Conceptualization of diversity and inclusion: Tensions and contradictions in the sport management classroom

Abstract Emphasis on diversity and inclusion has increased in both higher education and the sport industry, but little is known about the perceptions of the topic among sport management students. Accordingly, the purpose of this study was to explore how these students conceptualize diversity and inclusion, and to examine their holistic perspectives on the topic. Interviews were conducted with 13 undergraduate students at three institutions; data was analyzed with qualitative methods. Results indicated students envision differences between the concepts of diversity and inclusion, and key nuances emerged as to why students view each as important. Further, students demonstrated more familiarity with race/ethnicity and gender than other areas of diversity; students' discussion of age, disability, LGBTQ+, religion, and socioeconomic status showed greater reliance on exemplars, instances of positionality, and acknowledgement that more learning would be beneficial. Further, students noted some underlying apprehension related to diversity and inclusion. Collectively, these results suggest substantial tensions and contradictions exist with respect to teaching and learning processes associated with diversity and inclusion in sport management education. Drawing from the notion of cultural competence, the study's conclusions offer practical implications for educators and suggest future research directions to enhance the discipline.