College Environments, Diversity, and Student Learning

By Sylvia Hurtado, Eric L. Dey, P. Gurin, G. Gurin. 2003

125 citations recorded by the source corpus.

Subfields: Education, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/587f27b840b302b4c2b53f10175e4a69419b1e2b

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Citations in the corpus

What Student Affairs Professionals Need to Know About Student Engagement (2009, background): “service learning, diversity experiences, student– faculty research, study abroad, internships and other field placements, and senior capstone experiences. For example, Zhao and Kuh (2004) found that students with a learning community experience, defined as “some formal program where groups of studen”
What Matters to Student Success: A Review of the Literature (2006, background): “A more diverse student body is associated with greater interaction among the groups, and more positive relations among students (Hurtado et al. 2003; Pascarella 2001), in part because it increases the probability that students will interact with peers from different backgrounds (Gurin 1999).”
Breaking the Segregation Cycle: Examining Students' Precollege Racial Environments and College Diversity Experiences (2010, methodology): “…(Feldman & Newcomb, 1969); and the diversity frameworks of more contemporary researchers focused on understanding the educational benefits that can be derived from racially/ethnically diverse environments (Dovidio et al., 2004; Gurin, Dey, Hurtado, & Gurin, 2002; Hurtado et al., 2003).”
The Educational Benefits of Sustaining Cross-Racial Interaction among Undergraduates (2005, unknown): “Several publications have recently reviewed this body of research (see, for example, Chang, Witt, Jones, & Hakuta, 2003; Hurtado, Dey, Gurin, & Gurin, 2003; Hurtado, Milem, Clayton-Pedersen, & Allen, 1998, 1999; Milem & Hakuta, 2000; Smith, Gerbick, Figueroa, Watkins, Levitan, Moore, et al., 1997)”
Can Higher Education Meet the Needs of an Increasingly Diverse and Global Society? Campus Diversity and Cross-Cultural Workforce Competencies (2008, background): “Institutional climate measures are routinely operationalized in quantitative studies as the aggregated means of a given set of beliefs, attitudes, or behaviors of actors within an organization (Hurtado et al., 2003).”