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The primary purpose of this article is to engage in a dialogue regarding why faculty, students, and administrators should care about diversity and inclusion in kinesiology. Recent American population growth trends data clearly reveals an increase in ethnic minority populations, particularly Hispanics. American public schools and colleges are experiencing greater ethnic diversity, leading to increased diversity within our classrooms. A review of the literature quickly reveals a lack of clarity in defining the terms diversity and inclusion. Throughout the article we define these terms and at the same time identify barriers (on and off campus) to promoting and ensuring a diverse learning environment. Strong arguments are presented supporting the value of diversity within the academy, especially in kinesiology. The value of diversity in kinesiology is refected in scholarly publications, conference programming, awards recognition activities, and in the recruitment and retention of a diverse faculty and student population.
Brooks is with the College of Physical Activity and Sport Sciences, West Virginia University, Morgantown, WV. Harrison, Jr. is with the Dept. of Curriculum and Instruction, University of Texas at Austin. Norris is with the Depts. Of Urban and Inclusive Health and Physical Education, Syracuse University, Syracuse, NY. Norwood is with the Dept of Sport Management, Florida A&M University, Tallahassee, FL.