Utilizing Bennett’s genres of multicultural education, the authors examine whether diversity course content clusters influence students’ civic engagement. Diversity course content clusters were predicted to influence White students and students of color differently, given principles identified by social development, cognitive development, and social identity theory. Findings indicate that diversity courses that emphasize multicultural competence positively influence all students over a period of 4 years. Courses that emphasize societal equity, however, have a greater effect on students of color when compared to White students. Implications for faculty, undergraduate curriculum committees, research, and theory are discussed.
Utilizing the exploratory case study methodology, the author examines the conditions that support and limit a Latina-based student organization at a predominately White institution of higher education. Seven organizational structures were found to influence the organization's ability to advance its aims, from interviews, documents, observations, and focus groups with students and university personnel. Implications for future researchers, student affairs administrators, and university policy makers are discussed.
ResumenUtilizando metodología exploratoria de estudio de caso se examinan las condiciones que ayudan o limitan organizaciones estudiantiles latinas a apoyar latinas universitarias en una institución de educación superior predominantemente blanca. Se encontraron siete estructuras organizacionales que apoyan y limitan la habilidad de la organización para alcanzar sus metas. Esto a través de entrevistas, documentos, observaciones y grupos foco con estudiantes y personal universitario. Se proveen implicaciones para investigaciones futuras, administradores de asuntos estudiantiles, y líderes universitarios.
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