Reaction to Diversity Training: The Role of Epistemic Communication Constructs

Abstract

The purpose of this study was to determine if psychological variables (separate knowing, connected knowing, and cognitive flexibility) are linked to reaction to diversity training. Could these psychological variables account for group differences? One hundred thirty-four business majors completed measures of these psychological variables. Analyses revealed that students with a stronger propensity toward connected knowing valued diversity training more. Students with a stronger propensity toward separate knowing devalued diversity training. When connected knowing and separate knowing served as covariates, demographic group differences were no longer significant. This suggests that connected knowing and separate knowing should be considered in diversity training modules.