Cross-Racial Interaction Among Undergraduates: Some Consequences, Causes, and Patterns

Chang, Mitchell J.; Astin, Alexander W.; Kim, Dong‐Bin

doi:10.1023/b:rihe.0000032327.45961.33

Cited by 243 publications

(222 citation statements)

References 17 publications

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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%

Assessing the value of climate assessments: Progress and future directions.

Hurtado¹,

Griffin²,

Arellano³

et al. 2008

Journal of Diversity in Higher Education

216

185

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The authors synthesize existing climate research and climate instruments, as well as introduce several frameworks to help educators understand how institutions and researchers have assessed diversity in the college environment. Over 90 instruments were reviewed and examined for their attention to multiple dimensions of the campus climate, diversity initiatives, and outcomes measures that capture students' values, skills, and knowledge for participation in a diverse society. Frameworks presented include a broad definition of the campus climate, a typology of campus initiatives based on an inventory of campus practice, and a typology of representative outcomes that capture cognitive, socio-cognitive, values/attitudes, and preparation for a multicultural society. Campuses that strive to become functional multicultural learning environments can now rely on a body of empirical information to guide practice and critical self-assessment to deepen their commitment to diversity. The authors recommend that campuses integrate their assessment of the climate with the evaluation of student outcomes and campus practice. Keywords: campus climate, assessment, frameworksExamining the climate for diversity is an important part of campus-based assessment activity, especially as postsecondary institutions enter an era of "evidence-based" practice and aim to identify areas for improvement to achieve educational goals for an increasingly diverse student body. Early efforts to assess climate arose out of a need to attend to a myriad of campus diversity issues, most significant of which were recurring racial incidents that sparked media attention. Over time, campuses began climate assessments as a proactive initiative rather than a reactive attempt to deal with significant issues affecting women, racial/ethnic minorities, disabled students, and LGBT students (Michigan Student Study, 2008). As a result of both institutionally based and multicampus surveys on a national level, a body of research emerged that began to link the campus climate with key educational outcomes.The purpose of this paper is to synthesize existing climate research and introduce several frameworks that help us better understand how institutions and scholars have begun to think about the climate and its assessment. We begin with a review of research that served to document climate as more than a part of the perception of marginalized individuals, but rather a multidimensional environmental factor with real effects on educational outcomes. That is, the campus climate is part of an intricate web of relations, socially constructed by individuals in an environment. Campus climate research has been synthesized by multiple authors (e.g.,

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Section: Structural Diversitymentioning

confidence: 99%

Assessing the value of climate assessments: Progress and future directions.

Hurtado¹,

Griffin²,

Arellano³

et al. 2008

Journal of Diversity in Higher Education

216

185

View full text Add to dashboard Cite

show abstract

“…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%

Fitting the mould: the role of employer perceptions in immigrant recruitment decision-making

Almeida

Fernando

Hannif³

et al. 2015

The International Journal of Human Resource Management

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Human capital theory presumes that skill-accredited immigrant professionals can access positions in the labour market to match their skills and qualifications. It implies that employers have little power to influence the labour market outcomes of immigrant professionals. Using social identity theory, we examine the influence of similarity effect in recruitment decision-making involving immigrant information technology (IT) professionals in New South Wales, Australia. We assess how decision makers (N = 331) hiring IT professionals need to associate and identify with people that resemble themselves in some way more than those that do not, can influence their perception of the immigrant candidate's fit into their organisation. Particularly, we examine how the level of exposure to diversity, the decision maker's origin and the diversity of clientele can moderate the assessment of the candidate's fit to the organisation. We also assess how attire, name, accent and any overtly expressed religious affiliations influence employer perceptions. The findings indicate decision makers with lower levels of exposure to diversity or working in organisations with mostly Anglo clients tend to be more concerned of the fit regarding the Indians, South-east Asians and the Chinese. They were also more likely to be negatively influenced by the non-Anglo personal attributes.

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“…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%

The Shaping of Postcollege Colorblind Orientation Among Whites: Residential Segregation and Campus Diversity Experiences

Jayakumar

2015

Harvard Educational Review

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In this article, Uma M. Jayakumar investigates the cumulative impact of experiences with segregation or racial diversity prior to and during college on colorblind ideological orientation among white adults. An analysis of longitudinal data spanning ten years reveals that, for whites from segregated and diverse childhood neighborhoods, some experiences in college may increase colorblind thinking, while others may facilitate a greater understanding of the racial context of US society. Segregated white environments, or white habitus, before, during, and after college are associated with whites' colorblind ideological orientations, with negative implications for racial justice. Campus racial diversity experiences can play a role in diminishing the influence of white habitus but are not necessarily doing so. In other words, the challenges of addressing colorblind orientation are greater for white students from segregated neighborhoods and high schools who also tend to choose segregated white campus environments and are less likely to engage across race lines while in college. This study speaks to the need for more direct interventions addressing colorblind ideology among white college students. The findings suggest that racial diversity and integration are potentially disruptive but insufficient conditions for unlearning harmful colorblind frames.

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Cross-Racial Interaction Among Undergraduates: Some Consequences, Causes, and Patterns

Cited by 243 publications

References 17 publications

Assessing the value of climate assessments: Progress and future directions.

Assessing the value of climate assessments: Progress and future directions.

Fitting the mould: the role of employer perceptions in immigrant recruitment decision-making

The Shaping of Postcollege Colorblind Orientation Among Whites: Residential Segregation and Campus Diversity Experiences

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