Diversity and Multiculturalism on the Campus

Astin, Alexander W.

doi:10.1080/00091383.1993.9940617

Cited by 223 publications

(156 citation statements)

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“…Further, students' likelihood of community involvement was also enhanced by attending racial/cultural awareness workshops. While positive effects of "diversity" activities have been reported in four-year longitudinal research (Astin, 1993a(Astin, , 1993b, this study has demonstrated that interacting with and learning from people different from oneself have effects that last beyond the college years.…”

Section: Summary and Discussionmentioning

confidence: 93%

Citizenship development and the American college student

Sax

2004

New Drctns for Instit Rsrch

140

113

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Section: Summary and Discussionmentioning

confidence: 93%

Citizenship development and the American college student

Sax

2004

New Drctns for Instit Rsrch

140

113

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“…It is also important that teachers define group work as training for teamwork in future professional careers. There is great empirical support for the positive influence cultural diversity in universities has on educational experiences that help students prepare for participation in an increasingly diverse world (Astin 1993;Bowen andBok 1998 in Denson andBowman 2013, 557). To make sure that these kinds of culturally heterogeneous groups can be a foundation for learning and social integration, both students and teachers need to be aware of the factors that impact group dynamics and thus deal constructively with challenges arising from diversity (Popov et al 2012).…”

Section: Discussionmentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions and interviews and, subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy and applied linguistics.

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“…Turning first to study samples, a variety of settings were represented, and these included public, private, and student samples (see Table 1). In particular, research settings have included governmental agencies (Sanchez & Medkik, 2004); schools (Law, 1998;McCauley, Wright, & Harris, 2000); and universities (Astin, 1993;Pascarella, Edison, Nora, Hagedorn, & Terenzini, 1996;Stroup, 1998), as well as the corporate sector (ChrobotMason, 2004;Combs & Luthans, 2007;De Meuse, Hostager, J., & O'Neill, 2007;Hanover & Cellar, 1998). Second, with respect to the study methodologies of empirical work, four groups of research methods have been uncovered in our review: studies using survey-based methods (N ϭ 87), quasiexperimental work (N ϭ 16), experimental studies (N ϭ 19), and case studies (N ϭ 12; see Table 1).…”

Section: Characteristics Of the Researchmentioning

confidence: 99%

Reviewing Diversity Training: Where We Have Been and Where We Should Go

Bezrukova

Jehn

Spell

2012

AMLE

242

214

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We review and critically examine 178 articles whose authors have investigated numerous aspects of diversity training programs on campuses and in the workplace. We first examine the characteristics of the research, including sample, study method, and theoretical framework. Consistent with the training framework of Baldwin and Ford (1988) and Blume and colleagues (2010), we then organize the articles by the context of training, training design, trainees' characteristics, and training outputs. Although we found a myriad of different forms, shapes, and combinations of diversity training in terms of its design elements, some programs (e.g., integrated training) were relatively rare, yet authors viewed them more positively than other programs (e.g., stand-alone training). We discuss gaps in the literature and provide suggestions for future research on diversity training.

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Diversity and Multiculturalism on the Campus

Cited by 223 publications

References 0 publications

Citizenship development and the American college student

Citizenship development and the American college student

Metacognition in Language Learning and Teaching

Reviewing Diversity Training: Where We Have Been and Where We Should Go

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