ERIC Number: EJ1189427
Record Type: Journal
Publication Date: 2017
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-1546
EISSN: N/A
Engaging with Diversity: How Positive and Negative Diversity Interactions Influence Students' Cognitive Outcomes
Roksa, Josipa; Kilgo, Cindy Ann; Trolian, Teniell L.; Pascarella, Ernest T.; Blaich, Charles; Wise, Kathleen S.
Journal of Higher Education, v88 n3 p297-322 2017
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A