Although diversity has become a social reality in U.S. higher education, certain issues concerning diversity in classroom settings have not been addressed. Despite increasing multiculturalism and diversity awareness in the U.S. educational system, the literature is still derived primarily from either monocultural assumptions or superficial examination. A project explored diversity issues and pedagogical concerns on a deeper level, examining the problems the faculty faces regarding diverse student population from the views of Asian expatriate faculty vis-a-vis American-born faculty. Subjects (23 Asian and Euroamerican faculty) were asked to complete a questionnaire on diversity issues, and interviews were conducted allowing subjects to elaborate on their thoughts. Questions addressed include critical incidents (epiphanies) occurring on campuses, (un)fair treatment, promotion/backlash of diversity, institutional biases, intellectual clashes, and pedagogical difficulties derived from cultural differences. Based on the hermeneutic perspective, collected data will be thematized to provide a thick description and "verstehen" (situated understanding) of diversity phenomena in United States higher education. (Contains 11 references; the survey instrument is attached.) (NKA)