Racial and ethnic diversity in the classroom - Does it promote student learning?

被引：90

作者：

Terenzini, PT ^{[1
]}

Cabrera, AF ^{[1
]}

Colbeck, CL ^{[1
]}

Bjorklund, SA ^{[1
]}

Parente, JM ^{[1
]}

机构：

[1] Penn State Univ, Ctr Study Higher Educ, University Pk, PA 16802 USA

来源：

JOURNAL OF HIGHER EDUCATION | 2001年 / 72卷 / 05期

关键词：

D O I：

10.2307/2672879

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Defendants of affirmative action are asked to demonstrate that race-sensitive admissions policies and diversity produce educational benefits for all students. This study indicates that the racial/ethnic composition of a classroom may indeed be related to the development of students' problem-solving and group skills. The nature of that effect, however, may be curvilinear.

引用

页码：509 / +

页数：24

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