College diversity courses and cognitive development among students from privileged and marginalized groups.
By Nicholas A. Bowman. 2009
109 citations recorded by the source corpus.
Subfields: Education, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/9db5a1429c198ca9f8e89d017a677d6274558076
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In Education
- Nicholas A. Bowman
- Jay W. Brandenberger
- Julie J. Park
- N. Denson
- Michael N. Bastedo
- Stephen R. Porter
In Sociology and Political Science
Citations in the corpus
- College Diversity Experiences and Cognitive Development: A Meta-Analysis (2010, background): “However, in longitudinal studies, taking diversity courses was not related to gains in critical thinking (Bowman, 2009) or analytical problem-solving skills (Hurtado, 2005).”
- Disequilibrium and Resolution: The Nonlinear Effects of Diversity Courses on Well-Being and Orientations toward Diversity (2010, background): “Moreover, Nicholas Bowman (2009) found that first-year students who take one diversity course experience greater gains in their preference for complex thinking than those who had not taken any courses.”
- Does Socioeconomic Diversity Make a Difference? Examining the Effects of Racial and Socioeconomic Diversity on the Campus Climate for Diversity (2013, background): “Precollege interactions with diverse peers and precollege dispositions for CCD engagement also influence CRI (Hall, Cabrera, & Milem, 2011; Locks, Hurtado, Bowman, & Oseguera, 2008; Milem, Umbach, & Liang, 2004). Multiple studies have found that the demographic conditions of a student’s high school ”
- 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).”