Modeling Accentuation Effects: Enrolling in a Diversity Course and the Importance of Social Action Engagement

By Thomas F. Nelson Laird, Mark E. Engberg, Sylvia Hurtado. 2005

213 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/c1435d4f24ac078835ff11acd968f1eb3f8a641f

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Citations in the corpus

Does Socioeconomic Diversity Make a Difference? Examining the Effects of Racial and Socioeconomic Diversity on the Campus Climate for Diversity (2013, result): “Longitudinal research has established a reciprocal relationship between interpersonal diversity interactions and diversity coursework (Bowman, 2012; Nelson Laird, Engberg, & Hurtado, 2005), so CCD was used as a predictor when CRI was the outcome measure and vice versa.”
Breaking the Segregation Cycle: Examining Students' Precollege Racial Environments and College Diversity Experiences (2010, background): “Laird, Engberg, and Hurtado (2005) suggest that diversity coursework and other co-curricular activities are settings in which student behaviors are either interrupted or accentuated based on their entering characteristics or predispositions.”
Disequilibrium and Resolution: The Nonlinear Effects of Diversity Courses on Well-Being and Orientations toward Diversity (2010, background): “For instance, taking diversity courses is associated with increases on cognitive and academic outcomes, including academic selfconfidence and dispositions toward critical thinking (Nelson Laird, 2005), complex thinking (Gurin, 1999), moral reasoning and problem-solving skills (Hurtado, 2004), foreig”
The link between high-impact practices and student learning: some longitudinal evidence (2015, background): “…critical thinking skills and cognitive development (Gurin et al. 2002; Pascarella et al. 2014), commitment to socially responsible leadership (Nelson Laird et al. 2005; Parker and Pascarella 2013), civic engagement (Bowman 2011), and development of intercultural competence (Salisbury et al. 2013).”
Experiencing the Unexpected: Toward a Model of College Diversity Experiences and Attitude Change (2011, background): “Scale (and Source) Sample item # of Alpha items (Time 2) Responsibility for Improving Describe how much personal 7 .84 Society (adapted from Nelson responsibility you have for Laird et al., 2005) “speaking up against social injustice.””
The impact of student experiences with diversity on developing graduate attributes (2010, background): “…Chang et al. 2006); learning and democratic outcomes (Denson and Chang 2009; Gurin et al. 2002; Hurtado 2001); social agency (Nelson Laird 2005); social action engagement outcomes (Nelson Laird, Engberg, and Hurtado 2005); and action-oriented democratic outcomes (Zúñiga, Williams, and Berger 2005).”
Measuring Student Involvement: A Comparison of Classical Test Theory and Item Response Theory in the Construction of Scales from Student Surveys (2011, methodology): “As previous authors have suggested (Laird et al. 2005), we followed the guidelines by Raykov et al. (1991) and Boomsma (2000) and examined the following model fit measures: the Normed Fit Index (NFI), the Non-Normed Fit Index (NNFI), and the Comparative Fit Index (CFI), as well as the misfit index…”
College Diversity Experiences and Cognitive Development: A Meta-Analysis (2010, background): “For example, taking a college diversity course is associated with gains in quality interactions with racially diverse peers (Nelson Laird et al., 2005); these interpersonal interactions, in turn, may promote further cognitive development.”