Abstract

Using a national sample (n = 643) of Native American students who took the College Student Experiences Questionnaire (CSEQ), the researcher identified how student involvement and institutional commitment to diversity predicted student learning. Native American students reported higher levels of learning when the institution's commitment to diversity was strong and when students were frequently engaged in discussion with others, particularly when that discussion required students to synthesize and integrate information from various sources. Suggestions are made for student affairs efforts to boost institutional emphasis on diversity and to increase frequency of peer discussion.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 405-416
Launched on MUSE
2007-08-06
Open Access
No
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