2004
DOI: 10.1023/b:rihe.0000032327.45961.33
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Cross-Racial Interaction Among Undergraduates: Some Consequences, Causes, and Patterns

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Cited by 243 publications
(222 citation statements)
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“…Structural diversity is perceived as a catalyst for promoting a more hospitable campus racial climate; it is a necessary, but not sufficient, factor in creating a more comfortable and less hostile environment for all (Gurin, Dey, Hurtado & Gurin, 2002;Hurtado et al, 1999). 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).…”
Section: Structural Diversitymentioning
confidence: 99%
“…Structural diversity is perceived as a catalyst for promoting a more hospitable campus racial climate; it is a necessary, but not sufficient, factor in creating a more comfortable and less hostile environment for all (Gurin, Dey, Hurtado & Gurin, 2002;Hurtado et al, 1999). 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).…”
Section: Structural Diversitymentioning
confidence: 99%
“…Typically, research has noted a positive correlation between how generic interactions with a diverse group of individuals and intimate interactions such as dining with a diverse group of people resulted in better social ability, and higher rates of civic interests (Chang, Astin and Kim, 2004); how increased exposure to diversity can generate more tolerant racial attitudes (Pettigrew & Tropp, 2006). and how the level of contact can help to reduce hostility toward migrants and promote more peaceful relations through increased inclusive treatment and willingness to embrace minority groups as full members of society (McLaren, 2003).…”
Section: Introductionmentioning
confidence: 99%
“…Structural diversity is most beneficial when an institution also promotes high levels of cross-racial interaction. These interactions are related to students' growth in a variety of areas, including critical and active thinking (Gurin, 1999;Gurin et al, 2002;Nelson Laird, 2005;Pascarella et al, 1996), perspective taking (Hurtado, Engberg, & Ponjuan, 2003;Hurtado, 2005), pluralistic orientation (Engberg, 2006, Jayakumar, 2008, leadership skills (Antonio, 2001;Jayakumar, 2008), cultural awareness and understanding (Antonio, 2001;Astin, 1993aAstin, , 1993bChang, 1996;Milem, 1994), reduced racial bias (Denson, 2009;Pettigrew & Tropp, 2006), civic values or interest (Chang, Astin, & Kim, 2004;Gurin et al, 2002), academic and social self-concept (Chang, 1999;Gurin et al, 2002), complex thinking (Antonio et al, 2004), and cognitive development (Antonio et al, 2004;Astin, 1993aAstin, , 1993bBowman, 2010;Gurin et al, 2002;Hurtado, 2001Hurtado, , 2005.…”
Section: Diversity Literaturementioning
confidence: 99%