Diversity-related experiences among college students in the promotion of social justice orientation, multicultural openness, and community involvement

• Main Author: Reveles, Alexandra K
• Format: Dissertation
• Language: English
• Published: ProQuest Dissertations & Theses 01-01-2017
• Subjects: Psychology
• ISBN: 9781369560039; 1369560036

College acts as an introduction to society and can be a catalyst in the cultivation of critical consciousness, how to critically view the world and act to create change toward justice. The purpose of this study was to examine how engagement in diversity-related activities in college predicts levels of critical consciousness among students of color and White students. Students of color reported more engagement in extracurricular diversity activities, positive cross-racial interactions, and experiences of microaggressions than White students; White students reported more instances of curriculum inclusion. Diversity-related experiences were found to be positively associated with other diversity-related experiences and critical consciousness outcomes for students of color. This was similar for White students, however microaggressions were not related to curriculum inclusion or social justice orientation. Engagement in diversity-related activities was positively related to levels of critical consciousness for students of color and White students. Community involvement was predicted by extracurricular diversity activities (β = .71, p < .001), positive cross-racial interactions (β = .44, p < .001), curriculum inclusion (β = .51, p < .001), and experiences of microaggressions (β = .52, p < .001). Multicultural openness was predicted by extracurricular diversity activities (β = .18, p < .001), positive cross-racial interactions (β = .16, p < .001), curriculum inclusion (β = .24, p < .001), and experiences of microaggressions (β = .20, p < .010), along with social justice orientation: extracurricular diversity activities (β = .32, p < .001), positive cross-racial interactions (β = .35, p < .001), curriculum inclusion (β = .30, p < .002), and experiences of microaggressions (β = .31, p < .001). Differences emerged between students of color and White students in the relationship between extracurricular diversity activities and community involvement, which was stronger for White students. The relationships of extracurricular diversity activities, positive cross-racial interactions, and experiences of microaggressions with social justice orientation were stronger for students of color than White students. Engagement in diversity-related activities linked to critical consciousness among students. These findings may inform curriculum development, diversity based initiatives on campuses, and adherence to mission statements to foster inclusive environments for all students.