Does diversity at undergraduate institutions influence student outcomes?

Abstract

Using two separate samples, this study establishes and replicates a model of the influence of two types of educational diversity on student outcomes. Study 1, using survey data regarding undergraduate experiences from a volunteer sample of 1,963 incoming law students, confirms measurement models for diversity and outcome constructs and tests models predicting student outcomes from Classroom Diversity and Contact Diversity. Study 2 utilizes data from a nationally representative sample of 6,100 incoming law students to replicate results from Study 1. Both studies find a positive relationship between diversity and educational outcomes. Results suggest that institutions of higher education should support informal interactions between students of diverse backgrounds and should encourage students to enroll in courses dealing with diversity.

Diversity Experiences and Intergroup Attitudes

“…Analyses of the MSS data found a relationship between diversity experiences and greater perspective taking among White students (Gurin et al, 2004). Similarly, students with more diversity-course enrollment showed more empathy regarding prejudice (Spanierman, Todd, & Anderson, 2009) and greater enthusiasm for learning about new perspectives (Gottfredson et al, 2008). Taken together with the mediation studies involving willingness to consider other perspectives and related variables, these data suggest a promising role for perspective taking and empathy in mediating the diversity experience-intergroup attitude relationship.…”

“…In studies employing majority White samples, participation in diversity courses did not impact quantity of interactions with diverse peers but it did relate to more positive contact experiences with diverse peers (Laird, 2005). Also, curricular experiences such as attending racial/cultural awareness programs and discussion of racial issues related to greater frequency of cross-ethnic contact (Gottfredson et al, 2008). In each of the studies cited, the observed effects appear relatively small (e.g., correlation of <.40).…”

Engaging Diversity in First-Year College Classrooms

“…These findings demonstrate the importance of intentionally designed intercultural interactions. In addition, several studies have concluded that it is important to provide sustained and coordinated efforts across and throughout the undergraduate experience in order to maximize the benefits of diversity on student development and learning (Gottfredson et al 2008;Gurin et al 2002) and to achieve the level of intercultural competency required to participate effectively and thoughtfully in diverse settings in our communities and workplaces (AAC&U 2010). For institutions and practitioners seeking to improve diversity-related outcomes, these findings draw attention to classes and the need to investigate how they can be intentionally designed so as to "activate" (Marin 2000) the diversity resources present in order to encourage students to develop, test, apply, and reflect upon the ability to use and build upon new knowledge.…”

“…Diversity is frequently conceptualized in terms of racial and ethnic identity and defined in the higher education context in three ways: 1) structural diversity, i.e., the demographic diversity of a campus; 2) interactional diversity, i.e., deliberate and facilitated interactions with structural diversity; and 3) curricular diversity, i.e. diverse ideas and peers in classroom or cocurricular contexts (Bowman 2010a;Gottfredson et al 2008;Gurin et al 2002).…”

Life on Social Housing Estates: Studying Housing Quality with an Ethnographic Approach

“…Diversity can also have important social and educational outcomes, such as "greater learning, increased interpersonal competencies, greater self-confidence among students, fewer irrational prejudices, greater gains in critical thinking, and greater involvement in civic and community service" (Worthington et al 2008:8). Gottfredson et al (2008) report that both diversity in the classroom and more informal "contact diversity" in other campus activities were positively related to such factors as cognitive openness, positive attitudes towards equal opportunities and academic outcomes.…”