Engaging with Diversity: How Positive and Negative Diversity Interactions Influence Students' Cognitive Outcomes

Autor/inn/en	Roksa, Josipa; Kilgo, Cindy Ann; Trolian, Teniell L.; Pascarella, Ernest T.; Blaich, Charles; Wise, Kathleen S.
Titel	Engaging with Diversity: How Positive and Negative Diversity Interactions Influence Students' Cognitive Outcomes
Quelle	In: Journal of Higher Education, 88 (2017) 3, S.297-322 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1080/00221546.2016.1271690
Schlagwörter	Student Diversity; Cognitive Development; Critical Thinking; Thinking Skills; Student Development; Interaction; Racial Relations; Race; Ethnic Groups; White Students; Learner Engagement; Outcomes of Education; Undergraduate Students; Minority Group Students; College Freshmen + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Kritisches Denken; Denkfähigkeit; Interaktion; Rasse; Abstammung; Ethnie; Lernleistung; Schulerfolg; Studienanfänger
Abstract	Although a growing body of research has demonstrated the value of interacting with diverse peers, a number of questions remain about the relationship between the quality of students' diversity interactions and their cognitive development. In a longitudinal study following 3 cohorts of students from entry into college through the end of their 4th year, we examined how students' positive and negative diversity interactions were related to 2 different outcomes: need for cognition and critical thinking skills. The results indicated that negative diversity interactions were strongly related to both outcomes, and that was the case for students of color and their white peers. Positive diversity interactions, on the other hand, were related to students' need for cognition but not their critical thinking skills, and these interactions disproportionately benefitted white students. We conclude by considering the implications for understanding students' cognitive development and implementing policies and practices that can facilitate positive outcomes on college campuses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01