Linking Diversity and Educational Purpose: How the Diversity of the Faculty and Student Body May Impact the Classroom Environment and Student Development
University of Michigan
Examines the consequences of having a diverse student body and diverse faculty on student outcomes at predominantly White, four year institutions.
Journal Name or Institutional Affiliation:
Paper presented at Civil Rights Project Conference on Diversity and Higher Education 1997
- Significant gender differences in teaching techniques were found. Race is also associated with teaching techniques. Race and gender affect the course content.
- Students who studied with someone of a different race were stronger on acceptance, tolerance, and cultural awareness. Student satisfaction with the diversity of the faculty at their school is significantly related to all educational outcomes especially critical thinking and job related skills.
- Students who took ethnic or women's studies also reported growth in cultural awareness, tolerance, and acceptance of people from different backgrounds.
- The evidence suggests that diverse faculty makes a difference in students educational outcomes.
- There were strong effects of a diverse student body for growth in leadership, critical thinking, ability to work cooperatively, problem-solving and interpersonal skills.
Academic Achievement, College, Diversity, Faculty, Teachers
Method of Analysis:
Unit of Analysis:
- Data taken from 1989-1990 faculty survey by UCLA Higher Educational Research Institute. Sample of over 16,000 faculty at 159 medium and highly selective predominantly White schools.
- Student data from 1987-91 longitudinal CIRP student survey by UCLA Higher Ed Research Institute. Random sample of 4,250 students at 309 four year, predominantly White schools.
- This study analyzes faculty responses to questions about teaching strategies; and student self-reported abilities and academic habits and diversity-related activities (studying with student of another race, satisfaction with faculty, and enrollment in women's or ethnic studies classes).
- DV: Student outcomes (self-assessment), faculty attention to diversity programs
- IV: School diversity, gender/race of faculty, diversity in curriculum