Racial and ethnic diversity in the classroom: Does it promotes student learning?

Defendants of affirmative action are asked to demonstrate that race-sensitive admissions and 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...

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Bibliographic Details
Published in:	The Journal of higher education (Columbus) Vol. 72; no. 5; p. 509
Main Authors:	Terenzini, Patrick T, Cabrera, Alberto F, Colbeck, Carol L, Bjorklund, Stefani A, Parente, John M
Format:	Journal Article
Language:	English
Published:	Columbus Taylor & Francis Ltd 01-09-2001
Subjects:	Affirmative action Cognitive Development College admissions College students Education policy Educational Benefits Educational evaluation Learning Multiculturalism & pluralism Outcomes of Education Problem solving School Holding Power Student Diversity Universities New York United States > US Texas California Pennsylvania
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Summary:	Defendants of affirmative action are asked to demonstrate that race-sensitive admissions and 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; however, the nature of that effect may be curvilinear.
ISSN:	0022-1546 1538-4640