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Can Professional Societies Contribute to Systemic Change? Sensegiving, Sensemaking, and Departmental Transformation

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Title: Can Professional Societies Contribute to Systemic Change? Sensegiving, Sensemaking, and Departmental Transformation
Language: English
Authors: Steve Desir (ORCID 0000-0002-5171-1633), Julie Posselt
Source: Journal of Diversity in Higher Education. 2026 19(3):370-381.
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: 12
Publication Date: 2026
Sponsoring Agency: National Science Foundation (NSF), Division of Human Resource Development (HRD)
Contract Number: 1834528
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Professional Associations, Diversity Equity and Inclusion, STEM Education, Department Heads, Graduate Study, Science Departments, Astronomy, Physics, Educational Change, Organizational Change, Intellectual Disciplines, Change Agents
DOI: 10.1037/dhe0000665
ISSN: 1938-8926
1938-8934
Abstract: Disciplinary societies and professional associations strive to exert cultural influence by defining community norms, awarding honors, and otherwise shaping the professional priorities and discourse of their members. Their effectiveness in doing so has yet to be studied. Using a conceptual framework of sensemaking and sensegiving, this article examines the role and influence of disciplinary society efforts on diversity, equity and inclusion efforts in Science, Technology, Engineering, and Math departments. We conducted a single case study of how department and admissions chairs across the United States interpreted and acted upon the American Astronomical Society's recommendations from a report of the Task Force on Diversity and Inclusion in Graduate Education. The task force report helped astronomy and physics departments set priorities among possible actions and legitimated equitable practices, but its impact was in some cases limited by departmental structures, including the organization of diversity, equity, and inclusion work and the absence of spaces for leaders to learn from each other. We discuss the potential and limits of sensegiving and sensemaking in institutional change and how society leaders and higher education scholars can integrate them into broader systemic change strategies in disciplinary communities.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507934
Database: ERIC
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  Data: Can Professional Societies Contribute to Systemic Change? Sensegiving, Sensemaking, and Departmental Transformation
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  Data: <searchLink fieldCode="AR" term="%22Steve+Desir%22">Steve Desir</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5171-1633">0000-0002-5171-1633</externalLink>)<br /><searchLink fieldCode="AR" term="%22Julie+Posselt%22">Julie Posselt</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Diversity+in+Higher+Education%22"><i>Journal of Diversity in Higher Education</i></searchLink>. 2026 19(3):370-381.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Professional+Associations%22">Professional Associations</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity+Equity+and+Inclusion%22">Diversity Equity and Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Department+Heads%22">Department Heads</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Study%22">Graduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Departments%22">Science Departments</searchLink><br /><searchLink fieldCode="DE" term="%22Astronomy%22">Astronomy</searchLink><br /><searchLink fieldCode="DE" term="%22Physics%22">Physics</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Organizational+Change%22">Organizational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Disciplines%22">Intellectual Disciplines</searchLink><br /><searchLink fieldCode="DE" term="%22Change+Agents%22">Change Agents</searchLink>
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  Data: 10.1037/dhe0000665
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  Data: Disciplinary societies and professional associations strive to exert cultural influence by defining community norms, awarding honors, and otherwise shaping the professional priorities and discourse of their members. Their effectiveness in doing so has yet to be studied. Using a conceptual framework of sensemaking and sensegiving, this article examines the role and influence of disciplinary society efforts on diversity, equity and inclusion efforts in Science, Technology, Engineering, and Math departments. We conducted a single case study of how department and admissions chairs across the United States interpreted and acted upon the American Astronomical Society's recommendations from a report of the Task Force on Diversity and Inclusion in Graduate Education. The task force report helped astronomy and physics departments set priorities among possible actions and legitimated equitable practices, but its impact was in some cases limited by departmental structures, including the organization of diversity, equity, and inclusion work and the absence of spaces for leaders to learn from each other. We discuss the potential and limits of sensegiving and sensemaking in institutional change and how society leaders and higher education scholars can integrate them into broader systemic change strategies in disciplinary communities.
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        Value: 10.1037/dhe0000665
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      – SubjectFull: Professional Associations
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      – SubjectFull: Diversity Equity and Inclusion
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      – SubjectFull: STEM Education
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      – SubjectFull: Department Heads
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      – SubjectFull: Graduate Study
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      – SubjectFull: Science Departments
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      – SubjectFull: Astronomy
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      – SubjectFull: Physics
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      – SubjectFull: Educational Change
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      – SubjectFull: Intellectual Disciplines
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