Date

9-25-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Rachel Hernandez

Keywords

diversity, diversity attitudes, faculty interactions, formal interactions, informal interactions

Disciplines

Education

Abstract

The purpose of this transcendental phenomenological study is to understand the lived experiences regarding the perceived influence of faculty interactions in shaping diversity attitudes for graduate students in healthcare-related professions across the United States. The theory guiding this study is Vygotsky’s sociocultural theory, which argues that social interactions deeply influence cognitive development (Vygotsky, 1978/1995). These interactions are necessary for the development of new skills and knowledge. Vygotsky also highlighted the role of culture in shaping how individuals think, learn, and interpret the world, suggesting that the cultural context in which faculty and students interact profoundly affects internalized values and attitudes. This study aimed to ask, “What are the lived experiences of students in higher education regarding their perceived influence of faculty interactions in shaping diversity attitudes across the United States?” Data collection consisted of interviews, prompt writing, and questionnaires. At the same time, the analysis implemented Epoche and horizontalization, utilizing multiple rounds of open, axial, and in vivo coding and deriving both textural and structural descriptions. The thematic findings of this study were “Cultural Competence,” “Influential Learning Experiences,” and “Implementing Cultural Learning.” Results of the study concluded that faculty-student interactions are influential regarding the shaping of diversity attitudes for graduate students in healthcare-related professions across the United States.

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