Abstracting The Concrete, Concretizing The Abstract: Reframing Diversity Education Through Experiential Learning Theory

Abstract

Framed by Kolb's (1984) Experiential Learning Theory (ELT), this article proposes ways to enhance diversity education's effectiveness for all learners--regardless of identity group membership. It uses ELT to explain a faulty foundation upon which many diversity initiatives are built and to offer a solution to increase the learning outcomes of both majority and minority learners. The article offers propositions to guide future diversity education efforts.