White DEI professionals' perception of their contribution to advancing workplace diversity, equity and inclusion: leveraging and decentering whiteness

Abstract

Purpose

This research applies social identity theory (SIT) to examine how White diversity, equity, and inclusion (DEI) professionals perceive their role and contributions to advancing workplace DEI.

Design/methodology/approach

Interpretative phenomenological analysis (IPA) was used to structure and guide the study, and data were collected from interviews with 16 White DEI professionals.

Findings

The SIT concept of social categorization was selected as a framework to discuss the findings, which were divided into two sections: in-group identity and out-group identity. The participants' in-group identities demonstrated how the participants leveraged the participants' Whiteness to grant the participants the influence and agency to perform DEI work. The participant's out-group identities revealed how the participants attempted to decenter the participants' Whiteness and unpack insecurities related to the participants' White identity and DEI contributions. Each of these findings has been associated with a specific role: leader, beneficiary, ally and pathfinder.

Practical implications

The practical implications of this study are critically examining White DEI employees' lived experience to develop an understanding of Whiteness while holding White people accountable for DEI efforts within workplaces.

Originality/value

Deeper and more honest conversations are needed to explore the phenomenon of how White DEI professionals enact and perceive the DEI contributions of the White DEI professionals. Therefore, this paper will provide further discussion on literature concerning White individuals engaged in organizational-level DEI work.

Citation

Evan, R.J., Sisco, S., Fashant, C.S., Nandyal, N. and Robbins, S. (2023), "White DEI professionals' perception of their contribution to advancing workplace diversity, equity and inclusion: leveraging and decentering whiteness", Equality, Diversity and Inclusion, Vol. 42 No. 8, pp. 1160-1175. https://doi.org/10.1108/EDI-06-2022-0161