This dissertation investigated the impact of The Encounter, a professional development workshop focusing on diversity, equity, inclusion, belonging, and justice, on the self-efficacy of White women K-12 educators in predominantly White schools in the Midwest. Employing a qualitative phenomenological approach, the study examines how participants' engagement in the workshop generated key themes of connection (to self, community, and students), intentionality (towards continued learning and engagement), and challenges (including determining when to concede versus when to advocate, navigating interactions with individuals resistant to change, internalized self-silencing, perceptions of handling racist situations, and motivation to sustain involvement in DEIBJ initiatives). This study illuminates a significant enhancement in the self-efficacy of participants in The Encounter, underscoring its potential to catalyze meaningful shifts in attitudes and practices among White women K-12 educators in predominantly White school environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]