气候变化领域集成服务门户(CCPortal): How university diversity rationales inform student preferences and outcomes

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DOI	10.1073/pnas.2013833118
	How university diversity rationales inform student preferences and outcomes
	Starck J.G.; Sinclair S.; Shelton J.N.
发表日期	2021
ISSN	00278424
卷号	118 期号:16
英文摘要	It is currently commonplace for institutions of higher education to proclaim to embrace diversity and inclusion. Though there are numerous rationales available for doing so, US Supreme Court decisions have consistently favored rationales which assert that diversity provides compelling educational benefits and is thus instrumentally useful. Our research is a quantitative/experimental effort to examine how such instrumental rationales comport with the preferences of White and Black Americans, specifically contrasting them with previously dominant moral rationales that embrace diversity as a matter of intrinsic values (e.g., justice). Furthermore, we investigate the prevalence of instrumental diversity rationales in the American higher education landscape and the degree to which they correspond with educational outcomes. Across six experiments, we showed that instrumental rationales correspond to the preferences of White (but not Black) Americans, and both parents and admissions staff expect Black students to fare worse at universities that endorse them. We coded university websites and surveyed admissions staff to determine that, nevertheless, instrumental diversity rationales are more prevalent than moral ones are and that they are indeed associated with increasing White-Black graduation disparities, particularly among universities with low levels of moral rationale use. These findings indicate that the most common rationale for supporting diversity in American higher education accords with the preferences of, and better relative outcomes for, White Americans over low-status racial minorities. The rationales behind universities' embrace of diversity have nonlegal consequences that should be considered in institutional decision making. © This open access article is distributed under Creative Commons Attribution-NonCommercial-NoDerivatives License 4.0 (CC BY-NC-ND).
英文关键词	Diversity; Education; Inequality; Instrumentality; Morality
语种	英语
scopus关键词	African American; article; education; European American; human; human experiment; justice; morality; outcome assessment; prevalence
来源期刊	Proceedings of the National Academy of Sciences of the United States of America
文献类型	期刊论文
条目标识符	http://gcip.llas.ac.cn/handle/2XKMVOVA/179844
作者单位	Department of Psychology, Princeton University, Princeton, NJ 08540, United States
推荐引用方式 GB/T 7714	Starck J.G.,Sinclair S.,Shelton J.N.. How university diversity rationales inform student preferences and outcomes[J],2021,118(16).
APA	Starck J.G.,Sinclair S.,&Shelton J.N..(2021).How university diversity rationales inform student preferences and outcomes.Proceedings of the National Academy of Sciences of the United States of America,118(16).
MLA	Starck J.G.,et al."How university diversity rationales inform student preferences and outcomes".Proceedings of the National Academy of Sciences of the United States of America 118.16(2021).