A deep dive into the value of diversity for students

This week in North Philly Notes, Elizabeth Aries, author of The Impact of College Diversity, writes about the results of her findings about race and class issues at an elite college, the subject of three books and 12 years of study.

My 12-year interview study of affluent Black, affluent white, lower-income Black, and lower-income white students from Amherst College focuses on what students learned from engagement with racially and socio-economically diverse classmates during college. I interviewed students as entering first years, as graduating seniors, and for a final time at age 30. The age 30 interviews, described in The impact of College Diversity, reveal that 81% of Black and white Amherst graduates reported learning about race and racial inequality through peer interactions during college. The interviews also revealed how a racially diverse college provided a successful pathway to upward social mobility for lower-income Black and white students.

The data provide strong evidence of the educational benefits students derived from daily interactions with classmates whose racial and class backgrounds, experiences, and views differ greatly from their own. At a time when the Supreme Court is soon to decide whether to ban the use of race in college admission decisions, and diversity is very much the subject of heated national conversation, my research found huge financial and social benefits to affluent and low-income Black and white students interacting on our small, residential, racially diverse campus.

I began my study in 2005 at a time when Amherst College began recruiting and enrolling a more socio-economically and racially diverse of the student body. This change was motivated by the desire to promote equity and social mobility, and by a belief in the educational benefits for students of interacting daily with classmates whose experiences and views are different from their own.

As a professor of psychology, the presence of more racially and socioeconomically diverse students was enriching classroom discussions in my courses. Due to the differing backgrounds and life experiences students brought to the table, they offered more varied perspectives and insights on course readings. Their comments enabled me and their classmates to understand the texts we read in new ways. My best teachers have been my students. I could clearly see the benefits of learning from diversity that were occurring in my classroom, but wondered about the extent to which such learning from diversity was taking place through peer interactions outside the classroom as well.

Originally I set out to chronicle the nature and extent of what students had learned about race and class during the college years from engagement with racially and socioeconomically diverse classmates. I then grew interested in what the longer-term impact of being part of a diverse student body had been on them. For most college graduates the period of their twenties is marked by continued identity and job exploration; changes in intimate relationships, possible graduate school attendance, and a focus on self-development. So I waited to do a final set of follow-up interviews until my participants reached age 30.

The focus of The Impact of College Diversity is on the voices of the graduates as they report on their lived experiences and subjective understandings of race and class. The findings trace how hearing the lived experiences of their Black peers during college opened white graduates’ eyes to the harm of racism their classmates endured throughout their lives, deepened their understanding of stereotypes, prejudice and discrimination, and of their own racial privilege. Interviews with Black graduates revealed how being part of a diverse student body prepared them to become bi-cultural, gave them the skills to succeed in predominantly white settings and helped them cope with the challenges of a white-dominated work world. Lower-income graduates acquired new forms of cultural and social capital and higher aspirations during college, which led to greater upward social mobility in the future. Upward mobility did come at a cost, as lower-income graduates had changed in many ways while family and friends left behind had not. They faced the challenge of bridging two different worlds.

Several findings surprised me. When questioned as graduating seniors. just over half the participants reported learning from the racial diversity at the college. Yet looking back at age 30, this percentage rose to 81%. Thirty percent of the white graduates aspired to raise their potential children in a racially diverse environment because they believed in the importance of intergroup contact. And almost all the graduates, Black and white, strongly agreed that a diverse student body is essential to teaching skills to succeed and lead in the work environment.

I was also surprised by the extent of upward mobility of the lower-income graduates because many of them had struggled at Amherst both academically and socially. At the time they were at Amherst, many fewer resources existed than do today to help create an inclusive community and to provide the supports they needed to foster their success. Yet 65% percent of lower-income graduates had gone on to attain graduate degrees, the majority reporting being inspired by the ambitions of their classmates and having their own ambitions raised. Most had attained degrees that led to the highest earnings – an MBA, Ph.D. MD, or JD – and had attended top graduate schools in the country, or had gone into finance and worked for a prestigious investment bank.

The bottom line: A college experience at a diverse school is better for our society, and that can only happen by using race-conscious admission practices.