Abstract
This doctoral dissertation explores the perceptions of diversity leadership by department chairs in engineering and computing in higher education and their role in creating social change. Using a qualitative research design, this study explores the lived experiences of department chairs who are tasked with leading diversity and inclusion efforts in their academic units. Data was collected through semi-structured interviews with department chairs from various engineering and computing departments at universities in the United States. The research aims to uncover the subjective experiences and perspectives of these chairs, exploring their understanding of diversity, their perceptions of their own leadership roles, and their experiences in creating social change through diversity initiatives. Using a phenomenological analysis, the study examines the common themes and patterns in the data to gain a deeper understanding of the lived experiences of department chairs as social change agents. Findings include narratives where department chairs face a number of challenges in leading diversity efforts, including a lack of resources, resistance from faculty and staff, and competing priorities. However, the study also identified a number of strategies that department chairs have used to successfully create social change, including building relationships with stakeholders, engaging in dialogue, and leveraging institutional support. The findings of the study contribute to the existing literature on diversity in higher education and offer insights into the challenges and opportunities of creating social change through diversity leadership in the fields of engineering and computing. Additionally, the findings of this study have implications for the development of effective diversity leadership practices in higher education. Keywords: Diversity, equity, inclusion, higher education, department chairs, engineering, computing, social change theory, phenomenology, narratives as research