Elizabeth A. Taylor, Molly Hayes Sauder, Michael Mudrick, Jaime R. DeLuca

Abstract: Research has found many benefits to enhancing diversity and inclusion within the workplace thus, leading many organizations to espouse a renewed emphasis. However, actual progress is slow, particularly within the sport industry. Some sport management scholars have started looking to sport management students as a potential source of social change within the industry (i.e., the “future” of the industry). Therefore, this study seeks to understand the relationship between Constructivist Learning Theory, Social Dominance Orientation, and student perceptions of diversity and inclusion within sport organizations. A mixed method approach was utilized to collect data from undergraduate sport management students. Qualitative findings illustrated how students were engaging in a constructivist learning approach both within the classroom and internship/work setting while quantitative results found that students with higher levels of Social Dominance Orientation (i.e., white men) were more likely to have weaker perceptions about the value of, and attraction to, diversity in the workplace. Students’ constructivist learning appeared to be happening as both a result of their identities and in spite of their identities. Theoretical and practical implications are discussed.

Keywords: Constructivist learning theory, social dominance orientation, diversity, inclusion, sport management education

Citation: Taylor, E. A., Hayes Sauder, M., Mudrick, M., & DeLuca, J. R. (2022). Exploring student perspectives of diversity and inclusion initiatives in sport through a constructivist learning lens. International Journal of Sport Management, 23(2), 81-101.

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