Does Enrollment Diversity Improve University Education?

Rothman, Sheldon

doi:10.1093/ijpor/15.1.8

Cited by 63 publications

(64 citation statements)

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“…Insert Figure 1 about here Consistent with some previous research, first-year students' diversity density was negatively related to satisfaction and perceived interpersonal support (Hu & Kuh, 2003;Rothman, Lipset, & Nevitte, 2003). However, the diversity press model does not show these negative effects, indicating that the negative impact of diversity density on satisfaction and interpersonal supported is ameliorated when institutions offer courses that emphasize diverse perspectives and create a climate that promotes interactions between people from different backgrounds.…”

Section: Diversity At Liberal Arts Colleges 18supporting

confidence: 84%

Student Experiences with Diversity at Liberal Arts Colleges: Another Claim for Distinctiveness

Umbach

Kuh

2006

The Journal of Higher Education

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Student Experiences with Diversity at Liberal Arts Colleges:Another Claim for DistinctivenessThis study explores the relationship between organizational and individual characteristics and diversity-related experiences at liberal arts colleges. Compared with their counterparts at other types of institutions, students at liberal arts colleges report more experiences with diversity. In addition, this study also finds that diversity experiences are positively related with a variety of student outcomes. Diversity at Liberal Arts Colleges 3 Student Experiences with Diversity at Liberal Arts Colleges:Another Claim for Distinctiveness Compelling arguments are coming from all quarters that diversity-related experiences benefit individual students, institutions, and society at large.

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Section: Diversity At Liberal Arts Colleges 18supporting

confidence: 84%

Student Experiences with Diversity at Liberal Arts Colleges: Another Claim for Distinctiveness

Umbach

Kuh

2006

The Journal of Higher Education

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“…A plausible conclusion is that positive effects of outside-of-class activities are contingent on the social conditions (Allport, 1954) and practices found in those activities or on particular campuses. Consistent with the phenomenon of intergroup competition and stereotyping, high levels of numerical diversity are insufficient to produce effective interactions, having been found to be associated with negative impacts (Rothman et al, 2003) when there is a negative campus climate for diversity (Denson and Bowman, 2013).…”

Section: Cross-cultural Interactions-benefits and Impedimentsmentioning

confidence: 87%

Intercultural Comfort through Social Practices: Exploring Conditions for Cultural Learning

Bernstein

Salipante

2017

Front. Educ.

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High-quality cross-ethnic interactions contribute to college students' development, but knowledge is scant concerning campus settings and conditions that promote these interactions. This study indicates that distinct social practices in particular settings create such conditions. Phenomenological analysis of current and past members of a voluntary community service association (a pseudonym), appropriated to meet their social needs, revealed practices leading students from differing ethnic backgrounds to challenge stereotypes and engage in cultural learning. Inductively derived findings led to a transdisciplinary analysis that synthesizes concepts from institutional (higher education), organizational (voluntary service organization), interpersonal (social ties), and individual (personal development) levels. The emergent concept of intercultural comfort differentiated between meaningful diversity interactions within the student association and apprehensive ones elsewhere. Members experienced this intercultural comfort and an ethnically inclusive moral order due to mission-driven practices emphasizing shared purpose, fellowship, and structured interactions.

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“…There is also some recent evidence that the sense of ethnic victimization among White students is not just restricted to members of Greek organizations. A recent multicampus study by Rothman, Lipset, and Nevitte (2003) shows that the sense of ethnic victimization among the White student body increases with increasing levels of Black enrollment at the university. In other words, rather than decreasing ethnic tension, multiethnic university environments appear to have the exact opposite effects for White students.…”

Section: Discussionmentioning

confidence: 99%

Ethnic Enclaves and the Dynamics of Social Identity on the College Campus: The Good, the Bad, and the Ugly.

Sidanius

Laar

Levin

et al. 2004

Journal of Personality and Social Psychology

154

150

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The effects of membership in ethnic organizations and fraternities and sororities on intergroup attitudes were examined using a 5-wave panel study at a major, multiethnic university. The results showed that these effects were similar for both minority and White students. Membership in ethnic student organizations for minorities and Greek organizations for Whites was anteceded by the degree of one's ethnic identity, and the effects of membership in these groups were similar, although not identical, for both White and minority students. These effects included an increased sense of ethnic victimization and a decreased sense of common identity and social inclusiveness. Consistent with social identity theory, at least a portion of these effects were mediated by social identity among both White and minority students.

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Does Enrollment Diversity Improve University Education?

Cited by 63 publications

References 0 publications

Student Experiences with Diversity at Liberal Arts Colleges: Another Claim for Distinctiveness

Student Experiences with Diversity at Liberal Arts Colleges: Another Claim for Distinctiveness

Intercultural Comfort through Social Practices: Exploring Conditions for Cultural Learning

Ethnic Enclaves and the Dynamics of Social Identity on the College Campus: The Good, the Bad, and the Ugly.

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