The influence of framing on attitudes toward diversity training

Abstract

Abstract Although diversity training is becoming an integral component of organizations, little empirical research on the topic exists. The study examined here investigated how framing of diversity training (title, focus of content, assignment) and gender influenced participants' attitudes. In this study, 160 adults (72 men, 88 women; 124 white; 36 minority) read a diversity course description and answered questions assessing their attitudes about the course and the organization. Results revealed that (1) a frame with a traditional title and a broad focus was responded to most favorably by participants, (2) men reacted more negatively than women to the diversity training course, and (3) men reacted more negatively than women to a frame with a narrow focus and remedial assignment. Findings are discussed in terms of the effect that different frames can have on participants' pretraining attitudes toward diversity training. Implications for researchers and consultants are also discussed.