This qualitative and contextual study explores how "diversity" is interpreted by graduate students and faculty in ten departments of geography in the United States. It applies a model that considers historical, structural, psychological and behavioral dimensions. Themes addressed include issues related to gender, international origin, race/ethnicity, age, family status, disciplinary subfields and institutional location; silences persist around sexual orientation and disability. We highlight differences across subgroups of students, faculty perspectives and the approaches used in departments that have attained greater diversity, especially of racial and ethnic minorities. (Contains 10 notes, 3 tables, and 1 figure.)