Literaturnachweis - Detailanzeige
Autor/inn/en | Pike, Gary R.; Kuh, George D.; Gonyea, Robert M. |
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Titel | Evaluating the Rationale for Affirmative Action in College Admissions: Direct and Indirect Relationships between Campus Diversity and Gains in Understanding Diverse Groups |
Quelle | In: Journal of College Student Development, 48 (2007) 2, S.166-182 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0897-5264 |
Schlagwörter | Affirmative Action; College Admission; Student Diversity; College Students; Intergroup Relations; Interpersonal Relationship; Cultural Awareness; Institutional Characteristics; Higher Education; National Surveys; College Seniors; College Freshmen; National Survey of Student Engagement Hochschulzugang; Hochschulzulassung; Zulassung; Collegestudent; Intergruppenbeziehungen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Cultural identity; Kulturelle Identität; Hochschulbildung; Hochschulsystem; Hochschulwesen; College; Colleges; Senior; Hochschule; Fachhochschule; Studienanfänger |
Abstract | Affirmative action in college admissions is based on the premise that a diverse student body contributes to interactions among students from different backgrounds, which are in turn positively related to desirable outcomes of college. This study evaluates the merits of this rationale for affirmative action by examining the direct and indirect relationships between student-body diversity and students' gains in understanding people of other racial/ethnic backgrounds. Data from a nationally representative sample of 428 colleges and universities participating in the National Survey of Student Engagement (NSSE) indicated that student-body diversity was indirectly, but not directly, related to gains in understanding people from diverse backgrounds. Results supported the use of affirmative action in college admissions, indicating that student body diversity is directly related to greater interaction among diverse groups, but not the quality of interpersonal relations on campus. Diversity of the student body was indirectly related to gains in understanding diverse groups, acting through informal interactional diversity. (Contains 1 figure and 3 tables.) (Author). |
Anmerkungen | Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |