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Contents
- Abstract
- Diversity Training: Theoretical Considerations
- The Meta-Analysis
- Diversity Training Outcomes
- Theoretically Based Moderators
- Diversity Training Context
- Settings: Organizational versus educational
- Approach: Standalone versus integrated
- Attendance requirements: Mandatory or voluntary
- Diversity Training Design
- Focus: Group specific versus inclusive
- Duration: Short versus long
- Types: Awareness, behavior based, or combined
- Instruction: Many methods versus one method
- Trainee Characteristics
- Study Rigor
- Method
- Literature Search
- Publication bias
- Eligibility Criteria and Selection of Studies
- Empirical studies
- Diversity training
- Diversity training evaluation
- Study design
- Available statistics and reporting
- Coding System and Decisions
- Computation and Analysis of Effect Sizes
- Independence of effect sizes
- Moderator Analyses
- Results
- Study Characteristics
- Robustness Check and Sensitivity Analyses
- Outliers
- Treatment of missing data
- Assessing publication bias
- Main Effects
- Moderator Analyses
- Diversity training context (Hypothesis 3)
- Settings: Organizational versus educational
- Approach: Standalone versus integrated
- Attendance requirements: Mandatory or voluntary
- Diversity training design (Hypotheses 4 and 5)
- Focus: Group specific versus inclusive
- The length of diversity training
- Types: Awareness and behavior based
- Instruction: Many versus one method
- Trainee characteristics (Hypothesis 6)
- Study rigor (Hypothesis 7)
- Discussion
- How Does Diversity Training Affect Learning Outcomes?
- What Role Do Context, Design, and Participants Play in Diversity Training?
- Training Context
- Training Design
- Trainees
- Study Rigor
- Educational and Policy Implications
- Implications for Research
- Appendix A
- Appendix B
Figures and Tables
Abstract
This meta-analysis of 260 independent samples assessed the effects of diversity training on 4 training outcomes over time and across characteristics of training context, design, and participants. Models from the training literature and psychological theory on diversity were used to generate theory-driven predictions. The results revealed an overall effect size (Hedges g) of .38 with the largest effect being for reactions to training and cognitive learning; smaller effects were found for behavioral and attitudinal/affective learning. Whereas the effects of diversity training on reactions and attitudinal/affective learning decayed over time, training effects on cognitive learning remained stable and even increased in some cases. While many of the diversity training programs fell short in demonstrating effectiveness on some training characteristics, our analysis does reveal that successful diversity training occurs. The positive effects of diversity training...