Author: Terenzini, Patrick, Cabrera, Alberto, Colbeck, Carol, Bjorklund, Stefani, & Parente, John

Title: Racial and Ethnic Diversity in the Classroom: Does it Promotes Student Learning?

University Affiliation: Pennsylvania State University


Research Question: Examines direct effect of classroom diversity on academic/intellectual outcomes and moderation of these by collaborative instructional approaches.

Published: Yes

Journal Name or Institutional Affiliation: The Journal of Higher Education

Journal Entry: Vol. 72, No. 5, pp. 509-531

Year: 2001


  1. Low levels of class diversity were negatively related to gains in both problem solving and group skills at statistically significant level.
  2. Medium levels of diversity appear to have a positive effect on learning.
  3. Data also suggest the possibility that low or high levels of classroom diversity may be negatively related to learning gains.
  4. Findings suggest a link between the level of racial/ethnic diversity in a classroom and students reports increases in their problem-solving and group skills.
  5. Talk about the different measures of diversity and interaction.

Scholarship Type Journal Article Empirical Research

Keywords: Academic Achievement, Classroom Composition, Diversity, Ethnicity, Instruction, Outcomes, Science

Regions Northeast

Methodologies: Quantitative

Research Designs: Survey

Method of Analysis: Regression

Sampling Frame: 7 ECSEL colleges of engineering

Sample Types: Nonrandom

Unit of Analysis: Student

Data Types: Quantitative-Longitudinal

Data Description:


Entry Created at: 2013-03-25 19:16:01 UTC
Last Update: 2017-06-21 20:58:21 UTC