Improving Intergroup Relations in Higher Education: A Critical Examination of the Influence of Educational Interventions on Racial Bias

Engberg, Mark E.

doi:10.3102/00346543074004473

Cited by 145 publications

(163 citation statements)

References 83 publications

Supporting

Mentioning

147

Contrasting

Unclassified

Order By: Relevance

“…For example, several researchers found that the number of students of color on a campus is linked with students' interactions across race (Chang, 1999;Chang, Astin, & Kim, 2004;Chang, Denson, Sáenz, & Misa, 2006;Pike & Kuh, 2006), and this is particularly true for White students Sáenz, Ngai, & Hurtado, 2007). Thus, the influence of structural diversity can be understood as directly enhancing the opportunity for intergroup contact, which in turn affects educational outcomes over time (Chang, 1999;Chang et al, 2004;Gurin et al, 2002;Engberg, 2004;Jayakumar, 2007;Pike & Kuh, 2006). In other words, the presence of diverse peers works indirectly through students' experiences and interactions with people of different racial and ethnic backgrounds to affect a host of educational outcomes identified later in this review.…”

Section: Structural Diversitymentioning

confidence: 99%

Assessing the value of climate assessments: Progress and future directions.

Hurtado¹,

Griffin²,

Arellano³

et al. 2008

Journal of Diversity in Higher Education

221

185

View full text Add to dashboard Cite

The authors synthesize existing climate research and climate instruments, as well as introduce several frameworks to help educators understand how institutions and researchers have assessed diversity in the college environment. Over 90 instruments were reviewed and examined for their attention to multiple dimensions of the campus climate, diversity initiatives, and outcomes measures that capture students' values, skills, and knowledge for participation in a diverse society. Frameworks presented include a broad definition of the campus climate, a typology of campus initiatives based on an inventory of campus practice, and a typology of representative outcomes that capture cognitive, socio-cognitive, values/attitudes, and preparation for a multicultural society. Campuses that strive to become functional multicultural learning environments can now rely on a body of empirical information to guide practice and critical self-assessment to deepen their commitment to diversity. The authors recommend that campuses integrate their assessment of the climate with the evaluation of student outcomes and campus practice. Keywords: campus climate, assessment, frameworksExamining the climate for diversity is an important part of campus-based assessment activity, especially as postsecondary institutions enter an era of "evidence-based" practice and aim to identify areas for improvement to achieve educational goals for an increasingly diverse student body. Early efforts to assess climate arose out of a need to attend to a myriad of campus diversity issues, most significant of which were recurring racial incidents that sparked media attention. Over time, campuses began climate assessments as a proactive initiative rather than a reactive attempt to deal with significant issues affecting women, racial/ethnic minorities, disabled students, and LGBT students (Michigan Student Study, 2008). As a result of both institutionally based and multicampus surveys on a national level, a body of research emerged that began to link the campus climate with key educational outcomes.The purpose of this paper is to synthesize existing climate research and introduce several frameworks that help us better understand how institutions and scholars have begun to think about the climate and its assessment. We begin with a review of research that served to document climate as more than a part of the perception of marginalized individuals, but rather a multidimensional environmental factor with real effects on educational outcomes. That is, the campus climate is part of an intricate web of relations, socially constructed by individuals in an environment. Campus climate research has been synthesized by multiple authors (e.g.,

show abstract

Section: Structural Diversitymentioning

confidence: 99%

Assessing the value of climate assessments: Progress and future directions.

Hurtado¹,

Griffin²,

Arellano³

et al. 2008

Journal of Diversity in Higher Education

221

185

View full text Add to dashboard Cite

show abstract

“…Aligned with this strategy, many institutions have incorporated diversity courses throughout the undergraduate curriculum as both general education requirements and as part of broader departments with ethnic/cultural emphases (Engberg, 2004;Humphreys, 2000;Nelson Laird, 2003). While there is wide variation across college campuses, diversity courses typically incorporate readings and materials on race, ethnicity, gender, sexual orientation and oppression in conjunction with structured intergroup relations activities (Adams, Bell, & Griffin, 2007;Engberg, 2004;Nelson Laird, 2003).…”

mentioning

confidence: 98%

Diversity courses and students’ moral reasoning: a model of predispositions and change

Hurtado

Mayhew

Engberg

2012

Journal of Moral Education

Self Cite

View full text Add to dashboard Cite

The purpose of this study was to examine how moral reasoning develops for 236 students enrolled in either a diversity course or a management course. These courses were compared based on the level of diversity inclusion and type of pedagogy employed in the classroom. We used causal modelling to compare the two types of courses, controlling for the effects of demographic (i.e., race, gender), curricular (i.e., previous course-related diversity learning) and pedagogical (i.e., active learning) covariates. Results showed that students enrolled in the diversity course demonstrated higher levels of moral reasoning than students enrolled in the management course. In addition, results show that previous diversity courses as well as current enrolment in a diversity course contributed to moral reasoning gains. Implications are discussed.

show abstract

“…Demonstrating whether a university is below or above the expected benchmark is not a measure of their success in terms of establishing more critical relationships with international students. The analysis therefore needs to encompass the relational nature of student individual characteristics, as well as teaching and other organisational factors to then assess the contribution of the relationship between them to more inclusive intercultural interaction in the classroom (Engberg, 2004). To assess this contribution multiple regression and multiple modelling analyses of student data as well as work done towards greater equivalence of international students could be conducted.…”

Section: So What Could These Metrics Be?mentioning

confidence: 99%

The Teaching Excellence Framework in the United Kingdom: An Opportunity to Include International Students as “Equals”?

Hayes

2017

Journal of Studies in International Education

View full text Add to dashboard Cite

Abstract:Research on international students in British higher education points to marginalisation of their unique perspectives in university classrooms. The aim of the paper is to consider how the most recent policy changes, particularly the Teaching Excellence Framework (TEF) continue to do so. The article also argues that the TEF, being a major higher education reform, can lead to change in attitudes towards international students and contribute to their more equal status. The paper discusses how this could be done and proposes changes to the TEF that would distance universities from policy moves that have contributed to the 'peripheral' status of international students for many years. Despite being British-based, the analysis has international implications as it points to a series of ways in which the scope and nature of metrics used in national evaluations of teaching quality can affect the status of international students in higher education.

show abstract

Improving Intergroup Relations in Higher Education: A Critical Examination of the Influence of Educational Interventions on Racial Bias

Cited by 145 publications

References 83 publications

Assessing the value of climate assessments: Progress and future directions.

Assessing the value of climate assessments: Progress and future directions.

Diversity courses and students’ moral reasoning: a model of predispositions and change

The Teaching Excellence Framework in the United Kingdom: An Opportunity to Include International Students as “Equals”?

Contact Info

Product

Resources

About