Kathryn Valentine, Monica Torres, Maximizing the Benefits of a Diverse Student Body by Fostering Cross-Cultural Interactions Kathryn Valentine, Monica Torres, and Eduardo Arellano

Cross-Cultural Learning and Diverse Student Populations Structural Diversity Numerical representation of different groups (Gurin, Dey, Hurtado, & Gurin, 2002) Curricular or Classroom Diversity Activities sponsored by IHEs Interactional Diversity Informal interactions by students (Antonio, 1998; Chang, Astin, & Kim, 2004; Gurin et al., 2002)

Cross-Cultural Learning and Diverse Student Populations Diverse students must be on campus if they are to learn from each other (Chang, Astin, & Kim, 2004; Gurin, et al., 2002; Luo & Jamieson-Drake, 2002; Marin, 2000; Pike & Kuh, 2006) Structural and curricular diversity is necessary, but insufficient (Chang, et al., 2004; Gurin et al., 2002)

Why Encourage Interactions? Encourages academic and social growth (Gurin, et al., 2002; Shaw, 2005) Active thinking and intellectual engagement, including problem solving, critical thinking, and writing (Gurin, et al., 2002)

Why Encourage Interactions? More openness to different thinking and willingness to challenge own beliefs (Pascarella, Edison, Nora, Hagedorn, & Terenzini, 1996) Helps in learning more about students’ own attitudes about race and ethnicity and these issues in society (Alimo, 2002; Lopez, 2004) More openness to diversity and self-confidence (Chang, Denson, Saenz, & Misa, 2006) 5

Why Encourage Interactions? Positively related to leadership and cultural knowledge & understanding (Antonio, 1998) Democracy outcomes (Gurin et al., 2002) Gains in intellect, civic interests, and social skills (Chang et al., 2004) 6

Research Methods Quantitative Studies Surveyed students on the frequency and nature of their interactions Qualitative Studies Conducted focus groups about their experiences with interactions

Survey Methods 4 Colleges (2 universities & 2 ccs) 2nd semester writing classes Surveyed 30% of randomized sections 915 students surveyed in class $25 gift card incentive for instructors

Focus Group Methods Facilitated by two researchers Audio-recorded About 1hr. & 15 minutes $25 gift card for each student Transcripts analyzed for themes

Survey Participants Race/Ethnicity Percent Hispanic or Latino 65.3% White 16.3% Hispanic/White 4.7% Other 9% American Indian/Alaskan Native 1.3% Asian 1.1% Black or African-American 2.3%

Survey Participants Female: 55.6%; Male: 44.2% Full-time students: 83.7% Part-time students: 16.3% Type of College attended: University: 51.3% Community College: 41.3% Both: 7.4%

Survey Participants Age Range Percent 18-24 87.3% 25-34 8.9% 35-44 3.3% 45 and older Less than 1%

Survey Participants Work Status Percent On-campus 11.5% Off-campus 84.7% On & Off-campus 3.8% Not Working 36.4% Part-time (1- 20 hrs.) 23.8% Working 21+ hrs. 76.2%

Survey Participants Time in College Percent Less than 1 year 39.3% 1 to 2 years 40.9% 3 to 4 years 17.2% 5 or more years 2.6%

Focus Group Participants 24 students interviewed 54% Male, 46% Female 58% Hispanics 21% White 17% Two or more races 4% Asian

Focus Group Participants 79% Full-time students 46% Not Working 37.5%Working 21+ hours 62.5% from 18 to 24

Survey Hypotheses Expected frequent interactions due to structural diversity Expected interactions to be positive, negative, and learning experiences Expected increased interaction from high school to college

Survey Results Students are not interacting cross-culturally frequently Their interactions have been positive learning experiences, but not negative Interactions decreased from high school to college

Survey Analysis Limited interactions due to: Limited diversity of college students Interactions taken for granted Working 21+ hours and off-campus Insufficient time on campus Decreased diversity from high school to college

Focus Group Results/Analysis Students appreciate interactions, but don’t focus on race/ethnicity Students have learned from interactions Some interactions negative, but campuses viewed as safe for interactions Language differences limited interactions for some White students

Recommendations for Faculty Incorporate learning activities where students have to interact cross-culturally Give assignments that: Pair/group students of different backgrounds Immerse students in different backgrounds Develop structured experiences where students are immersed in different environments.

Recommendations for Faculty Provide grade incentives for students who participate in events with different racial/ethnic groups Require field experiences, internships, practicum, service learning, or student teaching in different racial/ethnic settings Collaborate with different racial/ethnic communities & organizations

Recommendations for Academic Administrators Develop tool to assess interactions Develop pro-diversity policies Support diversity initiatives Support research & teaching in diversity Tie P&T to diversity initiatives

Recommendations for Student Services Administrators Develop a formal way to learn about interactions Find ways for students to spend more time on campus Collaborate with diverse organizations Encourage programs that place students in cross-cultural environments

Recommendations for Student Services Administrators Support the creation and success of diverse student organizations Recognize the importance of non-classroom spaces for cross-cultural interactions Ensure sufficient public spaces for cross-cultural interactions

Acknowledgements NMSU English Department NMSU Educational Management & Development Department NMSU Southwest & Border Regions Research Cluster NMSU Southwest Border Cultural Institute

For More Information Dr. Kathryn Valentine kvalent@nmsu.edu Dr. Monica Torres mftorres@nmsu.edu Dr. Eduardo Arellano ecarellano@utep.edu