A review of the literature related to diversity at evangelical Christian colleges and universities suggests that progress in introducing and supporting diversity has been slow. Gaps in the research suggest that there are additional questions that are worth studying. Such studies can advance our knowledge of the successes and challenges present within efforts introduce and support diversity on these campuses. They can help promote the unique voices on evangelical Christian campuses that need to be heard. These gaps in research also suggest that a more critical approach to this research might be necessary. Some of the research conducted on the topic of diversity at evangelical Christian colleges and universities has embodied the problematic use of language and stereotypes in the very discussion of their findings. For example, Fubara et al. (2011) says that one of the obstacles for evangelical Christian colleges and universities in embracing fully the racial diversity of their climate is the weak personal values of these non-majority students. For evangelical Christian colleges, opportunities exist and a critical review of efforts can lead to more success in diversification and inclusion for these campuses. Chapter Three: Methodology A qualitative approach was employed for this study. As Hesse-Biber and Leavy (2011) suggested, this study, as in the case of all good qualitative inquiries, was in search of meaning. The use of qualitative inquiry has several advantages that are applicable to this study. According to Stake (1995), there are advantages to a qualitative approach, which include the ability to humanize a problem and the ability to introduce people or situations in a lively manner. This allows the researcher to view the world through the
A review of the literature related to diversity at evangelical Christian colleges and universities suggests that progress in introducing and supporting diversity has been slow. Gaps in the research suggest that there are additional questions that are worth studying. Such studies can advance our knowledge of the successes and challenges present within efforts introduce and support diversity on these campuses. They can help promote the unique voices on evangelical Christian campuses that need to be heard. These gaps in research also suggest that a more critical approach to this research might be necessary. Some of the research conducted on the topic of diversity at evangelical Christian colleges and universities has embodied the problematic use of language and stereotypes in the very discussion of their findings. For example, Fubara et al. (2011) says that one of the obstacles for evangelical Christian colleges and universities in embracing fully the racial diversity of their climate is the weak personal values of these non-majority students. For evangelical Christian colleges, opportunities exist and a critical review of efforts can lead to more success in diversification and inclusion for these campuses. Chapter Three: Methodology A qualitative approach was employed for this study. As Hesse-Biber and Leavy (2011) suggested, this study, as in the case of all good qualitative inquiries, was in search of meaning. The use of qualitative inquiry has several advantages that are applicable to this study. According to Stake (1995), there are advantages to a qualitative approach, which include the ability to humanize a problem and the ability to introduce people or situations in a lively manner. This allows the researcher to view the world through the
Pollom_Dissertation_Final.docx