The evidence grows showing that involvement in specialized student groups, such as ethnic residential theme houses, support centers, and academic departments benefits students of color and others. Indeed, these activities appear to contribute to increased satisfaction and retention, despite prodigious commentary of their negative effect on the development of community on campus. Though specialized student support programs and campus community have been pitted against each other, research results suggest that institutional commitment to both contributes to the educational success of all students. These findings underscore the capacity of individuals, groups, and institutions to thrive through an acknowledgment of multiple affiliations and identities on campus. Contrary to widespread reports of self-segregation among students of color on campuses, the research finds this pattern more typical of white students.
Students of color interact more with dominant students than the reverse.
Opportunities for interaction between and among student groups are desired by virtually all students and produce clear increases in understanding and decreases in prejudicial attitudes. Such opportunities also positively affect academic success. The conditions under which interactions among individuals are likely to be beneficial include institutional support, equal status, and common goals. Increasing numbers of campuses are recognizing the significance of creating opportunities for intergroup dialogue as part of diversity efforts. However, the conditions for effective dialogue cannot be assumed and the necessity of sustaining difficult dialogues has become increasingly urgent.