Document Type
Dissertation
Degree
Doctor of Education
Major
Educational Practice
Date of Defense
3-23-2024
Graduate Advisor
Thomasina Hassler
Committee
Thomasina Hassler
Robert Good
Shenita Mayes
Abstract
This study provides a timely, qualitative exploration of the perceived efficacy of cultural competency training for both law enforcement officers and educators. It comprises 18 semi-structured interviews, 10 of which were conducted with education professionals and 8 with law enforcement officers. Drawing four main themes from the interview sample, findings show participants held a complex perception of training efficacy. Interviews featured multiple anecdotes from participants concerning the application of culturally competency skills, as well as important takeaways concerning their desired topics/format of professional development sessions and their favored characteristics of facilitator approach. Our analysis further reveals implications of participants’ identity and socialization and uncovers which aspects of training participants transferred to professional practice. Given the host of legislation surrounding cultural competency trainings as divisive, the study provides a foundation for vital, wider inquiry.
Recommended Citation
Martin, Jamie; Coleman, Tabari Asim; Fall, Toni J.; Isom, Crystal L.; and Niebrzydoski, Jennifer L., "Participation Mandatory, Learning Not Required: A Phenomenological Study of Diversity Training in Education and Law Enforcement" (2024). Dissertations. 1412.
https://irl.umsl.edu/dissertation/1412