Date of Graduation
8-2024
Document Type
Thesis
Degree Name
Master of Science in Human Environmental Science (MS)
Degree Level
Graduate
Department
General Human Environmental Sciences
Advisor/Mentor
Garrison, Betsy
Committee Member
Wiersma-Mosley, Jacquelyn D.
Second Committee Member
Chapman, Kate M.
Keywords
D&I; DEI; Diversity Equity and Inclusion; JEDI; LGBTQ; Safe Zone Allies
Abstract
Diversity, Equity, and Inclusion gained unprecedented popularity from 2019 to 2022. The tide turned in 2023, and Anti-DEI legislation continues to gain momentum nationwide. This backlash may be warranted, as research demonstrates that DEI can backfire. DEI programs remain unregulated, understudied, and often paradoxically under-supported despite their potential to catalyze positive social change. Two studies were conducted to begin creating standardized, accessible, and evidence-based DEI best practices. Safe Zone Allies, a LGBTQIA+ specific DEI program was selected for program review because; (a) it was not developed hastily, (b) it was not siloed, and (c) the curriculum is evidence-based. The first study was a mixed methods pilot that established campus baselines and assessed motivations for attending the Safe Zone DEI program. The second study was a quantitative design that evaluated the efficacy of the Safe Zone Allies program with pre and post-test comparisons. Baselines from Study 1A revealed low LGBTQIA+ knowledge and bystander intervention intentions, and high intergroup anxiety and prejudice for LGBTQIA+, especially transgender people. These findings were more pronounced for recruited than self-selected participants. Study 1B also found differences in the self-reported motivation for participating. Recruited participants were more likely to report attending out of obligation, external motivation, and an Ought Self. Self-select participants had diverse motivations, were more likely to be internally motivated and an Ideal or Actual Self. Study 2 found strong statistical significance that Safe Zone increased participants’ confidence with pronouns, effectively reducing this aspect of intergroup anxiety (p<0.001), improved understanding of LGBTQIA+ specific terminology (p<0.001), and reduced prejudice against LGBTQIA+ peoples (p=0.038). Future studies should build on these findings to continue to explore the processes involved in beneficial DEI education and its utility for improving intergroup relations.
Citation
Hart, S. E. (2024). Diversity Equity and Inclusion Education: An Evaluation of the Safe Zone Allies Program. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/5468
