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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.

This article is divided into two major sections. First, the authors provided interpretations and conclusions about enhancing diversity in kinesiology based on the collection of articles for this Special Theme of the Kinesiology Review. There are six informative articles for this Special Theme on Diversity in Kinesiology that include Why We Should Care about Diversity in Kinesiology by Brooks, Harrison Jr., Norris, and Norwood; Diversity in Kinesiology: Theoretical and Contemporary Considerations by Hodge and Corbett; Creating an Inclusive Culture and Climate that Supports Excellence in Kinesiology by Lowrie and Robinson; Undergraduate Preparedness and Partnerships to Enhance Diversity in Kinesiology by Gregory-Bass, Williams, Blount, and Peters; Creating a Climate of Organizational Diversity—Models of Best Practice by Keith and Russell; and this final article. Second, we identify strategies and provided recommendations to increase the presence and improve the experiences of Black and Hispanic faculty and students in kinesiology programs.

A national survey of the job responsibilities and educational backgrounds of athletic advisors and counselors representing NCAA Division I institutions was conducted. Of the 274 counselors contacted, 134 returned completed questionnaires, representing a 49% return rate. Results of the survey indicated that the majority of advisors and counselors were male, held a master’s degree, and were former athletes in revenue-producing sports. They were employed primarily by athletic departments and provided counseling services, for the most part, to male college athletes involved in revenue-producing sports. Counseling services for college athletes focused primarily on academic matters, with considerably less attention devoted to personal-social or vocational counseling. The implications of these findings toward the provision of future counseling services for college athletes are discussed.