Double-Loop Diversity: Applying Adult Learning Theory to the Cultivation of Diverse Educational Climates in Higher Education

Most U.S. higher education institutions have implemented initiatives to increase campus diversity. The intended outcome is to reduce educational inequities among underrepresented populations. Such initiatives have come under fire, however, for serving as a superficial solution to educational inequities. Here I propose the application of an action-knowledge conceptual framework to explore why money and policy change are not enough to create campus environments where multi-culturalism enhances student learning. Argyris' (1985) notion of double-loop learning recognizes the necessity for “actionable” knowledge to be instilled in practitioners in order for diversity initiatives to truly achieve desired outcomes and have lasting effects.