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universities, the effects of precollege environments and experiences on college diversity outcomes and whether college diversity experiences can prevent the cycle of segregation from continuing were explored. The findings revealed that precollege environments and experiences affected the students' cross-racial interactions, attitudes about racial discrimination, and other diversity-related outcomes while in college. Whereas having an all-White peer group prior to college negatively predicted positive cross-racial interactions in college for the White students, having an all-White peer group had the opposite effect on the non-White students. A racially diverse college environment had a more pronounced positive effect on the positive cross-racial interactions of the White students than it did for the non-White students. Positive cross-racial interactions were also positively associated with participating in academic support services and spending more hours per week socializing. The White students who joined Greek organizations after coming from predominantly White precollege environments were less likely to engage in positive cross-racial interactions, as were the non-White students who lived in culturally themed residences. The institution's structural diversity had a pronounced positive effect on positive cross-racial interactions, especially for the White students who came from predominantly white environments. (42 ref)-Higher Education Administration, University of Texas, Austin.

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