|Institution:||University of Cincinnati|
|Department:||Education, Criminal Justice, and Human Services: Educational Studies|
|Keywords:||Education; diversity; peace education; class; diversity training; race; gender|
|Full text PDF:||http://rave.ohiolink.edu/etdc/view?acc_num=ucin1416232119|
With over $200 million in annual spending by American organizations on diversity training, diversity conferences are increasingly becoming vehicles for information exchange and discussion on best practices in terms of diversity issues. Despite the substantial allocation to diversity training and diversity programs, there remains a gap in identifying where theoretical groundings fit in the dynamic of diversity, and particularly in the development and implementation of diversity training.This case study was an investigation into the roles theoretical groundings played in diversity training, particularly during the design, development and implementation of a university diversity conference. Using a mixed methods approach, the research compared and contrasted theoretical groundings that diversity practitioners valued in a personal and professional capacity with the proposals they submitted to present at a diversity conference.