Relationship among structural diversity, informal peer interactions and the perceptions of the campus environment

Abstract

Recent research and critiques of affirmative action in college admissions raise questions about popular approaches for enhancing learning outcomes, suggesting that a diverse student body is neither a necessary nor a sufficient condition for experiencing diversity, creating supportive learning environments, or fostering desired outcomes of college. This study found that the diversity of a student body was positively related to interactions among students from different backgrounds but not meaningfully related to the degree to which the campus was perceived as supportive. Institutional characteristics were also related to diversity outcomes.