The Diversity Challenge: Social Identity and Intergroup Relations on the College Campus

Index

Index Boldface numbers refer to figures and tables. academic outcomes: background and preparation at college entry, 252–63; cognitive predictors, 255–58, 263, 264, 289; data and methods, 263–65; educational attainment for minorities vs. whites, 32, 41–42; inter-ethnic friendship effects, 199–202, 380n9; introduction , 250–52; liberalization effects, 115–16, 117–18, 119; stigmatization effects, 25; summary and conclusions , 288–91, 315–17; theoretical considerations, 315–17. See also noncognitive predictors of academic outcomes affirmative action: college experience effects, 112, 368n12, 368–69n15; historical perspective, 4, 36, 42–43, 366n11; stigma and academic outcomes , 266, 269, 275–76, 284–88, 290, 317; and symbolic racism, 14; at UCLA, 42–43, 400n46 African Americans: and affirmative action, 42–43, 284–88; American national vs. pan-ethnic identities, 29, 163, 167, 170, 171, 173, 176, 180; anticipatory socialization for college, 253–54; and black discrimination prototype, 137–38; campus climate variables in academic outcomes , 267, 270–71; cognitive factors in academic outcomes, 255–56, 257, 258, 264; college enrollment stagnation, 4–5; curriculum variables in academic outcomes , 266, 268–69, 274, 275, 283; demographic composition of sample , 50–53; and discrimination, 3–4, 101–2, 198, 199, 201–2, 278, 279; disidentification with academics , 258, 259, 260, 261–62, 265, 266, 268, 282; educational attainment stagnation, 32; and ethnic diversity of Los Angeles, 34; and ethnic identity, 138, 142, 151–52, 153, 155, 305; ethnic organization membership, 229, 231, 231–32, 276; ethnic outlook and academic outcomes, 278–81; as focus of previous research, 10, 66; ingroup contacts , 190, 191, 198, 199, 200, 204, 205; intergroup contacts, 190, 191, 193, 194, 195, 267, 269–70, 271, 277, 278, 380n9; liberalism at college entry, 75–85; and Los Angeles race riots, 33–34; nationality-based vs. pan-ethnic identities, 144, 145; parental education factor, 252; and people of color hypothesis, 104, 140; population at African Americans (cont.) UCLA, 40, 41, 48, 363n1; and racialized politics in LA, 35–37; roommate effects, 214, 215, 216, 217, 219, 220, 221–22, 225–26; sample size issues, 179, 369n1; self-esteem, 258–60, 262, 266, 268, 272, 273; and social structural theories, 305–6; stereotype threat effects on academic outcomes , 284–88, 316, 317; symbolic racism, 75; university vs. ethnic identification, 173–74, 175. See also black exceptionalism hypothesis Allport, Gordon, 14–15, 227 American national vs. ethnic identification : asymmetry of, 170–73; conclusions, 180; and hierarchyenhancing environment, 165, 175–78; and hierarchy-enhancing social system, 166–67, 176; intergroup relations benefits, 179–80; introduction, 163; preferences by ethnicity, 148–50, 376–77n15 Antonio, Anthony, 188 anticipatory socialization for college, 252–63 Asians/Pacific Islanders: American national vs. ethnic identities for, 149–50, 167, 170, 171, 173, 176, 376–77n15; crystallization of sociopolitical attitudes, 87, 88–89, 92–95, 125–26, 127–28, 130–33; demographic composition of sample , 50–53; and discrimination, 138, 278; educational attainment of, 251; and ethnic identity, 146–47, 152–53, 154, 155–57; ethnic organization membership, 114–15, 231, 231–32; historical perspective on immigration, 37–38; and immigration increase, 4–5, 33, 34–35; ingroup contacts, 190, 191, 200, 202; intergroup contacts, 190, 191, 193, 194, 195, 196; vs. Latinos in SES, 72; as model minority, 71, 105; nationality-based vs. pan-ethnic identities, 30–31, 144, 145, 150–51, 155, 302–3, 305, 370n8; old vs. new immigrants’ political socialization, 89–95; political conservatism , 75–85, 108–9, 110, 118–19, 120, 121, 122, 123, 129–30, 133; population at UCLA, 40, 41, 48; roommate effects, 214, 215, 216, 217, 218, 220, 221–22, 223, 224, 225, 226–27; symbolic racism, 75, 80, 85, 120, 121, 124, 129–30; university vs. ethnic identi fication, 173–74, 175, 376–77n15. See also Filipinos; Southeast Asians assimilation hypothesis: college experience effects, 104, 128–29, 132–33, 160–61; and completeness of socialization, 69–72, 300, 306; intergenerational nature of assimilation, 135, 137, 305; and language issue, 54; melting-pot approach to identity, 137, 158; old vs. new immigrants’ college entry attitudes, 89–95; vs. politicized ethnic identity, 141–42; segmented assimilation, 162; and social identity, 27–28 Astin, Alexander, 260–61, 274 asymmetry vs. symmetry in group identification, 167–69, 170–74, 180 attitudinal vs. behavioral measures, 10. See also crystallization of sociopolitical attitudes Index 432 background variables, 55–56 Bakke, Regents of the University of California v., 4, 42...