"People often treat diversity as an objective feature of situations that everyone perceives similarly. The current research shows, however, that disagreement often exists over whether a group is diverse. We argue that diversity judgments diverge because they are social perceptions that reflect, in part, individuals’ motivations and experiences, including concerns about how a group would treat them. Therefore, whether a group includes in-group members should affect how diverse a group appears because the inclusion or apparent exclusion of in-group members signals whether perceivers can expect to be accepted and treated fairly. Supporting our claims, three experiments demonstrate that racial minority group members perceive more diversity when groups included racial in-group members rather than members of other racial minority groups. Moreover, important differences exist between Asian Americans and African Americans, which underscore the need for more research to explore uniqueness rather than commonalities across racial minority groups."
"Higher education researchers and practitioners have emphasized the educational benefits of fostering meaningful interracial interaction on college campuses. The link between cross-racial interaction and student growth has received considerable empirical attention, but far less is known about whether and when interracial friendship predicts student outcomes. Multiple theoretical frameworks suggest that these two types of interpersonal diversity experiences may have differential effects. The present study examined this issue using a 4-year longitudinal dataset with 2,932 undergraduates at 28 institutions. Regardless of students’ race/ethnicity, cross-racial interaction is consistently associated with desired student out."
"Part of a special section on the achievement gap. A diverse suburban district in New York demonstrates the effect that detracking can have on reducing the achievement gap. Given that African-American and Hispanic students are consistently overrepresented in low-track classes, the influence of tracking is of major concern to educators interested in closing the achievement gap. In the late 1990s, the Rockville Centre School District on Long Island launched a multiyear detracking reform that increased learning expectations for all students. Achievement rose for all groups of students—majority, minority, special education, low-SES, and high-SES—and there was both an increase in students' rates of earning New York State Regents diplomas and a decrease in the gap between groups."
"Media are one source for adolescent identity development and social identity gratifications. Nielsen viewing data across the 2014–2015 television season for adolescents ages 14–17 was used to examine racial and gender diversity in adolescent television exposure. Compared to US Census data, mainstream shows under represent women, but the proportion of Black characters is roughly representative. Black adolescents watch more television than non-Black adolescents and, after taking this into account, shows popular with Black adolescents are more likely than shows popular with non-Black adolescents to exhibit racial diversity. In addition, shows popular with female adolescents are more likely than shows popular with males to exhibit gender diversity. These results support the idea that adolescents seek out media messages with characters that are members of their identity groups, possibly because the characters serve as tools for identity development and social identity gratifications."
"This study utilized MANOVA and hierarchical multiple regression to examine the relationships between campus experiences and coming-out decisions among trans- and queer-spectrum undergraduates. Findings revealed higher levels of outness/disclosure for cisgender LGBQ women, and more negative perceptions of campus climate, classroom climate, and curriculum inclusivity and higher use of campus resources for trans-spectrum students. Results also revealed that higher levels of outness significantly related to poorer perceptions of campus responses and campus resources. Implications address the need to foster an encouraging and supportive campus and classroom climate and to improve the relationships with LGBTQ resource centers for trans- and queer-spectrum students." [ABSTRACT FROM PUBLISHER]
"This qualitative study addresses the potential range of perspectives within the Black student community, focusing specifically on differences by ethnicity and nativity. Narratives were collected from 43 Black students (15 native, 28 immigrants) enrolled at a predominantly White research institution, analyzing their perspectives on diversity and campus racial climate. Findings suggest both race and ethnicity have the potential to shape ways in which Black students engage and perceive campus racial climate. Second and 2.5 generation Black immigrants were more likely to experience and perceive climate in ways similar to their native Black peers, perceiving a lack of racial diversity and experiences with marginalization on campus. However, second and 2.5 generation students perceived more stereotypes in the classroom, whereas native students discussed more frequent social marginalization. First-generation immigrants described more campus diversity, and noted fewer encounters with racial discrimination. All students expressed interest in engaging with peers from diverse backgrounds but noted varying levels of inclusion and their desire to find welcoming environments in which to engage their peers."
"Background It is estimated that around 50-90% of people with learning disabilities experience difficulties in communicating. Previous research has linked communication difficulties and self-esteem in other populations, yet this relationship has not previously been investigated for people with Down syndrome. Aims To explore the relationship between communication and self-esteem in adults with Down syndrome. This research also aimed to offer an empowering and inclusive opportunity for adults with learning disabilities to be involved in research."
"Souhegan High School in Amherst, NH, has a full inclusion program where all students, including those with mild to severe physical and emotional disabilities, are integrated in heterogeneously grouped classes. In the 9th and 10th grades, all students take the same classes and the program has proved to be successful. A brief overview of the school's inclusion program is presented."
"Students with significant disabilities continue to be among the most segregated in schools. In this article, we argue that the principles of least restrictive environment and involvement and progress in the general curriculum have been interpreted in ways that perpetuate segregation, rather than increasing students’ access to meaningful curriculum in inclusive educational contexts. We examine this issue from three broad perspectives: federal policy related to least restrictive environment, interpretations of policies related to involvement and progress in the general curriculum, and the implementation of policies related to assessment of grade-level standards. We discuss implications of each of these issues for providing and increasing involvement and progress in general education contexts and content."