








ercent agreed
'  Offended by the program -five percent agreed    Program was a waste of time  four percent agree There was no major difference between blacks an whites on these items.	.
The central message of the Celebration of Diversi y program was characterized by interviewees as follows.  Everyone needs to make an effort to know and un er stand each other.   Differences are something to celebrate ... they are positive and not negative! e university is willing to deal with issues of race ... an will deal with them now before they become a pro lem.   We should respect other ethnic groups because everyone is different and everyone has something to contribute.   We need to get out and learn about other People and other ways of life.   We should eva ua e People by what is on the inside and not on the  u S1 e-And finally,  The university is committed to offering an environment that recognizes and honors difference.
For a faculty member, the program  increased my fervor to help my students be more open an tolerant.  For another it provided  concrete i eas o restructuring courses and curriculum. I was ready o make changes... now I have the information, student remarked that the program caused him to -evaluate myself and become more conscious of racia
prejudices I have.  And perhaps most to the point,  1 will be more understanding of different cultures. I won t label people. 
Interviewee after interviewee expressed praise and appreciation to the university for taking  a lead in the community by addressing issues of diversity  and  taking steps to make a change.  While there was skepticism expressed by some  I think this is a passing phase, one week, a lot of noise, and then it will pass -others were looking to the future:  This is not ar answer, only the beginning. This is the frosting but th( cake is yet to be baked. 
The Celebration of Diversity program has fundamentally changed the University of Louisville.
Fifty-four percent of the participants in the prograr felt that their behavior and attitudes had been change as a result of the Celebration of Diversity prograir That percentage is impressive. One out of every tw participants-1,750 people-claimed that they ha been changed by a progressive program	'
integration, tolerance and understanding, not hater separatism. Diversity leaders are seen as hateful. Th University of Louisville program contradicts the coi ventional media view of diversity programs as beir hateful, separatist, and sometimes violent.
OUTCOMES
The Celebration of Diversity program has fund
of Diversity program:
. Greater scholarship aid toDivers
. A mandate for annual Celebration o
.	expectations to address diversity
  ssgSss
diversity-wide enrollment-management P Ji	b 'h m recruitm? a
  efforts,X all needy and  nder-pnv.leged , dents;
9. UNDERSTANDING CULTURAL PLURALISM
 	The athletic department has enhanced its involvement in the academic performance of student athletes;
 	The concept of a  campus community  particularly for students both inside and outside class, is becoming more of a reality;
 	The essence of racism, both direct and indirect, is being challenged frequently and effectively;
 	The 1991 Fiesta Bowl team displayed the diversity symbol to millions of television viewers as they honored the memory of Dr. Martin Luther King, Jr.;
 	There will be ongoing research to analyze and foster diversity programs in a timely and helpful fashion;
 	A multi-cultural center was established; and
 	Hundreds of college administrators and community groups from around the country have received presentations on the University of Louisville program.
UNRESOLVED ISSUE: INCORPORATION OF DIVERSITY INTO THE CURRICULUM
In the fall of 1991, the university provost led an initiative to encourage diversity in the curriculum.9 While most agree that it is important, differences exist concerning content. Some faculty members committed to diversity in the curriculum argue that academics should only be party to truth and not worry that facts might be upsetting to students. Others believe that diversity in the curriculum means material is uplifting and encourages minorities to feel better about themselves.
in the curriculum. Ninety-five percent agreed wi statement  minority perspectives should be inclu appropriate courses,  and 94 percent agreed ths fessors should provide competing perspectives, portionate number felt that we must be toler competing perspectives. As one white male f member expressed it: Faculty members need to e and examine the issues of race and gender classroom. However, we must also have tolerai perspectives that challenge the liberal agenda, dent is not racist if he or she opposes affirmative or sexist if he or she opposes abortion.
Participants in the Celebration of Diversity Program are nearly unanimous on the need for greater diversity in the curriculum.
The Athletic Department has enhanced its involvement in the academic performance of student athletes...
It seems absurd to mandate that a race or culture be portrayed only in positive or uplifting ways. Academics describe these kinds of depictions as biased instead of objective. Does someone of German background feel awkward, embarrassed or depressed when Hitler and Nazism are discussed in History classes? Do white Americans take offense when southern slavery is taught? Perhaps, but no one is calling for these topics to be removed from the curriculum because some people might feel ill at ease. 'Ruth over sensitivity must prevail in any university classroom. After all research that reflects negatively on a particular minority is also subject to challenge. As writer-activist Randy Shilts notes,  There is a fundamental fallacy in preaching diversity but rejecting the most important form of diversity of all, which is diversity of thought  w
Participants in the Celebration of Diversity program are nearly unanimous on the need for greater diversity
One out of every five participants felt that re reflecting negatively on minorities should be ] ited from the classroom. A white male profes plained:  The issue of  research  reflecting neg on minorities is loaded because much so-call search  is tendentious, false, sometimes falsified, i subject to independent verification or questioni: example, Holocaust studies appearing in the jou the neo-Nazi Institute of Revision, when represe: research, would violate norms of responsibility ati to academic freedom. 
A white faculty member summed up the pre attitude when he said,  The university lea< needs to send a signal that diversity must be the curriculum, but only when we tolerate con viewpoints: Truth is more important than sen to minority groups. 
RECOMMENDATIONS
Kentucky s largest newspaper, The Courier--^ declared in an editorial,  U of L aimed to ge concerns on the table with a celebration of di The Celebration of Diversity is only a beginnin; minds of many respondents. As one member university community stated,  It s not enough that we re going to have a week-long celebrat must continue to explore and work toward res one another.   
Indeed, this Celebration of Diversity can be for future programs which are richer, deeper a. more inclusive. Important considerations for programming should include the following.
  Diversity programs should not be narro fined as attempting only to ameliorate racism1
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48. Diversity
against African-Americans. The theme of diversity should embrace the broad range of race and ethnicity (African-American, Hispanic, Asian, Arabic, etc.), religion, sexual orientation, disability, age, and gender. Non-African-American minorities and whites should participate as speakers and panelists. Issues common to all these groups are the need to fight harmful stereotyping and demonstrate the significant array of contributions they have made to American society and culture. The theme of diversity is humanistic in tone, imploring society not to judge by physical characteristics, but to view all community members as individuals with unlimited possibilities.
Diversity programs should not be narrowly defined as attempting only to ameliorate racism directed against African-A mericans.
I Invited speakers must have  cutting edge credentials, particularly in the eyes of university faculty and students. When faculty supported or required student attendance at events, the auditoriums would be filled, when this did not occur the rooms would sometimes be virtually empty. An effective way to marshall faculty and student support is to seek their input in the selection of speakers and involve them in event planning.
  A result of elective as opposed to mandatory participation (less than 20 percent of the survey re spondents indicated attendance due to requirement) was a liberally oriented audience. Of those who attended the program, only 17 percent voted for Presi dent George Bush while 51 percent voted for Dukakis. Over half of the attendees participated in protest movements for civil rights, empowerment of women, and anti-war activity. This could indicate, that the program was  preaching more to the choir and per haps not reaching those most in need of the message. Administrators should consider mandating atten ance  r exploring other methods of achieving a more representative pattern of attendance at such events.
  Diversity programs should be opened to inc u e a variety of perspectives and stimulate lively   a e Most of the University of Louisville s Celebration o Diversity had a 1960s-era liberal perspective, this might have alienated conservative students from Program. Diversity programs also should recognize
steady rise in conservatism among minorities, an
include minority conservative speakers in the program
CONCLUSION
During the ten-day Celebration, students, faculty, staff, guests, presenters, alumni, and community leaders shared heart-felt concerns with disarming candor. There was silence, there were smiles, and indeed there were sparks. Clearly, acknowledging, accepting, respecting, enhancing, and eventually celebrating diversity is a difficult, demanding and at times agonizing business. The Celebration of Diversity at the University of Louisville went from a typical business-as-usual opening of the academic year to a whirlwind of activity focusing on issues of diversity and multiculturalism. The Celebration of Diversity fused over 35 separate events into a coordinated exploration of important cultural and racial values and traditions. The purpose of the program was the promotion of human dignity, tolerance and appreciation of diversity. The events were designed to meet the university president s goal of  increasing awareness and appreciation for the different races and ethnic groups represented on the university campus. 
The purpose of the program was the promotion of human dignity, tolerance and appreciation of diversity.
We are encouraged by the Celebration Divers^ ability to address the following: 1) the undergraduate diversity, pluralism an pp	articulate<
vals throughout their	g *	yehicle fo
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