A growing number of diversity, equity, and inclusion (DEI) trainings and initiatives are implementing storytelling as a means for reducing prejudice and bias. The primary aims of this investigation were to elucidate theoretical pathways (integrating the Common Ingroup Identity Model, Intergroup Contact Theory, empathy research, and Construal Level Theory) by which storytelling (i.e., the telling of personal narratives) used in DEI training may have beneficial outcomes, as well as under what conditions (higher or lower state construal levels), and provide empirical support for the use or disuse of storytelling in DEI training. This experimental vignette study was a 2 (DEI training condition: storytelling vs. no storytelling) x 2 (Construal manipulation: higher vs. lower) between-subjects factorial design, with variables assessed at two time points to mitigate common method bias. Results provided limited support for the proposed moderated serial mediation model; a path analysis of the full theoretical model did not show acceptable fit. MANOVA analyses demonstrated some support for the interaction of storytelling and higher construal on empathy variables (i.e., DEI training with storytelling and under a higher-level construal resulted in greater empathy). Haye’s PROCESS macro analyses revealed support for the role of cognitive empathy (operationalized as a perspective-taking measure) as a mediator of the relationship between DEI training containing storytelling and outcomes (willingness to engage with the outgroup and intentions to help the outgroup). Mediation analyses also revealed relationships in directions opposite to hypotheses, highlighting a complex relationship between storytelling and DEI training outcomes.
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