DIVERSITY IN
ATHLETICS:
AN ASSESSMENT
OF EXEMPLARS
AND INSTITUTIONAL
BEST PRACTICES
George B. Cunningham and John N. Singer
Laboratory for Diversity in Sport
Texas A&M University
In collaboration with
Office of Diversity and Inclusion
National Collegiate Athletic Association
Foreword
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Overview
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What is diversity?
How does diversity impact the workplace?
Need for diversity best practices
Institutional best
practices
General overview
Value of diversity
Institutional analysis
Diversity training
Integration of diversity initiatives
throughout the department Proactive hiring process
Integration of athletics into the
fabric of the university
Mentoring/Creating a pipeline
Honest and open communication
Bold top management leadership
Professional development opportunities
Diversity in marketing
best practices
thletics linked with broader
A
campus environment
Athletics as something “for” the fans
Integrating the student-athletes into the
university community
Rising costs
Developing relationships
Diversity breeds diversity
Additional references
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Ta b l e o f C o n t e n t s
The foundations of this project began to form
in the Fall of 2005. At that time, persons at the
Laboratory for Diversity in Sport at Texas A&M
University conceived of the idea for, collected data
pertaining to, and selected the first recipients of the
Diversity in Athletics Award. This award recognizes
those athletics departments that excelled in a number of areas of diversity, including the demographic
diversity of the department, the diversity culture,
graduation rates of under-represented student-athletes, Title IX compliance (substantial proportionality), and Overall Excellence in Diversity. Award
recipients were again named in 2006, with the focus
in both years on Division I Football Bowl Subdivision athletics departments.
In 2007, the Laboratory for Diversity in Sport
partnered with the NCAA’s Office of Diversity and
Inclusion to both expand the scope of the award and
explore the underlying diversity-related dynamics
operating in these workplaces. With respect to the
former objective, award recipients were named for
all Divisions I and II athletics departments in 200708 and for all Division III departments in 2008-09.
In addressing the second objective of the partnership, we made campus visits to award recipients
to better understand the nature of diversity within
the workplace. In doing so, we interviewed athletics
department employees and campus administrators,
observed the workplace, and analyzed both internal
and external documents. These rich data sources allowed us to develop the Organizational Best Practices found in this work. Simultaneous to this data
collection process, we also collected qualitative data
to determine best practices for attracting a diverse
fan base. Specifically, we interviewed marketing
directors at select universities and also engaged in
discussions with current students. The data from this
process resulted in the Diversity in Marketing Best
Practices, also found in this work.
In short, our efforts have been aimed at identifying the diversity exemplars and assessing institutional best practices. Our hope in all of this is that
athletics administrators can now use this information to create and sustain a workplace characterized
by diversity and inclusion.
foreword
George B. Cunningham and John N. Singer
Laboratory for Diversity in Sport,
Texas A&M University
Charlotte Westerhaus
and Chris Ruckdaschel,
National Collegiate Athletic Association
Diversity and Inclusion
3
overview
5
W h at i s d i v e r s i t y ?
6
Broadly defined, diversity is any way in which
people differ. Of course, some characteristics among
people are more salient and symbolically meaningful than are others. For instance, whether or not
one is left handed is not linked to the opportunities, status, or work experiences that individual has,
while other characteristics, such as gender, race,
and physical ability, are. Thus, issues of historical
significance, power, and politicality are linked with
the concept of diversity.
Many discussions of diversity focus on demographic characteristics, such as sex, age, race, physical ability, national origin, and gender. However,
diversity is not only confined to these dimensions,
as people can vary in their attitudes and values,
religious beliefs, political persuasion, and functional
area of expertise — all of which have the potential to
influence social interactions and work experiences.
Finally, diversity, by its very nature, has the potential to benefit athletics teams and organizational
workplaces. Bringing together varied perspectives,
life experiences, and viewpoints adds value to the
workplace and reinforces the concept of inclusivity.
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Diversity has the potential to impact the workplace in several ways. From one perspective, diversity-related shortcomings in university athletics
are all too common. Women and racial minorities
are under-represented in coaching and leadership
positions. Student-athletes of color graduate at lower
rates than do their counterparts, and far too often, do
not graduate at all. Gay, lesbian and bisexual coaches
and student-athletes are sometimes relegated to
second-class status and forced to conceal their identities. The same is true for religious minorities. In each
of these cases, these negative effects are the result
of poor diversity management, a lack of workplace
inclusiveness, and a general lack of valuing diversity.
Of course, this is not the case in all areas of athletics. Some departments excel both on the court and
in the area of diversity. These departments are places
where diversity and inclusion are ingrained into the
very fabric of the department, and all people, irrespective of their individual differences, are afforded
equal opportunities. Indeed, diversity brings considerable value to the workplace, such as greater marketplace understanding, a breath of decision-making
comprehensiveness not otherwise realized, and
increased creativity. Student-athletes and employees
in these departments, regardless of their personal
characteristics, are more satisfied with their work,
report higher levels of morale, and are likely to make
more substantial workplace contributions. Not surprisingly, diversity reliably influences organizational
effectiveness, as these departments have been found
to continually outperform their counterparts on
objective measures of success, such as Director’s Cup
points. In short, these athletics departments capitalize on the promise diversity and inclusion bring.
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How does
D i v e r s i t y I m pa c t
the Workplace?
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Need for
Diversity Best
Practices
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Given the many benefits diversity and inclusion can bring to an organization, efforts have been
made to improve the workplace in these respects.
Of course, any change is difficult, and diversityrelated transformations are no different. An athletics
department’s history, values, and taken-for-granted
assumptions, coupled with the larger institutional
environment in which it is embedded, all serve as
factors that could potentially impede change efforts.
Therein lies the need for diversity best practices, or
principles that have been shown to be effective in
creating and sustaining diversity within intercollegiate athletics.
This booklet is organized into two sections. In the
first section, we highlight best practices related to
creating and sustaining an organization of diversity
and inclusion. In the second section, we focus specifically on attracting a diverse fan base and the best
practices associated with doing so.
To develop the institutional best practices, we
conducted interviews with more than 60 persons,
including chancellors, provosts, admissions officers,
faculty, athletics directors, athletics administrators, coaches, student-athletes, and other athletics
department representatives from universities that
had been previously recognized for their excellence
in diversity. Based on these discussions, 10 different
best practices were identified and are outlined in the
following sections. In each case, numerous persons
from different universities noted the importance of
the best practice in their diversity-related efforts.
To develop the diversity marketing best practices,
we drew from some of the information used in the
organizational best practices. Additionally, however,
we conducted interviews with 13 persons, including
seven marketing directors of Football Bowl Subdivision athletics departments and six African-American
students (three men and three women). Finally, we
collected quantitative data from 911 athletics administrators representing 258 NCAA Division I athletics
departments. All of these data sources were used in
developing the guiding principles.
Our intent in disseminating this information is to
provide administrators with tools needed to create
a more diverse and inclusive workplace within their
athletics departments.
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INSTITUTIONAL
BEST PRACTICES
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General Overview
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In presenting the results from our research, we
first highlight the guiding principle, followed by a
brief explanation and representative examples from
the athletics departments we visited.
We were intentional in the order in which the
best practices are presented. Specifically, creating
and maintaining a workplace characterized by diversity and inclusion begins with first valuing diversity.
Then, it is important for administrators to fully
understand the effects of employee differences in the
workplace; that is, it is important to conduct an institutional analysis. Once these steps have been taken,
the remaining principles should be implemented.
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Employees must value diversity — this is most
critical to creating and sustaining a workplace of diversity and inclusion. Without such appreciation and
esteem, even the best laid plans are likely to fail.
So, what does valuing diversity look like?
Best Practice Example: From one perspective,
people who value diversity sense a moral obligation
to provide equitably for all persons, irrespective of
their individual differences.
Best Practice Example: Valuing diversity can also
go beyond this, however. Administrators, coaches,
and student-athletes in our research all spoke of the
appreciation they had in learning from those who
were different. In doing so, they came to discover
information about different countries, cultures, perspectives, and ways of thinking — all of which made
them better people.
Best Practice Example: Valuing diversity also
means appreciating people for who they are and
everything they bring to the table. Doing so allows
for closer and more meaningful relationships with
various stakeholder groups, such as employees,
student-athletes, fans, and donors.
Value of Diversity
Best Practice Example: Finally, according to the
administrators in our research, valuing diversity
means moving beyond compliance; it entails developing an ethos or a culture of valuing diversity. In
this way, diversity is enmeshed into the very fabric of
the department, its values, and strategy.
As these examples illustrate, valuing diversity
can take several forms and likely looks differently
depending on the person and context. Notwithstanding these variations, valuing differences among
people is a fundamental element of creating diversity
and inclusion.
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Athletics departments in our research also pointed to the importance of conducting an institutional
analysis, whereby managers investigate diversity and
inclusion in all areas of the organization. Note that
such analyses go beyond simply examining the proportion of women and racial minorities at different
levels of the athletics department. As noted diversity
scholar Sally Shaw has written, “conceptualizing a
social justice aim like equality, which is fluid and
broadly defined, as achievable and thus measurable
is deeply flawed and misleading. …Measurement ignores the complex power and political relationships
that are inherent in considering the intersectionality
of marginalized and under-represented groups.”
Institutional
A n a ly s i s
Best Practice Example: Athletics departments
in our study recognized the importance of going
beyond surface-level characteristics. In one example
in particular, members of an athletics department
collectively went through an extensive institutional
analysis in which they examined the diversity of the
personnel, and the underlying values that guided the
organization, the “deep structure” of the workplace
that shaped how and why organizational activities
took place, and taken-for-granted power and political structures in place. All members of the department were represented in this analysis, and engaging
in such a process allowed the department to critically analyze its “ways of doing things” and to then
take proactive steps in shaping the diversity culture
of the workplace.
Analyzing the taken-for-granted values and
deeply embedded institutional activities can be a
daunting process. However, the rewards are great.
Such an activity allows for an understanding of
where the institution is situated in terms of the representation of various person groups, the power and
political structures in place, and the opportunities
afforded to organizational members. Without such
an analysis, subsequent diversity efforts are likely to
be misguided.
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Diversity training has been described as an
educational process whereby people acquire skills,
knowledge, and attitudes about diversity-related
issues. The need for diversity training in athletics
departments, coupled with the concomitant benefits associated with these experiences, was a major
theme from our research.
Best Practice Example: In our research, studentathletes, coaches, administrators, and other athletics
department staff emphasized how these training sessions allowed them to gain a greater understanding
of and appreciation for how people who are different
from them experience work and interact with others.
These types of educational experiences have been
shown to create a harmonious work environment,
and thus, the potential for an organization that has
workers who are efficient and effective in carrying
out their duties and tasks.
Diversity Training
Therefore, athletics departments that are serious
about adopting diversity training programs must
be certain that the training a) is designed for the
department’s specific needs (i.e., conduct a needs
analysis or diversity audit), b) is a central part to
their mission, c) has top management support, and
d) is likely to benefit the trainees and department as
a whole.
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To truly realize the benefits of diversity, the diversity initiatives should be fully integrated throughout
the entire athletics department. In such cases, diversity and inclusion are seen as contributing to the
success of all departmental activities. What’s more,
ensuring that the department is a workplace that values diversity and inclusion is the responsibility of all
people, including top administrators, support staff,
coaches, and student-athletes. In short, this means
making diversity and inclusion a central part of the
values, mission, and strategy of the department.
Best Practice Example: In most of the departments we visited, diversity was seen as an important
issue for all persons — not just a select few. Administrators in these departments argued against having
one person, such as the Senior Woman Administrator, or one group, such as a Diversity Committee,
be “in charge” of all the department’s diversity plan.
Rather, diversity was seen as a concern for all persons, from the development officers to the life skills
coordinators, and so on.
I n t e g r at i o n o f
D i v e r s i t y I n i t i at i v e s
Best Practice Example: Athletics departments
throughout the
in our research that had effectively integrated diversity initiatives throughout the department came
D e pa rt m e n t
to see all issues through a diversity lens. In one
example in particular, development officers came
to think about the timing of their functions and
how the days and times could impact (in this case)
one’s observance of a religious holiday. As several
of their donors were Jewish, the original plan to
hold the function during Yom Kippur was obviously problematic. Thus, by having this awareness,
they moved the function to another date and time
in order to accommodate all persons.
Clearly, diversity administrators or committees
can provide the needed expertise and leadership to
move diversity to the forefront; however, relegating
all diversity and inclusion efforts to a single person
or committee trivializes those initiatives and ensures
that the benefits of a diverse workplace will never be
realized. Thus, diversity and inclusion must be integrated throughout the entire organizational system
— that is, into all organizational activity and by all
persons associated with the department.
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Within college athletics, there are several positions, from head and assistant coaches to senior
administrators and administrative assistants, that
hiring managers need to fill. In particular, when it
comes to hiring employees from under-represented
groups (e.g., women, racial minorities, people with
disabilities) into athletics, it is important to focus on
the entry point.
Best Practice Example: Participants in our interviews forcefully argued that administrators should
not only focus on hiring persons from under-represented groups into the areas of academic services,
life skills, and compliance, but also into areas such
as development, marketing, and finance because
these are typically the areas that set employees on
the career track to becoming senior administrators.
Our research revealed that in order for diversity
and inclusion to be present in athletics, the hiring process for administrators, coaches, and other
department employees must be purposeful. In other
words, decision-makers should be proactive in
hiring employees from marginalized and under-represented groups, and approach the recruitment and
selection of these employees with the same vigor
and effort as they do for student-athletes.
Proactive
Hiring Process
Best Practice Example: In one particular case,
for example, an athletics director was very active in
going out, finding, and creating a strong pool of racial minority female candidates for the head coaching position of a women’s sport team.
Best Practice Example: Moreover, collaborating
with the NCAA and other organizations in efforts
to create resources (e.g., data base) that can assist
hiring managers with identifying and reaching out
to these candidates is important.
Collectively, these examples point to the merits of
proactively and purposefully searching for, recruiting, attracting, and retaining members of underrepresented groups to the workplace.
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A number of people in our research, both within
and outside the athletics department, spoke to the
importance of the athletics department, its members,
and the activities being fully integrated into the fabric
of the university. Such an integration is manifested in
several ways.
There is a need to broaden the definition of
athletics as a learning community. As a department
on campus that has high visibility and great influence, athletics could be used as a vehicle not only to
educate and develop the students who participate in
varsity sports, but also the student body as a whole.
Best Practice Example: For example, one of the
athletics departments in our study has a campus-wide
initiative that focuses on educating students, faculty,
and staff about issues pertaining to their health and
well-being, and encouraging them to take action that
positively impacts their overall quality of life.
I n t e g r at i o n o f
At h l e t i c s i n t o
the Fabric of
the University
Second, and related to the first point, athletics departments should make concerted efforts to form alliances with other departments and units on campus,
and break down any silos that might exist between
athletics and the broader university community.
Athletics department employees and student-athletes
should be encouraged to engage in experiences with
other departments and units on campus.
Best Practice Example: For example, one of the
athletics departments we visited has one of its athletics administrators serving on the institutional review
board for the office that focuses on ethics in research
at the university. As another example, some of the
athletics departments have coaches and administrators teaching courses open to the entire student body.
Best Practice Example: As another example,
some departments in our research made efforts to
attract student groups, faculty, and staff to attend
sporting events and other athletics department
functions, and to work with student-athletes in
various capacities.
All of these examples point to the importance of
integrating athletics into the broader fabric of the
university environment.
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Mentoring has been described as a process in
which a more experienced person serves as a role
model, provides guidance and support to a developing novice, and sponsors that individual’s career
progress. The importance of mentoring to the
career development of women, racial minorities, and
other marginalized or under-represented groups in
intercollegiate athletics was discussed by many of the
athletics department stakeholders we interviewed.
Best Practice Example: In discussing some of
his positive experiences and the social networks he
gained as a participant in the NCAA’s diversity and
inclusion programs, one of the African-American
male athletics administrators stressed the need
for employees to be provided with great mentors; moreover, in reflecting on the mentors that
have helped him in his career, he emphasized the
importance of having mentors from similar (e.g.,
same racial group) and diverse (e.g., different racial
group) backgrounds.
M e n t o r i n g / C r e at i n g
a Pipeline
Support for these various kinds of mentor/
protégé relationships are important considerations
for senior administrators who are concerned with
creating a pipeline of talented, promising employees from diverse backgrounds who are capable of
assuming positions of leadership within intercollegiate athletics.
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Human communication is one of the most basic
and fundamental functions of individuals within an
organizational setting. The importance of honest
and open communication concerning diversity in
athletics departments was something that emerged
from our interviews.
Honest and Open
C o m m u n i c at i o n
Best Practice Example: In particular, one of the
athletics directors was adamant about the need for
him, as a leader, to be honest, open, and transparent about his perspectives and positions on diversity
matters, and the need for him to encourage and
allow his employees to do the same. In other words,
there must be a desire from leadership on down the
organizational chart to create an environment and
atmosphere in which people are comfortable speaking openly and candidly about the topic of diversity
and their perspectives on it. In this regard, athletics
department leadership plays a vital role in setting
the tone for the discourse on issues of diversity and
inclusion within the department. This openness is
necessary if there is a genuine interest in creating
and sustaining a culture in which diversity is valued.
The value of such openness is seen in other respects, too.
Best Practice Example: Researchers have shown
that groups characterized by open communication
and collaboration more constructively use the divergent perspective that accompany diverse workplaces.
On the other hand, in organizations with closed
communication lines and a competitive culture,
divergent perspectives breed emotional conflict
and strife.
Thus, the open and honest communication concerning diversity issues is key.
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Bold leadership from the top leaders is needed
to ensure diversity and inclusion. As Taylor Cox has
noted, “Leaders must understand the implications
of diversity, ask tough questions in performance
reviews, and provide ongoing communication about
the priority of the work. They must also explain how
managing diversity is connected to other aspects of
the business model.”
This support, which comes both from athletics
administrators and campus leaders, is demonstrated
in several ways.
Best Practice Example: Leaders in our research
demonstrated strong enthusiasm for diversity and
made inclusion a priority. By doing so, they also
modeled the attitudes and behaviors expected of
others in the department.
Best Practice Example: As another example, the
athletics directors in our research all went through
diversity training with the other department employees as a way to signal their commitment to that
effort. The bold top leadership was also seen by
holding people accountable for how they contributed to the department’s diversity efforts. This was
observed in such areas as human resource decisions,
marketing and promotions, and the opportunities
afforded to others.
Bold Top
Management
Leadership
Indeed, absent strong leadership, diversity initiatives are doomed. Presidents and athletics directors
must demonstrate their commitment and strong
passion for diversity and inclusion.
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Providing professional development opportunities for employees is a very important human
resource practice because it allows an organization
to attract and retain employees from diverse backgrounds, and it could also help these employees
to perform their duties and tasks more efficiently
and effectively.
Professional
Development
Opportunities
Best Practice Example: One of our interviewees
who worked in the area of diversity and access at
the university level insisted that it is important for
athletics departments and other units on campus
to “develop people so that they are able to develop
people,” meaning employers should invest in their
employees in ways that allow them to maximize
their own potential and nurture the growth and
development of those with whom they work.
The primary mission and goal of intercollegiate
athletics center on the overall development of the
student-athlete. Therefore, those coaches, administrators, and support staff who work with and on
behalf of this primary stakeholder group should be
provided the opportunities to develop their skills
and talents.
Best Practice Example: Athletics department
personnel in our research were encouraged to
participate in various workshops, conferences, and
other endeavors that allowed them to sharpen their
skills, and develop the knowledge and attitudes that
are necessary to successfully serve the students and
other groups with which they interact.
In short, athletics departments that value diversity and inclusion encourage professional development opportunities for their employees, and in
doing so, have increasingly competitive workforces.
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D I VER S I T Y I N
MARKETING BEST
PRACTICES
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What happens in the broader campus community
is likely to impact people’s reactions to the athletics
department and their likelihood of supporting campus sport events. Students in our research continually pointed to the connection between the diversity
culture on the campus and what they perceived
to be the diversity culture in the athletics department. For instance, students believed that strained
race relations within the university community
were emblematic of the racial dynamics within the
athletics department. And, this interconnectedness
worked the other way, too, such that students were
more likely to be involved with athletic events when
they believed that the university had a progressive
At h l e t i c s L i n k e d
diversity culture.
What, then, does this mean for athletics? In many
with Broader
cases, athletics is the leader of the campus when it
Campus Environment
comes to diversity-related issues. Consider, for instance, that the demographic diversity of the athletics department is likely greater than that of the student body. On some campuses, women and people
of color are more likely to be in leadership positions
within the athletics department than they are in the
general university setting. Athletics departments
should make these successes known to others. Just as
athletic victories and academic accomplishments are
points of pride touted to others, so too are diversity
achievements, and they should be treated as such.
The more people know of the progressive diversity
culture within the athletics department, the more
likely they are to identify with that entity.
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At h l e t i c s a s
something “for”
the fans
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Students and marketing directors in our research
both suggested that a diverse fan base is likely to be
realized when athletics is seen as something that is
“for” those fans. As an example, athletics administrators at one private institution saw the potential disconnect between the members of the local communities and their traditional alumni base (which was
largely White and affluent). As such, they made special efforts to reach out to the community members
throughout the year to illustrate that their athletics
events could be enjoyed by all. This meant advertising in English and Spanish, strategically posting
flyers in certain shopping markets and stores, and
making lasting connections with specific churches
and religious groups. All of these efforts were aimed
at making a connection with persons who would
be considered beyond the “traditional” fan at that
university, and in doing so, showing that athletics on
that campus was “for” all in the community.
Another way of thinking of this is that diverse
fans are likely to attend sport events on campus
when they highly identify with that entity. Thus, the
athletics department must make a personal connection with the fans such that the teams’ successes and
failures are seen as their successes and failures. The
sport marketing literature has consistently shown
the positive effects of sport dynamics, as highly
identified sport fans are more likely to attend games,
follow their teams in the newspaper, and purchase
licensed materials.
41
One of the most consistent themes we heard
from the students we interviewed was that they felt a
disconnect with the student-athletes on campus, and
as such, felt little to no obligation to support them.
This was particularly the case for racial minority
student-athletes and the various racial and ethnic
minority student groups and organizations on these
campuses. For instance, a representative at a cultural
center on one campus suggested that the studentathletes were sheltered from other campus activities.
Student-athletes of color also spent little time at the
cultural center, even though it was a popular destination for other students of color. As a result, she
suggested that the students were reticent to show
support for those student-athletes and their teams.
Consistent with the ideas of a well-rounded educational experience, then, student-athletes should
be encouraged to participate in extracurricular
activities. Not only will such engagement benefit the
student-athlete, but it will also provide a connectedness between athletics and various student groups,
thereby increasingly the likelihood of support and
event attendance.
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I n t e g r at i n g t h e
S t u d e n t- At h l e t e s
into the University
Community
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Rising Costs
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Both students and marketing directors pointed
to the negative effects rising ticket prices had on
attracting a diverse fan base. Indeed, the students
we interviewed, who were all working their way
through school, pointed to the high ticket costs as a
substantial deterrent in their decision to attend sport
events. The marketing directors also recognized this
possibility, especially for families.
As a result, many of the directors developed
multi-game plans targeted at families. For instance,
to promote the men’s basketball games at one school,
the marketing department developed a “family four
pack,” where the family receives four game tickets,
four hot dogs, and four drinks for $40. This option is
only available in four-game bundles. Other departments have adopted similar approaches. One marketing director said, “We offer family season ticket
plans that are very affordable. People have limited
discretionary income, so we recognized that people,
in an effort to trim their spending, might cut their
tickets first. So, we developed a season ticket plan at
a discount.” As with the previous example, the ticket
plan includes a minimum of four tickets per game.
The results have been impressive, as sales increased
from 200 plans in Year 1 to 1,000 in Year 3. It is
possible that similar plans, developed for students,
would yield similar results.
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Athletics departments are more likely to attract
a diverse fan base when there is a lasting relationship cultivated with those stakeholders. Conversely,
one-time promotions aimed at attracting certain
market segments are likely to fail. The following two
examples illustrate these points.
At one university, international students were offered discounted tickets to one of the football games
and those persons were recognized at halftime of the
game. They were also offered the option of having a
student worker escort them to the game. These efforts were well-intentioned and aimed at generating
greater interest in the sport among international students. However, this was the only effort made during
the year to reach out to the international students on
campus. According to the marketing director at that
university, this resulted in the students questioning
the athletics department’s motives and them feeling that the sport was being “pushed on them.” As a
result, participation was low.
Unlike the one-time approach of the previous
example, another university regularly offers a 4-H
night at the women’s basketball game, which is followed by an autograph session after the game. This
night is meaningful because the university serves
as the center for the state’s 4-H program and works
cooperatively with the high schools in the state on
4-H related activities. Thus, the promotions held at
the women’s basketball games are just part of the
ongoing relationship with that organization and its
members, all of which help to attract the rural population to the events.
As these two examples illustrate, athletics departments are more likely to attract diverse fans when
the promotions are aligned with a lasting relationship already in place.
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Developing
R e l at i o n s h i p s
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Diversity Breeds
Diversity
48
Finally, our study indicates that diversity within
a department is linked to the attraction of a diverse
fan base. This pattern was observed in our quantitative analysis of 258 NCAA Division I athletics departments. We found that both gender and racial diversity in the department were positively associated
with the attraction of a diverse fan base. This pattern
was influenced by the culture of the workplace. That
is, the positive association between departmental
diversity and the attraction of a diverse fan base was
stronger when the department also had a progressive
culture of diversity. On the other hand, the positive
effects of departmental diversity were minimized
when the culture of the workplace was not one that
valued differences.
The positive influence of diversity on the attraction of a diverse fan base is due to a number of
factors. First, increased diversity means improved
marketplace understanding. As Gail Robinson and
Kathleen Dechant note, “The cultural understanding
needed to market to these demographic niches resides most naturally in marketers with the same cultural background.” Second, the presence of a diverse
workforce and progressive departmental culture is
not lost on consumers. Robinson and Dechant note
that “companies can benefit from the good will of
diverse consumers who prefer to spend their dollars
on products produced by a diverse workforce or to
give patronage to businesses with a diverse salesforce.” Our research suggests that this is certainly the
case within intercollegiate athletics.
49
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