A Study of How Florida’s Academic Libraries Provide an Atmosphere of Inclusivity

December 2, 2017

Adam Berkowitz, Charleen Bryson, Alexandra Flores, and Crystal Hannapoindexter

School of Information

University of South Florida

Running head: Inclusivity in Florida’s Libraries

Abstract

One core mission for libraries is to facilitate an atmosphere of acceptance, inclusion, and

diversity. The library is meant to serve as a safe haven from judgement, and project itself as a

microcosm of the community it serves. However, not all libraries are sufficient in pursuing this

objective, and at times, struggle due to a variety of complications such as a lack of funding,

resources, and/or support, or a lack of interest or concern from administrators, employees, and/or

patrons. This study aims to assess and evaluate Florida academic libraries for their perceived

ability to provide an atmosphere of inclusivity through the use of a survey based questionnaire.

The results of which will be compared to social, economic, historical, and geographic data

collected on the area in which the library is located. The objective is to determine why some

academic libraries in Florida are capable of providing an atmosphere of inclusivity, and why

others are incapable of meeting the same goal. The results of the study will provide possible

solutions for libraries which are incapable of providing an atmosphere of inclusivity, further the

minimal amount of research being conducted on this topic as it includes both small post-

secondary institutions as well as prominent research libraries, and serve as a template for

replication in other states.

Word Count: 214

Amount Requested: $25,500

Proposal Submission Date: December 2, 2017

Research Project Start Date: July 1, 2018

Research Project End Date: February 28, 2019

Research Project Submission Dates: March 1, 2019, and April 30, 2019

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Needs Assessment

Libraries serve their communities in a number of different ways. In addition to acting as a

center for information, the library is also a venue for where research, collaboration, and

educational activities and events take place. It is a safe space that encourages a return to

normalcy especially during times of duress. As such, it is important for libraries to sustain a safe

and inclusive environment. In doing so, patrons are made to feel comfortable while

simultaneously being exposed to individuals of varying backgrounds through interfacing with

library staff, the other patrons, and the available literature. However, it is suspected that this is

not always the case as the aforementioned characteristics are that of an ideal library setting. This

research is intended to explore how academic libraries in the state of Florida provide an

atmosphere of inclusivity for their patrons and employees.

This study was motivated by tensions felt in the political atmosphere as they apply to

civil liberties at the time of writing this proposal. In 2006, former Hillsborough County (Florida)

Commissioner Ronda Storms enacted policies which prohibited public institutions from

promoting gay pride awareness and events (Smith, 2013). This transpired soon after a gay pride

book display was removed from the West Gate Regional Library in Town ‘n Country at the

request of patrons who were offended by the exhibit in 2005. In support of having the display

removed, Ronda Storms is quoted as having said, “I do not want to have to explain to my

daughter what it means to question one’s sexuality. This uses government to promote a political

perspective; whether we should have pride in homosexuality is a political perspective,” (Varian,

2005). Hillsborough County would continue to struggle with embracing its LGBT community

through 2013 when under the leadership of Commissioner Kevin Beckner, Hillsborough County

repealed its ban on gay pride recognition in a unanimous vote (Varian, 2013).

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At present, there is still a great deal of tension over the representation, or lack thereof, of

minority groups. However, such conflict must be explored and resolved in libraries as libraries

are a safe haven from judgement and ridicule, and perpetuate understanding and tolerance

through open dialog.

Literature Review

The American Library Association (ALA) defines diversity in the library as “a

fundamental value of the association and its members” (American Library Association, 2013).

However, the ALA seems to primarily address how to retain diversity within large academic

research libraries, and does not account for geographic location, nor demographics. Such an

oversight ignores smaller libraries such as those found on intimate college campuses. Julie

Gilbert, an authority on diversity in liberal arts libraries, has indicated that most of the published

studies regarding diversity in libraries have primarily targeted larger research libraries as

opposed to smaller liberal arts college libraries (Gilbert, 2016).

In her study, Gilbert decided to issue workplace and climate surveys to patrons in order to

document the perceived level of diversity present in the library. This approach, however, fails to

consider the lack of diversity among the library staff which may skew the perceptions of

diversity in the library itself. According to Paula Smith, studies which utilize climate assessment

should be used to measure how libraries demonstrate characteristics of “culturally conscious

organizations,” (Smith, 2008). A strategy for encouraging diversity among library professionals

is outlined in a study by Teresa Neely. She indicates a variety of ways by which to acquire and

promote library professionals of varying backgrounds which include creating networking

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opportunities, encouraging professional development, and creating a welcoming climate (Neely,

1999).

Significance of the Study

This research would help determine how academic libraries address matters of diversity

in the populations they serve. By analyzing best practices in public recognition of minority

groups and servicing diverse populations, and surveying academic libraries in the state of Florida

in an attempt to ascertain their perceived abilities to facilitate an inclusive environment, it can be

determined how well Florida’s academic libraries promote an atmosphere of inclusion. This

study also serves as an opportunity for library directors to reflect on their ability to service a

diverse population. The results of this study would reveal how effective Florida’s academic

libraries are at providing an atmosphere of inclusivity, how academic libraries handle sensitive

matters related to serving a diverse population, and how one academic library might be able to

incorporate the strategies used by another academic library. In addition, this study could be

replicated in other states, and be used for a basis of comparison against the academic libraries in

those states. If replicated enough times, the end result would be a nationwide measurement of the

United States’ academic libraries’ abilities to provide an atmosphere of inclusivity.

Research Goal and Research Question

The following research questions will guide this study: 1) What is the overall attitude of

Florida’s academic libraries towards issues relating to serving a diverse community and

providing an inclusive environment? 2) Are there any unique strategies employed by one

academic library that are not being employed by the others that would enhance their ability to

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service a diverse population, support minority groups, and provide an atmosphere of inclusivity?

3) Is there a correlation between the geographic location of the library, the size and

demographics of the student population and surrounding area, or the type of funding the school

receives (i.e. public, private nonprofit, or private for-profit), and the measures taken to provide

an atmosphere of inclusivity? The answers to which might provide an opportunity for

adjustments to be made to operational procedures and policies that would allow academic

libraries in Florida as well as other states to better serve their communities. Finally, because this

study involves colleges and universities of varying sizes, it also serves as an opportunity to

investigate the condition of libraries at liberal arts colleges in regards to the inclusion of minority

groups which, according to a study by Julie Gilbert, is an area in which very little research is

being done. As a result, this study advances the research already being conducted in this field,

and encourages further research through its replication.

Research Design

According to similar studies previously completed, the best method for conducting this

research is through the use of survey questions. In following the research strategy set forth by

Julie Gilbert in her study, “Heroes and Holidays: The Status of Diversity Initiatives at Liberal

Arts College Libraries,” the proposed research will employ the use of twenty-nine questions.

Although the content being addressed will be based on questions published in Gilbert’s research,

the questions used throughout this research will be unique to this study. These survey questions

will specifically deal with matters relating to how library professionals demonstrate support for

minority groups, their perceived abilities in providing an atmosphere of inclusivity, and how they

handle sensitive issues that sometimes arise while serving a diverse community. The following

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description of the research methodology was also adapted from Gilbert’s research, and made to

suit the needs of this study.

In order to determine which academic libraries would be included in this survey, a

database of post-secondary institutions provided by The National Center for Educational

Statistics (https://nces.ed.gov/collegenavigator) was consulted. The search tool provided, College

Navigator, allows the user to search the entire country for post-secondary schools using various

limiters and qualifiers to filter the results. The scope of this study addresses Florida academic

libraries exclusively, and to that end, the state of Florida was selected as a filter. The results of

which included 422 post-secondary institutions.

Next, the results were limited to public, private nonprofit, and private for-profit

institutions. This, as expected, did not change the results. Then, the results were limited to those

institutions which were considered two-year, and four-year schools; for clarification, less-than

two-year schools was also a search option. This search resulted in 294 post-secondary

institutions. Next, the results were limited to institutions that offered associate’s degrees,

bachelor’s degrees, and/or graduate degrees; for clarification, institutions that offered only

certificates was also a search option. This search resulted in 206 post-secondary institutions.

Because it is assumed that schools with a large student population will exhibit the level of

diversity necessary for this study, the required population size for undergraduate students was set

to one-thousand. No threshold was placed on the population size for graduate students. This

search resulted in 85 post-secondary institutions.

The remaining list of 85 post-secondary institutions was reviewed in order to rule out

institutions that may have been duplicated in the search results on account of having both a

physical institution, and a virtual institution. In doing so, the following on-line schools were

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removed from the list: Embry-Riddle Aeronautical University, Florida Institute of Technology,

and the University of Florida. Eliminating these three on-line schools brought the list to 82 post-

secondary institutions. Finally, specialty schools such as culinary schools, aeronautical schools,

schools focusing on training in a medical profession, and schools for art and design were

removed from the list. These schools included: Adventist University of Health Sciences, AI

Miami University of Art and Design, Chamberlain College of Nursing, Embry-Riddle

Aeronautical University, Full Sail University, Johnson and Wales University, Ringling College

of Art and Design, and Ultimate Medical Academy. Removing these eight schools resulted in a

list of 74 colleges and universities.

The next step is to determine the identity and contact information of each library director

from the remaining 74 colleges and universities. After this has been completed, a list of each of

their e-mail addresses will be compiled so that surveys can be delivered to them. The surveys

would have a time limit of two weeks which gives each library director ample time to respond.

There is still the possibility that some of the remaining schools might not have a physical library,

but may instead rely entirely on digital databases, and virtual assistance from librarians online. In

such a case, the school will be removed from the list. Also, there is the chance that for unknown

reasons it may be impossible to contact the library director, or that the library does not have a

director. In such a case, the library professional whose responsibilities are most akin to the role

of a library director will be sent a survey. If it is not possible to e-mail the survey, then an in-

person, or over-the-phone interview during which the same questions from the survey would be

asked will suffice. If it is impossible to contact anyone at the library, the school will be removed

from the list.

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Once all of the questionnaires have been completed and returned, answers to each

question will be grouped in percentages based upon geographic location (i.e. South Florida,

Central Florida, North Florida, Panhandle, Atlantic Coastline, Gulf Coastline, Florida-Georgia

border, inland, etc.), geographical setting (i.e. rural, suburban, and urban), total student

population, type of funding received by the institution (i.e. private for-profit, private nonprofit, or

public), voting history of the county in national elections, the demographics of the student

population based on race, religion, age, gender, and physical and/or mental abilities, the

demographics of the full-time and part-time library staff based on race, religion, age, gender, and

physical and/or mental abilities, and the demographics of the county’s population based on race,

religion, age, gender, average annual income, and physical and/or mental abilities.

The data will, then, be interpreted with the intention of finding correlations between the

answers given in the surveys, and the school’s location, setting, student population,

demographics, type of funding, and information about the surrounding area. If there are definite

correlations, then any outliers that do not follow the trend in the data may have unique strategies

for facilitating an atmosphere of inclusivity, or may reveal why the outliers abstain from

involving themselves in matters relating to serving a diverse population. Also, the data would

show if a library’s perceived attitude towards issues related to diversity and inclusivity are in any

way impacted by the characteristics of the school’s location, setting, student population,

demographics, type of funding, and surrounding area. The data would also show to what extent

each library attempts to facilitate an atmosphere of inclusivity. The data would not only measure

how well Florida’s academic libraries service diverse populations and support minority groups,

but would also serve as an attempt to answer why some academic libraries do not provide an

atmosphere of inclusivity as well as others.

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References

American Library Association. (2013, March 20). Diversity Standards: Cultural Competency for
Academic Libraries (2012). Retrieved September 20, 2017, from
http://www.ala.org/acrl/standards/diversity

Gilbert, J. (2016). Heroes and Holidays: The Status of Diversity Initiatives at Liberal Arts
College Libraries. College and Research Libraries,77(4), 520-535.
doi:10.5860/crl.77.4.520

Neely, T. Y. (1999). Diversity Initiatives and Programs. Journal of Library Administration,27

(1-2), 123-144. doi:10.1300/j111v27n01_09

Smith, A. C. (2013, May 3). A Gay Problem for Charlie Crist. Retrieved September 20, 2017,
from http://marketplace.tampabay.com/blogs/the-buzz-florida-politics/a-gay-problem
for-charlie-crist/2119216

Smith, P. M. (2008). Culturally Conscious Organizations: A Conceptual Framework. Portal:

Libraries and the Academy,8(2), 141-155. doi:10.1353/pla.2008.0015

Varian, B. (2005, June 9). Library No Place for Gay Pride Display, Storms Says. Retrieved
September 20, 2017, from
http://www.sptimes.com/2005/06/09/Hillsborough/Library_no_place_for_.shtml

Varian, B. (2013, June 5). Hillsborough County Commission Unanimously Repeals Ban of Gay
Pride Recognition. Retrieved September 20, 2017, from
http://www.tampabay.com/news/localgovernment/public-hearing-under-way-over
hillsborough-county-ban-on-acknowledging-gay/2124940

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Appendix A

Survey Questions Used to Ascertain Perceived Diversity in Florida Academic Libraries

1. Are you currently employed by a college or university in the state of Florida?

a. Yes

b. No

2. Please select the option that best fits your current position

a. Academic Library Dean or Director (For the purposes of this study, an academic library
dean or director is defined as a person holding at least an MLS degree who provides
strategic vision and leadership for the library, working effectively with faculty and staff
across campus as an advocate for the library in accord with the College or University’s
mission.)

b. Academic Library practitioner (For the purposes of this study, an academic library
practitioner is defined as a person holding at least an MLS degree who provides
reference, collection development, archival, technical services, administrative, or other
student and faculty support services in a college or university library. The practitioner
may teach courses as an adjunct professor but that is not their primary responsibility.)

c. Library School Faculty (For the purposes of this study, defined as a person who spends
the majority of their working hours teaching graduate MLS students.)

d. None of the above

3. Approximately how long have you been an Academic Library Dean or Director? (combined
number of years if you have changed positions)

a. Less than one year

b. 1-3 years

c. 3-5 years

d. 5-7 years

e. 7-10 years

f. 10+ years

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4. Approximately how long have you held your current position?

a. Less than one year

b. 1-3 years

c. 3-5 years

d. 5+ years

5. Please describe your current college or university:

a. Doctoral granting, ARL or CARL Member

b. Doctoral granting, not a member of ARL or CARL

c. Master’s level only (no doctoral granting degrees offered)

d. Baccalaureate level only (no graduate degrees offered)

e. Associate or professional degrees only (no baccalaureate or graduate degrees offered)

f. Other

6. Size of your institution’s current student population

a. Less than 1000 students

b. 1000-2000 students

c. 2001-5000 students

d. 5001-10,000 students

e. 10,001- 20,000 students

f. More than 20,000 students

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7. Your institution is located within a surrounding area that could be described as:

a. Urban

b. Suburban

c. Rural

8. Does your library faculty and staff reflect the community they serve?

a. Yes

b. No

c. Not Sure

9. Does your library make it a point to recruit librarians and library staff of diverse
backgrounds?

a. Yes

b. No

c. Not Sure

10. Does your library require sensitivity training for faculty and staff in regards to creating a
diversity-supportive workplace?

a. Yes

b. No

c. In Development

11. Does your library have a stated commitment to inclusion, and diversity articulated in official
library documents such as the mission statement or the strategic plan?

a. Yes

b. No

c. In Development

d. Not Sure

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12. Does your library have an official plan (i.e. goals and/or strategic actions) for fostering
inclusivity and diversity?

a. Yes

b. No

c. In Development

d. Not Sure

13. Does your library have a diversity committee?

a. Yes

b. No

c. Currently under development

d. Not Sure

14. If answered yes above, does this committee consist of only library faculty and staff?

a. Yes

b. No

c. Not Sure

15. Does your library plan and/or host programs that intentionally promote inclusion and
diversity regardless of whether or not you have an official diversity plan in place?

a. Yes

b. No

c. Not Sure

16. Do you host events for patrons regardless of religious, social, political, ethnic, racial or
disability group?

a. Yes

b. No

c. My library doesn’t host events

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17. Do you have displays and/or exhibits that intentionally promote diversity and inclusion?

a. Yes

b. No

18. What kinds of diversity-related activities are conducted in your library? (please select all that
apply)

a. Directional signs addressing the needs of diverse users (for example, bilingual signs)

b. Access to equipment for people with disabilities, like a Kurzweil or magnifying machine

c. Materials for users who have disabilities, such as books in Braille

d. Online tutorials or research guides for specific groups of users (ELL, first-generation
college students, and so on)

e. Workshops or instruction sessions for specific groups of users

f. Web or print research guides highlighting library resources related to diverse

populations

g. Programming such as a speaker series, film series, panel discussions, and the like related
to diversity issues

h. Library-sponsored book clubs or reading groups focusing on diversity issues

i. Library marketing aimed at users from diverse backgrounds

j. Outreach to diverse students or student groups on campus

k. Other

19. Why does your library undertake these diversity related activities? (open-ended)

20. Does your college or university have any on-campus offices, or departments that address
matters related to providing an environment for acceptance, inclusion, and/or diversity?

a. Yes

b. No

c. In Development

d. Not Sure

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21. If yes to the above, with which on-campus office(s) does your library collaborate to conduct
programs and events, and/or showcase exhibits and displays? (please select all that apply)

a. Office of Diversity, Inclusion, and Equal Opportunity (or equivalent)

b. Office of Multicultural Affairs (or equivalent)

c. Students with Disabilities Services (or equivalent)

d. Veteran Success Programs (or equivalent)

e. Other Diversity Offices/Programs Not Listed Here

22. If yes to Question 20, please provide at least one example of how your library collaborates
with the on-campus office(s) you selected in Question 21 in regards to fostering an
atmosphere of acceptance, inclusion, and diversity.

23. Regarding collection development, does your library make it a priority to acquire texts,
resources, and other materials related to diversity issues?

a. Yes

b. No

c. In Development

d. Not Sure

24. Does your library place indicators on items pertaining to specific minority groups? (i.e.
religious, social, political, ethnic, racial, or people with disabilities)

a. Yes

b. No

c. In Development

25. How do you personally define diversity? (please select all that apply)

a. Underrepresented people of different races, cultures, or ethnic backgrounds

b. Socioeconomic status

c. Age

d. Gender

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e. Geography

f. Sexual orientation

g. Physical Ability

h. Language

i. Religion

j. Life experience

k. Other

26. How would you describe yourself?

a. American Indian or Alaska Native

b. Asian

c. Black or African American

d. Native Hawaiian or Pacific Islander

e. White

f. Other

27. Are you Hispanic, or Latino?

a. Yes

b. No

28. To which gender identity do you most identify?

a. Female

b. Male

c. Transgender Female

d. Transgender Male

e. Non-binary/Non-conforming

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f. Prefer not to answer

g. Other

29. Please include any other comments, or observations regarding acceptance, inclusion, and
diversity within academic libraries in the state of Florida?

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Appendix B

Project Resources

Proposed Budget – Fiscal Year July 1st to June 30th

Graduate Students Amt. Requested

Research Investigator (10 hours/week, $10/hour) $5,000

Research Investigator (10 hours/week, $10/hour) $5,000

Research Investigator (10 hours/week, $10/hour) $5,000

Research Investigator (10 hours/week, $10/hour) $5,000

Subtotal of “Salaries & Wages” $20,000

Operating Costs Amt. Requested

Consumable supplies & materials $1,000

Space rental fees $0

Equipment $0

Travel $4,000

Conference Registration $500

Subtotal of “Operating Costs” $5,500

Total Direct Cost Requested $25,500

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Budget Justification

The principle investigators are requesting a total of $25,500 to cover the scope of this research
project. Funding will be used in the following project cost categories:

 Support for Research Investigators

The majority of the proposed budget will support four graduate student research
investigators (Adam Berkowitz, Charleen Bryson, Alexandra Flores, and Crystal
Hannapoindexter) for the entirety of one fiscal year (July 1 – June 30) at the rate of $10 an
hour per 10 hour work week. The graduate student research investigators will act as the
principle investigators for this research project, and are necessary for the successful
completion of data collection, analysis, coding, and implementation.

 Consumable Supplies and Materials

The funds requested for consumable supplies and materials are intended to replace the
materials used on a regular basis while working on campus.

 Travel and Conference Stipends

It is also requested that a travel stipend be provided both in the event travel is necessary
for data collection, and to attend the annual conference where the research will be presented
to other information specialists. Conference registration at the rate of $100 per person for
four people is requested. Sharing this research is imperative as the outcome of the data has
the ability to heavily impact the field of librarianship in the state of Florida. At the time of
compiling this proposed budget the average round trip airfare to the conference location
was $300 per person. The cost of staying at a hotel where the conference will be held was
approximately $150 per night at a double occupancy rate for five nights. The remainder of
this portion of the budget would be used for per diem, and if necessary, data collection
travel.

Personnel

Principal Investigator: Alexandra Flores, CPI

Alexandra Flores worked with the University of California, Los Angeles in planning the annual
National Diversity in Libraries Conference in 2016. Her primary responsibility was the technical
success of the conference while also complying with the financial and administrative policies and
regulations.

Associate in Project Management: Charleen Bryson, CAPM

Charleen Bryson worked alongside project managers to help plan the Business Diversity Network
in Kentucky Conference. This conference promoted diversity in the workplace. Bryson assisted
the Project Manager with the management of the budget and schedule of the conference. She also
helped with the organization of the key speakers at this conference.

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Data Management Professional: Crystal Hanna-Poindexter, CDMP

Hanna-Poindexter has collected, sorted, input, and reported on data during her twelve years in the
United States Air Force. She has worked on various projects that required her to survey fellow
Airmen in the workplace and report results to her Commanders.

Management Consultant: Adam Berkowitz, CMC

Adam Berkowitz worked with the University of South Florida’s bookstores, and after auditing the
inventory of books, concluded that the inventory lacked diversity in the authors being promoted.
As a result, he helped implement an initiative to increase the diversity of authors in their inventory.
In completing this project, he oversaw a time-motion study, and conducted a cost-benefit analysis
to demonstrate the increase in overall customer acquisition and sales as a result of diversifying the
inventory.

Project Schedule and Timeline

The tables below outline our objectives and activities with their anticipated durations in months.

Activity Key Activity Duration

1 Overall project
management
2 Preparation
3 Data Collection: Survey
questionnaire
4 Data analysis and report
preparation
5 Conference Preparation
and Proposal
6 Conference Presentation
Detailed project planning and outline 12 months
Getting IRB Approval 3 months
Developing survey questionnaire
Sending out survey questionnaire 2 months
Analyzing data from questionnaires 3 months
Preparing and drafting a findings report
Developing a conference proposal for a 3 months
presentation of our research
Sharing our research at annual 1 month
conference

July 1 – June 30
1 2 3 4 5 6 7 8 9 10 11 12
1 Overall Project Management
2 IRB Approval
Survey
Development
3 Survey
Questionnaire
4 Data Analysis &
Report Preparation
5 Conference
Proposal &
Preparation
6 Conference
Presentation

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Member Contributions

Adam Berkowitz

“Needs Assessment”

“Research Design: Rationale”

“Significance of Study (revised)”

“Research Goal and Research Question (revised)”

“Abstract”

Editor and Quality Management

Charleen Bryson

“Research Design: Data Analysis Plans”

Alexandra Flores

“Research Design: Sampling Logic”

Appendix A: “Survey Questions Used to Ascertain Perceived Diversity in Florida Academic

Libraries”

Appendix B: “Project Resources: Proposed Budget”

Appendix B: “Project Resources: Budget Justification”

Appendix B: “Project Resources: Project Schedule and Timeline”

Crystal Hannapoindexter

“Literature Review”

“Research Design: Data Collection Methods”

Appendix B: “Project Resources: Personnel”

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