Abstract

Using a sample of 2,836 students from 5 different racial/ethnic groups, this study identified the ways student engagement and institutional features predict student learning. A supportive campus environment and high academic challenge predicted learning in general education, personal development, and practical competence for all racial/ethnic groups. An institutional emphasis on interactional diversity also predicted personal development for all groups. Findings by race/ ethnicity were more similar than different, but conditional effects by student race/ethnicity were also identified relative to interactional diversity.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 636-655
Launched on MUSE
2012-09-24
Open Access
No
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