Web 2.0 in der Finanzbranche Die neue Macht des Kunden
Dieses Buch richtet sich an alle Finanzdienstleister, die die neuen Chancen von Web2.0 nutzen wollen: an Fach- und Führungskräfte aus Banken, Versicherungen, Sparkassen, an alle Vertriebspartner der Branche, an Finanzvertriebe, Verbände und Vereine. Das B
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COLLEGE ENVIRONMENTS, DIVERSITY, AND STUDENT LEARNING
Sylvia Hurtado, Eric L Dey, Patricia Y. Gurin and Gerald Gurin University of Michigan
The research literature on students in higher education is both rich and varied, even though the concerns addressed in this literature effectively resolve to three primary questions (Dey and Feldman, 1999): What sorts of people go to college, what experiences do they have at college, and what sorts of people do they become by the end of their college experience? To generate meaningful answers to these primary questions requires not only careful consideration of the attributes of students, but also of the educational environments that they encounter during their journey through the postsecondary education enterprise. Among the important issues that encompass each of these three primary questions is the use of affirmative action in college admissions and the benefits for student learning that diversity produces as a result. What have we learned about the educational value of diversity in the college environment? This chapter reviews the empirical and theoretical literature on diversity to explore the interplay between individuals and their collegiate environments and how these relate to student learning and development. We present a summary of the existing research evidence related to the ways in which campus diversity - one important aspect of the college environment - shapes the people who emerge from college and universities at the end of their undergraduate experiences. To do so, we first consider a theory of social difference and discontinuity that was
J.c. Smart (ed.), Higher Education: Handbook ofTheory and Research, Vol. XVlIf, 145-190 ©
2003 Kluwer Academic Publishers,
145
H1GHER EDUCATION: HANDBOOK OF THEORY AND RESEARCH, VOL.
XVIII
advanced to test whether campus diversity influences student outcomes (Gurin, Dey, Hurtado, and Gurin, 2002), as well as the existing literature on different conceptions of the college environment. BACKGROUND AND CONTEXT
The people who work and study within colleges and univerSItIes experience social difference and discontinuity as they move from one environment to another. For college students, some of the largest points of difference and discontinuity occur at the transitional boundaries implied by the three primary questions of college student research - entry into college, experiences during college, exit into their post-collegiate liveswhereas faculty are engaged in the process of finding and creating the kinds of settings and conditions - the environments - under which their students will change and develop in desired ways. Although many of the educational settings created by colleges and universities - programs of study, officially organized and sanctioned student activities, and the like - are structured and intentional in their goals for student development, this is not universally the case. The conditions created by a student's peer environment, for example, appear to be beyond the precise control of a college or universi
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