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.

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