Factors Influencing Positive Interactions Across Race for African American, Asian American, Latino, and White College Students

Sáenz, Victor B.; Ngai, Hoi Ning; Hurtado, Sylvia

doi:10.1007/s11162-006-9026-3

Cited by 141 publications

(114 citation statements)

References 19 publications

Supporting

Mentioning

102

Contrasting

Order By: Relevance

“…Third, as noted previously, most studies are finding that more interactions across race/ethnicity take place in increasingly diverse environments (Chang, 1999;Chang, Astin, & Kim, 2004;Pike & Kuh, 2006); however, the quality of those cross-racial interactions during college is often determined by whether students had informal interactions with various groups before college (Sáenz, 2005;Sáenz et al, 2007). These findings about the quality of contact experiences and "perpetuation effects" in college were only made possible when researchers began to work longitudinally, assessing initial predispositions and behaviors in high school or at college entry, intergroup behaviors during college, and behaviors and beliefs after college (Jayakumar, 2007;Sáenz, 2005).…”

Section: The Behavioral Dimension Of the Climatementioning

confidence: 93%

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

Hurtado¹,

Griffin²,

Arellano³

et al. 2008

Journal of Diversity in Higher Education

Self Cite

216

185

View full text Add to dashboard Cite

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.,

show abstract

Section: The Behavioral Dimension Of the Climatementioning

confidence: 93%

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

Hurtado¹,

Griffin²,

Arellano³

et al. 2008

Journal of Diversity in Higher Education

Self Cite

216

185

View full text Add to dashboard Cite

show abstract

“…However, racial/ethnic heterogeneity had minimal effect on intercultural friendships with Black students; and, as with intercultural dating, White students were the least likely to report a diverse friendship network. Measurements of both precollege and college-going friendship diversity were included in the present study because high school intercultural interactions are associated with future intercultural interactions, but do not guarantee college-going engagement with a diverse friendship group [7,24,41]. …”

Section: Role Of Friendship Network Diversitymentioning

confidence: 99%

Intercultural Dating at Predominantly White Universities in the United States: The Maintenance and Crossing of Group Borders

Keels

Harris

2014

Societies

View full text Add to dashboard Cite

Abstract:The increased representation of minority students on the campuses of predominantly White universities in the United States presents increased opportunities for intercultural contact. Studying dating experiences across racial and ethnic lines has been used to determine the existence of a post-racial America. While most previous research has examined general racial/ethnic and gender differences in intercultural college dating experiences, this study analyzes precollege and college-going friendship diversity and skin tone as factors accounting for romantic distance between racial/ethnic groups among a recent cohort of college students. Hierarchical linear modeling analyses were conducted on a 4-year longitudinal sample of 2804 undergraduate students from 24 colleges and universities. Results confirm that White students continue to be the group most likely to engage in intragroup dating relationships, Latino/a students were the most likely to date interculturally, and that Black men were significantly more likely to date interculturally than Black women. For Black students there were significant within group differences in intercultural dating based on skin tone.

show abstract

“…Saenz, Ngai, and Hurtado (2007), in their examination of factors that positively influenced interactions across racial categories, similarly encouraged directing that energy towards improving the cross-cultural interactions between students when they found that students may not necessarily be engaging diverse others in more formal academic environments, but may be choosing to do so through their involvement in programs that provide less structured and more relaxed environments to cross racial /ethnic boundaries. As such, institutions may choose to direct their energies and resources to initiatives .…”

Section: Student Interactions With Institutions and Individuals Impacmentioning

confidence: 99%

“…The need for quality interactions among diverse students is a known factor for increased reporting of intercultural competence (Allport, 1954;Saenz et al, 2007). While the research protocols helped to improve the quality of the interactions between students, there is room to do more.…”

Section: Recommendations For Improving Interventionsmentioning

confidence: 99%

“…Faculty members with expertise could guide these talks, or they could simply facilitate social activities with guided questions. The better the quality of the experience, the deeper the change (Saenz et al, 2007); thus, creating learning environments where students are invited to a deeper conversation is encouraged.…”

Section: Recommendations For Improving Interventionsmentioning

confidence: 99%

See 1 more Smart Citation

Development of the Global-Self Through Collegiate Recreational Sports

Accetta¹

View full text Add to dashboard Cite

Today's student has more access to global issues than any previous generation. Nearly one million higher education students study abroad worldwide, the workplace reflects a need to be interculturally competent, and students rarely have opportunities to learn how to thrive in the new global environment. This study explored how higher education, and specifically collegiate recreation, is responding to this reality. The development of Killick's global-self is a guiding theme and was used to investigate how students perceive the development of their global-self after experiencing interventions designed to introduce the concepts of internationalization and globalization into a collegiate recreation intramural program. The study also examines how students experience the interventions. The literature review focuses on institutional perspective, student engagement, learning theory, the role of sport and recreation in social change, and collegiate recreation professional competencies. A bounded 8-week case study, using aspects of community action research, was the research method. Observations, surveys, and semi-structured interviews provide data on students' perceptions of their development of a global-self and their experience in the designed intramural program.Themes identified in the data provide evidence that the interventions helped students develop both their sense of self-in-the-world and their ability to act-in-the-world. The data suggest that students found value in the interventions and believed them to be a worthwhile addition to the intramural program. Finally, the results of the study suggest that similar interventions can be applied to multiple areas in collegiate recreation and potentially expanded to other forms of co-curricular activities.

show abstract

Factors Influencing Positive Interactions Across Race for African American, Asian American, Latino, and White College Students

Cited by 141 publications

References 19 publications

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

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

Intercultural Dating at Predominantly White Universities in the United States: The Maintenance and Crossing of Group Borders

Development of the Global-Self Through Collegiate Recreational Sports

Contact Info

Product

Resources

About