Interracial interactions between college students are responsible for important learning outcomes, however many colleges and universities have failed to purposefully encourage students to interact across racial backgrounds. As a result of a lack purposefully facilitated cross-racial interactions (CRIs), fewer interracial interactions occur on U.S. campuses and this has diminished the important learning outcomes that those interactions accrue. The purpose of this study was to qualitatively explore how 25 White and Asian American students, within two divergent campus settings, experienced interracial interactions. Findings demonstrated that environmental and individual characteristics shaped how students experienced CRIs. Environmental factors that influenced CRIs included the quality of the campus racial climate as well as students' perceptions of the environment. Individual characteristics that shaped how students experienced CRIs included whether students had been able to develop an advanced sense of racial identity as well as a history of pre-college CRIs. Based upon student feedback, I recommended that campuses, regardless of how structurally diverse they may be, assess the campus racial climate and implement initiatives designed to ensure that CRIs, and important associated learning outcomes, are purposefully facilitated by educators.
|Advisor:||Museus, Samuel D.|
|Commitee:||Chang, Mitchel J., Szelenyi, Katalin|
|School:||University of Massachusetts Boston|
|Department:||Education/Higher Education Administration|
|School Location:||United States -- Massachusetts|
|Source:||DAI-A 73/10(E), Dissertation Abstracts International|
|Subjects:||Asian American Studies, Higher Education Administration, Multicultural Education, School administration|
|Keywords:||Asian-American, Climate, College, Cross-racial, Interaction, Interracial, White students|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be