Contributing Factors to Attitudes and Beliefs about Diversity

Diversity is a major issue in the world today. This project studied the attitudes and beliefs about diversity in order to understand where they originate. It focused on family beliefs and educational experiences and whether they each play a role in one’s perspective of other races/ethnicities. The sample consisted of 100 University of New Hampshire undergraduate students recruited through Facebook as well as in-class presentations on campus. Students were asked to complete a survey online. Quantitative results revealed that neither family nor education, as measured with forced-choice questions, were predictive of acceptance of other races. Overall, students reported themselves and their families as being very accepting of other races. However, they noted there was a lack of formal education about the topic of diversity in schools and that they largely came from homogenous schools. Qualitative results reveal that students themselves highlight the importance of exposure to diverse others, family upbringing, the media, and several other key factors as important considerations in how they treat other people; this suggests a multitude of ways that people create their beliefs. Implications for college student curriculum and campus life are highlighted. ATTITUDES ABOUT DIVERSITY 3 Contributing Factors to Attitudes and Beliefs about Diversity America is a melting pot of numerous cultures, races, and ethnicities. Diversity continues to grow every year but that does not mean everyone is accepting of it. For example, the Hispanic population is one of the fastest growing segments in America, with growth only projected to continue, with an estimated 114.8% increase between 2014 and 2060 (Colby & Ortman, 2015). Yet, racial tensions are still high which is partially due to lack of knowledge or incorrect knowledge about others (Vollebergh, Iedema, & Raaijmakers, 2001). People still feel threatened, anxious, and prejudice against immigrants (Murray & Marx, 2013) and minority groups in the United States. It is vital to address the sources of knowledge about outgroup members in order to prevent prejudices due to race before they even take root. Importantly, prejudices can lead to discrimination and acts of racial violence. Education centered on research-based knowledge of the commonalities and diversity between different racial groups and within these groups can help to promote greater acceptance of others and move the U.S. towards social harmony. One potent source of knowledge is the family. The family can have a major impact on the beliefs one has especially if they are never exposed to another perspective (Dalege & Degner, 2013). Children are likely to be molded by their parents’ values because that is what they have been taught since birth. Before children begin school or make friends, their first agent of socialization is their family. Social learning theory suggests parents serve as important models for children’s behaviors and beliefs and that children begin to develop certain ideals based off what they are exposed to in the home (Bandura, 1977); children are directly and repeatedly exposed to what their parents are doing and saying. Even when children enter school, their values and beliefs continue to be more influenced by their parents than their peers (Castelli, Tomelleri, & Zogmaister, 2009). While the influential role of parents is not surprising given this ATTITUDES ABOUT DIVERSITY 4 direct exposure, interestingly, research shows children hold the same values as parents about topics that are not even spoken of explicitly in the family, such as immigration and prejudice (Dalege & Degner, 2013). This suggests that parents serve as a powerful force, even unintentionally, in molding the attitudes and acceptance of their children. However, parents, alone, are not responsible for the socialization of children in the United States. Education is meant to help develop children’s minds through both instruction and exposure, and this includes issues related to social justice (Laird, 2005). Bowman and Denson (2012) noted that when college students had more interracial interactions, they had higher feelings of satisfaction. Yet, acceptance of others does not always need to come from first hand exposure. Education about diversity-related topics in the classroom may also be a useful tool to help us understand individuals’ attitudes towards others, especially among those who may not come from a diverse community. But little is known about individuals’ exposure to such education in schools. While both exposure to diverse student populations in schools and parental contributions have been looked at in isolation, no known research has examined the effect that each contributes to the attitudes and beliefs of young adults and what added role that having curriculum devoted to diversity plays in acceptance. Limited research on the inclusion of curriculum about diversity exists. Given that exposure to those from diverse backgrounds increases acceptance of individuals from outgroups (Chang, 2002; Hogan & Mallot, 2005), in lieu of, or in addition to, such exposure, course content and information about diversity topics may also help increase student awareness and acceptance of similarities and differences among individuals. ATTITUDES ABOUT DIVERSITY 5 College is an especially interesting time to question where beliefs come from because it may be the first time students are away from home and may be exposed to greater diversity. Specifically, adolescence and young adulthood may be an especially salient time in which attitude formation can be modified by others and through experience. While research suggests that parents continue to be an important influence on beliefs in adulthood (Jasper, Lubbers, & de Vries, 2008), the college experience itself may open up a much wider social network and provide more opportunities to be exposed to diverse opinions and activities to learn more about diverse races and cultures.