Perceptions of Institutional Commitment to Diversity as a Predictor of College Students' Openness to Diverse Perspectives

Abstract

This study examined longitudinal data by multiple regression analyses to determine personal and institutional characteristics associated with students' openness to diverse perspectives. Students' openness was positively associated with (a) feeling that the university was committed to diversity issues, (b) taking diversity courses, and (c) interacting with students of a different racial or ethnic group. Among students of color, openness was significantly predicted by (a) the racial diversity of students' friendship group, (b) feeling that the university supported ethnic and religious support networks, and (c) taking diversity courses. Among White students, the unique predictor was interacting with students of a different race at informal social events.

Ten Challenges and Recommendations for Advancing Research on the Effects of College on Students

“…Standing as another robust example, a number of scholars examined the effects of myriad curricular, cocurricular, and interactional diversity experiences on diversity attitudes. In some instances, these studies noted stronger positive effects among White students (e.g., Bowman, 2010; Gurin, Dey, Hurtado, & Gurin, 2002; Gurin, Nagda, & Lopez, 2004; Hu & Kuh, 2003), but some evidence illuminated further nuances about campus climate conditions and exchanges with diverse peers that furthered positive diversity attitudes among students of color more so than among White students (e.g., Bowman, 2013; Cabrera, 2011; Harper & Yeung, 2013). All told, these bodies of research yielded useful findings to aid in dismantling assumptions that college effects are uniform and necessarily generalizable to diverse subpopulations.…”

Community college transfer and the pathway to a baccalaureate degree : the lived experiences of transfer students

“…Some participants of this study prioritized social integration and having a peer network, particularly if it was lacking at the community college. One participant purchased a meal plan in order to interact with others in the dining hall; this intentional strategy allowed this commuting participant to meet his clear goal of making social connections post-transfer, and concurs with Harper and Yeung (2013) who found most initial cross-cultural peer interactions occurred in residence halls and the dining room. Whether socially integrated, or lacking such, participants were satisfied with their post-transfer experiences.…”

HBCUs as Critical Context for Identity Work: Reflections, Experiences, and Lessons Learned

“…Supporting this claim, research by Harper and Yeung (2013) suggests that informal campus activities are even more significantly correlated with openness to diverse perspectives than more formal ones. To be clear, formal programs and institutional commitment to fostering diversity are instrumental in establishing a healthy environment that encourages more informal interaction.…”