Abstract

This study analyzed data from the Wabash National Study of Liberal Arts Education to estimate the unique effects of exposure to classroom diversity and involvement in interactional diversity on growth in critical thinking skills during the fi rst year of college. Net of important confounding infl uences, neither classroom nor interactional diversity had signifi cant general effects on critical thinking. However, interactional diversity did positively infl uence critical thinking skills for White students and for students who were the least well prepared academically for college.

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Additional Information

ISSN
1538-4640
Print ISSN
0022-1546
Pages
pp. 1-25
Launched on MUSE
2012-01-26
Open Access
No
Archive Status
Archived
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