Cross-Racial Interaction Among Undergraduates: Some Consequences, Causes, and Patterns

By M. J. Chang, A. Astin, Dongbin Kim. 2004

325 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/79a50e3c56cd1569b50e6ac7d2b8237681052169

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Citations in the corpus

Do Curricular and Cocurricular Diversity Activities Influence Racial Bias? A Meta-Analysis (2009, background): “…Laird, 2005); action-oriented democratic outcomes (Chang, Astin, & Kim, 2004; Zúñiga et al., 2005); intellectual and social self-confidence and student retention (Chang, 2001; Chang et al., 2004); and student satisfaction with their overall college experience (Chang, 2001; Villalpando, 1994).”
The impact of student experiences with diversity on developing graduate attributes (2010, background): “…understanding (Chang et al. 2006); intercultural competence (Treleaven et al. 2007); critical thinking skills (Nelson Laird 2005); self-confidence (Chang, Astin, and Kim 2004; Chang et al. 2006); learning and democratic outcomes (Denson and Chang 2009; Gurin et al. 2002; Hurtado 2001); social…”
The Educational Benefits of Sustaining Cross-Racial Interaction among Undergraduates (2005, background): “In a recent study, however, Chang, Astin, and Kim (2004) found that some of the ideal conditions for improving cross-racial interaction include a more racially diverse student body and more opportunities for students to live and work on campus.”
How Much Diversity is Enough? The Curvilinear Relationship Between College Diversity Interactions and First-Year Student Outcomes (2013, background): “Even when controlling for precollege characteristics, college experiences, and other institutional attributes, the proportion of students of color on campus is positively associated with cross-racial interactions (Chang et al. 2004; Saenz 2010; also see Engberg 2007; Gurin 1999).”
Measuring Student Involvement: A Comparison of Classical Test Theory and Item Response Theory in the Construction of Scales from Student Surveys (2011, background): “…scales that measure everything from academic challenge and student-faculty interaction to diversity experiences (cf. Astin 1993b; Chang et al. 2004; Chang et al. 2008; CIRP 2006; Cole 2007; Franklin 1995; Hurtado et al. 2008; Hurtado et al. 2007; NSSE 2000, 2008; Sax 2008; Sax…”
Student Involvement in Ethnic Student Organizations: Examining Civic Outcomes 6 Years After Graduation (2015, methodology): “Given previous studies that showed institutional selectivity is positively related to diversity experiences (Chang et al. 2004; Park et al. 2013) yet”
Can Higher Education Meet the Needs of an Increasingly Diverse and Global Society? Campus Diversity and Cross-Cultural Workforce Competencies (2008, background): “…Campus Diversity and Cross-Cultural Workforce Competencies uma m. jayakumar 1993a, 1993b; Chang, 1996; Milem, 1994); civic values or interest (Chang et al., 2004; Gurin et al., 2002); academic and social self-concept (Chang, 1999; Gurin et al., 2002); complex thinking (Antonio et al., 2004);…”
Peers and Faculty as Predictors of Learning for Community College Students (2014, background): “In studies of 4-year college students, such engagements contributed to course-related learning, social skills and civic interest (Chang et al., 2004), and leadership and cultural awareness (Antonio, 2001; Gurin et al., 2002).”
Does Socioeconomic Diversity Make a Difference? Examining the Effects of Racial and Socioeconomic Diversity on the Campus Climate for Diversity (2013, methodology): “CRI is enabled by the structural diversity of the institution, a necessary but insufficient condition for positive CRI to occur (Chang et al., 2004; Hurtado et al., 2008; Sáenz, 2010).”
Racial Diversity Matters: The Impact of Diversity-Related Student Engagement and Institutional Context (2009, background): “…(Nelson Laird, 2005; Pascarella et al., 2001); academic self-confidence and social agency (Nelson Laird, 2005); action-oriented democratic outcomes (Chang et al., 2004; Zúñiga et al., 2005); intellectual and social self-confidence and student retention (Chang, 2001; Chang et al., 2004); and…”
College Diversity Experiences and Cognitive Development: A Meta-Analysis (2010, methodology): “According to Cohen’s (1988) widely cited criteria (a correlation of .”