A meta-analytical integration of over 40 years of research on diversity training evaluation.

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 were greater when training was complemented by other diversity initiatives, targeted to both awareness and skills development, and conducted over a significant period of time. The proportion of women in a training group was associated with more favorable reactions to diversity training. Implications for policy and directions for future research on diversity training are discussed. (PsycINFO Database Record

Interventions to Reduce Blatant and Subtle Sexual Orientation‐ and Gender Identity Prejudice (SOGIP): Current Knowledge and Future Directions

“…These findings resonate with a recent meta‐analysis conducted by Bezrukova et al. (). They investigated 260 independent participant samples to determine whether, when and for whom diversity training programs are effective in producing their intended outcomes.…”

“…This potential seems to be supported by a meta‐analysis conducted by Bezrukova et al. () who demonstrated that interventions that lasted for a longer period of time and/or were integrated in the curriculum were more succesful.…”

“…It is important to mention that most research thus far has mainly focused on young people in educational settings, while other groups and settings have received far less research attention (e.g., Bezrukova, Spell, Perry, & Jehn, ). As a consequence, this focus is also reflected in the interventions we describe in this article.…”

“…Important to note is that the meta‐analysis by Bezrukova et al. () was conducted on a variety of diversity training that was not focused exlusively on SOGIP reduction, thus, it is not clear to what extent these findings can be translated directly to the effectiveness of diversity training that specifically targets SOGIP.…”

Engaging Gatekeepers, Optimizing Decision Making, and Mitigating Bias: Design Specifications for Systemic Diversity Interventions

“…Measuring effects of interventions on various relevant indicators, including implicit measures and objective measures such as advancement rates could bring these ironies to light. Additionally, all of the interventions below reflect design characteristics that follow from systematic reviews including meta-analyses on “what works” in diversity training (Benschop et al, 2016; Bezrukova, Spell, Perry, & Jehn, 2016; Kalinoski et al, 2013; Paluck & Green, 2009). …”