ORCID

https://orcid.org/0000-0001-5437-2860

Date of Award

2025

Document Type

Dissertation

Degree Name

Education (Ed.D.)

Department

Administrative and Instructional Leadership

First Advisor

Joan I Birringer Haig

Second Advisor

Stephen Kotok

Third Advisor

Serafino M Celano

Abstract

This mixed-methods explanatory sequential study explored how administrators can promote student racial/ethnic diversity in higher education. Phase 1 determined quantitatively if schools with diverse full-time faculty have diverse students. Participants were 1,464 four-year degree-granting Carnegie-classified undergraduate institutions from the Integrated Postsecondary Education Data System (IPEDS). These schools employed 557,858 full-time faculty and admitted 12,007,388 students. Phase 2 explored administrators’ perspectives on racial/ethnic diversity in higher education through narrative interviews. Participants were 10 full-time administrators responsible for hiring faculty, recruiting students, and managing campus climate. Quantitative results revealed that schools with diverse faculty have diverse students. Qualitative results indicated that ongoing, explicit, and continuous efforts are needed to develop more effective strategies for promoting student racial/ethnic diversity. This study is significant and has valuable implications for administrators and researchers in understanding the perceptions, experiences, and challenges when promoting student racial/ethnic diversity. The findings seek to assist higher education leaders and policymakers in identifying strengths and weaknesses concerning administrators’ perspectives in promoting diversity. Keywords: higher education, administration, racial/ethnic diversity, hiring, admissions.

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