國立虎尾科技大學 |

Perspectives, Motivations, and Resistance : = Investigating Employee Responses to Employer-Sponsored Diversity Training.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Perspectives, Motivations, and Resistance :/
其他題名:	Investigating Employee Responses to Employer-Sponsored Diversity Training.
作者:	Kerlin, Robert.
面頁冊數:	1 online resource (141 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-10, Section: B.
Contained By:	Dissertations Abstracts International85-10B.
標題:	Vocational education. -
電子資源:	click for full text (PQDT)
ISBN:	9798382302966

Perspectives, Motivations, and Resistance : = Investigating Employee Responses to Employer-Sponsored Diversity Training.
Kerlin, Robert.

Perspectives, Motivations, and Resistance :Investigating Employee Responses to Employer-Sponsored Diversity Training. - 1 online resource (141 pages)

Source: Dissertations Abstracts International, Volume: 85-10, Section: B.

Thesis (Ed.D.)--University of South Carolina, 2023.

Includes bibliographical references

This qualitative action research study investigated employee reactions, motivations, and perspectives toward employer-sponsored diversity training programs. Through a qualitative exploratory case study, this research study explored the perceptions of how a diverse sampling of people individually, negotiate identities in corporate and education fields where those in control must both accommodate and placate in order to maintain institutional objectives. In order to further explore this topic, a theoretical framework consisting of self-determination theory and culturally relevant pedagogy served as the primary method to guide the research question, literature reviews, and data design, collection, and analysis process. Self-determination theory provided the primary motivational factors for employees. Culturally relevant pedagogy provided the primary justification for moving forward by emphasizing the need for curriculum developers to think about learning and cultural differences and always with an eye out for equity and social justice. This qualitative action research study utilized one-on-one interviews as the primary data collection method. The findings of this study indicate that while most of the research participants agreed on the importance of including a DEI-supportive curriculum, the appropriateness level, professionalism, and mandatory nature of DEI training programs were in question. Therefore, a gap still exists between acknowledging and applying what employees are learning and what employers desire.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382302966Subjects--Topical Terms:

661062
Vocational education.
Subjects--Index Terms:

PerspectivesIndex Terms--Genre/Form:

554714
Electronic books.

Perspectives, Motivations, and Resistance : = Investigating Employee Responses to Employer-Sponsored Diversity Training.
LDR:03003ntm a22004217 4500 001 1149655
005 20241022112607.5
006 m o d
007 cr bn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798382302966
035 $a (MiAaPQ)AAI30687948
035 $a AAI30687948
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Kerlin, Robert. $3 1475971
245 1 0 $a Perspectives, Motivations, and Resistance : $b Investigating Employee Responses to Employer-Sponsored Diversity Training.
264 0 $c 2023
300 $a 1 online resource (141 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-10, Section: B.
500 $a Advisor: Lilly, Todd.
502 $a Thesis (Ed.D.)--University of South Carolina, 2023.
504 $a Includes bibliographical references
520 $a This qualitative action research study investigated employee reactions, motivations, and perspectives toward employer-sponsored diversity training programs. Through a qualitative exploratory case study, this research study explored the perceptions of how a diverse sampling of people individually, negotiate identities in corporate and education fields where those in control must both accommodate and placate in order to maintain institutional objectives. In order to further explore this topic, a theoretical framework consisting of self-determination theory and culturally relevant pedagogy served as the primary method to guide the research question, literature reviews, and data design, collection, and analysis process. Self-determination theory provided the primary motivational factors for employees. Culturally relevant pedagogy provided the primary justification for moving forward by emphasizing the need for curriculum developers to think about learning and cultural differences and always with an eye out for equity and social justice. This qualitative action research study utilized one-on-one interviews as the primary data collection method. The findings of this study indicate that while most of the research participants agreed on the importance of including a DEI-supportive curriculum, the appropriateness level, professionalism, and mandatory nature of DEI training programs were in question. Therefore, a gap still exists between acknowledging and applying what employees are learning and what employers desire.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Vocational education. $3 661062
650 4 $a Pedagogy. $3 1148703
650 4 $a Curriculum development. $3 1148494
653 $a Perspectives
653 $a Motivations
653 $a Resistance
653 $a Self-determination theory
653 $a Diversity equity and inclusive
655 7 $a Electronic books. $2 local $3 554714
690 $a 0727
690 $a 0456
690 $a 0624
690 $a 0747
690 $a 0703
710 2 $a University of South Carolina. $b Curriculum and Instruction. $3 1179361
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 85-10B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30687948 $z click for full text (PQDT)