"Hard to Tell": Students Making Assumptions about Compositional Socioeconomic Diversity on Campus

Autor/inn/en	Buckley, Jessica Belue; Park, Julie J.
Titel	"Hard to Tell": Students Making Assumptions about Compositional Socioeconomic Diversity on Campus
Quelle	In: Journal of Diversity in Higher Education, 14 (2021) 1, S.110-122 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000159
Schlagwörter	Misconceptions; Socioeconomic Status; Diversity (Institutional); Student Attitudes; College Students; Social Class; Social Differences; Sense of Community; Identification (Psychology) + Suchen Sie Ihr Suchwort? Missverständnis; Socio-economic status; Sozioökonomischer Status; Schülerverhalten; Collegestudent; Social classes; Soziale Klasse; Sozialer Unterschied
Abstract	Interviewing 31 individuals at a public research institution we examine students' assumptions about compositional social class diversity (CSCD) on campus and the ways various dimensions of climate for social class diversity interplay with students' awareness of CSCD. Findings reveal the assumptions that guide students' interpretation of CSCD on campus and the difficulty with knowing if a campus is diverse. We show that not only numerical demographic representation but also students' perceptions of diversity are important for understanding campus CSCD, given social class is often hard to define and observe on campus. Implications for higher education are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01