illustrated misconceptions they had on the difference between
equality and equity.
Four interviewees, however, were able to demonstrate an understanding of the difference
between equity and equality, albeit their responses were varied in sophistication. One notable
response illustrated a deep conceptual understanding of not only the two notions, but also as it
relates to a greater societal context. Respondent Two shared,
…And in our American fantasy, we believe that somehow our justice system is set up for
equality. It’s a fantasy. Equity is people in a society consciously understanding that in
order for every member of a group to be able to achieve their potential, that one has to
give support for the external challenges that society may have placed on a particular
individual.
These four respondents all indicated that they were able to distinguish among the difference
between what is equal and what is equitable and provided examples to support their reasoning.
Thus, while survey response may have indicated administrators’ understanding equity and
equality, interview results illustrate that there may be a need for some administrators to
reexamine their understanding of the two concepts. The assumed need is therefore partially
validated.
Not Validated Assumed Need: Administrators’ Abilities to Reflect on Own Strengths,
Weaknesses, Biases and Stereotypes

Survey and interview responses indicate that administrators do have the abilities to reflect
upon their personal work with diversity and inclusion. The need to further develop this
metacognitive knowledge is therefore not validated. Of the 19 surveys completed, 12
respondents completed the free response questions “What are some of your strengths and
challenges with respect to diversity work?” and “What are some of your preferences, biases or
FROM PLANS TO REALITY 81
stereotypes you have of diversity work?” Overall, the survey responses indicated that
administrators were deeply reflective on the how they individually approached issues of race,
socioeconomic and sexual-orientation diversity. The responses were detailed and deeply
personal, often paired with narratives of experiences of struggle or epiphanies had surrounding
diversity. The interview responses mirrored the survey results in that the respondents
demonstrated their ability to reflect upon their personal journeys in diversity and inclusion work.
Administrators interviewed showed that they were capable of noticing their shortcomings and
able to speak to their successes.
A number of notable common themes surfaced from both the survey and interview. First,
a significant number of respondents, both White and of Color, spoke to their hesitation towards
engaging in diversity work for fear of unintentionally angering or hurting others with comments
or actions. These respondents seemed to be deeply aware of and sensitive to how powerful
words and actions can be when engaging in diversity. Respondent Five shared, “If I’m someone
who is interested and open to this [discussions on diversity] and I’m being quiet because I don’t
want to piss somebody off, then what about somebody else who has maybe dipped their toe in.
Are they gunna be turned off?” Further, another common theme is thinking about diversity and
inclusion work with respect to engaging with students and curriculum. A number of
administrators referenced their struggles and successes in diversity through the lens of their
practice in education. Respondent Two commented, “Watching it [diversity and inclusion work]
deepen and infuse in the curriculum is one of my proudest moments, one of my biggest
successes,” while an anonymous survey responded reflected, “I am constantly bumping against
my own biases -- realizing that I mistake one kid of Color for another; using language that isn't
respectful and not realizing it's not until brave colleagues educate me.” These responses
FROM PLANS TO REALITY 82
illustrate how administrators reflect upon their own practice as leaders of curriculum and social-
emotional development. The third theme that appeared from the data is administrators’ approach
towards thinking about diversity and inclusion work through a greater, infrastructural lens-either
from the perspective of a school organization or society at large. One anonymous survey
respondent stated that his/her challenge has been “… truly knowing if we are going to hang our
hats on a pillar of diversity, or if we are going to just set up a committee and say that we are a
diverse school,” while another shared his/her challenge is “…always feeling the need to work
with other White folk who (in my opinion) do not accept or recognize the systemic nature of
racism nor their privilege.” These responses illustrate a perspective that is grounded in a greater
sense of social justice with respect to diversity work.
There is, therefore, strong evidence from both the survey and interview responses to
indicate that there is no perceived need to address a metacognitive knowledge gap in
administrators’ abilities to become aware of their own strengths, weaknesses and biases when
engaging in diversity and inclusion work.
Considering all nine knowledge-related assumed influences, seven of which were
validated or partially validated, there is strong data to indicate there are knowledge-related needs
that are impacting the success of Appletree Day School’s goal of realizing its Diversity Strategic
Plan. The significant majority (78%) of validated and partially validated influences illustrate the
factual, procedural, and conceptual gaps in knowledge, while the two not validated needs, both
metacognitive, demonstrate administrators’ potential competency.

FROM PLANS TO REALITY 83
Results and Findings for Motivation Causes
Findings from the instruments designed to assess the validity of assumed motivational
causes provided deep insight into the needs that may be affecting how well the Diversity
Strategic Plan is being realized. Of the six assumed motivational needs investigated, three were
related to value, one related to each of the following: value, goal orientation and belief. All
assumed influences were either validated or partially validated. This evidence strongly indicates
that the motivational levels of administrators is affecting the successful implementation of the
Diversity Strategic Plan. It is noteworthy that all three assumed influences related to value, as a
type of motivation, were either validated or partially validated. This data indicated that value-
related assumed needs were in fact pertinent to the administration.
It is also significant to note that while the researcher used document analysis as a means
to validate some of the assumed motivational causes through the review of the Diversity
Strategic Plan, only three of the 21 administrators currently employed were actually part of the
process of making the Diversity Strategic Plan. As previously mentioned, this lack of
participation was due to the fact that administrators were not yet employed at the school or were
not invited to be part of the process. Taking this fact into account, some assumed needs were
only partially validated if document analysis was used, even with strong survey data. The
researcher did not feel that sufficient evidence could be gathered about administrators as a whole
from a document analysis of the Diversity Strategic Plan, especially given the high turnover.
The document, as written, does not necessarily reveal to what degree current administrators are
motivated. The following table summarizes the motivational causes assessed in this study.

FROM PLANS TO REALITY 84
Table 5
Summary of Motivation Related Assumed Influences
Motivation Related Assumed Causes and Influences
Type of
Motivation
Assumed Causes and
Influences
Validated
Partially
Validated
Not
Validated
Belief
Administration needs to believe
that the three avenues of
providing training, education
and support for diversity work
will attribute to the success of
realizing the Diversity Strategic
Plan.
ü
Value
Administration needs to value
community awareness and
education opportunities in
diversity in order to implement
them.
ü
Value
Administration needs to value
developing and promoting
affinity groups in order to
implement them.
ü
Value
Administration needs to value
providing professional
development opportunities for
faculty in order to implement
them.
ü
Self-Efficacy
Administration needs to
demonstrate confidence in
engaging in discussions of
providing the three avenues of
diversity training, education and
support.
ü
Goal
Orientation
Administration needs to align
its leadership goals with the
organizational goal to provide
the three avenues of diversity
support.
ü

FROM PLANS TO REALITY 85
Partially Validated Assumed Need: Belief in the Three Avenues of Providing Support
The assumed need of administrators believing in the three avenues of providing support
was partially validated through document analysis and survey data. 17 out of 18 respondents
either agreed or strongly agreed with the statement “Providing community awareness and
education, promoting affinity groups and providing faculty professional development will impact
the success of implementing the Diversity Strategic Plan,” thus suggesting that administrators
already have the belief that the three avenues of providing support are important to them and will
affect how well the Diversity Strategic Plan is being implemented. The three avenues of
providing support are also clearly outlined in the Diversity Strategic Plan. However, since most
of the administrators currently employed were not part of crafting the Diversity Strategic Plan,
there is reasonable indication to suggest there might be a need for current administrators to be
motivated to believe in the three avenues of providing training, education and support.
Therefore, this assumed need is partially validated.
Validated Assumed Need: Valuing Community Awareness and Education Opportunities
Through document analysis and survey data, the assumed need of administrators valuing
community awareness and education opportunities as an avenue of providing support for
diversity initiatives was validated. While 14 out of 17 respondents either agreed or strongly
agreed with the statement “It is important for me to provide community awareness and education
opportunities surrounding diversity,” three respondents disagreed. This data suggests that at
least three current administrators do not see the personal value of providing community
awareness and education opportunities and thus indicating a need to address this lack in
motivation. Further, while the Diversity Strategic Plan explicitly states that providing
community awareness and educational opportunities is one of the three ways of providing
FROM PLANS TO REALITY 86
support, education and training in diversity, most administrators currently employed were not
part of the process of making the Diversity Strategic Plan. Therefore, there is strong evidence to
suggest there is a need to address the lack of value some administrators attribute to providing
community awareness and education opportunities as means of realizing the Diversity Strategic
Plan.
Validated Assumed Need: Valuing Affinity Groups
The assumed need of administrators valuing affinity groups as one of the three methods
of providing diversity education and support was validated through document analysis and
survey data. One-third of all survey respondents (6/18) disagreed with the statement “It is
important for me to develop and promote affinity groups in our community.” This evidence
indicates a significant number of current administrators do not see the value of developing and
promoting affinity groups and thus there is a perceived need to address this lack of motivation.
Interview data also revealed that when asked about their diversity-related goals as an
administrator, none of the interviewees referenced affinity groups. Though the Diversity
Strategic Plan explicitly lists affinity groups as one of the means of providing diversity education
and support, many of the current administrators were not part of the drafting process. Therefore,
given the data collected, there is strong evidence to suggest there is a need to address the lack in
motivation of valuing affinity groups as a means of providing diversity education and support.
Partially Validated Assumed Need: Valuing Professional Development Opportunities for
Faculty

Through survey data and document analysis, the assumed need of administrators valuing
professional development for faculty as one of the three avenues of providing training, education
and support was partially validated. Survey data revealed that all respondents either agreed or
strongly agreed with the statement “It is important for me to provide opportunities for the faculty
FROM PLANS TO REALITY 87
to engage in professional development surrounding diversity.” This evidence strongly suggests
administrators do value professional development and thus are motivated to take action in
implementing this avenue of diversity training, education and support. Professional development
for faculty is also stated in the Diversity Strategic Plan as one of the three avenues of support
thus suggesting it is valued by the community. However, since most current administrators were
not present during the formation of the Diversity Strategic Plan, the document analysis does not
by itself provide ample evidence of how much current administrators value professional
development for faculty. This assumed need is therefore partially validated.
Validated Assumed Need: Belief in One’s Ability to Engage in Diversity Work
Survey and interview data collected indicated that some administrators do not feel
confident in engaging in diversity discussions surrounding the three identified avenues of
education and support. Initially, the survey responses showed a relatively positive outlook on
how administrators perceived their own confidence level in engaging in diversity work. Twelve
out of 17 respondents (71%) either agreed or strongly agreed with the statement “I feel confident
in engaging in discussions on how to provide community awareness, affinity groups and
professional development to the faculty.” There was a notable minority of five respondents
(28%) who disagreed with the statement indicating their lack of self-perceived confidence in
engaging in diversity work.
However, interview data revealed that some administrators did not feel adequate or
confident in engaging in discussions surrounding diversity work and further, did not feel that this
was a skill set they should or could acquire. When asked why they did not feel confident, the
reasons given ranged from the respondents’ tenure at the school, being new to the field of
education, and feeling that engaging in diversity work was not part of their job description.
FROM PLANS TO REALITY 88
Respondent One stated, “I don’t feel confident, I’m a numbers person” in explaining that while
she would support diversity initiatives, she was not “qualified to” speak in discussions
surrounding diversity. Respondent Five attributed his lack of confidence to not knowing the
needs of the community since he was a new employee, while Respondent Eight shared, “Me?
(Yes) Not very confident. (Why?) Because it’s not something I know. It’s not really…I haven’t
really…It’s tangential to what I do. I’m just kind of the worker bee.” Therefore, for some of the
administrators interviewed, there is strong evidence that indicates a serious lack of confidence in
engaging in diversity work. This may be attributed to the fact that respondents felt more
comfortable either agreeing or disagreeing with the survey statement and less so when being
interviewed.
Contrastingly, half of administrators interviewed did indicate a positive self-perception in
their ability to engage in diversity work. Of the 10 administrators interviewed, five stated they
felt some degree of confidence. Reasons for feeling confident ranged from receiving professional
development to being a person of Color to having the support of a strong leader. It is also
interesting to note that for the five interviewees that indicated a level of confidence, three
referenced external factors that reduced their confidence in participating in diversity work.
Specifically, they lost confidence in engaging in diversity work because they did not want to
perceived as angry or judgmental individuals with respect to their perspectives on diversity work.
Respondent Three shared,
It’s not about feeling confident. I do feel confident, but the issue that I have as a person
of Color, is that when you have to present or talk about these issues with an audience that
is 100% White, you are always perceived, or at least in my experience, I have been
perceived as someone that either does not hear other points of view, only sees her point
FROM PLANS TO REALITY 89
of view…In terms of talking about it, knowing how it feels, knowing what the needs of
the students are, understanding being the other, what it’s like to be the other, I can talk
about it at a personal level. I understand that. But getting that message across so that it is
perceived that I’m trying to be helpful? It’s hard.
Thus, while confidence in one’s abilities is related to self-efficacy, the interviewees’ responses
shed light to the complexity of how perceptions of confidence are also affected by factors
beyond one’s control.
While survey data initially suggested that most administrators feel confident in their
abilities to engage in diversity discussions, interview data revealed additional considerations that
impacted administrators’ self-efficacy. Further, of the administrators that do feel confident, their
confidence is often hindered not by their self-perception, but by the fear of being perceived as
angry or disgruntled by their peers. The assumed need of having self-efficacy or confidence in
one’s ability to engage in diversity discussions and work is therefore a validated need.
Validated Assumed Need: Aligning One’s Goals to the Diversity Strategic Plan
While the Diversity Strategic Plan clearly delineates three avenues of providing
education and support, survey and interview data collected indicate that there is a perceived need
for administrators to align their goals with that of the goals stipulated in the Diversity Strategic
Plan. Survey data seemed to reveal a somewhat positive outlook on goal alignment as 14 out of
18 respondents (78%) either agreed or strongly agreed with the statement, “It is one of my goals
to realize the Diversity Strategic Plan by providing community awareness, affinity groups and
faculty professional development.” A significant minority (4/18), however, disagreed with the
statement.
FROM PLANS TO REALITY 90
Interview data further highlighted some misalignment of administrators’ goals with that
of the Diversity Strategic Plan. When asked what their goals with respect to diversity as an
administrator were, none of the interviewees referred to forming or supporting affinity groups,
while most (7/10) referenced community awareness and/or professional development for faculty.
It is interesting to note that five interviewees directly referenced taking more action to make
diversity initiatives more visible and tangible as a goal for diversity work. Respondent Ten
shared, “I just feel like it’s a buzz word, I hate to call it that, but it’s bigger than a buzz word. I
don’t know, action, I guess.” Respondent Two, specified that she would like to ensure that
diversity initiatives were not forgotten because there had been some progress, “The goal I want is
for it not to become something where ‘Oh, we’ve done it. Check.’ So my goal is keep bringing
it up with my teachers, bringing it up as much as I can within discussions about PD so that it’s
not just left behind.”
Interview data also revealed that some administrators were not readily able to identify
any personal goals related to diversity work. Respondent Eight stated,
I haven’t really, you know, I haven’t really thought about it much because I just try to be
kind to everybody, but I know you need some kind of, what do you call it, some people
need a step up, a hand, but again I don’t really…I’m not that involved.
Other respondents struggled to answer this question and clearly state their goals.
The variance in interview responses and the significant minority of survey responses
therefore indicate that there is a perceived need to align leadership goals to that of the
organizational goals presented in the Diversity Strategic Plan.
Given that all motivational related assumed needs studied were either validated or
partially validated, there is strong evidence to suggest a significant need amongst Appletree Day
FROM PLANS TO REALITY 91
School administrators with respect to motivation as it relates to realizing the Diversity Strategic
Plan. Of the six assumed influences, four were validated in the categories of value, self-efficacy
and goal orientation signifying that motivational needs are applicable to Appletree Day School
administrators. Lastly, the diverse landscape of interview responses illustrate how personal and
subjective motivational related needs may be as respondents’ motivations are often reflective of
their own journeys and processes with diversity work.
Results and Findings for Organization Causes
Results and findings from the instruments designed to assess the validity of assumed
organizational causes provided much insight into various organizational related needs. Five
assumed needs were explored, two relating to cultural setting and one of each of the following
policies and procedures, resources and cultural model. Collectively, the results indicated that all
five needs assessed were validated and thus are most likely contributing to the degree in which
the Diversity Strategic Plan is being realized. Administrators’ survey and interview responses
consistently illustrated organizational needs that needed to be addressed in order to meet the
organizational goal of bringing Appletree Day School’s Diversity Strategic Plan into fruition. A
notable common theme that surfaced during data collection and analysis was the collective desire
for clearer communication from organization regarding diversity work, whether it be vision,
policies or procedures. The following table summarizes the validated organizational causes of
this study.

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Table 6
Summary of Organization Related Assumed Influences
Organization Related Assumed Causes and Influences
Type of
Motivation
Assumed Causes and
Influences
Validated
Partially
Validated
Not
Validated
Policies and
Procedures
The school needs to
communicate clear policies
and procedures on how to
participate in diversity
training, education and
support events.
ü
Cultural Setting
The school needs to share
the Diversity Strategic Plan
amongst the entire
community.
ü
Cultural Setting
The organization needs to
provide the community with
the time and space to engage
in diversity training and
education events.
ü
Resources
The school needs to provide
systems that can support
teachers who participate in
faculty professional
development (i.e.
substitutes).
ü
Cultural Model
The organization needs to
create a positive
environment that fosters
open dialogue surrounding
diversity.
ü

Validated Assumed Need: Clearer Communication of Policies and Procedures
The survey data revealed that only five out of 18 respondents (27%) agreed or strongly
agreed with the statement “The school clearly communicates the policies and procedures of how
to participate in diversity training, education and support events.” Contrastingly, 13 out of 18
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respondents (73%) disagreed with the statement, indicating some variance in how administrators
view the performance of the organization in clearly communicating policies and procedures.
Furthermore, the interview data supported the survey data as seven out of 10 interviewees
indicated that he or she did not believe the school was clearly communicating policies and
procedures surrounding how to participate in diversity events. Respondent One stated, “I’m sure
the intention is there but I don’t feel that we are actually communicating it very well,” while
Respondent Seven commented “I haven’t heard about that, I’ve seen it on the calendar, I don’t
know who’s going and besides that, I don’t know what other types of training or professional
development we offer.” These comments show support that some administrators do not feel
confident in the school’s ability to clearly communicate diversity-related policies and
procedures.
The interview data also revealed that some administrators feel that the level of
communication surrounding policies and procedures on how to participate in diversity events
varies amongst stakeholders. Specifically, three out of 10 interviewees delineated the difference
between the level of communication between faculty and parents. Respondent Six stated, “Yes
for faculty and staff. Not for parents. Our parents are the ones behind, let’s try to get the parents
up to date, up to speed. Our kids are more aware than a lot of kids in other schools.” It is also
interesting to note that Respondent Four felt that the organization was in fact communicating
clearly because the events were denoted on the calendar. To him, this was sufficient evidence of
clear communication.
While there are notable nuances of the varying levels of communication to different
stakeholder of the community, the survey and interview results show strong evidence that there
is in fact a need for the organization to have clearer communication surrounding how the policies
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and procedures of participating in diversity events to all constituents. The survey and interview
data served to validate the need for clearer communication of the policies and procedures on how
to participate in diversity training, education and support events.
Validated Assumed Need: Sharing the Diversity Strategic Plan
The survey and interview data collected validated the assumed need that the Diversity
Strategic Plan needed to be shared amongst the entire community. An overwhelming majority,
16 out of 18 survey respondents, indicated that they either disagreed or strongly disagreed with
the statement “All members of the community know of the Diversity Strategic Plan.” This data
was further supported by the responses of interviewees wherein nine out of 10 respondents stated
a definitive “no” when asked if they felt the Diversity Strategic Plan was well known in the
community.
The interview data also revealed one notable response in which an interviewee felt that
the Diversity Strategic Plan was not necessarily well known, but the responsibility fell on the
community to seek out the document. Respondent Six stated, “I think those who want to know,
know.” While this perspective represents the minority view, it is important to note as it may be
indicative of a larger organizational question of who is responsible for seeking out the Diversity
Strategic Plan.
Further, the interview data also revealed that administrators often used themselves as
benchmarks of assessing whether or not the Diversity Strategic Plan was well known in the
community. Respondent One stated, “Nope. (How do you know it’s not well known?) Because
I don’t know it. I’m your test. Canary in the mine. Even though I’m isolated, I should know
and have talked about that plan and have budgeted for it. I don’t even know anything about it.”
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Overall, four out of 10 interviewees referenced their personal lack of knowledge as a litmus test
of whether or not the Diversity Strategic Plan was well known by the community.
The data from survey and interview results strongly indicate a perceived need to share the
Diversity Strategic Plan amongst the community. The fact that nine out of 10 administrators
interviewed did not believe the document was well known in the community and four out of 10
administrators did not know about it themselves provide solid evidence that this assumed need is
valid.
Validated Assumed Need: Systems to Support Teachers Who Want to Attend Professional
Development

The survey and interview data collected indicate strong evidence that there is a need for
the organization to provide systems to support teachers who want to participate in professional
development opportunities surrounding diversity. While 13 out of 18 survey respondents
indicated that they agree or strongly agree with the statement “There are systems in place that
provide faculty with support when they choose to attend diversity professional development
activities”, five out of 18 (28%) disagreed.
The data from interviewee responses shed some insight on the how administrators viewed
the existing systems of support for teacher professional development. One notable observation
that surfaced was that POCC, the People of Color Conference hosted by NAIS, was the only
professional development opportunity referred to by administrators. In fact, when asked “What
systems or resources does the school provide to support teachers who want to participate in
professional development opportunities?” Respondent Nine stated, “Not beyond the conference,
no.” In other words, when asked about support systems were offered to teachers who sought to
attend professional development opportunities, administrators referenced the organizational
support provided to send teachers only to POCC and no other opportunities.
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Another notable observation was the assumption some administrators made that support
provided to teachers who wanted to attend professional development was dependent on
preferences and vision of the head of school or director of diversity. Respondent One stated,
“Honestly, all teacher professional development at the discretion at the head of school and so
that’s going to vary from head to head I imagine, and Michael (a pseudonym used for the
previous head of school) was very keen on it.” Respondent Two shared,
I certainly have not seen evidence of a diversity director with a set of opportunities. I mean
in a perfect world I would like to see a diversity director finding various workshops, finding
books to read, then presenting the idea in a faculty newsletter. And I don’t see that
happening.
These findings indicate that some administrators feel that the lack of or change in systems to
support teachers who want to attend professional development is dependent on an individual’s
effort, instead of an organizational effort.
Overall, the survey and interview results indicate that there is in fact variance in how
administrators view the degree in which the organization is providing systems of support for
teachers who seek professional development on diversity. Therefore, the data shows a need for
better systems to support teachers who want to attend professional development.
Validated Assumed Need: A Positive Environment that Promotes Diversity Dialogue
Survey and interview data were used to validate the assumed need that the organization
needs to create a positive environment that promotes open dialogue surrounding diversity.
Survey results indicated that the majority of respondents, 15 out of 18, either agreed or strongly
agreed with the statement, “The school has done a good job in creating a positive environment
that fosters open dialogue surrounding diversity.” Three respondents, however, disagreed.
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The interview data gathered provided depth into the varying perspectives of
administration. Three out of 10 respondents directly referred to an “in” and “out” group in the
community who had diametrically opposed views of diversity work. Respondent Two stated,
I think we have two groups, I think we have a group that’s very engaged and enjoys a
conversation and is honestly willing to do anything to make it an environment that is
welcoming to everybody and that is respectful of everybody’s differences, whatever it is.
But I think there is another group. And I feel this from the faculty point of view. I think
there is another group that feels that they already know what they need to know and they
don’t need to know more and that what they know is enough.
Further, Respondent Six indicated building a positive environment for engaging in dialogue with
these two “groups” has proven to be especially difficult as a person of Color. He states,
It’s interesting to me because those 75% of the faculty that’s at these diversity committee
meetings are in it. They’re listening to each other. And then you have those forces
outside that have their own nuances going, saying “Why are we still doing this?” And
what I’m realizing is that we know who they are, but you don’t want to confront them
because you don’t want to be confrontational. You have to…you almost have to dumb
yourself down to help them, which isn’t always easy, especially for a person of Color.
These interview responses indicate that there is in fact a valid need to build, or further build, a
positive environment for dialogues on diversity as there is a perception amongst some
administrators of a divide between those who want to engage and those to do not.
Another notable observation from some interviewees’ responses was a fear of engaging
in dialogue because of a judgement and conflict. Respondent Five was delineating her fears of
asking questions about diversity and exchanging perspectives when she stated, “I feel that there’s
FROM PLANS TO REALITY 98
this hesitation or they’re kind of looking around, ‘Can I say this?’ ‘Who’s my audience?’” From
the interviewees’ responses, there does seem to be a consistent perspective among the
administration that there are those who want to and can engage in dialogue surrounding diversity
and those who do not want to or cannot engage in the dialogue. It is important to also note that
three respondents expressed optimism and appreciation for the existing diversity dialogue,
especially with respect to previous places of employment. Respondent Ten stated, “So I
definitely think the school is head and shoulders above other places I’ve seen in terms of having
those discussions, especially encouraging the students to have those discussions.”
While there is some optimism expressed in the interview respondents, there is strong
evidence that indicates a need to promote a positive environment that fosters open dialogue
surrounding diversity. The fact that a substantial number of administrators express a divide
amongst staff of those who engage and those who do not indicate that there may not be open
dialogue.
Validated Assumed Need: Time and Space to Engage in Diversity Education
Through survey and interview results, there is a validated organizational need to provide
time and space to engage in diversity education. When asked whether or not they agreed with
the statement “The school has provided the community with the time and space to engage in
diversity training and education events”, about half of the administrators (8/18) agreed or
strongly agreed while 10 out of 18 disagreed or strongly disagreed. This dichotomy in survey
results indicated that there was a clear discrepancy amongst the administration on whether or not
there was enough time and space provided by the organization to engage in diversity education.
Interview results also indicated variance in the perspectives amongst the administrators
with seven out of 10 interviewees stating that they did not believe there was adequate time and
FROM PLANS TO REALITY 99
space to engage in diversity work. Respondent Nine stated, “…I don’t know where those
conversations are happening. I’m sounding more critical than I actually feel, that’s how it is.”
However, while most interviewees did not believe there was adequate time and space devoted to
diversity efforts, they were able to identify two specific times diversity education was taking
place in the organization. The first being that of “MLK Night”, a night in which families, faculty
and administration of the community come together to celebrate Dr. Martin Luther King Jr’s
birthday and engage in diversity discussions and NAIS’ People of Color Conference.
Another notable interview response delineated the levels of time and space given to
varying constituencies. Respondent Two believed that the organization was devoting sufficient
time and space for engaging in diversity education for the students, but not the parent population.
She states,
Ok, so, strangely enough I think we do better work with the students in terms of
engaging with those questions and that work. I think we are more consistently working
on skills of communication, of empathy, of knowledge of various constituencies, history
and culture. I think we put considerable time and effort and I think pretty successfully. I
don’t see that happening with the teachers because I don’t see there being a logical plan
of diversity training at this point.
Thus, while there may be certain constituencies where there is adequate time and space to
engage in diversity education, the survey and interview results show strong evidence that the
administrators believe there needs to be more time and space given to diversity education in the
community as a whole.
The data collected relating to the assumed organizational needs of Appletree Day School
suggests that administrators have demonstrated needs across the organization’s policies and
FROM PLANS TO REALITY 100
procedures, resources and cultural setting and model. The survey and interview results illustrate
a diverse landscape of organizational needs including the desire to better communicate the
Diversity Strategic Plan and the policies, procedures and resources related to realizing the plan.
As part of the leadership community of Appletree Day School, these validated needs also
highlight how administrators perceive the organization and perceptions of areas of growth that
need to be addressed in order to better realize the Diversity Strategic Plan.
In considering the 20 assumed influences related to knowledge, motivation and
organization and overwhelming majority of influences that were validated through the
triangulation of data, the findings and results demonstrate needs across all three categories.
Document analysis provided a foundation for investigation, survey data provided a solid
overview of administrators’ opinions, and interview data provided an in-depth perspective into
personal reasoning. Overall, the administrators of Appletree Day School have knowledge,
motivation and organizational needs that are affecting the degree in which the Diversity Strategic
Plan is being realized.

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CHAPTER FIVE: FINDINGS, IMPLEMENTATION, AND EVALUTION
The aim of the study was to better understand what knowledge, motivation and
organizational needs are affecting to what degree administrators at Appletree Day School are
realizing the Diversity Strategic Plan. The researcher proposed 20 assumed influences for
investigation and used document analysis, survey and interview to assess the validity of each of
these needs. Eighteen of the 20 assessed influences were either validated or partially validated
based on the triangulation of data drawn from at least two of the three methods of data collection.
The results provided perspective on the diverse landscape of knowledge, motivation and
organizational needs influencing how well Appletree Day School administrators are realizing the
Diversity Strategic Plan. The next section of this chapter, Validated Causes and Rationale, will
summarize all validated causes taken into consideration before examining the findings that can
be aligned to these causes. The researcher will then provide recommended solutions, a tactical
operational plan and an evaluation plan to assess implementation based on the Kirkpatrick and
Kirkpatrick (2006) model. The chapter will conclude with a discussion on the limitations of
research and possible future investigation in the field.
Validated Causes Selection and Rationale
Chapter Four delineated 18 partially validated or validated assumed influences relating to
the knowledge, motivation and organizational needs of Appletree Day School. In order to
answer the proposed research question of what knowledge, motivation and organizational gaps
are affecting degree Appletree Day School’s administrators are realizing the Diversity Strategic
Plan, the researcher believes all 18 validated influences and their corresponding findings should
be taken into consideration when designing a plan of action that addresses these needs. The
following table provides a summary of validated and partially validated needs organized by each
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of Clark and Estes’ (2008) gap analysis framework dimensions and the specific categories for
each dimension.
Table 7
Summary of Validated and Partially Validated Causes
Summary of Validated and Partially Validated Causes
Gap Analysis Dimension Validated (V) and Partially Validated (PV) Needs
Knowledge Procedural
Administration needs to know how to provide community
awareness and education opportunities surrounding diversity.
(PV)
Procedural
Administration needs to know how to develop and promote
affinity groups. (PV)
Procedural
Administration needs to know how to provide professional
development opportunities for the faculty. (PV)
Factual
Administration needs to know what types of diversity training,
education and support are most desired by the community. (V)
Conceptual
Administration needs to have knowledge of critical race theory
(V)
Conceptual
Administration needs to have knowledge of White privilege.
(PV)
Conceptual
Administration needs to the difference between equity and
equality. (PV)

Motivation Belief
Administration needs to believe that the three avenues of
providing training, education and support for diversity work
will contribute to the success of realizing the Diversity
Strategic Plan. (PV)
Value
Administration needs to value community awareness and
education opportunities in diversity in order to implement
them. (V)

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Table 7,continued
Summary of Validated and Partially Validated Causes
Gap Analysis Dimension Validated (V) and Partially Validated (PV) Needs
Motivation Value
Administration needs to value developing and promoting
groups in order to implement them. (V)
Value
Administration needs to value providing professional
development opportunities for faculty in order to implement
them. (PV)
Self-Efficacy
Administration needs to demonstrate confidence in engaging
in discussions of providing the three avenues of diversity
training, education and support. (V)
Goal Orientation
Administration needs to align its leadership goals with the
organizational goal to provide the three avenues of diversity
support. (V)
Organization Policies and Procedures
The school needs to communicate clear policies and
procedures on how to participate in diversity training,
education and support events. (V)
Resources
The school needs to provide systems that can support teachers
who participate in faculty professional development (i.e.
substitutes). (V)
Cultural Model
The organization needs to create a positive environment that
fosters open dialogue surrounding diversity. (V)
Cultural Setting
The school needs to share the Diversity Strategic Plan amongst
the entire community. (V)
Cultural Setting
The organization needs to provide the community with the
time and space to engage in diversity training and education
events. (V)

Findings for Knowledge Needs
Of the nine knowledge-related assumed influences investigated, seven were validated,
suggesting that Appletree Day School administrators had factual, procedural and conceptual
knowledge gaps that needed to be addressed. While participants demonstrated sufficient
FROM PLANS TO REALITY 104
metacognitive knowledge in their abilities to be reflective and cognizant of their own biases and
stereotypes, they did not exhibit significant knowledge in understanding what the diversity-
related training and education needs of the greater community. Further, the data collected
illustrated a gap in procedural relating to how to provide the three identified avenues of
education and support and the underpinning conceptual knowledge of CRT, White privilege and
equity practices. The following table provides a summary of findings inferred from validated
knowledge-related needs.
Table 8

Validated (V) and Partially Validated (PV) Needs under Knowledge Category and Findings
Summary Table

Validated Needs Findings
Factual
Administration needs to know what types of
diversity training, education and support are
most desired by the community. (V)
• Participants demonstrated that they
lacked the knowledge of what the
community wants in terms of types of
diversity training, education and
support.

Procedural
Administration needs to know how to provide
community awareness and education
opportunities surrounding diversity. (PV)

Administration needs to know how to develop
and promote affinity groups. (PV)

Administration needs to know how to provide
professional development opportunities for
the faculty. (PV)

• Participants demonstrated an overall
need to learn how to provide the three
identified avenues of education and
support surrounding diversity as
articulated in the Diversity Strategic
Plan.
• Of the three avenues, developing and
promoting affinity groups seemed to
be the area of knowledge most lacking
amongst administrators.

FROM PLANS TO REALITY 105
Table 8,continued
Validated Needs Findings
Conceptual
Administration needs to have knowledge of
critical race theory (V)

Administration needs to have knowledge of
White privilege. (PV)

Administration needs to the difference
between equity and equality. (PV)

• Participants demonstrated little to no
knowledge of the concept of critical
race theory and some knowledge of
White privilege and equity/equality.
• The knowledge demonstrated seemed
to be limited to identifying and
defining these concepts.

Factual Knowledge
One area of knowledge Appletree Day School administrators need to have is an
understanding of what types of diversity training and support are most desired by the greater
community. Participants in this study demonstrated that they did not have this factual
knowledge and further acknowledged this lack of knowledge was impacting their ability to
realize the Diversity Strategic Plan. Factual knowledge refers to basic fact-based understandings
such as details one must know to effectively address a challenge (Rueda, 2011). The goal of
realizing the Diversity Strategic Plan, specifically providing diversity-related training, support
and education, would require a factual understanding of what specific resources are desired, and
therefore needed, from the recipients of this support. This lack of factual understanding from
Appletree Day School administrators proves to be a notable finding and indicates that although
the Diversity Strategic Plan has been in existence since 2014, high turnover of administrators and
a lack of dissemination the Diversity Strategic Plan may have contributed to this lack of
knowledge. Without this knowledge, it would be very difficult for administrators to provide
support to the greater community because they will not know what is needed from the
perspective of the recipients (Clark & Estes, 2008).
FROM PLANS TO REALITY 106
Procedural Knowledge
Procedural knowledge refers to knowing how to do something like methods of inquiry or
particular methodologies (Rueda, 2011). Beyond having the factual knowledge of “what is”,
procedural knowledge provides a “how to” understanding. Based on the three assessed and
validated procedural influences, participants demonstrated that they did not consistently have
sufficient knowledge on how to provide the three identified areas of support (community
awareness, affinity groups, professional development) as stipulated in the Diversity Strategic
Plan. While results indicated a range of understanding surrounding community awareness and
professional development, one predominant theme surfaced surrounding the lack of procedural
knowledge was how to develop and promote affinity groups. This consistent dearth in
knowledge was supported by the fact that many interview respondents shared that affinity groups
were no longer existent or had never been existent in the Appletree Day School landscape of
diversity-related initiatives or events. Without this procedural knowledge, it would be very
difficult for Appletree Day School administrators to develop and promote affinity groups. Thus,
this finding points to the need to address the procedural knowledge gaps Appletree Day School
administrators have in facilitating and supporting education and support surrounding community
awareness, affinity groups and professional development. With proper and advanced training,
Appletree Day School administrators will be better equipped to support the greater community
with these initiatives.
Conceptual Knowledge
Three assumed influences were assessed and validated related to the conceptual
knowledge that may be impacting how Appletree Day School’s administrators are realizing the
Diversity Strategic Plan. Conceptual knowledge refers to knowledge of principles, theories,
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models related to a specific topic (Rueda, 2011). These assumed needs were proposed by the
researcher as concepts related to CRT and White privilege were explicitly addressed at whole
staff professional development events and are relevant to the understanding the rationale behind
the Diversity Strategic Plan. While these three concepts are directly connected to a greater
understanding of the importance of diversity initiatives, they are each complex in their own right.
Of the three conceptual understandings assessed, the participants’ knowledge of White privilege
and equity seemed most promising as most survey and a few interview responses indicated a
substantial understanding of what the concepts entailed and were able to communicate their
understanding either in writing or in person. However, the understanding of these concepts
seemed to be limited to identifying and defining them. Very few respondents were able to apply
their conceptual knowledge to the context of the Appletree Day School community or expound
upon their significance.
Further, of the three concepts explored, knowledge of CRT seemed to be the most lacking
and novel. Many interviewees remarked that they had never heard of the theory nor its
implications. The conceptual understanding of understanding the difference between equity and
equality seemed to be similarly lost for many respondents as many struggled to differentiate
between the two or used the terms interchangeably. Contrastingly, some respondents
demonstrated much more familiarity and comfort in discussing White privilege and its
implications in the Appletree Day School community and referenced previous trainings focused
on this specific concept. All in all, the results suggest that administrators at Appletree Day
School have varying, but existing, conceptual gaps in their knowledge of CRT, equity and
equality, and White privilege. Taking this finding into consideration, further and explicit
FROM PLANS TO REALITY 108
training and support would be advisable to strengthen their ability to realize the Diversity
Strategic Plan as this knowledge would be transferrable to other stakeholders in the community.
Findings for Motivation Needs
Clark and Estes’ (2008) gap analysis framework emphasizes the importance of
addressing the motivational needs to address of an organization as oftentimes authentic, intrinsic
motivation can drive action. In exploring the six assumed and validated motivational needs
through survey and interviews, the results suggest significant findings that illustrate the
complexity of motivational factors affecting how well administrators are realizing the Diversity
Strategic Plan. Most notable is the lack of value respondents assigned to developing and
promoting affinity groups as means to realize the Diversity Strategic Plan. Interview results
indicate that while participants may value the overall concept of actionable steps in the Diversity
Strategic Plan, developing and supporting affinity groups were not regarded as a significant
method.
Further, results in validated assumed needs with respect to self-efficacy indicated that
external factors of school culture and fear of negative perception directly affected respondents’
confidence in engaging in discussions of diversity. For some participants, this fear negatively
impacted their motivation to engage in critical dialogue which would drive meaningful
discussion surrounding the Diversity Strategic Plan. Findings related to a respondent’s goal
orientation and how it corresponds to motivation to realize the Diversity Strategic Plan also
indicated a need for realignment. For some respondents, realizing the Diversity Strategic Plan
was not a personal goal because they felt it was not related to their requirements of their job.
Others focused on specific goals in the Diversity Strategic Plan they felt were most relevant to
the job, such as staff professional development. Ultimately, the validated motivational needs
FROM PLANS TO REALITY 109
illustrated significant belief in the idea of the Diversity Strategic Plan, but misalignment in goal
orientation along with inconsistent value assignment to the three identified avenues of support.
As mentioned in Chapter Four, it is important to note that many administrators who participated
in the study were not part of the process in creating the Diversity Strategic Plan. This may have
contributed to their various motivational gaps. The following table provides a summary of
findings inferred from validated motivational related needs.
Table 9

Validated (V) and Partially Validated (PV) Needs under Motivation Category and Findings
Summary Table

Validated Needs Findings
Belief
Administration needs to believe that the three
avenues of providing training, education and
support for diversity work will contribute to
the success of realizing the Diversity Strategic
Plan. (PV)
• Participants indicated that they do
believe in the three avenues of
support.
• There was a lack of administrator
participation in creating and upholding
the Diversity Strategic Plan.

Value
Administration needs to value community
awareness and education opportunities in
diversity in order to implement them. (V)

Administration needs to value developing and
promoting groups in order to implement
them. (V)

Administration needs to value providing
professional development opportunities for
faculty in order to implement them. (PV)

• Administrators did demonstrate value
of community awareness and
professional development for faculty.
• Administrators did not demonstrate
value for developing and promoting
affinity groups.
• Participants demonstrated a range of
self-perceptions with regard to their
own abilities in engaging in diversity
work.

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Table 9, continued
Validated Needs Findings
Self-Efficacy
Administration needs to demonstrate
confidence in engaging in discussions of
providing the three avenues of diversity
training, education and support. (V)

• Wide range of self-perceptions on
abilities to engage in diversity-related
discussions
• External factors, such as school
culture and fear of angering others,
affects some administrators’
confidence in engaging in diversity
work.

Goal Orientation
Administration needs to align its leadership
goals with the organizational goal to provide
the three avenues of diversity support. (V)
• Some participants did not have goals
related to diversity initiatives because
they felt it was not related to their job.
• Some administrators who had goals
related to diversity initiatives were
focused on staff development and
making diversity work more visible
and tangible

Belief
Belief refers to one’s ability to attribute veracity to an idea or goal (Rueda, 2011). In
other words, when one believes that a positive or negative outcome will occur, this belief may
engender the anticipated results due to behavior adapted to the belief (Rueda, 2011). Therefore,
if administrators at Appletree Day School believe that the three avenues of providing education,
training and support will help realize the Diversity Strategic Plan, this belief may positively
impact their ability to implement the plan. While results indicated that participants did have an
overall belief that the three stipulated avenues of support would contribute to the success of
implementing the Diversity Strategic Plan, it was unclear to what degree they believed and if
they believed in some methods more than others. Further, as previously noted, it is important to
consider the impact of the lack of participation from currently employed Appletree Day School
administrators in the creation of the Diversity Strategic Plan. Not being part of the process may
FROM PLANS TO REALITY 111
have also impacted administrators’ knowledge of, and therefore belief in, the importance of the
three avenues of diversity-related training, education and support as delineated in the Diversity
Strategic Plan. Thus, while the findings of indicate a positive belief in the Diversity Strategic
Plan, they do not denote intensity of belief or belief in all avenues of support.
Value
Value refers to the importance one attributes to a task (Rueda, 2011). If one values a
task, one is more likely to choose, persist and engage with it (Rueda, 2011). Three assumed
needs were designed to explore the value Appletree Day School administrators assigned to each
of the three avenues of support and education as specified in the Diversity Strategic Plan. The
results indicated that some administrators significantly valued community awareness and
professional development as exemplified in explicit references to the importance of both of the
aforementioned. Some respondents were able to not only identify and elaborate upon
community awareness events and professional development provided to staff, they also
demonstrated how they value this avenue by expressing what they believed to its importance.
Contrastingly, most respondents did not attribute the same value to the need to develop or
support affinity groups. In fact, there is evidence to show the contrary as some administrators
explicitly questioned if affinity groups existed and if it was included in the Diversity Strategic
Plan. With ranging self-perceptions with respect to their abilities in engaging in diversity work
and an equally diverse valuing of the three avenues of diversity-related support, there is evidence
to suggest a value-based motivational gap exists for Appletree Day School administrators.
Self-Efficacy
Self-efficacy refers to one’s confidence in one’s ability to accomplish a task and becomes
especially important when one encounters with challenges in completing a task (Rueda, 2011).
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Specifically, if Appletree Day School administrators have high self-efficacy with respect to
realizing the Diversity Strategic Plan, they are more likely to persist in continuing diversity work
(Rueda, 2011). On the contrary, if they lack self-efficacy, they may not choose to engage or
persist in the work. Results from survey and interview responses indicate that there is a wide and
disparate range of self-perceptions with respect to one’s ability to engage in discussions
pertaining to the three avenues of education and support. The results range from being very
confident to not at all confident in one’s abilities. References to perceptions of organizational
culture and contexts adds perspective to respondents’ self-efficacy. Multiple interviewees
remarked that fear of being perceived as angry or combative has negatively influenced their
confidence in engaging in discussions. With an array of already existing self-perceptions of
ability levels, confounded by fears of perceptions of others, data from respondents illustrate a
need to address self-efficacy related motivational gap.
Goal Orientation
Goal orientation refers goal characteristics that affect motivation such as the level of
specificity, challenge and relevancy (Rueda, 2011). If goals are too vague or too difficult to
tackle all at once, there might be a lack of goal orientation (Rueda, 2011). As part of the
leadership community at Appletree Day School, it is important for administrators to align their
leadership goals with that of the organizational goal of realizing the Diversity Strategic Plan. If
the leadership believes that the diversity goals are too vague or difficult to accomplish all at
once, this belief could affect how well administrators are able to support the Diversity Strategic
Plan and point to what is causing gaps in performance. Based on data collected, the evidence
suggests that there is goal misalignment for some administrators. That is, some administrators
do not believe that realizing the Diversity Strategic Plan is in the purview of their job and thus
FROM PLANS TO REALITY 113
have not set this as a goal. These interviewees explicitly told the researcher that while they
acknowledge that the Diversity Strategic Plan is an organizational goal, it is not a leadership goal
relevant to their position. Other respondents indicated that making diversity more visible and
providing staff development were their goals with respect to advancing the Diversity Strategic
Plan. The lack of consistent and cohesive goal orientation amongst respondents with the greater
organizational goal of utilizing the three avenues of support for diversity-related training
indicates a need to address goal-orientation related motivational need.
Findings for Organizational Needs
Five assumed organizational needs were studied in order to better understand what
organizational related gaps may be affecting how Appletree Day School administrators are able
to realize the Diversity Strategic Plan. The results suggest diverse needs in policies and
procedures, resources and in the cultural model and setting of Appletree Day School. Validated
needs indicate that the lack of exposure to and communication about the Diversity Strategic Plan
has impacted administrators’ ability to realize it. Further, results also demonstrated that the
organization needed resources, policies and procedures in place to better support the
implementation of the Diversity Strategic Plan. With these validated needs and findings,
Appletree Day School administrators have shed light on some organizational gaps that should be
taken into consideration in order to better put the Diversity Strategic Plan into action.

FROM PLANS TO REALITY 114
Table 10

Validated (V) and Partially Validated (PV) Needs under Organization Category and Findings
Summary Table

Validated Needs Findings
Policies and Procedures
The school needs to communicate clear
policies and procedures on how to participate
in diversity training, education and support
events. (V)
• Participants do not feel that the school
is doing a good enough job of
communicating clear policies and
procedures on how to participate in
diversity events.

Resources
The school needs to provide systems that can
support teachers who participate in faculty
professional development (i.e. substitutes).
(V)

• Some participants do feel that there
are resources in place that support
teachers’ professional development,
while others do not
• Professional development with respect
to conferences was limited to one
specific conference

Cultural Model
The organization needs to create a positive
environment that fosters open dialogue
surrounding diversity. (V)
• Dialogue surrounding diversity does
exist within the organization
• The experiences of participants with
engaging in this dialogue is varied—
some positive, others negative,
therefore creating a divide amongst
staff.

Cultural Setting

The school needs to share the Diversity
Strategic Plan amongst the entire community.
(V)

The organization needs to provide the
community with the time and space to engage
in diversity training and education events. (V)

• Participants share a collective
perception that there is a need to share
the Diversity Strategic Plan with the
entire community.

Policies and Procedures
Organizational policies and procedures refer to what policies and procedures
organizations set forth to facilitate process flow and ensure consistency (Clark & Estes, 2008). In
FROM PLANS TO REALITY 115
exploring the respondents’ perceptions of existing organizational policies and procedures, results
indicated that Appletree Day School administrators did not feel that the organization was clearly
communicating the policies and procedures relating to participation in diversity-related events.
Many participants were not able to delineate existing policies and procedures and some
suggested that they were not consistently communicated or applied. The only exception gathered
from the data was one respondents’ reference to the use of the online school calendar to find
information on diversity-related events. Overall, respondents showed a consistent perception
that there was a lack of clearly communicated policies and procedures regarding participation in
diversity-related events which suggests and organizational need to better define and disseminate
information on these policies and procedures.
Resources
Organizations must have adequate and proper resources in order to provide its
stakeholders with the viability to meet performance goals (Rueda, 2011). Having adequate
resources to address the organizational goal of realizing its Diversity Strategic Plan will
positively impact its success. Based on the results of data collection, respondents indicated that
there are some existing systems and resources that can support teachers who wish to participate
in diversity-related professional development. The data collected was also limited to
respondents consistently referencing only one specific resource-- a professional development
conference and some systems of communication and support that exist to facilitate the
attendance to this conference. Beyond this conference, no respondents referenced other
resources or systems in place available to support teachers who want to participate in
professional development opportunities and their perception of resources available seemed to be
limited to one educational conference related to diversity. Thus, the evidence collected suggest a
FROM PLANS TO REALITY 116
gap in organizational resources and systems of support available for teachers who wish to
participate in diversity-related professional development.
Cultural Model
The cultural model of an organization refers to values and beliefs that are not visible and
often relative to those who exist within the organization (Gallimore & Goldenberg, 2001).
Rueda (2011) states that cultural models are dynamic instead of static and help shape the
organizations structure, values, reward structures. The data collected regarding the assumed
need of the organization cultural model to create a positive environment that facilitates open
dialogue on diversity-related issues indicated an organizational gap. While participants in the
study indicated that dialogue did exist, their perceptions of to what extent and the positive or
negative feelings associated with it were significantly varied. With diverse perceptions of a
positive cultural model surrounding engagement with diversity, there is evidence to suggest an
organizational gap in this regard. The lack of consistency amongst administrators’ perceptions
of a positive cultural model may be also reflective of the landscape of the greater community and
points to the need to address this organizational gap.
Cultural Setting
The cultural setting of an organization refers to that which is visible in the setting of the
organization where the beliefs and values are exhibited (Gallimore & Goldenberg, 2001). Rueda
(2011) refers to the cultural setting of an organization as the social contexts where policies and
practices are enacted. In the case of Appletree Day School, the cultural setting of the
organization should provide time and space to actively engage in diversity-related discussions.
Further, the Diversity Strategic Plan, the document driving diversity initiatives within the
organizations should be shared amongst the entire community so stakeholders are not only aware
FROM PLANS TO REALITY 117
of its existence but can refer to it as a tangible document. The evidence collected from
respondents indicated that there is an organizational gap in providing a cultural setting wherein
the Diversity Strategic Plan is known throughout the community and there is adequate time and
space to discuss its importance. Interviewees consistently shared that they did not believe the
Diversity Strategic Plan was existent in the cultural setting of the organization nor was there
consistent and adequate time and space to discuss the document. Thus, there is evidence to
suggest that there is an existing gap in the cultural setting of Appletree Day School with respect
the Diversity Strategic Plan.
Tactical Operational Plan
The Clark and Estes’ (2008) gap analysis framework provided a systematic and targeted
approach towards investigating what knowledge, motivation and organizational needs are
affecting to what degree Appletree Day School’s administrators are realizing the Diversity
Strategic Plan. The aforementioned findings were inferred from the validated needs and the
following solutions were developed as potential means to address these knowledge, motivation
and organizational gaps. The following table summarizes the various findings, organized by the
three examined gap analysis dimensions and solutions that may address these findings. These
solutions, considered individually and as a collective, were then integrated into a tactical
operational plan.
Borrowing from modern military’s levels of war and the corresponding theories of
engaging in conflict, the researcher has chosen to use the term “tactical operational plan” as a
Diversity Strategic Plan has already been created for Appletree Day School. The operational
level of engagement focuses on meeting operational needs that should to be in place so that the
tactical operations can be enacted “on the ground”. The tactical operational plan focuses on
FROM PLANS TO REALITY 118
transforming the Diversity Strategic Plan to action by first reexamining and codifying the
structure, policies and constituents of the diversity committees and then using this stakeholder
group to drive tactical change among the community
Table 11
Findings for Knowledge, Motivation and Organization and Solutions Summary Table
Findings (Knowledge)
Solutions
• Participants demonstrated that they
lacked the knowledge of what the
community wants in terms of types of
diversity training, education and
support.
• Need to survey the community to
understand needs
• Participants demonstrated an overall
need to learn how to provide the three
identified avenues of education and
support surrounding diversity as
articulated in the Diversity Strategic
Plan.
• Of the three avenues, developing and
promoting affinity groups seemed to
area of knowledge most lacking
amongst administrators.

• Diversity committee will make
focused efforts on educating admin on
three avenues of support: what they
are and what they look like.
• Participants demonstrated little to no
knowledge of the concept of critical
race theory and some knowledge of
White privilege and equity/equality.
• The knowledge demonstrated seemed
to be limited to identifying and
defining these concepts.
• Diversity committee will build
capacity and knowledge of admin, as
well as whole community, during
regular meetings

FROM PLANS TO REALITY 119
Table 11, continued
Findings (Motivation)
Solutions
• Participants indicated that they do
believe in the three avenues of
support.
• There was a lack of administrator
participation in creating and
upholding the Diversity Strategic
Plan.
• Diversity committee to continue to
foster and promote the Diversity
Strategic Plan’s three avenues of
support.
• Meeting with committee and
administrators before meeting with
staff and faculty to provide context
and history.
• Administrators did demonstrate value
of community awareness and
professional development for faculty.
• Administrators did not demonstrate
value for developing and promoting
affinity groups.
• Meeting with committee and
administrators before meeting with
staff and faculty to provide context
and history.
• Participants demonstrated a range of
self-perceptions with regard to their
own abilities in engaging in diversity
work.
• External factors, such as school
culture and fear of angering others,
affects some administrators’
confidence in engaging in diversity
work.
• With consistent and focused dialogue
surrounding diversity, school culture
will shift towards open discussion
• Some participants did not have goals
related to diversity initiatives because
they felt it was not related to their job.
• Some administrators who had goals
related to diversity initiatives were
focused on staff development and
making diversity work more visible
and tangible
• By having focused meeting with
admin only, committee will provide
context on how realizing the Diversity
Strategic Plan is an organizational-
wide commitment.

FROM PLANS TO REALITY 120
Table 11, continued
Findings (Organization)
Solutions
• Participants do not feel that the school
is doing a good enough job of
communicating clear policies and
procedures on how to participate in
diversity events.
• With the creation of a streamlined and
focused diversity committee,
communication of protocol and
processes will be provided with more
clarity.
• Some participants do feel that there
are some systems in place that
support teachers’ professional
development, while others do not
• Professional development with
respect to conferences was limited to
one specific conference
• More dialogue, more exposure to a
multitude of resources
• Dialogue surrounding diversity does
exist within the organization
• The experiences of participants with
engaging in this dialogue is varied—
some positive, others negative,
therefore creating a divide amongst
staff.
• With consistent and focused dialogue
surrounding diversity, school culture
will shift towards open discussion
• Participants share a collective
perception that there is a need to share
the Diversity Strategic Plan with the
entire community.
• First focus of committee will be to
educate the community on the plan.

The visual on the following page captures the proposed tactical operational plan with four
distinct phases and their corresponding timelines. The discussion then expounds upon the
implementation of each of the four phases.
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Figure 7. Tactical Operational Plan Visualization

Phase 1: Reexamine Diversity Committees’ Structure, Goals, and Protocols (3mos. – 6mos.)
The school currently has two separate diversity committees: one with board members, the
other with staff and faculty. The board diversity committee consists of board members who have
Phase 1 Re-examine
Structure, Goals &
Protocols
3-6 months
• Step 1: Re-examine current
structure, goals and protocols
of diversity committee
• Decide on committee model
• Agree upon committee size
with representation from all
stakeholder groups
• Step 2:Establish expectations
and protocols for committee
and create the Diversity
Strategic Plan roadmap
• Commit to meeting
frequency, terms of
confidentiality, methods of
communication, etc.
• Use the Diversity Strategic
Plan to create a clear
roadmap, prioritizing
strategies and setting
milestone dates
Phase 2:Raising
Awareness of the
Diversity Strategic Plan
3–6 months
• Step 1: Committee hosts series of
dialogue with administration
• Focus: examining and
understanding the Diversity
Strategic Plan
• Share history of Diversity
Strategic Plan
• Step 2: Committee hosts series of
dialogues with staff and faculty,
with support of administrators
• Focus: increasing exposure and
understanding of the plan; share
the plan
• Foster rich dialogue, build
rapport among stakeholders,
increase self-efficacy
• Step 3: Committee hosts
dialogues with parents
• Focus: engaging parent
population as a unified front and
creating a school-wide initiative
Phase 3: Building the
Community’s Knowledge &
Capacity for Diversity Work
1–2 years
•Using the Diversity Strategic Plan to
set personal & professional
development goals
•Diversity committee leads workshops
on ways to build personal capacity for
diversity training
•Illicit help of external resources:
guest-speakers, conferences, etc.
•Integration of Diversity Strategic Plan
goals into teacher-self assessment
Phase 4: On-Going Reflection & Iteration
FROM PLANS TO REALITY 122
self-elected to join and some senior administration who have been invited. Participation in the
staff/faculty diversity committee is entirely voluntary as is attendance to the diversity-focused
meetings that occur periodically throughout the year (~3-4 times/yr.) in lieu of the weekly
faculty meeting time. During phase one of the tactical operational plan, the goal is to reexamine
the structure, goals and policies of diversity committee(s) within the organization as this
stakeholder group would ideally drive diversity initiatives and dialogue in the community. Step
one of phase one would be to assess if it is necessary or beneficial to have two diversity
committees. It is the researcher’s recommendation that the either the two groups be consolidated
into one or there are regular meetings between the two entities. Currently, there is little evidence
of collaboration, communication or feedback amongst the two groups. Further, step one of phase
one would also include deciding upon a reasonable size for the committee as the current model
of voluntary attendance has created much flux and instability with attendance. It is the
researcher’s recommendation to create a committee group of 6-8 members, with representation
from multiple stakeholder groups including parents, teachers (from all divisions), and
administrators.
Step two of phase one would be for the committee to establish clear goals and protocols.
The committee will also establish committee routines, expectations and procedures such as
frequency of meetings, expectations of confidentiality and how to communicate updates to staff
and faculty. Using the Diversity Strategic Plan as the guiding document and a metric for
success, the committee will set a clear roadmap of which elements of the plan are to be
prioritized by what time and which strategies need to be employed to realize these goals. Phase
one could potentially be arduous and time-consuming, but this phase is integral to the success of
FROM PLANS TO REALITY 123
the tactical operational plan as it appoints a specific group of people to take ownership and
accountability for the tactical operational plan.
Phase 2: Raising Awareness of the Diversity Strategic Plan (3 – 6 Mos.)
Once the diversity committee has been streamlined and refocused, the tactical operational
plan will move towards phase two. Phase two will focus on raising awareness of the Diversity
Strategic Plan amongst all stakeholders of the community. Data collected revealed that some
administrators lacked knowledge of how to access the strategic plan and its contents, so phase
two will start with administrators as they are the primary policy designers and implementers of
the community. In step one of phase two, the diversity committee will host a series of dialogues
with the administration where the focus will be on exposure and understanding the Diversity
Strategic Plan. The committee’s goal will be to not only expose the administration to the plan
but also to build their capacity and understanding of the different components of the plan. It
would be helpful to also share the history of the strategic plan as many administrators are new to
the community and did not participate in the drafting process.
Once administrators have a firmer understanding of the Diversity Strategic Plan, the
diversity committee would move towards phase two, step two of the tactical operational plan.
This step will be focused on raising awareness of the strategic plan amongst the staff and faculty.
With the support of administrators, the committee will host a variety of dialogues where the
focus will be to educate staff and faculty on where to access the strategic plan and understanding
its multiple components. It is the hope of the researcher that in looking at the plan, rich dialogue
will formulate amongst the community which will help foster and build rapport and comfort in
discussions surrounding diversity. This will also give administrators a chance to strengthen self-
efficacy.
FROM PLANS TO REALITY 124
The last step in this phase would be to engage the parent population with the Diversity
Strategic Plan. The rationale of having this as the last step in phase two is that having the
backing of the administration, staff and faculty will illustrate to parents that this is a school and
community-wide initiative that the is well-supported. The diversity committee will host a series
of parent engagement events where the Diversity Strategic Plan will be shared and discussed
with parents.
Phase 3: Building Community’s Knowledge and Capacity for Diversity Work (1-2 Yrs.)
Once phases one and two are accomplished, it is the researcher’s expectation that in
consistent and committed discussions on the Diversity Strategic Plan, all members of the
community will gain exposure, knowledge and confidence in engaging in discussions on
diversity and inclusion. Phase three of the tactical operational plan focuses on building the
community’s knowledge and capacity for diversity work. Since the Diversity Strategic Plan
delineates three specific avenues of providing training, education and support, the focus in phase
three would be for community members to use the Diversity Strategic Plan as a springboard to
set personal goals with diversity work. The diversity committee would lead a series of
workshops focused on ways to build personal capacity and knowledge and illicit the help of
various resources including inviting guest speakers and attending conferences. While both of
these resources have been utilized in the past, there has been a lack of a clear and consistent
feedback and reflection process. Thus, phase three will focus on the committee working to
integrate diversity goals into teacher self-assessment and reflection and finding resources to for
teachers.

FROM PLANS TO REALITY 125
Phase 4: Reflection and Iteration (On Going)
Throughout the rollout of phases one through three, the diversity committee is
simultaneously committed to reflection and iteration, phase four of the tactical operational plan.
The purpose of incorporating this phase in the tactical operational plan is to make transparent
and visible the complex and iterative nature of engaging in diversity work. Through engaging in
reflective practices, constituents will have the opportunity to revisit initial reactions or thoughts
and possibly reframe their thinking. Furthermore, sharing one’s reflections encourages building
a school culture of open dialogue and actively participating in discussions, whether through
listening or sharing, builds the capacity of not only individuals, but also the greater community.
During regular committee meetings, members are allocating some time to reflection on
achievements, shortcomings and processes. From these reflections, the committee will also
commit to revisiting the tactical operational plan and its timelines as necessary and adjusting
accordingly.
Resource Requirements
The resources required for this tactical operational plan are mainly time related. Since a
core component of the tactical operational plan will be the restructuring of the diversity
committees, and a commitment from committee members to engage with the necessary work, it
will be crucial for the organization to account for the time needed for these members to meet,
discuss, and execute the tactical operational plan. For teachers and administrators, this will mean
specified time during the week or month where both constituents can be available without
competing needs. Since the school already has a diversity-focused budget, the committee will
need to monitor the budget, and take close care to assess the costs and provide feedback to the
head of school on the feasibility of the budget for the following year.
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Implementation Constraints and Challenges
Some notable implementation constraints and challenges will be focused on the diversity
committee members and their motivation and commitment to the tactical operational plan.
Specifically, since the committee members will be the main implementers of the plan, their
availability to meet and commit to engaging with other members will be crucial to the success of
the tactical operational plan. Since these committee members will probably also have other roles
within the community, constraints on their time must be considered. Further, the tactical
operational plan invests heavily in codifying the diversity committee and using this group to
spearhead diversity efforts within the community. Relying on this one group to initiate and drive
efforts could prove to be potentially challenging since it would require strong and continual buy-
in and commitment from the various constituents.
Another challenge to consider, is the timing or pacing of the tactical operational plan.
While proposed timelines can serve as guidelines for consideration, there needs to be flexibility
built into the plan. Understanding and grappling with issues of diversity from a community
standpoint requires patience, dedication and understanding, and it is important for the committee
to remain steadfast and committed to realizing the tactical operational plan while also
considering that various stakeholders may be at various phases in their personal journey with
diversity work. Therefore, it is crucial to take heed in proceeding from one phase to another
without proper assessment.
Evaluation Plan
Using Kirkpatrick and Kirkpatrick’s (2006) evaluation framework as reference, an
evaluation plan was developed to address the four levels of evaluation: reaction, learning,
transfer and impact. Each level of the evaluation plan seeks to understand to what degree
FROM PLANS TO REALITY 127
changes and policies executed through the tactical operational plan are effective and what, if any,
improvements should be made (Kirkpatrick & Kirkpatrick, 2006). As evaluation progresses
from one level to the next, the process becomes more difficult and complex, but also produces
more in-depth and insightful perspective on the success of an implemented plan (Kirkpatrick &
Kirkpatrick, 2006). Thus, in order to fully assess the effectiveness of a tactical operational plan,
all four levels of evaluation must be considered. The follow sections delve into each of these
four levels of evaluation.
Level One: Reaction
Level one of Kirkpatrick and Kirkpatrick’s (2006) evaluation framework focuses on
participants’ reaction to an implemented plan. Methods to measure this reaction can include
requesting for participants to share their feedback via surveys or comments about trainings,
venues, material etc. (Kirkpatrick & Kirkpatrick, 2006). While positive reactions to a tactical
operational plan can incentivize participants become more active in a project, they do not
guarantee that learning or an application of that learning (transfer) will occur (Kirkpatrick &
Kirkpatrick, 2006). Thus, data collected from a level one of the Kirkpatrick and Kirkpatrick
(2006) assessment framework can only inform to what extent participants are reacting to an
implemented plan.
With respect to Appletree Day School’s proposed tactical operational plan, various
avenues of feedback solicitation will be used for collecting data regarding participants’ reactions.
Since goal of phase one of the tactical operational plan is to examine the structure, goals and
policies of the Appletree Day School’s diversity committee, level one assessment tools will
include both formal and informal mechanisms. For example, an exit slip will be used to capture
any reactions or feedback to the discussions focused on reexamining the diversity committee’s
FROM PLANS TO REALITY 128
structure, practices and policies. Monitoring attendance at meetings will also provide
information on participants’ reaction to the tactical operational plan as those who are not aligned
to the plan will probably choose not to come since attendance is voluntary. Informal
observations of the degree of engagement and types of feedback shared will also provide insight
on how participants are reacting to phase one of the tactical operational plan. Exit slips,
attendance monitoring and informal observations will also be used in phase two to assess how
participants are reacting to the goal of raising awareness of the Diversity Strategic Plan. Phase
three and four of the tactical operational plan will also include an analysis of how many faculty
and staff include diversity-focused goals in their individual professional development plans.
This information could provide perspective on how they are reacting to the tactical operational
plan goals of building the community’s knowledge and capacity for diversity-related work and
commitment to reflection and iteration.
Level Two: Learning
Level two of the Kirkpatrick and Kirkpatrick’s (2006) evaluation framework focuses on
learning, specifically understanding to what degree participants have acquired new knowledge to
drive changes in behavior (Kirkpatrick & Kirkpatrick, 2006). One measure often used
demonstrate the validity of a tactical operational plan is how much participants learned from a
specific training or course. Though positive learning outcomes does not guarantee a transfer of
this knowledge to a change in behavior, it is a necessary that learning occurs in order for a
potential change in behavior (Kirkpatrick & Kirkpatrick, 2006).
To measure the learning of participants in the Appletree Day School tactical operational
plan, surveys will be the main instrument of choice. Pre and post surveys will be given to the
various stakeholders to assess their learning. In phase one, these surveys will seek to capture
FROM PLANS TO REALITY 129
new learning on the goals and protocols of the diversity committee. In phase two, a pre and post
survey will be given at the beginning and the end of the implementation of this phase to
understand how much learning the community has made with respect to their awareness of the
Diversity Strategic Plan. A pre and post survey will also be given before and after the
implementation of phase three to capture the learning of participants’ personal diversity-related
goals. Thus, to assess the level of learning of participants in the tactical operational plan, pre and
post surveys will be given.
Level Three: Transfer
Level three of the Kirkpatrick and Kirkpatrick (2006) model seeks to assess to what
degree participants are transferring or applying their learning. This may be visible through a
change in behavior driven by newly acquired knowledge (Kirkpatrick & Kirkpatrick, 2006). The
tactical operational plan cannot have impact on the organization unless participants apply what
they have learned. Kirkpatrick and Kirkpatrick (2006) argue that while this level of assessment
is often difficult and complicated, it is crucial, since positive reactions and learning does not
necessarily imply positive impact or actual change (Kirkpatrick & Kirkpatrick, 2006).
To monitor the transfer of knowledge at Appletree Day School, the assessment plan
suggests a “waiting period” of time in order for stakeholders to have opportunities to
demonstrate a transfer of knowledge into action. In addition to the pre and post surveys
suggested to assess learning, a midpoint survey at each of the phases of the tactical operational
plan is to be given to assess transfer of knowledge. Further, informal demonstrations of changes
in behavior could include new attendees to the meetings or participants’ feedback to examples of
change and to what they attribute any improvement.

FROM PLANS TO REALITY 130
Level Four: Impact
Kirkpatrick and Kirkpatrick (2006) propose that level four of assessment is not only the
most difficult, but also the most important, to assess. Level four seeks to measure the degree of
organizational change due to an implemented plan. This level of assessment would be difficult
without first evaluating the reactions, learning, and transfer of that learning into the behavioral
changes of the individual participants (Kirkpatrick & Kirkpatrick, 2006). Further, one must also
take into consideration that assessing impact requires many resources such as time and money
and prior institutional knowledge of the tactical operational plan previous levels of assessment.
To measure the overall impact of the phase one of the tactical operational plan, one can
examine if decisions were made on an agreed upon set of goals and protocols and whether or not
to consolidate the diversity committees. For phase two and three, a measurement of impact on
how successfully the tactical operational plan was able to raise awareness of the Diversity
Strategic Plan and build the community’s capacity for diversity-related work will be gathered
through the survey and a monitoring of discussions amongst stakeholder groups and if any
complaints of inequitable practices.
Limitations
There exist several limitations to this study that the researcher would like to highlight.
Further, methodological limitations occur as interview data was collected from a sample size of
10 administrators who participated in a voluntary basis—roughly half the total constituents at the
time the research was collected. This self-selected sample for interviewees should be taken into
account. In addition, survey participants may not have interpreted the survey items in the
manner intended by the research. Lastly, the data collected from this study is limited to one
FROM PLANS TO REALITY 131
school and its specific constituencies and contexts. Other schools will have its own institutional
history and context to take into consideration.
Implications for Future Research
Future studies with larger sample sizes and multiple stakeholder groups will give more
validity to the findings in this study. While the findings of this study are not intended to be
transferred to the implementation of Diversity Strategic Plans of all independent schools, it
serves as a case study to consider what knowledge, motivation and organizational factors are
affecting one school’s administrator’s ability to realize its school’s Diversity Strategic Plan.
Future research including many schools, in various geographical locations and of various sizes,
could prove fruitful in further understanding how Diversity Strategic Plans are realized in
independent schools.
Conclusion
This evaluative case study explored what knowledge, motivation and organizational
influences are affecting how well Appletree Day School administrators are realizing the
Diversity Strategic Plan. The research and findings shed light on the many challenges an
organization may face when deciding to implement an ambitious Diversity Strategic Plan with
the goal of creating a more inclusive environment for all its constituents. Notable findings
include the lack of knowledge administrators had in providing diversity-related training,
education and support to the greater community, coupled with the lack of organizational policies,
procedures and systems of support. Further, the lack of motivation some administrators had
towards taking a proactive approach in providing leadership in diversity work was exacerbated
by school culture that may not promote enough open dialogue about diversity. Ultimately, this
study’s findings suggest that the stakeholders of focus had knowledge, motivation and
FROM PLANS TO REALITY 132
organizational needs contributing to their performance gap. It is the researcher’s hope that the
research continues to grow in understanding how independent schools, or organizations in
general, are attempting to create more inclusive environments and delving into what successes
and challenges may be encountered. Hopefully, this knowledge could help drive organizations
to create more efficient and responsive diversity initiatives that meet the needs of minority
constituents.

FROM PLANS TO REALITY 133
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APPENDIX A
Survey Protocols
1. Holding workshops and inviting guest speakers are some ways of providing community
awareness and education surrounding diversity work.
Strongly Agree Agree Disagree Strongly Disagree

2. Affinity groups are developed when a small group of people with a shared interest or
characteristic choose to come together to support each other in social activism.
Strongly Agree Agree Disagree Strongly Disagree

3. Providing professional development opportunities focused on diversity work includes
seeking out potential workshops and conferences that faculty can attend.
Strongly Agree Agree Disagree Strongly Disagree

4. I know what types of diversity training, education and support are most desired by the
community.
Strongly Agree Agree Disagree Strongly Disagree

5. Critical race theory is based on the understanding that race is socially constructed and
that systemic racism is part of American history.
Strongly Agree Agree Disagree Strongly Disagree

FROM PLANS TO REALITY 140
6. White privilege refers to certain societal privileges people who have white skin benefit
from because they are most represented in dominant culture.
Strongly Agree Agree Disagree Strongly Disagree

7. The difference between equality and equity is that equality ensures that everyone gets the
same treatment whereas equity ensures that each individual gets what s/he needs.
Strongly Agree Agree Disagree Strongly Disagree

8. Providing community awareness and education, promoting affinity groups and providing
faculty professional development will impact the success of implementing the diversity
strategic plan.
Strongly Agree Agree Disagree Strongly Disagree

9. It is one of my goals to implement the diversity strategic plan by providing community
awareness, affinity groups and faculty professional development.
Strongly Agree Agree Disagree Strongly Disagree

10. The school clearly communicates the policies and procedures of how to participate in
diversity training, education and support events.
Strongly Agree Agree Disagree Strongly Disagree

11. All members of the community know of the diversity strategic plan.
Strongly Agree Agree Disagree Strongly Disagree
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12. There are systems in place that provide faculty with support when they choose to attend
diversity professional development activities.
Strongly Agree Agree Disagree Strongly Disagree

13. The school has done a good job in creating a positive environment that fosters open
dialogue surrounding diversity.
Strongly Agree Agree Disagree Strongly Disagree

14. The school has provided the community with adequate time and space to engage in
diversity training and education events.
Strongly Agree Agree Disagree Strongly Disagree

15. It is important for me to provide community awareness and education opportunities
surrounding diversity.
Strongly Agree Agree Disagree Strongly Disagree

16. It is important for me to develop and promote affinity groups in our community.
Strongly Agree Agree Disagree Strongly Disagree

17. It is important for me to provide opportunities for the faculty to engage in professional
development surrounding diversity.
Strongly Agree Agree Disagree Strongly Disagree
FROM PLANS TO REALITY 142
18. I feel confident in engaging in discussions on how to provide community awareness,
affinity groups and professional development to the faculty.
Strongly Agree Agree Disagree Strongly Disagree

19. What are some of your strengths and challenges with respect to diversity work?
20. What are some of your preferences, biases or stereotypes you have of diversity work?

FROM PLANS TO REALITY 143
APPENDIX B
Interview Protocols
Knowledge
1. What does the administration need or need to do in order to provide the faculty with
professional development?
2. What do you think are the types of diversity training, education and support most desired
by this community?
3. Explain what you think critical race theory is. Provide some examples.
4. Explain what white privilege means to you. Provide some examples.
5. Explain the difference between equality and equity. Provide some examples.
6. When you think about the diversity work you’ve done, what are some of your successes
and failures?
Motivation
7. How confident do you feel confident about having discussions on how to provide
community awareness, affinity groups and professional development for the faculty?
8. Tell me about your goals for the administration with respect to diversity work.
Organization
9. Do you feel the school is doing a good job of clearly communicating how to participate in
diversity training, education and support events? Why or why not?
10. Do you feel that the diversity strategic plan is well known about the entire community?
How do you know that?
11. What systems or resources does the school provide to support teachers who want to
participate in professional development opportunities?
FROM PLANS TO REALITY 144
12. How would you describe the environment of the school with respect to engaging in
diversity-related discussions?
13. Do you feel the school has provided the community adequate time and space to engage in
diversity training and education events? Why or why not?

Abstract (if available)

Abstract The overall purpose of this project is to deepen the understanding of what successes and challenges schools may face when implementing a Diversity Strategic Plan that is intended to create a more inclusive community. This study explores how a small, independent school in California is realizing its Diversity Strategic Plan, specifically from the administrators’ lens. Using the Clark and Estes (2008) gap analysis conceptual and methodological framework, the researcher investigates what knowledge, motivation, and organizational challenges may be affecting to what degree administrators are able to successfully implement the Diversity Strategic Plan. In addition to document analysis, surveys and interviews were conducted with administrators to identify and assess which knowledge, motivation and organizational gaps existed. The findings indicate that administrators had knowledge, motivation and organizational needs that were hindering their ability to realize the Diversity Strategic Plan. The research study concludes with an implementation and evaluation plan proposed by the researcher to address these needs to improve performance gaps.

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Asset Metadata

Creator Hwang, Kaili (author)

Core Title Diversity initiatives in a California independent school: from plans to reality

School Rossier School of Education

Degree Doctor of Education

Degree Program Global Executive

Publication Date 08/08/2018

Defense Date 08/06/2018

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

Tag California independent school,diversity,diversity and inclusion,diversity strategic plan,independent school,OAI-PMH Harvest

Format application/pdf (imt)

Language English

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Advisor Datta, Monique (committee chair), Maddox, Anthony (committee member), Tambascia, Tracy (committee member)

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Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-60561

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