Millicent Oyugi, postdoctoral researcher in the Lamm Lab, presented research along with University of Georgia Agricultural Leadership, Education and Communication scholars Jiyea Park and Maria “Len” Helm at the 19th Congress of Qualitative Inquiry (QI). Jiyea, Millicent, and Maria the embarked on a trip to Chicago, Illinois, to participate in the QI Congress May 18-20.
The QI congress serves as a gathering for qualitative research methodologists worldwide, providing scholars with a platform to showcase their innovative and emerging approaches to qualitative research. During the event, the authors presented a collaborative ethnographic study, delving into the best methods to foster diversity, equity, and inclusion (DEI) for scholars in higher education.
Following trio ethnography framework, the three researchers worked in unison to critically examine and question the meanings and understandings of DEI. This approach facilitated dialogue and allowed them to explore a range of topics, including the challenges faced by scholars from diverse backgrounds when adapting to higher education environments. They also sought to understand the impact of these challenges on academic success and personal well-being, as well as the strategies that could be implemented to promote DEI within the realm of higher education. Ultimately, their goal was to identify how an inclusive and empowering academic environment could be created for all individuals.
The data collection process involved gathering autobiographical narratives, engaging in thematic conversations, transcribing data, and recording verbatim accounts. These diverse data sources were subsequently analyzed using the MAXQDA software. Through trio-ethnography, the researchers were able to identify a range of challenges, including issues related to cultural adaptation, communication styles, and experiences of exclusion and marginalization. Additionally, the study revealed strategies that could be employed to promote DEI within higher education. These strategies encompassed the establishment of support systems, the development of inclusive curricula, efforts in outreach and community-building, and the necessity for academic program leaders to actively promote multicultural initiatives. The researchers concluded that the challenges and strategies in promoting an inclusive academic environment were interconnected, emphasizing the transformative potential of shared experiences in altering the understanding of DEI. The trio ethnography approach, in particular, emerged as an innovative tool for achieving this transformation.
