This research intends to re-conceptualize allyship as an actionable construct. Previous research conducted on allyship primarily focuses on development and motivation. Although action is often identified as a component of allyship, previous research has only briefly touched upon this topic. In such a tumultuous political climate, this gap in research is distressing. With hate groups on the rise, it has become increasingly important for allyship to become synonymous with action. As institutions of higher education can play a crucial role in providing an actionable definition of allyship and fostering it in campus communities, this study focuses on identifying actions exhibited by self-identified faculty/staff allies from six different institutions in Massachusetts. Semi-structured interviews were conducted with participants over the phone and then transcribed and coded using grounded theory. In recounting experiences related to allyship, all participants eluded to a similar process. A theoretical model was created to illustrate this process. This model could prove useful in further developing diversity practices in institutions of higher education that focus on the retention of faculty/staff and students from marginalized groups.
Castagna Lacet (Thesis Advisor)
Copyright and Permissions
Original document was submitted as an Honors Program requirement. Copyright is held by the author.
Radford, Shannon. (2018). Conceptualizing Allyship as an Actionable Construct in Higher Education. In BSU Honors Program Theses and Projects. Item 271. Available at: https://vc.bridgew.edu/honors_proj/271
Copyright © 2018 Shannon Radford