Diversity Matters in Public Education: A Phenomenological Study

The purpose of this transcendental, phenomenological study was to describe the lived experiences of diverse public-school educators who are overlooked for promotion and educational advancement opportunities within public school systems in the State of Texas. The theories guiding this study were Marilyn Brewer's optimal distinctiveness theory, which advocates how every individual needs to belong and feel uniquely accepted, and James House's social support theory, which purports the importance of groupthink--a concept that leans toward togetherness. The central research question, What are the lived experiences of diverse, public-school educators who are overlooked for promotion and educational advancement opportunities within public school systems, gave this study its meaning. A qualitative methodology with a sample size of 10 public school educators was utilized. Categorized according to their diversity status by age, gender, race, ethnicity, religion, sexual orientation, and/or disability, each research participant had been employed in public education for a minimum of five years. Data collection was conducted and processed through individual interviews, questionnaires, observations, letter writing, and email correspondence. The findings from this research study revealed there is a considerable lack of empathy toward the need for diversity to matter in public school systems within the State of Texas. Suggestions for future research include the need for more specific data collection methods that characterize the emotions of participant respondents to determine at what level would strong emotions be effective enough to garner change.