Diversity Experiences and College Student Learning and Personal Development

By Shouping Hu, George D. Kuh. 2003

373 citations recorded by the source corpus.

Subfields: Education, Political Science and International Relations, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0f8daafef729a12f318eafe309de9ca6c33417e7

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Citations in the corpus

College Diversity Experiences and Cognitive Development: A Meta-Analysis (2010, background): “Finally, another study was excluded (Hu & Kuh, 2003) because the standardized coefficient of the diversity experience–cognition relationship (b = .306) was substantially higher than those from all other studies (the next largest effect was b = .189, and most bs were less than .06).”
First-Generation Status and Student Race/Ethnicity as Distinct Predictors of Student Involvement and Learning (2007, background): “Research on involvement among students of color has consistently found that interactions with both peers and faculty predict learning ( Anaya & Cole, 2001; Flowers, 2004; Hernandez, 2000; Mayo, Murguia, & Padilla, 1995).”
INSTITUTIONAL STRUCTURES AND STUDENT ENGAGEMENT (2006, methodology): “These are some of the most commonly used variables in the student engagement and development literature (e.g., Hu and Kuh, 2002, 2003a; e.g., Kuh and Hu, 2001; Toutkoushian and Smart, 2001).”
Student engagement evidence summary (2010, background): “…and out of the classroom) has been positively correlated with a range of positive outcomes, both personal and social (Antonio et al., 2004; Chang, Astin and Kim, 2004; Chang et al., 2006; Gurin et al. 2002; Harper and Antonio, 2008; Hu and Kuh, 2003; Pascarella et al., 1996; Villalpando, 2002) .”
Student Experiences with Diversity at Liberal Arts Colleges: Another Claim for Distinctiveness (2006, background): “Moreover, through engaging with people from different backgrounds and with different life experiences, students are adding to the foundation of skills and dispositions that is essential for living a productive, satisfying life after college in an increasingly multicultural world.”
Do Curricular and Cocurricular Diversity Activities Influence Racial Bias? A Meta-Analysis (2009, background): “…associated with a variety of other outcomes such as cognitive and affective development (Astin, 1993a); student learning and personal development (Hu & Kuh, 2003); learning and democracy outcomes (Gurin, 1999; Gurin et al., 2002); civic, job-related, and learning outcomes (Hurtado, 2001);…”
Racial Diversity Matters: The Impact of Diversity-Related Student Engagement and Institutional Context (2009, background): “Interaction diversity has been shown to be positively associated with outcomes such as intergroup attitudes (Lopez, 2004); cultural knowledge and understanding and leadership skills (Antonio, 2001); cognitive and affective development (Astin, 1993a); student learning and personal development ( Hu & ”
"Black Elephant in the Room": Black Students Contextualizing Campus Racial Climate Within US Racial Climate (2018, background): “Structured diversity programming targeting students in the first year, for example, are effective in having them interact with those outside of their own race (Hu & Kuh, 2003), which is key for intellectual development around race (Hurtado, 2007).”
What Matters to Student Success: A Review of the Literature (2006, background): “44 First-year students were more likely than sophomores, juniors, and seniors to interact with students from different racial and ethnic backgrounds (Hu and Kuh 2003a; NSSE 2005).”
How Much Diversity is Enough? The Curvilinear Relationship Between College Diversity Interactions and First-Year Student Outcomes (2013, background): “College students’ interpersonal interactions with diversity are associated with improved cognitive skills, leadership skills, civic engagement, self-concept, sense of belonging, cultural awareness, and intergroup attitudes (e.g., Antonio 2001a; Astin 1993; Chang et al. 2006; Gurin et al. 2002; Hu an”
Action-Oriented Democratic Outcomes: The Impact of Student Involvement With Campus Diversity (2005, background): “…(Astin, 1993; Milem, 1994); leadership development and cultural knowledge (Antonio, 2001); acceptance of people of different races/cultures, cultural awareness, tolerance of people with different beliefs, and leadership abilities (Hurtado, 2001); and multicultural competencies (Hu & Kuh, 2003).”
Student engagement literature review (2010, neutral): “2004; Chang, Astin & Kim 2004; Chang, Denson, Saenz & Misa 2006; Gurin, Dey, Hurtado & Gurin 2002; Harper & antonio 2008; Hu & Kuh 2003; Pascarella, Edison, Nora, Hagedorn & Terenzini 1996; Villalpando 2002) .”
Effects of Diversity Experiences on Critical Thinking Skills: Who Benefits? (2012, neutral): “2002; Hu & Kuh, 2003; Hurtado, 2001; Jayakumar, 2008; Kuklinski, 2006; Milem, 2003;”
Peers and Faculty as Predictors of Learning for Community College Students (2014, background): “In studies of 4-year college students, peer interaction with diverse others predicted student learning (Gurin et al., 2002; Hu & Kuh, 2003; Johnson et al., 2007; Lundberg, 2012; Umbach & Kuh, 2006), leadership and cultural awareness (Antonio, 2001), intellectual skills, social ability, and civic…”
Understanding How First-year Seminars Affect Persistence (2006, background): “For example, Hu and Kuh (2003b) found a statistically significant effect for selectivity on a dependent variable with a intraclass correlation of 3.3%, while Merlo et al. (2001) found statistically significant level 2 effects for a dependent variable with an intraclass correlation of only 0.4%.”
University diversity and preparation for a global society: the role of diversity in shaping intergroup attitudes and civic outcomes (2013, background): “2006 ; Denson and Chang 2009 ; Lopez 2004 ), leadership skills (Antonio 2001 ), general academic skills and self-efficacy (Denson and Chang 2009 ), student learning and personal development (Hu and Kuh 2003 ), learning and democracy outcomes (Chang et al.”