Interethnic Contact, Curriculum, and Attitudes in the First Year of College

By Gretchen E. Lopez. 2004

100 citations recorded by the source corpus.

Subfields: Communication, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/af94b3351def44cb158affd5103d4c42c5ae9ec8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Communication

1. Sabrina Zirkel
2. N. Denson
3. M. J. Chang

In Education

1. N. Denson
2. Sabrina Zirkel
3. Nicholas A. Bowman
4. V. P. Poteat
5. M. J. Chang
6. Julie J. Park
7. U. Jayakumar
8. Thomas F. Nelson Laird

In Sociology and Political Science

1. N. Denson
2. Sabrina Zirkel
3. V. P. Poteat
4. Nicholas A. Bowman
5. L. Spanierman
6. M. J. Chang
7. Julie J. Park
8. Kim A. Case

Citations in the corpus

• The White Privilege Attitudes Scale: Development and initial validation. (2009, background): “We recruited students across several colleges and universities because college environments often can provide opportunities for intergroup contact in which equal status interactions can occur (Lopez, 2004).”
• Challenging the Stubborn Core of Opposition to Equality: Racial Contact and Policy Attitudes (2010, unknown): “…research on the contact hypothesis, there is some evidence to suggest that contact may increase the degree to which historically advantaged groups are willing to accept interventions designed to promote social justice in a more general sense (e.g. Brigham, 1993; Lopez, 2004; Surace & Seeman, 1967).”
• 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).”
• 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 &…”
• Failure to warn: How student race affects warnings of potential academic difficulty ☆ (2007, unknown): “Greater inter-group contact may help reduce some of the anxieties of interracial interaction, at both the explicit (Lopez, 2004; Stephan & Stephan, 1985) and physiological (Blascovich, Mendes, Hunter, & Lickel, 2000) levels.”