NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 3 results Save | Export
How Much Diversity Is Enough? The Curvilinear Relationship between College Diversity Interactions and First-Year Student Outcomes
Peer reviewed Peer reviewed
Direct linkDirect link
Bowman, Nicholas A. – Research in Higher Education, 2013
Recent legal challenges to race-conscious college admissions processes have called into question what constitutes a sufficient level of diversity on college campuses. Previous research on the educational benefits of diversity has examined the linear relationship between diversity interactions and student outcomes, but multiple theoretical…
Descriptors: Student Diversity, College Freshmen, College Admission, Longitudinal Studies
Longitudinal Relations among Intellectual Development and Identity during the First Two Years of College: A Structural Equation Modeling Analysis.
Peer reviewed Peer reviewed
Buczynski, Patricia L. – Research in Higher Education, 1991
A study (n=139 students) used hierarchical structural equation modeling to examine the relationship between intellectual development and identity from the beginning of the freshman year through the end of the sophomore year. Results suggest that the college freshman's sense of identity is important in later intellectual development. Intervention…
Descriptors: College Freshmen, College Sophomores, College Students, Higher Education
Cross-Racial Interaction among Undergraduates: Some Consequences, Causes, and Patterns
Peer reviewed Peer reviewed
Direct linkDirect link
Chang, Mitchell J.; Astin, Alexander W.; Kim, Dongbin – Research in Higher Education, 2004
This study utilized a national longitudinal data set of college students to examine the educational relevance of cross-racial interaction and how campuses can best structure such opportunities. The general pattern of findings suggests that cross-racial interaction has positive effects on students' intellectual, social, and civic development. The…
Descriptors: Racial Relations, Undergraduate Students, Longitudinal Studies, Intellectual Development