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

Email: Terenzini@psu.edu

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

Findings:

  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:

Relevance:

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

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