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Abstract
Teaching diversity courses in graduate preparation programs is likely to trigger difficult dialogues that evoke a range of emotional responses. Difficult dialogues on diversity topics must be managed effectively in order to enhance multicultural competence. This interpretive study examined the experiences of faculty who teach diversity courses in higher education programs. The findings highlight challenges experienced by faculty, as well as strategies for managing difficult dialogues.
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Notes on contributors
Joy Gaston Gayles
Joy Gaston Gayles, Department of Leadership, Policy and Adult and Higher Education, North Carolina State University. Bridget Turner Kelly, School of Education, Loyola University. Shaefny Grays, Department of Leadership, Policy and Adult and Higher Education, North Carolina State Unversity. Jing Jing Zhang, Department of Leadership, Policy and Adult and Higher Education, North Carolina State University. Kamaria P. Porter, Center for the Study of Higher and Postsecondary Education, Unviersity of Michigan.
Bridget Turner Kelly
Joy Gaston Gayles, Department of Leadership, Policy and Adult and Higher Education, North Carolina State University. Bridget Turner Kelly, School of Education, Loyola University. Shaefny Grays, Department of Leadership, Policy and Adult and Higher Education, North Carolina State Unversity. Jing Jing Zhang, Department of Leadership, Policy and Adult and Higher Education, North Carolina State University. Kamaria P. Porter, Center for the Study of Higher and Postsecondary Education, Unviersity of Michigan.
Shaefny Grays
Joy Gaston Gayles, Department of Leadership, Policy and Adult and Higher Education, North Carolina State University. Bridget Turner Kelly, School of Education, Loyola University. Shaefny Grays, Department of Leadership, Policy and Adult and Higher Education, North Carolina State Unversity. Jing Jing Zhang, Department of Leadership, Policy and Adult and Higher Education, North Carolina State University. Kamaria P. Porter, Center for the Study of Higher and Postsecondary Education, Unviersity of Michigan.
Jing Jing Zhang
Joy Gaston Gayles, Department of Leadership, Policy and Adult and Higher Education, North Carolina State University. Bridget Turner Kelly, School of Education, Loyola University. Shaefny Grays, Department of Leadership, Policy and Adult and Higher Education, North Carolina State Unversity. Jing Jing Zhang, Department of Leadership, Policy and Adult and Higher Education, North Carolina State University. Kamaria P. Porter, Center for the Study of Higher and Postsecondary Education, Unviersity of Michigan.
Kamaria P. Porter
Joy Gaston Gayles, Department of Leadership, Policy and Adult and Higher Education, North Carolina State University. Bridget Turner Kelly, School of Education, Loyola University. Shaefny Grays, Department of Leadership, Policy and Adult and Higher Education, North Carolina State Unversity. Jing Jing Zhang, Department of Leadership, Policy and Adult and Higher Education, North Carolina State University. Kamaria P. Porter, Center for the Study of Higher and Postsecondary Education, Unviersity of Michigan.