The diversity of undergraduate students on college campuses across the country is increasing (Pope et al., 2014). In conjunction with this increase in diversity has been a rise in negative responses to that diversity, which in turn, causes decreased student satisfaction in the campus experience for those diverse student populations (Evans & D'Augelli, 1996; Evans & Rankin, 1998; Harwood et al., 2012; Seymour & Hewitt, 1997; Tonso, 1999). This increase in student diversity and decrease in student satisfaction has challenged universities to not only support students, but also create programs, design policies and procedures, and implement strategies and interventions that are culturally sensitive. All those within the university must take part in addressing these climate issues, including, and maybe especially, faculty; however, Lowenstein (2009) suggested faculty are not trained on how to teach their subject matter, much less how to address the increasing diversity of student populations and the multicultural competence needed to support this growth. The purpose of this study is to provide insight into HBCU College of Agriculture (CoA) faculty experiences with diversity, focusing on those HBCU CoA faculty who chose to become multiculturally competent.

Keywords: HBCU, multicultural competence, faculty development