First Advisor

Douglas, Scott

First Committee Member

Stellino, Megan

Second Committee Member

Krause, Jennifer

Third Committee Member

Jameson, Molly M.

Degree Name

Doctor of Philosophy

Document Type

Dissertation

Date Created

8-2025

Department

College of Natural and Health Sciences, Kinesiology Nutrition and Dietetics, KiND Student Work

Abstract

It has been recommended by many scholars to integrate diversity, equity, and inclusion (DEI) content into higher education curricula across disciplines; however, several institutions have yet to do so. The ongoing discourse surrounding social justice continues to influence the careers of future professionals, especially in the fields of sport and exercise science. Yet, there remains a limited understanding of the perceptions and experiences of students who have participated in a college course centered on DEI topics. Therefore, the purpose of this holistic case study was to provide an in-depth examination of a newly developed DEI course by exploring the authentic experiences and reflections of undergraduate sport and exercise science students who enrolled. Grounded in the theoretical framework of social constructivism and the conceptual framework of social justice education, this study centered student voice and the co-construction of knowledge within a socially conscious learning environment.

The participants were 11 students who completed the 16-week DEI course in Spring 2024. Utilizing four forms of data collection, including two semi-structured interviews, course material data, and pedagogical reflections from the instructor, data were thematically analyzed. Five themes emerged: (a) Enlightened Awareness, (b) Growth in Critical Consciousness, (c) Cultivating a Brave Space, (d) The Power of Interactive Learning, and (e) Universal Relevance. Findings revealed that the pedagogical approach, including relational teaching practices, reflective inquiry, and dialogic engagement, significantly influenced students’ experiences and outcomes. Students reported meaningful academic, professional, and personal impact stemming from their participation in the course.

By amplifying students’ voices and highlighting individualized perspectives, this study contributed to a deeper understanding of the significance of embedding DEI content in higher education. Practical implications include (a) further rationale for integrating DEI content across the curriculum, (b) moving beyond one-time DEI sessions, and (c) implementing intentional strategies to cultivate a brave space within the classroom. This dissertation served as a call to action to prioritize students’ learning experiences and the development of critical consciousness as essential not only to educational practice, but also to prepare students for meaningful, equity-minded engagement in their future professions and personal lives.

Abstract Format

html

Places

Greeley, Colorado

Extent

224 pages

Local Identifiers

Altomare_unco_0161D_11350.pdf

Rights Statement

Copyright is held by the author.

Digital Origin

Born digital

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