Influences on Students' Openness to Diversity and Challenge in the First Year of College

Pascarella, Ernest T.; Edison, Marcia; Nora, Amaury; Hagedorn, Linda Serra; Terenzini, Patrick T.

doi:10.1080/00221546.1996.11780255

Cited by 204 publications

(86 citation statements)

References 12 publications

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“…The current study used the short form of the MGUDS (Fuertes et al, 2000); the Relativistic Appreciation subscale contains five items that are each rated on a 5-point scale (1 5 strongly disagree to 5 5 strongly agree). In the present sample, the internal reliability of the MGUDS Relativistic Appreciation scale is .77 at Time 1 and .79 at Time 2, and this scale is highly correlated with Pascarella and colleagues' (Pascarella, Edison, Nora, Hagedorn, & Terenzini, 1996) Openness To Diversity and Challenge Scale (r 5 .50 at Time 1 and r 5 .56 at Time 2). Understanding oneself was measured by the Consciousness of Self subscale of the Socially Responsible Leadership Scale (SRLS; Tyree, 1998), which is based on Astin and colleagues' (1996) social change model of leadership development.…”

Section: Methodsmentioning

confidence: 69%

Can 1st-Year College Students Accurately Report Their Learning and Development?

Bowman

2010

American Educational Research Journal

155

111

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Many higher education studies use self-reported gains as indicators of college student learning and development. However, the evidence regarding the validity of these indicators is quite mixed. It is proposed that the temporal nature of the assessment-whether students are asked to report their current attributes or how their attributes have changed over time-best accounts for students' (in)ability to make accurate judgments. Using a longitudinal sample of over 3,000 first-year college students, this study compares selfreported gains and longitudinal gains that are measured either objectively or subjectively. Across several cognitive and noncognitive outcomes, the correlations between self-reported and longitudinal gains are small or virtually zero, and regression analyses using these two forms of assessment yield divergent results.

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Section: Methodsmentioning

confidence: 69%

Can 1st-Year College Students Accurately Report Their Learning and Development?

Bowman

2010

American Educational Research Journal

155

111

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“…Hurtado (1999) noted that students' perspectives are shaped in part by where they grow up and with whom they associate. Pascarella, Edison, Nora, Hagerdorn, and Terenzini (1996) found that the strongest predictor of first-year college students' openness to diversity and challenges to their beliefs and values was their opinions on these issues before they began college. In a follow-up, longitudinal study of these same students, researchers found that pre-college attitudes were the strongest predictors in the students' second and third years of college as well (Whitt, Edison, Pascarella, Terenzini, & Nora, 2001).…”

Section: Impact Of Diversity On Student Learning and Behaviormentioning

confidence: 96%

Assessing How Diversity Affects Students' Interest in Social Change

Malaney

Berger

2005

Journal of College Student Retention: Research, Theory & Pr

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As the country's racial/ethnic minority representation increases, colleges and universities have increasingly sought to diversify their enrollments in order to better prepare all students to live and work in a diverse democracy. However, diversification may negatively affect campus climate and undergraduate peer relations leading to both increased racial tensions and to lower levels of satisfaction and retention for both minority and majority students. This study examined the effects of students' entry characteristics, pre-college environments, and pre-college activities on 3 democratic outcomes that serve as potential indicators of new undergraduate students' readiness to positively engage with diversity: social change self-efficacy, social action engagement, and social leadership skills. Data were collected from 1 of 10 public universities that participated in a 2001 national study that investigated how diversity helps shape students' attitudes and beliefs. The results indicate that students who are more engaged with diversity prior to college are more likely to perceive themselves as ready to proactively engage with diversity as college students.

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“…Pascarella et al's (1996) scale has been repeatedly proven valid and reliable in cross-cultural student research (Ismail, Morgan, and Hayes 2006;Pike 2002). Hett's (1993) items were confirmed as reliable for use on college students.…”

Section: Interconnectednessmentioning

confidence: 98%

Preparing Marketing Students for a Global and Multicultural Work Environment: The Value of a Semester-Long Study Abroad Program

Wright

Clarke

2010

Marketing Education Review

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In the future, marketing graduates will face an increasingly diverse and multicultural workplace both within and outside their home countries. A crucial question is, how can marketing educators better prepare students for this complex and changing work environment? One solution is a study abroad program (SAP). This study tests some anecdotal claims about the value of the SAP in preparing students for this work environment. Empirical results show that the SAP helps students become more globally minded, communicate better across cultural and national boundaries, and become more sensitive to new and different cultures. Suggestions for improving SAPs for marketing students conclude the paper.

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Influences on Students' Openness to Diversity and Challenge in the First Year of College

Cited by 204 publications

References 12 publications

Can 1st-Year College Students Accurately Report Their Learning and Development?

Can 1st-Year College Students Accurately Report Their Learning and Development?

Assessing How Diversity Affects Students' Interest in Social Change

Preparing Marketing Students for a Global and Multicultural Work Environment: The Value of a Semester-Long Study Abroad Program

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