Centering Belonging for NIRSA: Leaders in Collegiate Recreation

Abstract

Volunteer leaders and staff in NIRSA: Leaders in Collegiate Recreation (NIRSA) aimed to establish shared norms for belonging, guided by recommendations from the Association's climate study conducted by 122 Consulting Group. The climate study precipitated the formation of an implementation team for justice, diversity, equity, and inclusion (JDEI). This case study explored stakeholders’ perspectives about shared norms (diversity, equity, inclusion, justice, and respect) for belonging, using multiple data points (historical context, JDEI trends, association reports, and focus groups) to ignite action. Analysis of these perspectives at in-person and virtual NIRSA educational sessions identified three themes: positive reception, action/accountability, and integration/ongoing engagement. The study provides valuable insights for association leaders to shape belonging initiatives by using shared expectations, thus effectively guiding actions based on the findings of a climate study. This study is essential for associations, and its findings can also empower members to drive similar initiatives on their respective campuses.

Keywords

belonging climate study curriculum development grievance processes shared norms

The founding of NIRSA: Leaders in Collegiate Recreation (NIRSA) is somewhat unparalleled among higher education associations and its history makes upholding the values of justice, diversity, equity, and inclusion (JDEI) of utmost importance. The founding of the association in 1950 is grounded by efforts of 20 Black male and female leaders from 11 Historically Black Colleges and Universities (HBCUs), marking the professionalization of collegiate recreation as a distinct field of practice (Lucia, 2021; Lucia & Molina, 2023).

In a letter written by NIRSA Headquarters Executive Director and NIRSA President in 2022 (Lucia & Watts), the history of presidential leadership for the Association is highlighted. For the first six years, the Association was led by Black men: Dr. William Wasson (1950–1954) served as the first Black president, followed by Ross Townes (1955–1956). In 1957, the Association had its first white male president (Lucia & Watts, 2022). Despite the fact the association founding was initiated by Black leaders from HBCUs, the absence of Black leaders serving as president from 1957 to 1989 is noteworthy (Lucia & Lopez-Herrera, 2023a; NIRSA, n.d.b.). Additionally, in spite of the Association's gender inclusive start, in 1959 association leadership decided to eliminate women from the membership ranks; they later reinstated women in 1971—one year before the passage of Title IX of the Education Amendments of 1972 (Lucia, 2021; Lucia & Molina, 2023; Lucia & Padgett 2021; Varner, 1992). Until 1987, NIRSA Presidents were exclusively white men, with Mary Daniels becoming the first white female president that year, followed by Tony Clements, the third Black male president in 1989, and Juliette Moore, the first Black female president in 1998 (NIRSA, n.d.b.).

Leadership diversity began to emerge in the 2000s, and in the early 2010s, the Association introduced six strategic values, notably equity, diversity, and inclusion (EDI), emphasizing their role in fostering healthy individuals and communities (Lucia & Molina, 2023). Throughout this period, the Association was led by four Black male presidents: Bryan Harris in 2010, Dr. Kevin Marbury in 2012, Stan Shingles in 2016, and David Davenport in 2021 (Lucia & Watts, 2022). In 2024, Dr. Wendy Windsor served as NIRSA's second Black female president (NIRSA, n.d.b.).

Historical context is imperative noting the need to learn the history of the Association and how society and organizations developed over time consciously and unconsciously—creating cultures that exhibit stratification based on various identities (i.e., race, religion, gender, socioeconomic status). The consequence is a favorable consideration for certain identities (Steele et al., 2002) and “organizational skepticism by those who do not possess those identities, particularly when a critical mass of diverse persons is absent” (Gentle-Genitty et al., 2021, p. 383). Understanding this is critical for NIRSA members, staff and volunteer leadership, skepticism about the Association may center on bias, environmental threats, compatibility of professional goals, stereotypes, and devaluing perscpectives (Gentle-Genitty et al., 2021).

In the 2000s, the new governance structure led to the creation of six strategic values. In June 2011, the strategic values were named including EDI as one of those values (Lucia & Molina, 2023). An EDI commission was formed to help integrate this value into the fabric of the association leading to outcomes including, NIRSA's Statement for EDI (NIRSA, 2013b), NIRSA's statement on Marriage Equality (NIRSA, 2013a), partnering with the NIRSA Champ Series to create NIRSA's Transgender Athlete Participation Policy (NIRSA, 2014), the EDI Resource Guide (NIRSA, 2019) and Statement on Transgender Sport Participation Bills (NIRSA, 2021). NIRSA's critical role in the collegiate recreation profession encompasses a responsibility to archive its history, provide guidance through models of best practices, and foster distribution of knowledge making significant contributions to the field and higher education (Lucia & Molina, 2023).

The arrival of events, such as the COVID-19 pandemic and the tragic death of George Floyd in 2020 brought JDEI to the forefront in the United States (Gover et al., 2020) and “have served as catalysts for social change throughout the United States and around the world” (Hilton et al., 2021, p. 58). The events led associations to take note and act. The pandemic underscored existing disparities, disproportionately affecting marginalized communities and prompting a heightened awareness of systemic inequities across the United States. George Floyd's death ignited a global reckoning with racial injustice, prompting organizations to reevaluate their JDEI initiatives (Burch et al., 2023; Chamberlain et al., 2021; Whitford, 2021). The convergence of these events emphasized the urgency for NIRSA headquarters staff and volunteer leaders to address inequities within the Association and implement action toward creating a more inclusive and equitable environment for all.

NIRSA headquarters staff and volunteer leaders reviewed multiple Request for Proposals (RFPs) for a consultant to address inequities within the Association. 122 Consulting Group was selected, a minority and women-owned consulting firm that specializes in working with leaders, businesses, sports teams, nonprofits, higher education institutions, and other organizations to create thriving communities committed to justice (122 Consulting, n.d.; Lucia, 2021). To see this come to fruition, 122 Consulting, NIRSA Headquarters staff, and a newly created Climate Study Steering Committee worked together to assess NIRSA's climate, culture, and structures to determine areas in which the Association supports inclusion and to identify barriers that prevent true equity.

Initial findings were provided to the membership at the annual NIRSA conference in Portland, Oregon in spring 2022. Through communication after the conference, the formal report and executive summary were shared with members (Lucia & Watts, 2022). The following recommendations of the climate study are the focus for this research: (a) build a clearer process for members to report grievances or concerns about exclusionary behavior; (b) cultivate a robust curriculum for JDEI member education that's driven by NIRSA Headquarters, NIRSA's Board, and NIRSA committee leadership (top-down vs. member-driven initiatives); and (c) develop a set of shared norms and language for JDEI. This case study focused on the latter recommendation guiding the application of shared norms to concurrently address grievances and education, as detailed in the “Results” section of the study

The purpose of this study is to capture stakeholder perspectives on JDEI within the Association and document how these norms facilitate clearer processes regarding grievances and education through actions by the NIRSA JDEI Implementation Team in 2023.Stakeholders in the study are defined as NIRSA members, volunteer leaders, and headquarters staff. For purposes of this study, JDEI and belonging may be used interchangeably in the study to offer a holistic understanding for belonging. The shared norms (justice, diversity, equity, inclusion, and respect) for belonging developed by the JDEI Implementation team were presented to NIRSA stakeholders attending various conferences to review and provide feedback. The findings from the study informed the creation of the NIRSA shared expectations (NIRSA, n.d.d.) for belonging later presented in the “Results” section. The two overarching research questions for the study are:

What perspectives do stakeholders have about the shared norms for centering belonging developed by the NIRSA JDEI Implementation Team?

How were the shared norms for centering belonging used during summer and fall 2023 to inform practice about grievance processes and the cultivation of JDEI curriculum for the association?

The findings from this study benefit NIRSA by addressing the importance of having shared expectations for belonging and empowering stakeholders at all levels to influence decisions in the Association and at their respective institutions. This study hopes to provide vital perspectives for higher education as a whole to inform best practices, policies, and decision-making processes. In the following section, the researchers provide a brief overview of associations’responsibility, shared equity leadership (SEL), and belonging.

Literature Review

The American JDEI field emerged from the Civil Rights Movemement of the 1960s and has since evolved to encompass a broader range of identities beyond race, gender, sexual orientation, and veteran status. For example, the evolution of JDEI as it applies to race began with tolerance in the 1960s–1970s to multiculturalism and awareness in the 1970s–1990s to diversity in the 1990s to present day (Beavers, 2018). JDEI efforts were expanding across university campuses in the 2000s with designated offices for such work. However, in recent years these efforts are becoming more challenging and universities along with their associations are navigating these spaces differently since 2020. With the rise in criticisim toward critical race theory, changes in various state laws are leading to banning JDEI efforts (Green, 2023). The evolution of JDEI over the years cannot go unnoticed and supports the importance of understanding NIRSA's history since its conception in 1950 as an association and to the commitment needed by NIRSA and higher education assocaitions to center belonging. To do so, a review of associations's responsibiltiy and shared leadership at all levels to determine shared expectations is imperative.

Associations’ Responsibility

Association members, staff, and volunteer leaders are accountable for participating in and taking action. Responsibility is crucial to ensure fair representation, equal opportunities, and a welcoming environment for various stakeholders. ASAE: The Center for Association Leadership (ASAE) is the professional association for association staff and volunteer leaders across diverse industries, “with more than 22,000 association executives and industry partners representing more than 11,000 organizations across the United States and in nearly 50 countries around the world” (Leiter et al., 2011, p. 3). NIRSA Headquarters Executive Director and the Board President participate in trainings annually held by ASAE. There are examples of how associations have implemented JDEI efforts. In 2011, North Carolina State University Institute for Nonprofits conducted an interview study for Enhancing Diversity and Inclusion in Membership Associations with 10 key findings. The white paper acknowledges associations that are explicit with their JDEI initiatives are more likely to be actively engaged in their efforts to identify and address challenges to JDEI (Leiter et al., 2011). More recently, ASAE (2022) published their Standards of Conduct that outlines how to model championing diversity, equity, and inclusion initiatives.

Higher education associations are committing to this important work, NASPA:Student Affairs Administrators in Higher Education (NASPA) and ACPA: College Student Educators International (ACPA). NASPA's Charting the Future of Student Affairs (2022) report dedicates a section to social justice, EDI. The results from NASPA's (2022) report underscore the need for universities to consider how to build capacity for JDEI work, specifically regarding professional development for staff leading JDEI efforts across their respective university and not reliant on one department, for example, a center for JDEI. ACPA's (n.d.) Strategic Imperative for Racial Justice and Decolonization: Leading with an Equity Focused Lens focuses on “reducing the oppression of communities of color at the intersections of their identities, knowing that all oppressions are linked and that the work is ongoing” (para. #2). Associations are making a commitment to JDEI for desirable outcomes across higher education. Institutions can focus on efforts to provide educational opportunities, implement equitable hiring policies and practices, integrate JDEI work into job descriptions and evaluation procedures, invest financial resources, and empower staff at all levels to influence decision-making (NASAP, 2022). Creating shared norms is crucial in guiding these efforts.

A report by the American Council on Education (ACE) (Kezar et al., 2023) emphasizes a few empirical studies on leadership for equity in higher education and more studies centered on representational diversity versus race consciousness (Kezar, 2007; Kezar, 2008; Kezar, 2008; Kezar & Eckel, 2008). There is a need for scholarship in the area of JDEI practice in associations to address systemic inequities. Some (ACPA, n.d.; Holcombe et al., 2023; NASPA, 2022) associations are making a commitment to shared responsibility.

Shared Equity Leadership

SEL is a framework that guides this responsibility. SEL is defined by the ACE as a “leadership approach that scales diversity, equity, and inclusion (DEI) work and creates culture change by connecting individual and organizational transformation” (Holcombe et al., 2023, p. 6). SEL provides three reports regarding shared equity work (Kezar et al., 2023), capacity building (Holcombe et al., 2023), and emotional labor (Vigil et al., 2023). Vigil et al. (2023) states:

The growing emphasis on DEI work among higher education leaders has been accompanied by an understanding that transformational change is necessary to truly dismantle inequitable structures and systems on campus and that such change cannot be achieved by one or a few individuals laboring in isolation. Instead, what is needed is a collective approach to leadership for DEI, where equity truly becomes everyone's work—in other words, shared equity leadership (p. 6).

SEL is when the work is valued and becomes everyone's responsibility. Bringing people together from diverse experiences and backgrounds to share in equity leadership has the potential to create transformational change. When leaders engage in a “personal journey toward critical consciousness” (Holcombe et al., 2023, p. 26) they are able to strengthen their own commitment to equity, develop values to share in the work, and practice this type of leadership. Capacity building for SEL inlcudes building JDEI capacity. It involves working and leading collaboratively and building knowledge and skills. Thus, capacity building for SEL occurs at “multiple levels—the personal or individual level, the collective or team level, and the organizational level” (Holcombe et al., 2023, p. 1). Emotional labor is the unpaid work of, most often, people of color and women who take on additional roles and responsibilities of supporting communities that align with their own identities with limited or no compensation or acknowledgment. This type of labor can negatively impact people, including leading to burnout. Three types of emotional labor are described in the report. The first type is convincing others of the importance and value of equity work. Second is managing the emotions of self, and thirdly, educating and managing the emotions of others. Environments, where SEL is practiced, cannot eliminate emotional labor but can provide support and some relief from the negative impacts of it. The report also provides strategies for supporting emotional labor (Vigil et al., 2023).

SEL is a comprehensive framework that guides JDEI efforts and is a call to endorse collective leadership in driving transformative change and dismantling inequitable systems. Through shared equity work, capacity building, and addressing emotional labor, SEL promotes inclusive leadership practices to foster a more equitable and supportive environment in associations and higher education (Holcombe et al., 2023; Kezar et al., 2023; Vigil et al., 2023). NIRSA staff, volunteer leaders, and members are implementing some of the strategies outlined in the reports. However, opportunities to implement action remain, along with policy change, and education at all levels of the Assocation. With action remaining, there is a need to integrate shared norms, implement grievance policies and create curriculum to center belonging.

Belonging

In general, researchers support the notion that belonging is an essential human need that everyone strives to fulfill (Allen et al., 2021; Baumeister & Leary, 1995; Deci & Ryan, 2000; Leary & Kelly, 2009; Maslow, 1954). Allen et al. (2021) points out that there are varying perspectives needing further analysis when inspecting belonging from biology, sense of self and the struggle to belong. Recent research (Corbould, 2020; Ramsden, 2020; Yulianto, 2020) regarding the struggle to belong emerged in 2020 with the exposure of racial injustice and emphasis on systemic exclusion within the United States and globally.

Within higher education much of the research is connected to college students’ sense of belonging and how it affects persistence, recruitment and retention (Eubank & DeVita, 2024; Strayhorn, 2019). Marc Iturriaga (2020) of Bonbo Consulting shared in Athletic Business the following:

What does it mean to belong? If inclusion is the practice, diversity is the framework and equity is the goal, belonging is the feeling people have when the prior three are realized. The power of belonging, where individuals feel invited, welcomed and included, is owned by the participant, and it is our role as recreation providers to help foster that power (para. 3).

With this in mind, there is a need to extend this understanding of belonging in the management and leadership of professional associations. For purposes of this study, belonging is defined as an intersection of diversity, equity, and inclusion, “an organization that engages the full potential of the individual, where innovation thrives, and views, beliefs and values are integrated” (Burnett, 2024, diagram, para.10). Association staff, leadership and members are responsible for creating a space where all feel they have an opportunity to thrive and to feel a sense of belonging in all aspects of how they engage with NIRSA. “The well-being of the individual and community is key for individuals to thrive. For every individual to thrive, health and well-being must be a thread in all we do, and action will need to focus on individual and community well-being” (NIRSA, NASPA & ACHA, 2020, para. 3). If association stakeholders are responsible for the community, the culture of associations should be a place where all can thrive and feel a sense of belonging. As noted in a recent Chronicle article (Lu, 2023), titled, “Everyone is talking about belonging: What does it really mean?” the following quote was shared, “We can’t make you feel a sense of belonging. But we can create the conditions where the likelihood that you will feel a sense of belonging are greatest” (T. Strayhorn in Lu, 2023, para. #43).

If NIRSA's goal is to create conditions where members, staff, and volunteer leaders feel a sense of belonging, there is a clear need to develop association shared norms for belonging. To create an association culture that centers belonging, expectations must be developed to inform the work of staff and volunteer leaders. Burnett (2024) shares that each element of JDEI “represents a different piece of the full human experience. Addressing only one or two of these falls short on gaining, what I think is the full human experience—a sense of belonging” (para. 11).

Research (Smith et al., 2015, 2021) reveals that perceived “fairness and equity” are building blocks for belonging. The objective is to ensure a fair and equitable allocation of resources to all individuals. When individuals feel valued and fairly treated, brain pathways facilitate higher-order cognition and enhance innovative thinking (Banks & Hirschman, 2016). Creating a culture of belonging and changing the narrative of JDEI to belonging should be a priority.

Shared norms are crucial to establish a common understanding and commitment to JDEI initiatives. Norms guide behavior, shape attitudes, and create a collective framework that promotes equitable practice—creating a foundation of values that center belonging and guide the work of stakeholders (Ueda et al., 2023). This alignment helps to ensure that all stakeholders within the association are actively contributing to an inclusive environment. Norms provide a foundation for effective communication and guide collective efforts across all levels of the Association.

Within the body of research regarding belonging, there is a need to acknowledge the gap in research conducted on professional associations. This present study expands upon this scholarship by providing perspectives from stakeholders in the development of NIRSA's Shared Expectations for Belonging (Lucia & Lopez-Herrera, 2023b) and concurrent action regarding grievances and education.

Methods

This case study used empirical methods to explore perspectives about the development of shared norms for belonging using in depth data collection for a single case, NIRSA, within its real-life context (Creswell & Plano Clark, 2011; Rossman & Rallis, 2003; Yin, 2018). The goal is to provide clarity about technicalities of a distinct situation in which there were multiple data points (e.g., historical context, DEI trends, association reports, focus groups) for a certain time period (spring and fall 2023) (Yin, 2018). The study provides an opportunity to learn how the shared norms are perceived by stakeholders and an understanding of the preliminary use of the shared norms in action by the NIRSA JDEI Implementation Team.

NIRSA's JDEI Implementation Team is made up of three co-chairs (one headquarters staff and two volunteer leaders for the association) and six team members. It was imperative to add headquarters staff and volunteer leaders who were part of the climate study as co-chairs to connect informational knowledge about the study to the first iteration of the work. The implementation team met once a month throughout the year appointment and continued to meet through fall 2023 to see the work come to fruition, and assist with transition for the next iteration of work. Purposive sampling was used for focus groups to deliberately select participants due to their availability to attend in-person or virtual presentations (Creswell & Plano Clark, 2011) and to enhance the thoroughness of the study. This study does not aim to generalize results (Etikan et al., 2016). A review of concurrent work by the NIRSA JDEI Implementation Team is shared based on the climate study recommendations, addressing grievances and education.

The researchers provided an opportunity through presentation sessions for attendees to share their perspectives in a focus group format by giving feedback on the implementation teams’ drafted shared norms. During the sessions, the researchers had attendees review the drafted definitions of the shared norms (justice, diversity, equity, inclusion, and respect) for belonging. A semi-structured interview format was used to conduct the focus groups. The following questions were asked in a focus group setting:

Now that you know the drafted shared norms for belonging…what do they mean to you?

How would you like to see the shared norms communicated?

What are ways that you would like to learn about the shared norms?

How would you educate others (staff, volunteer leaders, members) about the shared norms?

What behaviors should members, volunteer leaders, and NIRSA HQ exhibit to center these shared norms?

JDEI Implementation team members led the focus group sessions and used the above questions to engage with attendees.

Focus Groups

The qualitative data for the study was obtained by conducting a semi-structured interview format using focus groups (Creswell & Plano Clark, 2011; Rossman & Rallis, 2003). For this study, data were collected during four one hour presentations. Members of the NIRSA: JDEI Implementation Team used semi-structured questions as part of the interview protocol (Creswell & Plano Clark, 2011). For each of the presentations conducted, implementation team members asked interview questions and typed notes. The JDEI Implementation Team hosted the first presentation in-person during the Emerging Recreational Sports Leadership (ERSL) conference at the University of Central Florida with 111 attendees, there were approximately 30 attendees in the focus group session (attendees were broken up into small groups). Following ERSL, two sessions were held at the NIRSA annual conference with 1,738 attendees in Pittsburgh (one student session,approximately five attendees and one professional session, approximately 20 attendees). For those unable to attend ERSL or the NIRSA annual conference a virtual presentation was provided in summer 2023 with 40 attendees. Group breakout rooms in Zoom were used to conduct focus groups.

The deductive coding process guided theme development and began with initial codes selected from the questions asked in the focus group interview protocol (meaning of norms, communication, education, and exhibited behaviors). Throughout the coding process, the researchers created expanded codes that lead to the development of final code categorization. Peer examination was conducted by the JDEI Implementation Team and two outside reviewers to evaluate the rigor and dependability of the study (Anfara et al., 2002). From the coding process, three themes emerged that are later discussed in the “Results” section (Creswell & Poth, 2018). The researchers exhibited credibility by prolong engagement in the field (Anfara et al., 2002). One served as a past president for NIRSA, co-chair of the JDEI Climate Study Steering Committee, and co-chair of the JDEI Implementation Team. Another has served on the NIRSA Board as an At-large Director on the NIRSA Board and co-chair of the JDEI Implementation Team. The third contributor served as a member of the JDEI Implementation Team. The researchers addressed the multifaceted nature of reflexivity by placing critical attention on personal bias and using bracketing—setting aside any aspects of themselves (acknowledgement of pre-existing theories and personal views) that may influence the study while conducting data analysis (Olmos-Vega et al., 2023).

Results

The shared norms for belonging and their definitions were initially developed by the NIRSA JDEI Implementation Team during meetings at the 2023 ERSL conference held at University of Central Florida in Orlando. The implementation team presented the drafted norms during a session at the ERSL conference titled, “Centering Belonging for NIRSA.” The presentation was later shared at the 2023 NIRSA annual conference and hosted in summer 2023. Analyses of the focus group sessions and work completed by the NIRSA JDEI Implementation Team in 2023 indicated three themes for the NIRSA Shared Expectations for Belonging framework: positive reception, action and accountability, and integration and ongoing engagement.

Theme 1: Positive Reception

Stakeholders appreciated the opportunity to give feedback about the belonging framework. Many emphasized the appreciation for using “exemplified behavior” to model the importance of action regarding justice, diversity, equity, inclusion, and respect. The inclusion of respect was well-received and stakeholders noted how respect adds value to the the framework. Koenig and Naughton (2022) contend, “what should be at the heart of any effort to promote diversity, equity, and inclusion—respect for the human dignity of all” (p. 7). JDEI without constructing a culture that creates an environment of respect will result in weakening the organization. “If the leaders who are coordinating the unity of the whole do not respect the dignity of those who contribute their diverse gifts to the mission, such leaders create a false order (Koenig & Naughton, 2023, p. 10).

During a focus group presentation, an annual conference attendee noted, “I like the way it lands…and the definition is about exemplified behavior,” expressing how the framework is action oriented. An ERSL attendee expressed support emphasizing, “Its easy to say we have these and to promote these things–but really looking for verbs to involve folks, these do a good job of that–building on these will help us create programs to promote these values.” A second ERSL attendee conveyed support for the inclusion of justice, “appreciate justice is action oriented … action words are important.” Along with positive comments, a virtual session attendee cautioned, “communication often becomes gimmicky, communication needs to be genuine not just doing it because you have to and checking the box.” Overall attendees positively received the framework and specified the importance for how it will be communicated out to members, staff and volunteer leaders. Many expressed appreciation for the opportunity to give feedback and the seriousness for what the JDEI Implementation Team is wanting to accomplish for the Association.

Theme 2: Action and Accountability

Stakeholders shared the need for feedback mechanisms for accountability of headquarters staff and volunteer leaders implementation of the shared expectations. An attendee at ERSL shared “NIRSA (headquarters staff & volunteer leaders) needs to be open to feedback, call out to accountability,” while another shared “NIRSA (headquarters staff & volunteer leaders) needs to be proactive, seeking feedback to specific issues and concerns to figure out what to do differently once feedback is given from a stakeholder who does not feel a sense of belonging.

Multiple focus group attendees stressed the importance of actionable steps to encourage accountability on the part of headquarters staff and volunteer leaders. An annual conference attendee asserted the importance of staff and volunteer leaders, “being it and members seeing it demonstrated,” the emphasis was for staff and volunteers to lead by example. While another annual conference attendee followed with the importance of creating resources regarding action completed, “it would be good to have a historical timeline to show the work.” Feedback mechanisms were mentioned as key to ensuring the effective implementation of the shared norms and attendees noted the importance of kindness emphasizing, “ Kindness is going to be really important within this work” and another attendee followed sharing, “include this language as part of the application process for committees and leadership roles.” A student attendee at the annual conference highlighted the importance of, “talking to people and explaining this is our core values when people apply for volunteer leadership positions.” Attendees at all sessions expressed the importance to acknowledge that each NIRSA stakeholder is at a different place in their exhibiting belonging journey and iterated the significance of providing examples of action.

Theme 3: Integration and Ongoing Engagement

Attendees at sessions advocated for integrating shared norms into the organization's culture and daily operations, one attendee stated the norms should be reviewed during, “volunteer initial meetings…making sure it (belonging shared norms) is a part of the onboarding process.” The attendee followed by providing guidance to, “include this language as part of the application for committees and leadership roles.” Along with the importance of shared norms being discussed an attendee brought up questions regarding history and the evolution of NIRSA, “how do we bridge educating folks on what happened, what was done, where we are now, and what we are working toward in the future.” Another focus group attendee shared the importance of having this as an expectation for NIRSA volunteer leaders at all levels of leadership, “making sure that chairs of committees know (the norms) and share with their committee members” and, “state level meetings talk about how to carry out these norms in day to day work.” Attendees emphasized the value of integrating the belonging framework into various aspects of the Associations’ work and communication channels across members, staff and volunteer leaders. Washington (2022) affirms,

Once an organization has aligned internal and external efforts and connected top-down and bottom-up efforts, it has reached the integrated stage. An integrated organization has defined its DEI strategy, developed a culture of inclusion, and taken a close look at the impacts of discrimination and inequity across its internal and external stakeholders, seeking to address those challenges. Companies in this stage can truly say, DEI is part of everything we do (para. 30).

This case study reviewed the Association's historical artificats and JDEI trends in higher education. Further analysis examined JDEI Implementation Team meeting agendas and minutes, and conducted focus groups with conference attendees to inform the findings (Yin, 2018). Presenting the shared norms for belonging to conference attendees resulted in receiving valuable feedback to inform the creation of NIRSA's Shared Expectations for Belonging. Expectations were decided upon versus norms, because they better articulate a call to action that will continue into the future. Additionally, by outlining expectations, NIRSA will continue to be held accountable for its commitment to action. Five terms are used to define the expectations for belonging: justice, diversity, equity, inclusion and respect. All are deemed just as important as the other. There is no hierarchy for any of the expectations noted below (Lucia & Lopez-Herrera, 2023a).

NIRSA's Shared Expectations for Belonging

NIRSA acknowledges and celebrates the diversity that thrives within our many different communities and encourages others to do the same. NIRSA explicitly recognizes past harms and policies within the organization's history that have caused inequities regarding race and all intersections of identity. NIRSA's shared expectations for belonging are composed of five dimensions: Justice, Diversity, Equity, Inclusion, and Respect.

Justice is exemplified by dismantling barriers and actively building systems and practices for people and communities to reach their full potential

Diversity is exemplified by honoring shared and individual experiences, values, beliefs, and identities through meaningful representation

Equity is exemplified when members have opportunities and access to resources based on their individual needs to excel within the field

Inclusion is exemplified by creating a culture and environment where people feel valued and celebrated as their whole selves

Respect is exemplified through the understanding of individual differences, contributions, and lived experiences (NIRSA, n.d.d,, p. 5)

As the development of NIRSA's Shared Expectations for Belonging came to fruition, concurrent action was taking place related to the recommendations surrounding education and grievances.

Concurrent Action

Concurrent action is imperative in efforts to address belonging, action occurs simultaneously and on multiple fronts. Association stakeholders must consider policies, cultural awareness, representation, and education. During the development of the shared expectations for belonging, concurrent efforts were accomplished regarding reporting of grievances about exclusionary behavior and cultivation of a robust curriculum for member education. Conducting concurrent work fostered an opportunity for action around next steps to be developed regarding grievances and education as noted in the recommendations provided by 122 Consulting. Education of NIRSA Headquarters staff, members and volunteer leadership is key in developing stakeholders’ awareness, understanding, and application of belonging. Grievance reporting processes ensure a mechanism for addressing and rectifying issues, promoting a more inclusive and accountable environment for stakeholders.

Education

With the insufficiency of research about education related to JDEI for associations, several researchers have discussed how this emerges in a college environment and have proposed modifying curriculum to integrate multicultural information into course materials, as well as employing diverse instructional and assessment strategies to better assist students from various cultural backgrounds (Maringe & Sing, 2014; Pincas, 2001). In considering assessment strategies, the development of learning outcomes is vital (Schuh, 2013). A JDEI Education Implementation subgroup for education was tasked with the development of scaffolded learning outcomes for belonging. Five learning outcomes were created for each expectation (justice, diversity, equity, inclusion, and respect) in a scaffolded approach: (a) recognize, (b) explain, (c) analyze, (d) evaluate, and (e) create. For example, respect for beginner is specified as recognize the existence of individual differences, contributions and lived experiences while mastery is to create campus recreation processes and policies that result in a culture of respect. The development of scaffolded learning outcomes for each dimension of belonging also led the group to review NIRSA's Professional Competencies (NIRSA, n.d.c). The Validation of the Collegiate Recreational Sports Core Competencies Using Delphi Methodology (Haines & Fortman, 2009) report confirmed eight competency areas for collegiate recreation professionals, which became the NIRSA Core Competencies. From the review, the education subgroup reported back to the JDEI Implementation Team that additional work needs to be conducted to update the professional competencies that were created more than ten years ago. To encourage structural and systemic change, it is vital to infuse training on skills related to intercultural awareness among various levels of educational opportunities (Beaulieu et al., 2019), develop standards for competencies, and create ongoing opportunities for continuing education related to JDEI (Fong et al., 2016).

Grievances

The JDEI climate study report recommended building a clearer process for members to report grievances or concerns about exclusionary behavior. Simultaneous with the creation of the shared expectations for belonging the JDEI Implementation Team had three key focus areas for the next iteration of efforts for NIRSA Headquarters and volunteer leadership—bias incident reporting, policy change, and procedures. NIRSA committees were tasked to conduct a policy review. A subgroup created a framework for each committee to use in reviewing committee documents. During the onboarding of new Committee Chairs, the subgroup hosted an online training providing an equity lens to policy review. A resource used by committees was the Equity Sequence by Tidal Equality, addressing how decisions may be affected by design, identifying who benefits, bias, and opportunities for greater equity (Tidal Equality, n.d. b.). Tidal Equality provides a free JDEI actionable workbook to guide progress, with one section focusing on having a common language when it comes to making equitable changes—noting the importance of using this language at all levels of an organization (Tidal Equality, n.d.a.). This supports the importance of having NIRSA's Shared Expectations for Belonging.

Discussion

This study explored association stakeholders’ perspectives about shared expectations for belonging and informs how expectations are used to ignite action. The results of the current study demonstrate the critical role of having shared expectations for belonging to inform stakeholders about the shared responsibility for centering belonging within all aspects of an association (Burnett, 2024; Holcombe et al., 2023; Kezar et al., 2023; Vigil et al., 2023). The results of this study indicate the importance of bringing stakeholders together in the creation of shared expectations.

When improving NIRSA's culture, stakeholders must not be naïve to the potential barriers they might face integrating shared expectations for belonging. This is reflected individually, interpersonally, and environmentally. Possible challenges are individuals who are unaware of their own biases and who opt out of challenging conversations out of fear of saying the wrong thing. Allowing actions of prejudice and microaggressions to go unaddressed and neglecting to hold each other accountable in the process can have harmful consequences. Stakeholders who lack awareness of the privilege of individuals and some groups, and who are resistant to change cannot go unnoticed. Barries must be addressed by stakeholders simultaneously while learning to identify and understand their own unconscious biases. The care for marginalized groups is vital, the burden of feeling responsible and educating others should not be placed on those who are marginalized. As an Association there are still historical features that are retained, creating advantages for certain invididuals and groups that are not readily available to others (Burkhard & Dawkings, 2022).

White stakeholders must actively acknowledge responsibility and share the labor to advance progress, rather than burdeoning people of color and other marginalized groups to carry the load. This involves acknowledging and dismantling systemic barriers and biases that perpetuate inequality. White stakeholders can contribute by engaging in uncomfortable conversations, educating themselves about historical and contemporary issues, and serving as an advocate for inclusive policies and practices in NIRSA and on their respective campuses. DiAngelo's book titled White Fragility: Why It's So Hard for White People to Talk About Racism (2018) explains how racism is a system into which all white people are socialized. The authors second book titled, Nice Racism: How Progressive White People Perpetuate Racial Harm (DiAngelo, 2021) describes how white progressives cause the most daily harm to people of color and dives into how white people do this. White stakeholders must take personal responsibility to educate themselves to affect change.

As mentioned earlier, a shared responsibility is needed, by actively participating in these efforts and amplifying marginalized voices and perspectives of inequities. All stakeholders can help foster a more equitable NIRSA where everyone has equal opportunities, access to resources and conditions where the likelihood that everyone will feel a sense of belonging are greatest.Regardless of the hopeful findings, there are some limitations with the study. A limitation of the study is the small number of focus groups conducted, consisting of sessions held at four conference sessions (both in-person and virtual), with low attendance in some sessions. The researchers intended to collect data and break attendees into multiple focus groups with JDEI Implementation Team members leading the efforts. Within association management, furthermore, there is limited research exploring the use of shared expectations for belonging within associations. There are, however, researchers who have addressed the role of shared responsibility (Holcombe et al., 2023; Kezar et al., 2023 & Vigil et al., 2023). This study delivers support for shared expectations for belonging across all levels of NIRSA.

Application to Practice

Shared expectations for belonging provide a framework for association members, staff and volunteer leaders to inform decisions regarding climate study recommendations and future practice of association management and leadership. As members engage in using the shared expectations, it is important to acknowledge the variations in higher education environments one finds oneself in when using these frameworks back on campus. With this in mind, it is imperative for NIRSA staff and volunteer leaders to review expectations every few years to acknowledge feedback from stakeholders and changes in the JDEI environment (HR Research, 2023).

The most effective approach to implementing shared expectations for belonging is for integration to occur at all levels within an association and to create accountability structures for members, staff, and volunteer leaders. A focus needs to be placed on personal, collective and organizational capacity building to use shared expectations to do the work. All coexist simultaneously and stakeholders should recognize that the work may be messy as it does not follow a linear process emphasizing the importance for accountability.

Accountability requires leaders to be responsible to those they serve, to meet these accountability requirements stakeholders “demand leaders measurably deliver on their diversity commitments” (Corley, 2020, p. 30). Examples of how associations can do this are: (a) as an individual—participate in self-reflection of one's own thoughts, emotions, behaviors and actions; (b) as an association—design, build and execute processes, systems, policies, processes, and practices that foster diversity, equity, inclusion, justince and respect, full and fair opportunity for all stakeholders; and (c) society at-large—create and shape an authentic, belonging organizational brand identity around citizenship and social responsibility (Corley, 2020).

The case study underscores several key strategies for effective implementation. These include establishing shared expectations for stakeholders, implementing mechanisms for stakeholder feedback and developing action plans accordingly. It is imperative to understand that everyone is at varying stages of their journey in JDEI, which supports the importance of comprehensive education and training at all levels of the Association. These practices are not only paramount for associations, members can use results from this study to influence this work on their respective campuses. Moreover, it is crucial to acknowledge state and federal laws may potentially impact the implementation of action.

There is much that still needs to be done. This study hoped to provide a guide for the creation of shared expectations for belonging and how these expectations can inform decisions regarding grievance policies and education. The case study offers implications to guide belonging efforts using shared expectations to best inform action after conducting a climate study. Overall stakeholders who attended focus group sessions had a positive reaction toward the creation of shared expectations, honing in on the importance of action and accountability, integration, and ongoing engagement by headquarters staff and volunteer leadership. Therefore, it is important to implement shared expectations for belonging to inform action within association processes, systems, policies, and practices.

Footnotes

Declaration of Conflicting Interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The authors received no financial support for the research, authorship, and/or publication of this article.

ORCID iD

Cara Lucia

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