Converging Frameworks: Examining the Impact of Diversity-Related College Experiences on Racial/Ethnic Identity Development.

Abstract

Increased diversity on campus has changed not only the racial/ethnic composition of the student body but also the nature of research on student change. This study extends existing research on racial/ethnic identity development by using a model that integrates college impact theory and development theory. Specifically, it examines the impact of college experience and interaction with diverse peers on the racial/ethnic identity development of White, Asian Pacific American, Latino, and African American students. The three research questions that guided the study include: (1) How do diversity-related college experiences affect the racial/ethnic identity development of White, Asian Pacific American, Latino, and African American students?; (2) What is the relationship between racial/ethnic identity development and the frequency and type of interactions with diverse peers; and (3) Does a significant difference exist in the racial/ethnic identity development of White, Asian Pacific American, Latino, and African American students?

The data used in this study represents the diversity-related pre-college and college experiences of 4403 students from nine public institutions. The students were first surveyed in Fall 2000 and again in Spring 2002 as part of the Preparing College Students for a Diverse Democracy Project. The data was analyzed using chi-square, ANOVA, and Scheffe’s post-hoc tests, as well as factor analyses and multiple regression analyses. The analysis conducted for each racial/ethnic group included three multiple regressions, one for each racial/ethnic identity outcome (i.e., sense of common fate, race centrality, and shared racial/ethnic values).

The data fit well with the model of racial/ethnic identity development, particularly the sense of common fate of White and Asian Pacific American students and the shared racial/ethnic values of Latino and African American students. Institutional characteristics and climate had a moderate, yet significant impact on the sense of common fate and race centrality of White, Asian Pacific American, and Latino students. Co-curricular experiences were relevant to the development of all student groups. However, curricular experiences were significant only to the identity development of White, Asian Pacific American, and Latino students suggesting the need for African American students to have the experiences of their community reflected in the higher education curriculum.