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This chapter uses an Internet survey of Protestant schools to find out why students of color are more or less likely to attend certain Protestant educational institutions. Analysis of these data indicates that there is very little Protestant colleges and universities can do to attract African Americans and Native Americans. However, a variety of diversity initiatives are correlated with the percentage of Hispanic and Asian Americans on campus. Furthermore, educational courses that deal with racial issues and student-led multicultural organizations are more highly correlated to the retention of a diverse student body than multicultural, antiracism, community, or non-European cultural programs.

This chapter presents practical advice for faculty and administrators of Protestant colleges and universities who want to generate more racial diversity. It suggests establishing a curriculum that deals with issues of racial diversity and seeking opportunities to create productive dialogue. Protestant educational institutions must also prepare to deal with professors not committed to addressing issues of diversity, since such professors feed students’ resistance toward such a dialogue. Administrators should also encourage the development of multicultural student organizations that promote interracial dialogue. Although the importance of personal relationships to white students may not easily generalize to non-Protestant campuses, the importance of diversity courses and professors of color probably does.

This chapter examines the diversity advocates' imaginaries of work and labor, many of which are contradictory, both aligning with and critiquing market values. This topic matters because, especially as advocates envision their practices as potentially promoting worker power, their analyses generally do not fully account for the protean boundaries of so-called tech work and actual, material labor conditions, including the lower-status labor that supports Global North hacking. The chapter also focuses on ideations surrounding work and labor relationships within diversity initiatives. It demonstrates that various motivations for diversity advocacy sit in tension with one another. It also argues that the imagined relationships between diversity in tech and workplace preparedness are important because they expose the generative potentials in diversity advocacy.