Racial Gaps in Critical Thinking: The Role of Institutional Context

• In Event: Surviving and Thriving in the College Context

Abstract

Although much research has examined racial/ethnic gaps in college entry and completion, little is known about racial/ethnic differences in collegiate skills, such as critical thinking. What explains racial/ethnic gaps in development of critical thinking skills during college? Using data from the Wabash National Study (WNS), we find large gaps in critical thinking skills between white and African-American students, even net of extensive controls. These gaps are not substantially related to students’ academic experiences during college but are strongly related to the characteristics of the institutions attended. Moreover, institutional characteristics have different relationships to performance of African-American and white students. These findings have notable implications for understanding inequality in higher education and considering strategies for addressing observed disparities.

Authors

• Josipa Roksa, University of Virginia

• Teniell L. Trolian, University of Iowa

• Ernest T. Pascarella, University of Iowa

• Cindy Ann Kilgo, Indiana University - Bloomington

• Charles Blaich, Wabash College

• Kathleen Wise, Wabash College