The Influence of Diversity on Learning Outcomes among African American College Students: Measuring Sex Differences

Autor/in	Strayhorn, Terrell L.
Titel	The Influence of Diversity on Learning Outcomes among African American College Students: Measuring Sex Differences
Quelle	In: Journal of Student Affairs Research and Practice, 47 (2010) 3, S.343-366 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-6605
Schlagwörter	Undergraduate Students; Outcomes of Education; African American Students; Student Diversity; Gender Differences; Equal Education; Educational Attainment; Educational History; Racial Bias; Racial Discrimination; Access to Education; Activism; Civil Rights; Court Litigation + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; History of education; Bildungsgeschichte; Racial discrimination; Rassismus; Racial bias; Education; Access; Bildung; Zugang; Bildungszugang; Aktivismus; Politischer Protest; Bürgerrechte; Grundrechte; Zivilrecht; Rechtsstreit
Abstract	National survey data from 594 African American college students were analyzed using descriptive and multivariate statistical techniques to measure the impact of diversity on educational outcomes. Two research questions guided the present study: (a) How do interactional diversity experiences affect learning and development outcomes for African American undergraduates attending 4-year institutions? (b) Does this relationship vary between Black men and women? Results suggest that interactional diversity experiences are positively associated with perceived student learning across all six domains; interactional diversity is one of the strongest, consistent predictors of perceived learning included in the statistical models. Models explain different proportions of the variance in dependent variables, ranging from 16% to 23%. Implications for future policy, practice, and research are discussed. (Contains 5 tables and 2 footnotes.) (As Provided).
Anmerkungen	Berkeley Electronic Press. 2809 Telegraph Avenue Suite 202, Berkeley, CA 94705. Tel: 510-665-1200; Fax: 510-665-1201; e-mail: info@bepress.com; Web site: http://www.bepress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10