Date of Award

2025

Document Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

Department

Psychology

First Advisor

Camilo Ortiz, Ph.D.

Second Advisor

Ki Eun Shin Ph.D.

Third Advisor

Hilary Vidair, Ph.D.

Abstract

Diversity Training (DT) has become increasingly popular within organizational and academic settings as sociopolitical issues such as race relations, gender discrimination, and advocacy for LGBTQ+ populations continue to be examined in the United States. Research on the impacts of DT on participant learning has produced mixed findings, provoking questions regarding overall effectiveness and outcome measurement in DT. Training evaluation research has previously defined learning into three separate categories; Affective learning, cognitive learning, and behavioral learning (Kraiger et al., 1993), and behavioral learning outcomes in DT have been the least investigated of the three (Kulik & Roberson, 2008a). This critical literature review explored how behavioral learning outcomes have been reported and measured in DT literature since 2014, with specific focus being placed on intervention setting, study design, measurement frequency and intervals, and training focus. Literature search was performed through Google Scholar, PubMed, PsycINFO, PsycARTICLES, ProQuest and Education Resource Information Center. Two coders reviewed the search results and synthesized findings using a data extraction form. This review found that inconsistent definitions of behavioral learning outcomes were used across studies as well as issues in measurement, data analysis, and reporting. The author calls for a more unified definition of behavioral learning outcomes, and the incorporation of more substantial behavioral measures. Findings from this review can guide more nuanced and precise DT interventions going forward.

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