ADVANCING DIVERSITY, EQUITY, AND INCLUSION IN UNIVERSITY ATHLETIC DEPARTMENTS

Background: The advancement of diversity, equity, and inclusion (DEI) within college athletic departments has not coincided with the broader progression and expansion of DEI efforts across higher education more broadly (Doherty et al., 2010; McGinniss et al., 2020; Schroeder, 2010). Yet, empirical evidence shows that advancing DEI within college athletic departments is essential to creating a healthy and thriving organizational culture (Doherty & Chelladurai, 1999; Mowday, 1979; Spaaij et al., 2018) that improves success for athletic departments and student athletes (Bopp, 2014). Purpose and Research Questions: The purpose of this study was to examine the organizational culture of Northeast Research University (a pseudonym) (NRU), which achieved national recognition and a standard of excellence for DEI from the National Collegiate Athletic Association (NCAA). The study answered the following research questions: (1) What steps did this athletic department take to improve DEI? (2) What role did executive leadership and mid-level employees play in the advancement of DEI within this athletic department? In answering these questions, the goal was to provide recommendations and specific action steps that other university athletic departments can follow to advance DEI. Methods: This qualitative study used a single-site case study research design and was guided by Schroeder’s (2010) conceptual framework of intercollegiate athletic departments, as well prior research on interculturalism (Giannakoulias, 2020; Zapatao-Barrero, 2017). The context for the study was the athletic department at NRU, a research-intensive university located in an urban area in the Northeastern United States. Using purposeful sampling, nine administrators (executive- and mid-level) within NRU’s athletic department were interviewed to develop a deeper understanding of the strategies and initiatives the department used to advance DEI. Data collection included one-on-one interviews and the interview data was supplemented by document analysis (e.g., criteria for the NCAA Award for Diversity and Inclusion (2021a); NRU’s athletic department webpages). The data were analyzed using thematic analysis methods (Bowen, 2009). Findings: The lived experiences of employees within NRU’s athletic department shaped their views on the extent to which the department had successfully and meaningfully advanced DEI. Data analysis resulted in four major themes: (1) Translating DEI Rhetoric into Reality, (2) Eradicating Silos, (3) Communicating the DEI Vision, and (4) Leveraging DEI Momentum to Create Meaningful Change. The findings highlight why advancing DEI is critically important within university athletics, and identify specific steps these departments can take to improve their overall organizational culture. Conclusion: Although athletic departments are formally situated within the broader university structure, in reality, many remain disconnected from DEI efforts and initiatives happening across campus. The findings from the data analysis are used as the basis for recommendations in three key areas: staff recruitment and hiring, preparing the next generation of athletic administrators, and broadening participation and representation in DEI initiatives. Ultimately, the findings and recommendations from this study are intended to provide a roadmap that athletic departments across the country can use to meaningfully advance DEI.