Is Diversity a Compelling Educational Interest? [electronic resource] : Evidence from Louisville / Michal Kurlaender and John T. Yun.
This study evaluated whether or not there was a compelling educational interest in diversity within the Jefferson County, Kentucky, public schools. High school students (mainly juniors) completed the Diversity Assessment Questionnaire, which asked about their experiences with diversity in their scho...
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| Format: | Electronic eBook |
| Language: | English |
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2001.
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| Summary: | This study evaluated whether or not there was a compelling educational interest in diversity within the Jefferson County, Kentucky, public schools. High school students (mainly juniors) completed the Diversity Assessment Questionnaire, which asked about their experiences with diversity in their schools and classrooms. It also examined students' future goals, educational aspirations, attitudes, and interests. Participating students were categorized as White, African American, or other. This study focused on three important educational outcomes: critical thinking skills, future educational goals, and citizenship. It disaggregated the data by racial groups. Composite variables were created from those questions that represented the students' aspirations for higher education and their comfort levels living and working in multiracial environments. Overall, there were high levels of diversity in both curricular and social interactions and high levels of equality between races in the perceived educational opportunities for students. Both African American and White students reported benefiting greatly from the diversity of their schools. They believed there were strong educational benefits in all three outcomes. There was a strong uniformity in responses by racial and ethnic groups. (Contains 13 tables, 33 endnotes, and an appendix of Outcome and Predictor Variables.)(SM) |
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| Item Description: | ERIC Document Number: ED456196. ERIC Note: In: Orfield, Gary, edition, Diversity Challenged: Evidence on the Impact of Affirmative Action. Cambridge, Harvard Education Publishing Group, 2001. p111-141. See UD 034 365. |
| Physical Description: | 32 pages. |