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ERIC Number: ED444409
Record Type: Non-Journal
Publication Date: 2000
Pages: 96
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Does Diversity Make a Difference? Three Research Studies on Diversity in College Classrooms.
Maruyama, Geoffrey; Moreno, Jose F.; Gudeman, Roxane Harvey; Marin, Patricia
This report contains three studies on diversity in college classrooms. Following a review of the historical background in the introduction, Part 1, "University Faculty Views about the Value of Diversity on Campus and in the Classroom," offers a discussion of various diversity issues, such as institutional and departmental values; effects on classrooms, research, and teaching; negative effects; student benefits; responses of faculty; and comparisons of male and female responses. Part 2, titled "College Missions, Faculty Teaching, and Student Outcomes in a Context of Low Diversity," analyzes the content of mission statements of top selective liberal arts colleges; discusses the experience at Macalester College; and summarizes the case for diversity. Part 3, "The Educational Possibility of Multi-Racial/Multi-Ethnic College Classrooms," attempts to understand the outcomes that result from interactions among diverse students by describing a qualitative study of specific interactive classrooms. Three overarching themes emerge: (1) racial and ethnic diversity is necessary but not sufficient for creating the most effective educational environment; (2) racial and ethnic diversity increases the educational possibilities of the classroom; and (3) multiracial/multiethnic classes enhance educational outcomes. Appended, as Part 4, is the faculty classroom diversity questionnaire, which focuses on faculty attitudes toward diversity at their institutions and in their own classrooms. All sections of the document contain references. (RH)
For full text: http://www.acenet.edu, or http://www.aaup.org.
Publication Type: Collected Works - General; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Spencer Foundation, Chicago, IL.; Law School Admission Council, Princeton, NJ.
Authoring Institution: American Council on Education, Washington, DC.; American Association of Univ. Professors, Washington, DC.