Document Type


Publication Date


Publication Source

Journal of Ethnographic and Qualitative Research


Preparing teachers and leaders to become culturally competent has become a global concern and a priority. To date, there has been little research con- ducted among school leaders regarding how new diversity knowledge is transferred to schools. Therefore, the purpose of the present qualitative study is to explore the extent to which future educational leaders enrolled in a graduate course regarding diversity are able to transfer the newly acquired knowledge to their professional lives and to understand what hinders and enhances their transfer of knowledge. Using the multidimen- sional model of learning transfer as a theoretical framework and analyz- ing the findings, I suggest that participants of this present study were able to use new diversity knowledge in their personal and professional lives. Further analysis identified enhancers and inhibitors to the transfer of such diversity knowledge. Based on the present study’s findings, I provide recommendations for practice and research related to facilitating and sus- taining the transfer of diversity knowledge among aspiring school leaders.

Inclusive pages





The document available for download is the author's accepted manuscript, provided with the author's permission. Permission documentation is on file.

To view the version of record, visit an academic library.


Academic Research Resources





Peer Reviewed



To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.