As an academic institution we rely on evidence-based best practices. Academic studies have shown that students need a diverse learning environment in order to do the deepest and most significant critical thinking. Further research has shown that students in diverse environments not only have positive learning outcomes in school but also after graduation in terms of their participation in democracy and leadership in society.
In order to help students more easily find academic opportunities that focus on different aspects of inclusion, diversity, and global engagements, we have developed the Diversity Course Database. Additionally, the InterGroup Relations program provides students the opportunity to engage in sustained dialogues in an academic setting with peers that have both similar and different identities and viewpoints than their own.
Research on the benefits of diversity in higher education
- Antonio, A. L., M. J. Chang, K. Hakuta, D. A. Kenny, S. Levin, and J. F. Milem. 2004. Effects of racial diversity on complex thinking in college students. Psychological Science, 15 (8): 507-10.
- Association of American Universities. 1997. On the importance of diversity in university admissions. The Macedo, S. 2000. Diversity and distrust: Civic education in a multicultural democracy. Cambridge, MA: Harvard University Press.
- Milem, J. F., M. J. Chang, and A. L. Antonio. 2005. Making diversity work on campus: A research-based perspective. Washington, DC: Association of American Colleges and Universities.
- Regents of the University of California v. Bakke. 1978. 438 U.S. 265.
- Gurin, P., Dey E.L., Hurtado, S., and Gurin, G. (2002) "Diversity and Higher Education: Theory and Impact on Educational Outcomes." Harvard Educational Review, 72 (3) pp 330-366.