Is diversity enough? Cross-race and cross-class interactions in college occur less often than expected, but benefit members of lower status groups when they occur.

Abstract

More than ever before, institutions of higher education are seeking to increase the racial and social class diversity of their student bodies. Given these efforts, the present research asks two broad questions. First, how frequently do intergroup interactions occur across the lines of race and social class, and to what extent do these interactions reflect the diversity of a setting? Second, when cross-race and cross-class interactions occur, how do individuals experience them and what consequences do they have for their outcomes in these settings? Leveraging a longitudinal design and daily diary methods, we conducted the first large study (N interactions = 11,460) which tracks the frequency, experience, and consequences of meaningful cross-race and cross-class interactions. We found that students reported far fewer cross-race and cross-class interactions than would occur at chance given the racial and social class diversity of their student bodies. Furthermore, students experienced less satisfaction and perspective-taking in cross-race and cross-class interactions compared to same-race and same-class interactions, respectively. Nevertheless, these cross-group interactions predicted better academic performance for underrepresented racial minority students and students from working and lower class backgrounds. They did so, in part, by increasing students' feelings of inclusion (i.e., increased belonging and reduced social identity threat). Together, these findings suggest that the mere presence of diversity is not enough to foster meaningful intergroup interactions. Furthermore, fostering intergroup interactions may be one important pathway toward reducing racial and social class disparities.

Where and with whom does a brief social-belonging intervention promote progress in college?

“…Yet opportunities to do so, in courses, student groups, and residential communities, vary. Another belonging affordance is the opportunity for high-quality intergroup interactions, such as to develop friendships with majority-group members on campus in residences, courses, and elsewhere, which can support belonging and reduce identity threat ( 22 , 31 – 33 ). These, too, vary across contexts.…”

Probing the impact of exposure to diversity on infants’ social categorization.

“…That is, some infants may go to daycare, religious institutions, and shopping areas in their neighborhood, others may not, meaning that neighborhood diversity does not always lead to meaningful cross-group contact. For example, research shows that people often do not experience the full diversity of their surroundings: Students report fewer cross-race friendships than would be predicted given the racial demographics of their schools (Wejnert, 2010), and cross-race and cross-class interactions occur less than would be predicted by chance within colleges (Carey et al, 2022). And, even in cases where there is diversity within a neighborhood, such exposure can have both positive and negative effects, depending on factors such as perceived threat and valence of intergroup interactions (see Craig & Richeson, 2018, for review).…”

Creating inclusive schools to reduce health and well‐being disparities

“…Even in the absence of close friendships, meaningful interactions with outgroup members have benefits. College students with marginalized racial and social class identities who have more cross‐race and cross‐class interactions experience a higher sense of belonging and a reduced sense of identity threat on campus (Carey et al., 2022). Both are associated with better mental and physical health (Major & Schmader, 2018; Resnick et al., 1997; Walton & Cohen, 2011).…”