Date

4-29-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Vonda Beavers

Keywords

DEI administrators, Diversity officers, Ivy League institutions, Elite higher education, Diversity, Equity, and Inclusion, Institutional resistance, Privilege and power, Structural racism in higher education, Emotional labor, Identity navigation, Code-switching, Hermeneutic phenomenology, Critical Race Theory (CRT), Qualitative research, Lived experience, DEI sustainability, First-generation college students, Student belonging, Campus climate, Student success, DEI policy implementation, Token representation, Intersectionality, support systems

Disciplines

Educational Leadership | Higher Education

Abstract

The purpose of this hermeneutic phenomenological study was to understand the lived experiences of university administrators in Ivy League institutions as they promote diversity, equity, and inclusion. For the purpose of this research, promoting diversity, equity and inclusion is generally defined as the practice of facilitating inclusivity for students of color. This study is guided by the conceptual framework of culturally responsive pedagogy, which informs the research design, data collection, and analysis. These elements are essential and deserve recognition and understanding in their educational experience. The implementation of diversity, equity, and inclusion strategies at Ivy League institutions is explored through the central research question: What are the lived experiences of administrators involved in advancing DEI efforts, with attention to the historical development, current practices, and future directions of these initiatives? Purposive and snowball sampling were used to recruit study participants. This intentional selection process was used to recruit 10 participants with specific knowledge and experience. Data were gathered using semi-structured interviews, questionnaires, and journal prompts, which played a key role in ensuring thorough data collection. Transcriptions and survey responses were imported into Delve qualitative data analysis software, where the analysis was completed following established phenomenological and thematic procedures. Initial steps included for data analysis included bracketing to set aside researcher biases, followed by horizonalization to identify significant statements. Findings revealed that administrators navigated tensions between institutional prestige and authentic transformation while experiencing substantial emotional labor and limited structural authority.

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