This study sought to identify levels and types of positive changes experienced during the pandemic and determine whether different patterns of positive changes existed across academic years. In this repeated cross-sectional mixed methods study, different samples of undergraduate students at a large, public university were recruited in Fall…

In this study the differences in ecumenical worldview development are examined by race for 3,300 college students from 135 institutions. Results indicate that all students exhibited significant growth through college in ecumenical worldview, and students of color (Black, Asian, and Latino students) exhibited significantly higher levels of…

Using a sample of 2,836 students from 5 different racial/ethnic groups, this study identified the ways student engagement and institutional features predict student learning. A supportive campus environment and high academic challenge predicted learning in general education, personal development, and practical competence for all racial/ethnic…

Many college administrators and researchers assert that diversity interactions are critical for preparing young adults for a diverse society, but very little research has examined the long-term impact of these experiences. This study examines a longitudinal sample of college students (n = 416) who were followed into their mid-30s. Structural…

Examined patterns of psychosocial development for white and African-American traditional-age undergraduate female college students (n=218). Differences were found by class level in measures of autonomy with seniors scoring higher than other classes and mature interpersonal relationship scores indicating a gradual increase. In a measurement of…

Compared outcomes of college as perceived by African-American and white alumni in the affective or personal growth categories. An analysis of responses to an alumni survey revealed that, for affective growth variables, proportionally more African Americans than whites indicated that college had influenced their growth "very much." (Author/NB)