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Learning About Difference in the Classroom and Students’ Views of the Campus Climate for Diversity

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Evaluating Campus Climate at US Research Universities

Abstract

In this chapter, the authors use the 2014 wave of the Student Experience in the Research University (SERU) survey to examine whether in-class diversity experiences and learning about difference and social issues are associated with students’ perceptions of the climate for diversity at research universities. The results of the study suggest a positive association between classroom diversity experiences and learning about difference and social issues and students’ views of the campus climate, suggesting an opportunity for university faculty and leaders to consider ways that in-class diversity experiences might be more intentionally integrated into classrooms and courses across the college curriculum.

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Author information

Authors and Affiliations

  1. University of Kansas, Lawrence, KS, USA

    Eugene T. Parker III

  2. University at Albany, SUNY, Albany, NY, USA

    Teniell L. Trolian

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  1. Eugene T. Parker III
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  2. Teniell L. Trolian
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Editor information

Editors and Affiliations

  1. University of Minnesota, Minneapolis, MN, USA

    Krista M. Soria

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Parker III, E.T., Trolian, T.L. (2018). Learning About Difference in the Classroom and Students’ Views of the Campus Climate for Diversity. In: Soria, K. (eds) Evaluating Campus Climate at US Research Universities. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-94836-2_20

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  • DOI: https://doi.org/10.1007/978-3-319-94836-2_20

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-94835-5

  • Online ISBN: 978-3-319-94836-2

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