A Latent Class Analysis of Students' Openness to Learning from Diverse Others
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| Title: | A Latent Class Analysis of Students' Openness to Learning from Diverse Others |
|---|---|
| Language: | English |
| Authors: | Nida Denson (ORCID |
| Source: | Journal of Diversity in Higher Education. 2024 17(5):806-816. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305B220021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Seniors, Diversity, Perspective Taking, Student Attitudes, Grouping (Instructional Purposes), Sex, Race, Adoption (Ideas), World Views, Beliefs, Interaction, Interpersonal Relationship |
| Geographic Terms: | California |
| DOI: | 10.1037/dhe0000451 |
| ISSN: | 1938-8926 1938-8934 |
| Abstract: | There is a growing body of research on the importance of students engaging and learning by interacting with racially/ethnically diverse people, less is known about the effects of student interactions with others across other various aspects of difference (e.g., religion, political beliefs, gender, sexual orientation), and how this may impact on their awareness and understanding of various aspects and issues of difference. We used latent class analysis (LCA) to illustrate how college students can be classified into groups based on their openness to learning from diverse others. The LCA revealed four latent classes: global openness (14%), openness to visible diversity (12%), openness to less visible diversity (8%), and low openness (66%). The findings suggest that approximately two thirds of students perceive their interactions with diverse others as having little to no effect on their understanding of others' perspectives. However, students who were open to some type of diversity (regardless of that diversity) reported an increase in their awareness and understanding of various aspects and issues of difference. We conclude with implications of the findings for institutions. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | EJ1503766 |
| Database: | ERIC |
| Abstract: | There is a growing body of research on the importance of students engaging and learning by interacting with racially/ethnically diverse people, less is known about the effects of student interactions with others across other various aspects of difference (e.g., religion, political beliefs, gender, sexual orientation), and how this may impact on their awareness and understanding of various aspects and issues of difference. We used latent class analysis (LCA) to illustrate how college students can be classified into groups based on their openness to learning from diverse others. The LCA revealed four latent classes: global openness (14%), openness to visible diversity (12%), openness to less visible diversity (8%), and low openness (66%). The findings suggest that approximately two thirds of students perceive their interactions with diverse others as having little to no effect on their understanding of others' perspectives. However, students who were open to some type of diversity (regardless of that diversity) reported an increase in their awareness and understanding of various aspects and issues of difference. We conclude with implications of the findings for institutions. |
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| ISSN: | 1938-8926 1938-8934 |
| DOI: | 10.1037/dhe0000451 |
