The Impact of an Undergraduate Diversity Course Requirement on Students' Racial Views and Attitudes

By M. J. Chang. 2002

231 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/8b7ff05219fc11c8d90522d194e41b5d593166da

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Citations in the corpus

Disequilibrium and Resolution: The Nonlinear Effects of Diversity Courses on Well-Being and Orientations toward Diversity (2010, background): “Although students in these studies were presumably assured that their responses would be confidential, students who are completing a diversity course clearly know what answers they are “supposed” to provide when asked about racism, sexism, privilege, social action engagement, and cultural appreciati”
Modeling Accentuation Effects: Enrolling in a Diversity Course and the Importance of Social Action Engagement (2005, background): “…suggests that many diversity courses introduce content and methods of teaching that are intended to expose students to multiple perspectives on issues, to teach them to think more complexly, and to engage them actively in an exploration of forms of oppression within society (Chang, 2002).”
The Influence of Multicultural Educational Practices on Student Outcomes and Intergroup Relations (2008, background): “…students and formal classroom discussions regarding issues of race and ethnicity had a positive impact on both student intellectual development and students’ attitudes toward others (e.g., Chang, 1999, 2002; Chang, Astin, & Kim, 2004; Gurin et al., 2002, 2004; Lopez, 2004; Nagda et al., 2004).”
EDUCATING THE WORKFORCE FOR THE 21ST CENTURY: A Cross-Disciplinary Analysis of the Impact of the Undergraduate Experience on Students’ Development of a Pluralistic Orientation (2007, result): “While there was an overall strong effect for diversity courses in the total sample, which coincides with a long line of research on the efficacy of diversity courses (e.g., Chang, 2002; Gurin et al., 2002; Hurtado, 2001; Nelson Laird, Engberg, and Hurtado, 2005), this study demonstrated that these”
Do Curricular and Cocurricular Diversity Activities Influence Racial Bias? A Meta-Analysis (2009, background): “…diversity and/or cross-racial interaction on a wide variety of student outcomes (Antonio, 1998; Antony, 1993; Astin, 1993a; Cabrera et al., 1999; Chang, 2001, 2002a; Davis, 1994; Gurin, 1999; Hu & Kuh, 2003; Hurtado, 2001; MacPhee et al., 1994; Pascarella et al., 1996, 2001; Springer et al.,…”
Action-Oriented Democratic Outcomes: The Impact of Student Involvement With Campus Diversity (2005, background): “…and that differences are not necessarily irreconcilable in a democracy (Gurin, 1999; Gurin, Peng, Lopez, & Nagda, 1999), reduction of racial bias (Chang, 2002; Marin, 2000), and importance assigned to social action engagement, such as speaking against injustice, working toward ending poverty, or…”
College diversity courses and cognitive development among students from privileged and marginalized groups. (2009, background): “For example, Chang (2002) found that modern racism is reduced by taking one diversity course (but not through additional courses), and Bowman (in press-a, in press-b) found that well-being and positive orientations toward diversity only increase after taking multiple courses (but not just one…”
Changing Racial Prejudice Through Diversity Education (2005, unknown): “The present research was undertaken to supplement the extant literature concerned with the effects of completing a diversity course on prejudice reduction (Chang, 2001; 2002).”
Counterspaces and Connections in College Transitions: First-Generation Latino Students' Perspectives on Chicano Studies (2011, background): “Nevertheless, ethnic studies courses, like Chicano Studies, have been found to improve the learning environment for students of color through limiting feelings of prejudice and experiences of discrimination in college (Chang, 2002; Henderson-Ling & Kaleta, 2000).”
College Diversity Experiences and Cognitive Development: A Meta-Analysis (2010, background): “Curvilinear and conditional relationships between diversity coursework and other student outcomes, such as modern racism, diversity orientations, and psychological well-being, have also been observed (e.g., Bowman, in press-b, in press-c; Chang, 2002a).”
The Effect of Study Abroad on Intercultural Competence Among Undergraduate College Students (2013, background): “Researchers have found that a variety of college experiences and activities can positively influence intercultural competence, including living on campus (Pike, 2002), interracial friendship groups (Antonio, 2001), diversity-related course taking (Chang, 2002), racial awareness workshops (Whitt, Edi”
Raising White Privilege Awareness and Reducing Racial Prejudice: Assessing Diversity Course Effectiveness (2007, result): “Contrary to previous findings (Chang, 2002; Hogan & Mallott, 2005), participants’ prejudice levels against Black, Arab, and Jewish people remained consistent.”
Experiencing the Unexpected: Toward a Model of College Diversity Experiences and Attitude Change (2011, background): “…early diversity experiences suggests that the relationship between diversity experiences and subsequent outcomes may be curvilinear, and studies that have explored the possible presence of non-linear effects of diversity coursework have supported this claim (Bowman, 2009, 2010c; Chang, 2002b).”
COLLEGE STUDENTS' EXPERIENCES WITH DIVERSITY AND THEIR EFFECTS ON ACADEMIC SELF-CONFIDENCE, SOCIAL AGENCY, AND DISPOSITION TOWARD CRITICAL THINKING (2005, background): “Even though this is a somewhat crude measure, previous research shows a remarkably consistent effect for these types of courses on outcomes like complex and socio-historical thinking (Gurin, 1999), self-reported gains in critical thinking (Hurtado, 2001), racial understanding (Astin, 1993b; Milem, 1”
Improving Intergroup Relations in Higher Education: A Critical Examination of the Influence of Educational Interventions on Racial Bias (2004, background): “For example, several studies (e.g., Chang, 2002) demonstrated interaction effects based on background characteristics.”