A Multi-Level Examination of First-year Students’ Openness to Diversity and Challenge

Inspiring Muslim Appreciation in the First-Year of College: What Makes a Difference?

“…Despite that small positive effect, Denson et al (2020) asserted that "infusing diversity throughout the curriculum-which could occur via some 'formal' diversity coursework and other courses that contain diversity content may constitute the most effective strategy for bolstering student growth" (p. 8). In another study, Shim and Perez (2018) showed that the number of academic courses focused on diversity and taken during the first year was not correlated to students' openness to diversity and challenge. However, a significant correlation was observed between the number of assignments and classroom discussions and openness to diversity.…”

“…However, a significant correlation was observed between the number of assignments and classroom discussions and openness to diversity. In response to these observations, Shim and Perez (2018) noted that "pedagogy promoting deep engagement with diverse perspectives is as important if not more valuable than simply exposing students to different cultures and viewpoints" (p. 470). Unless intentionally integrated into the curricula, mere exposure to academic content related to diversity seems insufficient to propel lasting changes in attitudes.…”

“…The first year in college has been documented as a crucial developmental period for students, as they encounter diverse others and interact with communities that may or may not be present in the students' home environments (Bowman et al, 2019;Comi, 2019;Hurtado et al, 2012;Pascarella et al, 2012;Shim & Perez, 2018). Realizing the importance of this time in students' developmental journey, educators have devoted attention, time, and resources toward first-year diversity and inclusion efforts (Garvey et al, 2020), including but not limited to first-year course requirements that focus on racial diversity and social justice (Denson & Bowman, 2017;Mayhew & Engberg, 2010;Vianden, 2018) and cocurricular programming efforts designed to raise student awareness of racial diversity and create a sense of community among students of color on campus (Bowman, 2012;Krumrei-Mancuso et al, 2013;Nagda et al, 2005).…”

StateChurch: Bringing Religion to Public Higher Education

“…they definitely think that changing equals weakness and I just was pointing out it doesn't have to". Consistently, research has shown that faculty attitudes towards diversity influence students' openness and capacity to engage in difficult dialogue (e.g., Shim and Perez 2018;Ryder et al 2016), so it may appear unsurprising that students reported being more willing to engage in religious conversations in classrooms where faculty facilitated challenging religious diversity conversations. In these instances, classroom spaces become arenas for developmental conversations to take shape, for assumptions to be questioned, and values to be examined-key practices that may not happen if students are left to their own devices in terms of religious engagement (Jung and Park 2020).…”

Exploring Outdoor Recreation Activities as a Facilitator for College Student Diversity Experiences

“…Diversity workshops, intergroup dialogue, incoming student diversity programs, requiring random roommates, and other initiatives have been provided to students (Bowman et al, 2016; Engberg, 2004; Gurin et al, 2013; Hudson, 2018; Hurtado, 2005), but hate crimes, discrimination, and a lack of engagement across lines of diversity persist on campuses (Garcia & Johnston-Guerrero, 2015). Previous quantitative studies have investigated the effectiveness of these diversity programs (e.g., Bowman, 2010; Bowman et al, 2016), but less is known from a qualitative lens about how students experience diversity interventions (Shim & Perez, 2018). Additionally, this body of research has largely focused on campus-based, classroom programs rather than recreation-based diversity interventions.…”