Diversity and higher education: Theory and impact on educational outcomes
Diversity and higher education: Theory and impact on educational outcomes
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DOI：
10.17763/haer.72.3.01151786u134n051
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发表时间：
2002-09-01
影响因子：
1.7
通讯作者：
Gurin, G
中科院分区：
文献类型：
--
作者：
Gurin, P;Dey, EL;Gurin, G
在当前对大学招生中的平权行动和基于种族的考虑提出法律的挑战的背景下，教育工作者面临着明确阐述教育目的和多样性好处的挑战。在这篇文章中，帕特里夏·古林，埃里克·戴伊，西尔维亚·赫塔多和杰拉尔德·古林探讨了学生在学院或大学环境中与不同同龄人的经历与他们的教育成果之间的关系。植根于认知发展和社会心理学的理论，作者提出了一个框架，以了解多样性如何引入关系的不连续性的关键身份建设及其随后的作用，促进认知增长。使用密歇根大学和合作机构研究计划的单一和多机构数据，作者继续研究非裔美国人，亚裔美国人，拉丁美洲人和白色学生之间的课堂多样性和非正式互动对学习和民主成果的影响。他们的分析结果强调了大学期间不同种族和族裔群体之间非正式互动的教育和公民重要性。作者提供了他们的调查结果，证明了学院和大学的平权行动和多样性努力的持续重要性，不仅是增加更多学生接受高等教育的机会的一种手段，也是促进学生学术和社会成长的一种手段。
In the current context of legal challenges to affirmative action and race-based considerations in college admissions, educators have been challenged to articulate clearly the educational purposes and benefits of diversity. In this article, Patricia Gurin, Eric Dey, Sylvia Hurtado, and Gerald Gurin explore the relationship between students' experiences with diverse peers in the college or university setting and their educational outcomes. Rooted in theories of cognitive development and social psychology, the authors Present a framework for understanding how diversity introduces the relational discontinuities critical to identity construction and its subsequent role in fostering cognitive growth. Using both single- and multi-institutional data from the University of Michigan and the Cooperative Institutional Research Program, the authors go on to examine the effects of classroom diversity and informal interaction among African American, Asian American, Latino/a, and White students on learning and democracy outcomes. The results of their analyses underscore the educational and civic importance of informal interaction among different racial and ethnic groups during the college years. The authors offer their findings as evidence of the continuing importance of affirmative action and diversity efforts by colleges and universities, not only as a means of increasing access to higher education for greater numbers of students, but also as a means of fostering students' academic and social growth.