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 |
| 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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