Dimensions of Diversity and Perception of Having Learned From Individuals From Different Backgrounds

Emory Morrison · Douglas Grbic

58 citations0/0 files storedAcademic Medicine

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Diversity and Career in Medicine Innovations in Medical Education Medical Education and Admissions

Abstract

PURPOSE: Selective higher education institutions that take race into account in admissions decisions must be able to demonstrate that their policy is justified by a compelling governmental interest, is narrowly tailored, and is the least restrictive means for achieving that interest. The authors thus investigate whether, among medical students, the association between racial diversity (as distinct from other forms of diversity) and learning from individuals from different backgrounds is unique. METHOD: The authors examined six dimensions of diversity, including racial/ethnic diversity, among the 2010, 2011, and 2012 cohorts of fourth-year medical students in the United States. They also examined students' responses to two Medical Student Graduation Questionnaire items pertaining to learning from individuals from different backgrounds. They modeled the association between each of the school-level dimensions of diversity and the student-level responses to having learned from others with different backgrounds, and they assessed whether associations vary across different groups of students. RESULTS: Racial/ethnic diversity is unique in its very strong association with student perceptions of having learned from others who are different. The association between racial/ethnic diversity and student perceptions of having learned from others who are different is especially strong for members of historically underrepresented minority groups. CONCLUSIONS: Compared with other forms of diversity, racial/ethnic diversity has a unique association with students' perceptions of learning from others who are different. This association is of particular relevance to admissions and diversity policies in an era of strict scrutiny of these policies.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 58 citations exist upstream.

References

2002Diversity and Higher Education: Theory and Impact on Educational Outcomes 1999The shape of the river: long-term consequences of considering race in college and university admissions 2007THE REGENTS OF THE UNIVERSITY OF CALIFORNIA 2008Student Body Racial and Ethnic Composition and Diversity-Related Outcomes in US Medical Schools 1999Does Racial Diversity Matter?: The Educational Impact of a Racially Diverse Undergraduate Population.2006The Educational Benefits of Sustaining Cross-Racial Interaction among Undergraduates 2003Educational Benefits of Diversity in Medical School 2006Student Experiences with Diversity at Liberal Arts Colleges: Another Claim for Distinctiveness

Cited by

2022Enhancing Diversity in the Ophthalmology Workforce 2020A Conceptual Framework for Exploring the Experiences of Underrepresented Racial Minorities in Pharmacy School 2021“They Wanted to Talk to a ‘Real Doctor’”: Predictors, Perpetrators, and Experiences of Racial and Ethnic Discrimination Among Healthcare Workers 2019Living in two worlds: Becoming and being a doctor among those who identify with “not from an advantaged background”

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.