Date of Award

4-7-2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

First Advisor

Dane Joseph, PhD

Second Advisor

Bethany Pflug, Ed.D.

Abstract

Employee Affinity Groups (EAGs) have emerged as critical support structures within organizations, fostering inclusion, professional growth, and a sense of belonging for underrepresented employees. Within educational institutions, Educators of Color often face systemic barriers, including social isolation, limited mentorship opportunities, and inequitable career advancement pathways. This Improvement Science Dissertation in Practice (ISDiP) investigates the conditions necessary for establishing and sustaining EAGs to support Educators of Color. Grounded in the Liberatory Design framework and Critical Race Theory, this qualitative case study examines the role of leadership, access to resources, communication strategies, and organizational commitment as they play individual and combined roles in the effectiveness of EAGs. The study employed a mixed-methods approach, utilizing pre- and postsurveys, root cause analysis, empathy interviews, and story circles assess the experiences of members of the Cascadia Regional Learning Cooperative (CRLC) BIPOC Equity Affinity Group. Findings aimed to identify key elements that contribute to successful EAGs in educational settings and provide evidence-based recommendations for institutional leaders and policymakers. The results may inform best practices for fostering retention, job satisfaction, and long-term equity initiatives for Educators of Color. By addressing the gap in research on educational-sector EAGs, this study contributes to the growing body of knowledge on organizational equity efforts, advocating for systemic change that enhances professional wellbeing and institutional belonging for Educators of Color.

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