A TALE OF TWO GROUPS: DIFFERENCES BETWEEN MINORITY STUDENTS AND NON-MINORITY STUDENTS IN THEIR PREDISPOSITION TO AND ENGAGEMENT WITH DIVERSE PEERS AT A PREDOMINANTLY WHITE INSTITUTION

Simple item page
dc.contributor.advisorCabrera, Alberto F.en_US
dc.contributor.authorHall, Wendell Diedriken_US
dc.contributor.departmentEducation Policy, and Leadershipen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2010-02-19T06:57:42Z
dc.date.available2010-02-19T06:57:42Z
dc.date.issued2009en_US
dc.description.abstractThe purpose of this study was to examine the extent to which minority students and non-minority students differ in their predispositions to engage in campus-based diversity activities upon entering college and engagement with diverse college peers during college. These ethnicity-based interactional differences were examined under a revised version of the Transition to College Model (Locks et al., 2008). The Diverse College Student Engagement Model accounts for the joint influence of student pre-college characteristics along with collegiate experiences, in shaping engagement with racially diverse peers at a predominantly White college. Using Structural Equation Modeling (SEM) and Latent Means Modeling (LMM), this dissertation examined direct and indirect effects of factors that influence engagement with diverse students in college. Findings indicated that engagement with diverse peers does not take place in a vacuum; conditions and mechanisms that facilitate engagement also matter. Several pre-college variables and college variables were shown to influence predisposition to engage in diversity-related activities and engagement among diverse peers in college. Findings from testing the proposed model indicate that minority students were significantly higher in the latent factor Predisposition to Engage when entering college; however, no significant differences were found in the latent factor Engagement after the sophomore year of college. The differences appear to have been attenuated by some of the campus mechanisms the University of Maryland has in place to foster engagement among diverse students.en_US
dc.identifier.urihttp://hdl.handle.net/1903/9947
dc.subject.pqcontrolledEducation, Higheren_US
dc.subject.pqcontrolledEducation, Secondaryen_US
dc.subject.pqcontrolledBilingual Educationen_US
dc.subject.pquncontrolledCampus Climateen_US
dc.subject.pquncontrolledDiversityen_US
dc.subject.pquncontrolledEngagementen_US
dc.subject.pquncontrolledStructural Equation Modelingen_US
dc.titleA TALE OF TWO GROUPS: DIFFERENCES BETWEEN MINORITY STUDENTS AND NON-MINORITY STUDENTS IN THEIR PREDISPOSITION TO AND ENGAGEMENT WITH DIVERSE PEERS AT A PREDOMINANTLY WHITE INSTITUTIONen_US
dc.typeDissertationen_US

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Hall_umd_0117E_10908.pdf
Size:
869.13 KB
Format:
Adobe Portable Document Format
Download

Collections

UMD Theses and Dissertations
Teaching, Learning, Policy & Leadership Theses and Dissertations