Examining the Impact of Diversity Courses on College Students: Which Courses, What Outcomes?

• In Event: Roundtable Session 38
  In Roundtable Session: College Students and Diversity Experiences

Abstract

Utilizing longitudinal data set of 553 undergraduate students from a single-institution, we examine whether diversity course content plays a role in the development of students’ critical thinking skills and social engagement. We utilize Christine Bennett’s (2001) genres of multicultural education to disaggregate diversity courses by course content. Findings indicate that diversity course content has differential effects on students’ critical thinking skills and social engagement. Furthermore, findings indicate that Bennett’s genres of multicultural education serve as an effective tool for differentiating diversity content. Implications for research and policy are provided.
Key words: diversity course(s), critical thinking skills, social engagement, typology

Authors

• Darnell G. Cole, University of Southern California

• Michelle Castellanos, University of Southern California