A Quantitative Content Analysis Examining Barriers to Diversity Training Implementation in Schools
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| Title: | A Quantitative Content Analysis Examining Barriers to Diversity Training Implementation in Schools |
|---|---|
| Language: | English |
| Authors: | Jerica Knox (ORCID |
| Source: | School Psychology. 2026 41(3):293-303. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Barriers, Elementary Secondary Education, School Personnel, School Administration, Teacher Attitudes, School Social Workers, School Counselors, School Psychologists, Professional Development, Faculty Development, Diversity Equity and Inclusion, Institutional Characteristics, Employee Attitudes, Administrator Attitudes, Program Implementation |
| DOI: | 10.1037/spq0000729 |
| ISSN: | 2578-4218 2578-4226 |
| Abstract: | Despite increasing efforts to implement diversity training in K-12 schools, challenges persist in ensuring its effectiveness and sustainability. Authors employed a quantitative content analysis to (a) identify educator-reported barriers to diversity training using responses from a national sample of educators and (b) examine how the likelihood of reporting specific barriers varied by educator demographics and school characteristics. Open-ended survey responses from 633 educators were analyzed. Quantitative content analyses revealed eight major categories of barriers to diversity training: logistical (24%), individual (20%), leadership and commitment (16%), trainers and training (15%), community (10%), general resources (7%), policy and governance (6%), and no barriers (3%). Differences emerged based on educator demographics and school characteristics for community and logistical barriers. Findings underscore the need for tailored implementation strategies that address obstacles and foster a more supportive environment for diversity training. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507556 |
| Database: | ERIC |
| Abstract: | Despite increasing efforts to implement diversity training in K-12 schools, challenges persist in ensuring its effectiveness and sustainability. Authors employed a quantitative content analysis to (a) identify educator-reported barriers to diversity training using responses from a national sample of educators and (b) examine how the likelihood of reporting specific barriers varied by educator demographics and school characteristics. Open-ended survey responses from 633 educators were analyzed. Quantitative content analyses revealed eight major categories of barriers to diversity training: logistical (24%), individual (20%), leadership and commitment (16%), trainers and training (15%), community (10%), general resources (7%), policy and governance (6%), and no barriers (3%). Differences emerged based on educator demographics and school characteristics for community and logistical barriers. Findings underscore the need for tailored implementation strategies that address obstacles and foster a more supportive environment for diversity training. |
|---|---|
| ISSN: | 2578-4218 2578-4226 |
| DOI: | 10.1037/spq0000729 |
