Promoting participation in a diverse democracy: A meta-analysis of college diversity experiences and civic engagement

Review of Educational Research

Volumn 81, Issue 1, 2011, Pages 29-68

  Bowman, Nicholas A ^a  

^a UNIVERSITY OF NOTRE DAME   (United States)

Author keywords

Civic engagement; College students; Diversity; Meta analysis; Race ethnicity

Indexed keywords

EID: 79953839282     PISSN: 00346543     EISSN: None     Source Type: Journal    
DOI: 10.3102/0034654310383047     Document Type: Article

References (111)

1. Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckman (Eds.), Action-control: From cognition to behavior (pp. 11-39). Heidelberg, Germany: Springer.
2. Ajzen, I. (1991). The theory of planned behavior. Organizational Management and Human Decision Processes, 50, 179-211.
3. Ajzen, I., & Fishbein, M. (1977). Attitude-behavior relations: A theoretical analysis and review of empirical research. Psychological Bulletin, 84, 888-918.
4. Alexander, R.A., Scozzaro, M.J., & Borodkin, L.J. (1989). Statistical and empirical examination of the chi-square test for homogeneity of correlations in meta-analysis. Psychological Bulletin, 106, 329-331.
5. Allport, G.W. (1954). The nature of prejudice. Cambridge, MA: Addison-Wesley.
6. Anaya, G. (1999). College impact on student learning: Comparing the use of self-reported gains, standardized test scores, and college grades. Research in Higher Education, 40, 499-526.
7. *Antonio, A.L. (2001). The role of interracial interaction in the development of leadership skills and cultural knowledge and understanding. Research in Higher Education, 42, 593-617.
8. Asel, A.M., Seifert, T.A., & Pascarella, E.T. (2009). The effects of fraternity/sorority membership on college experiences and outcomes: A portrait of complexity. Oracle, 4(2), 1-15.
9. Association of American Colleges & Universities. (2010). Civic Engagement VALUE Rubric. Washington, DC: Author.
10. Astin, A.W. (1998). The changing American college student: Thirty-year trends, 1966-1996. Review of Higher Education, 21, 115-135.
11. Astin, A.W., Astin, H.S., Boatsman, K., Bonous-Hammarth, M., Chambers, T., Goldberg, S., Johnson, C.S., Komives, S.R., Langdon, E.A., Leland, C., Lucas, N., Pope, R.L., Roberts, D., & Shellog, K.M. (1996). A social change model of leadership development: Guidebook (version III). Los Angeles: University of California, Los Angeles, Higher Education Research Institute.
12. Becker, B.J., & Wu, M.-J. (2007). The synthesis of regression slopes in meta-analysis. Statistical Science, 22, 414-429.
13. Begg, C.B. (1994). Publication bias. In H. Cooper & L. V. Hedges (Eds.), The handbook of research synthesis (pp. 399-410). New York: Russell Sage Foundation.
14. Bowman, N.A. (2009). College diversity courses and cognitive development among students from privileged and marginalized groups. Journal of Diversity in Higher Education, 2, 182-194.
15. Bowman, N.A. (2010a). Assessing learning and development among diverse college students. In S. Herzog (Ed.), Diversity and educational benefits (New Directions for Institutional Research No. 145; pp. 53-71). San Francisco, CA: Jossey-Bass.
16. Bowman, N.A. (2010b). Can 1st-year college students accurately report their learning and development? American Educational Research Journal, 47, 466-496.
17. Bowman, N.A. (2010c). College diversity experiences and cognitive development: A meta-analysis. Review of Educational Research, 80, 4-33.
18. *Bowman, N.A. (2010d). Dissonance and resolution: The non-linear effects of diversity courses on well-being and orientations toward diversity. Review of Higher Education, 33, 543-568.
19. Bowman, N.A., & Brandenberger, J.W. (In press-a). Experiencing the unexpected: Toward a model of college diversity experiences and attitude change. Review of Higher Education.
20. Bowman, N.A., & Brandenberger, J.W. (In press-b). Quantitative assessment of service-learning outcomes: Is self-reported change an adequate proxy for longitudinal change? In J. Keshen, B. Holland, & B. Moely (Eds.), Advances in service-learning: Research for what? (Advances in Service-Learning Research Series Vol. 10). Charlotte, NC: Information Age.
21. Bowman, N.A., & Hill, P.L. (2010). Measuring how college affects students: Validity and biases in college student self-reported gains. Manuscript submitted for publication.
22. Brandenberger, J.W. (1998). Developmental psychology and service-learning: A theoretical framework. In R. G. Bringle & D. K. Duffy (Eds.), With service in mind: Concepts and models for service-learning in psychology (pp. 68-84). Washington, DC: American Psychological Association.
23. *Brandenberger, J.W., Bowman, N.A., Hill, P.L., & Lapsley, D.K. (2010, May). How long do the effects of college diversity experiences last? Social concerns and well-being 13 years after graduation. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.
24. Case, K.A. (2007a). Raising male privilege awareness and reducing sexism: An evaluation of diversity courses. Psychology of Women Quarterly, 31, 426-435.
25. Case, K.A. (2007b). Raising White privilege awareness and reducing racial prejudice: Assessing diversity course effectiveness. Teaching of Psychology, 34, 231-235.
26. Chang, M.J. (1999). Does racial diversity matter? The educational impact of a racially diverse undergraduate population. Journal of College Student Development, 40, 377-395.
27. Chang, M.J. (2002). Preservation or transformation: Where's the real educational discourse on diversity? Review of Higher Education, 25, 125-140.
28. *Chang, M.J., Astin, A.W., & Kim, D. (2004). Cross-racial interaction among undergraduates: Some consequences, causes, and patterns. Research in Higher Education, 45, 529-553.
29. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Mahwah, NJ: Erlbaum.
30. Cohen, J., Cohen, P., West, S.G., & Aiken, L.S. (2003). Applied multiple regression/ correlation analysis for the behavioral sciences (3rd ed.). Mahwah, NJ: Erlbaum.
31. College enrollment by racial and ethnic group, selected years. (2009). Chronicle of Higher Education. Retrieved from http://chronicle.com/article/College-Enrollment-by-Racial/48038/.
32. Cooperative Institutional Research Program. (2009). 2009-2010 College Senior Survey. Retrieved from http://gseis.ucla.edu/heri/PDFs/surveyAdmin/CSS/css09-10.Instrument.pdf.
33. Coursol, A., & Wagner, E.E. (1986). Effect of positive findings on submissions and acceptance rates: A note on meta-analysis bias. Professional Psychology, 17, 136-137.
34. Cruce, T., Wolniak, G., Seifert, T., & Pascarella, E. (2006). Impacts of good practices on cognitive development, learning orientations, and graduate degree plans during the first year of college. Journal of College Student Development, 47, 365-383.
35. Denson, N. (2009). Do curricular and co-curricular diversity activities influence racial bias? A meta-analysis. Review of Educational Research, 79, 805-838.
36. *Denson, N., & Chang, M.J. (2009). Racial diversity matters: The impact of diversity-related student engagement and institutional context. American Educational Research Journal, 46, 322-353.
37. Dovidio, J.F., Gaertner, S.L., Stewart, T.L., Esses, V.M., ten Vergert, M., & Hodson, G. (2004). From intervention to outcome: Processes in the reduction of bias. In W. G. Stephan & W. P. Vogt (Eds.), Educational programs for improving intergroup relations (pp. 243-265). New York, NY: Teachers College Press.
38. Ehrlich, T. (2000). Civic responsibility and higher education. New York, NY: Rowman & Littlefield.
39. *Engberg, M.E. (2007). Educating the workforce for the 21st century: A cross-disciplinary analysis of the impact of the undergraduate experience on students' development of a pluralistic orientation. Research in Higher Education, 48, 283-317.
40. *Engberg, M.E., & Mayhew, M.J. (2007). The influence of first-year "success" courses on student learning and democratic outcomes. Journal of College Student Development, 48, 241-258.
41. Engberg, M.E., Meader, E.W., & Hurtado, S. (2003, April). Developing a pluralistic orientation: A comparison of ethnic minority and White college students. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
42. Eyler, J., & Giles, D.E., Jr. (1999). Where's the learning in service-learning? San Francisco, CA: Jossey-Bass.
43. Farley, J.U., Lehmann, D.R., & Sawyer, A. (1995). Empirical marketing generalization using meta-analysis. Marketing Science, 14, G36-G46.
44. Gosen, J., & Washbush, J. (1999). Perceptions of learning in TE simulations. Developments in Business Simulation & Experiential Learning, 26, 170-175.
45. Gurin, P. (1999). Expert report of Patricia Gurin. In Gratzet al.v. Bollingeret al.and Grutteret al.v. Bollinger et al., The compelling need for diversity in higher education. Washington, DC: Wilmer, Cutler, Pickering.
46. *Gurin, P., Dey, E.L., Hurtado, S., & Gurin, G. (2002). Diversity and higher education: Theory and impact on educational outcomes. Harvard Educational Review, 72, 330-366.
47. *Gurin, P., Nagda, B.A., & Lopez, G.E. (2004). The benefits of diversity in education for democratic citizenship. Journal of Social Issues, 60, 17-34.
48. Hedges, L.V., & Olkin, I. (1985). Statistical methods for meta-analysis. New York, NY: Academic Press.
49. *Herrmann, T.W. (2005). Student involvement effects on civic engagement in the faith-based college setting: An empirical study (Unpublished doctoral dissertation). Indiana State University, Terre Haute.
50. Herzog, S. (2010). Gauging the effect of compositional and curricular diversity on freshman success. In S. Herzog (Ed.), Diversity and educational benefits (New Directions for Institutional Research No. 145; pp. 73-97). San Francisco, CA: Jossey-Bass.
51. *Hu, S., & Kuh, G.D. (2003). Diversity experiences and college student learning and personal development. Journal of College Student Development, 44, 320-334.
52. *Hurtado, S. (2001). Linking diversity and educational purpose: How diversity affects the classroom environment and student development. In G. Orfield (Ed.), Diversity challenged: Evidence on the impact of affirmative action (pp. 187-203). Cambridge, MA: Harvard Education.
53. Hurtado, S. (2004). Preparing college students for a diverse democracy: Final report to the U.S. Department of Education, Office of Educational Research and Improvement, Field Initiated Studies Program. Ann Arbor: University of Michigan, Center for the Study of Higher and Postsecondary Education.
54. *Hurtado, S. (2005). The next generation of diversity and intergroup relations research. Journal of Social Issues, 61, 595-610.
55. Hurtado, S., Milem, J.F., Clayton-Pedersen, A.R., & Allen, W.R. (1999). Enhancing diverse learning environments: Improving the climate for racial/ethnic diversity in higher education (ASHE-ERIC Higher Education Report 26-8). Washington, DC: George Washington University.
56. Hurtado, S., & Ponjuan, L. (2005). Latino educational outcomes and the campus climate. Journal of Hispanic Higher Education, 4, 235-251.
57. *Jayakumar, U.M. (2008). Can higher education meet the needs of an increasingly diverse and global society? Campus diversity and cross-cultural workforce competencies. Harvard Educational Review, 78, 615-651.
58. *Johnson, S.M., & Lollar, X.L. (2002). Diversity policy in higher education: The impact of college students' exposure to diversity on cultural awareness and political participation. Journal of Educational Policy, 17, 305-320.
59. *Kendall Brown, M.E. (2007). A mixed methods examination of college students' intercultural development (Unpublished doctoral dissertation). University of Michigan, Ann Arbor.
60. Kernahan, C., & Davis, T. (2007). Changing perspective: How learning about racism influences student awareness and emotion. Teaching of Psychology, 34, 49-52.
61. Kotori, C. (2009). College impact on civic attitudes of Asian American and White undergraduate students: A comparative study (Unpublished doctoral dissertation). University of Massachusetts, Amherst.
62. Kuh, G.D., Hayek, J.C., Carini, R.M., Ouimet, J.A., Gonyea, R.M., & Kennedy, J. (2001). NSSE technical and norms report. Bloomington: Indiana University, Center for Postsecondary Research and Planning.
63. Light, R.J., & Pillemer, D.B. (1984). Summing up: The science of reviewing research. Cambridge, MA: Harvard University Press.
64. Lipsey, M.W., & Wilson, D.B. (1993). The efficacy of psychological, educational, and behavioral treatment: Confirmation from meta-analysis. American Psychologist, 48, 1181-1209.
65. Lipsey, M.W., & Wilson, D.B. (2001). Practical meta-analysis. Thousand Oaks, CA: Sage.
66. Loes, C.N. (2009). The impact of college residence and diversity experiences on the development of critical thinking in first-year college students (Unpublished doctoral dissertation). University of Iowa., Iowa City.
67. *Lopez, G.E. (2004). Interethnic contact, curriculum, and attitudes in the first year of college. Journal of Social Issues, 60, 75-94.
68. Luke, D.A. (2004). Multilevel modeling. Thousand Oaks, CA: Sage.
69. *Luo, J., & Jamieson-Drake, D. (2009). A retrospective assessment of the educational benefits of interaction across racial boundaries. Journal of College Student Development, 50, 67-86.
70. Malaney, G.D., & Berger, J.B. (2005). Assessing how diversity affects students' interest in social change. Journal of College Student Retention, 6, 443-460.
71. *Mayhew, M.J., & Fernandez, S.D. (2007). Pedagogical practices that contribute to social justice outcomes. Review of Higher Education, 31, 55-80.
72. Moses, M.S. (2002). Embracing race: Why we need race-conscious education policy. New York, NY: Teachers College Press.
73. *Nagda, B.A., Gurin, P., Sorensen, N., Gurin-Sands, C., & Osuna, S.M. (2009). From separate corners to dialogue and action. Race and Social Problems, 1, 45-55.
74. National Survey of Student Engagement. (2010). 2010 NSSE U.S. English paper version. Retrieved from http://nsse.iub.edu/pdf/US_paper_10.pdf.
75. *Nelson, M., Sundt, M., & Cole, D. (2010, May). Assessing the impact of diversity courses on students' attitudes, values, and beliefs. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.
76. *Nelson Laird, T.F. (2005). College students' experiences with diversity and their effects on academic self-confidence, social agency, and disposition toward critical thinking. Research in Higher Education, 46, 365-387.
77. *Nelson Laird, T.F., Engberg, M.E., & Hurtado, S. (2005). Modeling accentuation effects: Enrolling in a diversity course and the importance of social engagement. Journal of Higher Education, 76, 448-476.
78. Nettles, M.T., & Perna, L.W. (1997). The African American education data book. Volume I: Higher and adult education. Washington, DC: Frederick D. Patterson Research Institute of the College Fund/UNCF.
79. Nisbett, R.E., & Wilson, T.D. (1977). Telling more than we know: Verbal reports on mental processes. Psychological Review, 84, 231-259.
80. Padgett, R.D., Goodman, K.M., Johnson, M.P., Saichaie, K., Umbach, P.D., & Pascarella, E.T. (2010). The impact of college student socialization, social class, and race on need for cognition. In S. Herzog (Ed.), Diversity and educational benefits (New Directions for Institutional Research No. 145; pp. 99-111). San Francisco, CA: Jossey-Bass.
81. Pascarella, E.T. (2001). Using student self-reported gains to estimate college impact: A cautionary tale. Journal of College Student Development, 42, 488-492.
82. Pascarella, E.T., Palmer, B., Moye, M., & Pierson, C.T. (2001). Do diversity experiences influence the development of critical thinking? Journal of College Student Development, 42, 257-271.
83. Peterson, R.A., & Brown, S.P. (2005). On the use of beta coefficients in meta-analysis. Journal of Applied Psychology, 90, 175-181.
84. Pettigrew, T.F. (1998). Intergroup contact theory. Annual Review of Psychology, 49, 65-85.
85. Pettigrew, T.F., & Tropp, L.R. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90, 751-783.
86. Pettigrew, T.F., & Tropp, L.R. (2008). How does intergroup contact reduce prejudice? Meta-analytic tests of three mediators. European Journal of Social Psychology, 38, 922-934.
87. Pike, G.R. (1993). The relationship between perceived learning and satisfaction with college: An alternative view. Research in Higher Education, 34, 23-40.
88. Pike, G.R. (1999). The constant error of the halo in educational outcomes research. Research in Higher Education, 40, 61-86.
89. Pryor, J.H., Hurtado, S., DeAngelo, L., Palucki Blake, L., & Tran, S. (2010). The American freshman: National norms fall 2009. Los Angeles: University of California, Los Angeles, Higher Education Research Institute.
90. Purdy, L. (2008). Getting under the skin of "diversity": Searching for the color-blind ideal. Minneapolis, MN: Robert Lawrence Press.
91. Putnam, R.D. (2000). Bowling alone: The collapse and revival of American community. New York: Simon & Schuster.
92. Raju, N.S., Fralicx, R., & Steinhaus, S.D. (1986). Covariance and regression slope models for studying validity generalization. Applied Psychological Measurement, 10, 195-211.
93. Raudenbush, S.W., & Bryk, A.S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage.
94. Rosenthal, R. (1994). Parametric measures of effect size. In H. Cooper & L. V. Hedges (Eds.), The handbook of research synthesis (pp. 231-244). New York, NY: Russell Sage.
95. Rosenthal, R., & DiMatteo, M.R. (2001). Meta-analysis: Recent developments in quantitative methods for literature reviews. In S. T. Fiske, D. Schacter, & C. Zahn-Waxler (Eds.), Annual review of psychology (Vol. 52, pp. 59-82). Palo Alto, CA: Annual Reviews.
96. Ross, M. (1989). Relation of implicit theories to the construction of personal histories. Psychological Review, 96, 341-357.
97. Sander, T.H., & Putnam, R.D. (2010). Still bowling alone? The post-9/11 split. Journal of Democracy, 21, 9-16.
98. Sax, L.J. (2008). The gender gap in college: Maximizing the developmental potential of women and men. San Francisco, CA: Jossey-Bass.
99. Schoem, D., & Hurtado, S. (Eds.). (2001). Intergroup dialogue: Deliberative democracy in school, college, community, and workplace. Ann Arbor: University of Michigan Press.
100. Schoem, D., Hurtado, S., Sevig, T., Chesler, M., & Sumida, S.H. (2001). Intergroup dialogue: Democracy at work in theory and practice. In D. Schoem & S. Hurtado (Eds.), Intergroup dialogue: Deliberative democracy in school, college, community, and workplace (pp. 1-21). Ann Arbor: University of Michigan Press.
101. Smith, M.B., Nowacek, R.S., & Bernstein, J.L. (2010). Introduction: Ending the solitude of citizenship education. In M. B. Smith, R. S. Nowacek, & J. L. Bernstein (Eds.), Citizenship across the curriculum (pp. 1-12). Bloomington: Indiana University Press.
102. Smith, M.L. (1980). Publication bias and meta-analysis. Evaluation in Education, 4, 22-24.
103. Tropp, L.R., & Pettigrew, T.F. (2005). Relationships between intergroup contact and prejudice among minority and majority status groups. Psychological Science, 16, 951-957.
104. *Umbach, P.D., & Kuh, G.D. (2006). Student experiences with diversity at liberal arts colleges: Another claim for distinctiveness. Journal of Higher Education, 77, 169-192.
105. *VanHecke, J.R. (2006). Responsible citizenship among college students: A study of predictive experiences and values (Unpublished doctoral dissertation). University of Michigan, Ann Arbor.
106. *Vogelgesang, L.J. (2001, April). The impact of college on the development of civic values: How do race and gender matter? Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
107. Whitt, E.J., Edison, M., Pascarella, E.T., Nora, A., & Terenzini, P.T. (1999). Interactions with peers and objective and self-reported cognitive outcomes across 3 years of college. Journal of College Student Development, 40, 61-78.
108. Wilson, T.D. (2002). Strangers to ourselves. Cambridge, MA: Belknap.
109. Yamamura, E., & Denson, N. (2005, May). Service and diversity interactions in college as predictors of civic engagement in the post-college years: Differences across institutional types. Paper presented at the annual meeting of the Association for Institutional Research, San Diego, CA.
110. Zukin, C., Keeter, S., Andolina, M., Jenkins, K., & Delli Carpini, M.X. (2006). A new engagement: Political participation, civic life, and the changing American citizen. New York, NY: Oxford University Press.
111. *Zuniga, X., Williams, E.A., & Berger, J.B. (2005). Action-oriented democratic outcomes: The impact of student involvement with campus diversity. Journal of College Student Development, 46, 660-678.