Images
Lisa Johnson Ed.D., is a 2025 graduate of the Ed.D. program in Educational and Professional Practice at Antioch University.
Dissertation Committee:
Gary Delanoeye, Ed.D., Committee Chair
Lesley Jackson, Ph.D., Committee Member
Floyd Cheung, Ph.D., Committee Member
Keywords
diversity, equity, and inclusion (DEI), higher education, predominantly White institutions (PWIs), White Supremacy Culture, institutional barriers, belonging and mattering, action research, participatory research, institutional accountability, campus climate, performative DEI, structural inequities, DEI assessment
Document Type
Dissertation
Publication Date
2025
Abstract
Efforts to advance diversity, equity, and inclusion (DEI) in higher education have gained momentum in recent years, yet struggle to achieve meaningful, lasting change. This dissertation critically examines whether institutional structures at a small liberal arts college are effectively supporting DEI initiatives, questioning whether institutional efforts align with the lived experiences of students, faculty, and staff. It challenges the notion that mission statements or policy reforms alone are sufficient to drive systemic change. Using an action research framework, students were engaged as coresearchers to explore the disconnect between institutional rhetoric and the realities of DEI implementation. A mixed-methods approach, incorporating surveys, focus groups, and interviews, revealed persistent structural inequities, performative DEI efforts, and the ongoing influence of White Supremacy Culture. Participants cited barriers such a lack of institutional accountability, insufficient faculty and staff diversity, exclusionary campus climate dynamics, and limited opportunities for meaningful student engagement in decision-making processes. This research contributes to the growing discourse on belonging and mattering in higher education by emphasizing that compositional diversity alone does not equate to inclusivity. Real equity requires institutions to evaluate how their policies and practices affect historically marginalized communities. The research also highlights the need for ongoing, structured feedback mechanisms to assess and adapt DEI efforts based on community input. The findings have broader implications for institutions seeking equity-driven reform. Key recommendations include reforming faculty hiring and retention practices, enhancing DEI training for faculty and staff, increasing transparency in institutional decision-making, and moving beyond symbolic gestures by adopting measurable, outcomes-based evaluation. This dissertation extends existing scholarship by advocating for an approach to DEI that is context-specific, action-oriented, and grounded in institutional self-reflection and accountability. Ultimately, the study seeks to bridge the gap between policy and practice, offering insights that can inform ongoing efforts to create more equitable and inclusive educational environments.
Recommended Citation
Johnson, L. (2025). Are We on The Same Page? A Look at Diversity, Equity, and Inclusion at a Small Liberal Arts College. https://aura.antioch.edu/etds/1137
Comments
ORCID No. 0009-0001-7002-4265
Bio: Lisa Johnson, Ed.D. is an international educator and scholar-practitioner with over 25 years of experience in global education, social justice leadership, and student support. She currently serves as the Coordinator of Global Education at Keene State College and previously held senior roles at Smith College, including Associate Dean for International Study and Interim Director of the Lewis Global Studies Center. Her career has spanned teaching and administrative positions in the U.S. and Chile, with a consistent focus on equity, cross-cultural learning, and inclusive program design.
Lisa’s educational philosophy is rooted in equity, intercultural understanding, and transformative learning. She believes that global education is not only about crossing borders, but about deepening empathy, dismantling inequity, and cultivating the capacity for ethical leadership in an interconnected world. Whether supporting international students or preparing students to study away, she works to create inclusive, student-centered experiences that honor identity, voice, and belonging.
Dr. Johnson’s doctoral research critically examined institutional DEI efforts at a predominantly white liberal arts college, exploring how structural inequities, White Supremacy Culture, and performative allyship influence student, staff, and faculty experiences. Through a participatory action research approach, the study highlights the disconnect between institutional rhetoric and lived experience, amplified student voices, and called for accountability, systemic change, and a deeper institutional commitment to racial equity.
Publications:
Ferro, A., Doughty, J. R., Johnson, L., & Gordon, A. (2025). Navigating the diversity, equity, and inclusion disconnect. Frontiers: The Interdisciplinary Journal of Study Abroad, 37(1), 1–31. https://doi.org/10.36366/frontiers.v37i1.1074
Johnson, L. D. (2020). Mexican night—Whose job is it to educate? Case Studies in International Education, 1(2). https://www.csiepub.org/index.php/csie/issue/view/1
Johnson, L. D. (2021). I'm nonbinary and I use they/them pronouns. Case Studies in International Education, 2(1). https://www.csiepub.org/index.php/csie/issue/view/2