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

2. 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)

3. 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)

4. 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)

5. 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

6. 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

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

8. 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

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

10. 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%

11. 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%

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

13. 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%

14. 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%

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

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

17. 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

18. 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

19. 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

20. 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

21. 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.

22. 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

23. 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

24. 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

25. 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

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

27. For More Information Dr. Kathryn Valentine kvalent@nmsu.edu
Dr. Monica Torres
Dr. Eduardo Arellano