Currently, a scarcity of research exists on Diversity Directors in faith-based independent Christian schools. There also remains a lack of empirical data that explains how independent schools, faith-based or not, can take action to diversify their student population, supporting students of color, and how they can measure progress toward these goals. Despite this current lack of research, there has been a significant increase in the number of full-time Diversity Director positions in faith-based independent Christian schools. Diversity Directors continue to see their role grow and become more complex as emerging issues and increased diversity enter their school community.
The purpose of this phenomenographic study was to explore the perceptions and experiences of Diversity Directors in Council on Educational Standards and Accountability (CESA) member schools. The research sought to provide context into the job duties, barriers, challenges, and successes of Diversity Directors.
The following proposed research question was used to guide this study:
1) What can the different experiences of Diversity Directors at CESA member schools tell us about the perceived roles, responsibilities, and barriers to success associated with their positions?
Success in this study was defined as having six essential characteristics: clear job description, sufficient budget, suitable workspace, reasonable instructional responsibilities, time to interact with the greater community, and professional development opportunities.
","abstract_html":"<p>Currently, a scarcity of research exists on Diversity Directors in faith-based independent Christian schools. There also remains a lack of empirical data that explains how independent schools, faith-based or not, can take action to diversify their student population, supporting students of color, and how they can measure progress toward these goals. Despite this current lack of research, there has been a significant increase in the number of full-time Diversity Director positions in faith-based independent Christian schools. Diversity Directors continue to see their role grow and become more complex as emerging issues and increased diversity enter their school community.</p> <p>The purpose of this phenomenographic study was to explore the perceptions and experiences of Diversity Directors in Council on Educational Standards and Accountability (CESA) member schools. The research sought to provide context into the job duties, barriers, challenges, and successes of Diversity Directors.</p> <p>The following proposed research question was used to guide this study:</p> <p>1) What can the different experiences of Diversity Directors at CESA member schools tell us about the perceived roles, responsibilities, and barriers to success associated with their positions?</p> <p>Success in this study was defined as having six essential characteristics: clear job description, sufficient budget, suitable workspace, reasonable instructional responsibilities, time to interact with the greater community, and professional development opportunities. </p>","abstract_has_math":false,"creators":["Hazard, Joel"],"institution":null,"degree_name":"Doctor of Education in Educational Leadership for Learning Dissertations","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Nicholas Clegorne","Dr. Susan Banke"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-05-03T07:00:00Z","date_published":"2023-05-03T07:00:00Z","updated_at":"2026-07-24T02:44:06Z","subjects":["Diversity Directors","Council on Educational Standards and Accountability","faith-based independent Christian schools","private schools","Educational Administration and Supervision","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/educleaddoc_etd/35","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Nicholas Clegorne","Dr. Susan Banke"]},{"key":"dc:creator","label":"Author","values":["Hazard, Joel"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Educational Leadership for Learning Dissertations"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Diversity Directors","Council on Educational Standards and Accountability","faith-based independent Christian schools","private schools","Educational Administration and Supervision","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/educleaddoc_etd/35"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Currently, a scarcity of research exists on Diversity Directors in faith-based independent Christian schools. There also remains a lack of empirical data that explains how independent schools, faith-based or not, can take action to diversify their student population, supporting students of color, and how they can measure progress toward these goals. Despite this current lack of research, there has been a significant increase in the number of full-time Diversity Director positions in faith-based independent Christian schools. Diversity Directors continue to see their role grow and become more complex as emerging issues and increased diversity enter their school community.
The purpose of this phenomenographic study was to explore the perceptions and experiences of Diversity Directors in Council on Educational Standards and Accountability (CESA) member schools. The research sought to provide context into the job duties, barriers, challenges, and successes of Diversity Directors.
The following proposed research question was used to guide this study:
1) What can the different experiences of Diversity Directors at CESA member schools tell us about the perceived roles, responsibilities, and barriers to success associated with their positions?
Success in this study was defined as having six essential characteristics: clear job description, sufficient budget, suitable workspace, reasonable instructional responsibilities, time to interact with the greater community, and professional development opportunities.
"]},{"key":"dc:title","label":"Title","values":["A Phenomenographic Study to Explore the Perceptions and Experiences of Diversity Directors in Council of Educational Standards and Accountability Member Schools"]}]}],"canonical_facts":{"dc:contributor":["Dr. Nicholas Clegorne","Dr. Susan Banke"],"dc:creator":["Hazard, Joel"],"dc:description.abstract":["Currently, a scarcity of research exists on Diversity Directors in faith-based independent Christian schools. There also remains a lack of empirical data that explains how independent schools, faith-based or not, can take action to diversify their student population, supporting students of color, and how they can measure progress toward these goals. Despite this current lack of research, there has been a significant increase in the number of full-time Diversity Director positions in faith-based independent Christian schools. Diversity Directors continue to see their role grow and become more complex as emerging issues and increased diversity enter their school community.
The purpose of this phenomenographic study was to explore the perceptions and experiences of Diversity Directors in Council on Educational Standards and Accountability (CESA) member schools. The research sought to provide context into the job duties, barriers, challenges, and successes of Diversity Directors.
The following proposed research question was used to guide this study:
1) What can the different experiences of Diversity Directors at CESA member schools tell us about the perceived roles, responsibilities, and barriers to success associated with their positions?
Success in this study was defined as having six essential characteristics: clear job description, sufficient budget, suitable workspace, reasonable instructional responsibilities, time to interact with the greater community, and professional development opportunities.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/educleaddoc_etd/35"],"dc:subject":["Diversity Directors","Council on Educational Standards and Accountability","faith-based independent Christian schools","private schools","Educational Administration and Supervision","Educational Leadership"],"dc:title":["A Phenomenographic Study to Explore the Perceptions and Experiences of Diversity Directors in Council of Educational Standards and Accountability Member Schools"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Educational Leadership for Learning Dissertations"]},"updated_at":"2026-07-24T02:44:06Z"}