Date
8-9-2024
Department
School of Education
Degree
Doctor of Philosophy
Chair
Laura Jones
Keywords
implicit bias, explicit bias, unconscious bias, diversity, admissions, experiences, affirmative action
Disciplines
Educational Leadership | Higher Education
Recommended Citation
Capps, Sabrina L., "Through the Lens of Admissions Staff and Faculty Reviewers: How Implicit Bias Training May Mitigate Bias in the University Admissions Process: A Phenomenological Study" (2024). Doctoral Dissertations and Projects. 5881.
https://digitalcommons.liberty.edu/doctoral/5881
Abstract
The purpose of this phenomenological study was to understand the lived experiences of university admissions staff and faculty reviewers who have attended an implicit bias, unconscious bias, or diversity training session while working at a higher education institution. The theories guiding this study were Ajzen’s theory of planned behavior (TPB) and Bandura’s theory of social learning. Both theories discussed how individuals may act in certain circumstances based on their social interactions, prior behaviors, and upbringing. What are the perspectives and lived experiences of admissions staff and faculty reviewers who have attended an implicit bias, unconscious bias, or diversity training at a public higher education institution? The research study was conducted using a qualitative research design with a transcendental phenomenological approach to capture the desired information. The sample population studied were individuals who are working or have worked in college admissions and faculty who review (or have reviewed) applications for an admissions decision. Data collection methods included a questionnaire, documents from training sessions, and individual interviews. Data analysis methods included transcription of interviews and coding software that identified common themes and categories. This research study found that while institutions understand the importance of such trainings, institutional administrators do not provide in-depth training opportunities meant to arm employees with strategies to mitigate biases within their institutional roles. More specifically, they are not providing specialized, face-to-face training opportunities for college admissions staff and faculty to discuss and implement strategies to mitigate documented and observed implicit biases within the college admissions process.
