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Interpersonalizing Cultural Differen...

Hudson, Tara D.

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Interpersonalizing Cultural Difference: A Grounded Theory of the Process of Interracial Friendship Development and Sustainment among College Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Interpersonalizing Cultural Difference: A Grounded Theory of the Process of Interracial Friendship Development and Sustainment among College Students./
作者:	Hudson, Tara D.
面頁冊數:	641 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3710626
ISBN:	9781321866087

Interpersonalizing Cultural Difference: A Grounded Theory of the Process of Interracial Friendship Development and Sustainment among College Students.
Hudson, Tara D.

Interpersonalizing Cultural Difference: A Grounded Theory of the Process of Interracial Friendship Development and Sustainment among College Students. - 641 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--North Carolina State University, 2015.

Colleges and universities today must provide their students not only with academic knowledge, but also with "21st century" intercultural skills---such as multicultural competence, appreciation for pluralism, reduction in prejudice, and ability to take others' perspectives---that are essential for college graduates' post-graduation participation as citizens, employees, and leaders in our pluralistic society. Students' diversity experiences in college are critical for their attainment of these outcomes. Diverse peer interactions are a particularly important diversity experience; they contribute to students' development of intercultural understanding and appreciation for pluralism. Intercultural friendships are a particularly "substantial and meaningful" (Hurtado, 2007, p. 190) form of intercultural interaction because students presumably invest the greatest time, energy, and emotional resources in their close friends, and friendship involves multiple interactions over a long period of time, leading to deeper learning and development than more casual forms of interaction. Furthermore, because of the sustained relational investment it involves, intercultural friendship is an effective mechanism of prejudice reduction, and friendships across race may also mediate the achievement of critical diversity-related learning outcomes. Yet while the weight of the empirical evidence clearly documents the educational gains that result from diverse campuses through the mechanism of diverse peer interactions and friendships, few studies have examined the process by which these interactions occur, and none have elucidated how colleges and universities can intentionally facilitate and support these interactions to ensure students' achievement of diversity-related learning outcomes.

ISBN: 9781321866087Subjects--Topical Terms:

641065
Higher education.

Interpersonalizing Cultural Difference: A Grounded Theory of the Process of Interracial Friendship Development and Sustainment among College Students.
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245 1 0 $a Interpersonalizing Cultural Difference: A Grounded Theory of the Process of Interracial Friendship Development and Sustainment among College Students.
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500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Adviser: Alyssa Rockenbach.
502 $a Thesis (Ph.D.)--North Carolina State University, 2015.
520 $a Colleges and universities today must provide their students not only with academic knowledge, but also with "21st century" intercultural skills---such as multicultural competence, appreciation for pluralism, reduction in prejudice, and ability to take others' perspectives---that are essential for college graduates' post-graduation participation as citizens, employees, and leaders in our pluralistic society. Students' diversity experiences in college are critical for their attainment of these outcomes. Diverse peer interactions are a particularly important diversity experience; they contribute to students' development of intercultural understanding and appreciation for pluralism. Intercultural friendships are a particularly "substantial and meaningful" (Hurtado, 2007, p. 190) form of intercultural interaction because students presumably invest the greatest time, energy, and emotional resources in their close friends, and friendship involves multiple interactions over a long period of time, leading to deeper learning and development than more casual forms of interaction. Furthermore, because of the sustained relational investment it involves, intercultural friendship is an effective mechanism of prejudice reduction, and friendships across race may also mediate the achievement of critical diversity-related learning outcomes. Yet while the weight of the empirical evidence clearly documents the educational gains that result from diverse campuses through the mechanism of diverse peer interactions and friendships, few studies have examined the process by which these interactions occur, and none have elucidated how colleges and universities can intentionally facilitate and support these interactions to ensure students' achievement of diversity-related learning outcomes.
520 $a This study addressed this gap in our scholarly and practical knowledge by generating a substantive theory of the process by which college students develop and sustain interracial friendships, using the constructivist grounded theory method of inquiry. Twenty-one students from a large, public research university in the Southeastern U.S. participated in interviews and completed solicited journals regarding their experiences with a friend of another race or ethnicity who is a fellow student at their university. The process by which college students develop and sustain interracial friendships is a process of Interpersonalizing Cultural Difference; this represents the core category of the substantive theory. Interpersonalizing Cultural Difference is composed of four sub-processes, which are the central processes in which college students engage to develop and sustain their interracial friendships. These four central processes are (1) Cultivating Trust and Establishing a "Silent Contract," (2) Embracing Similarity without Forgetting Difference, (3) Exploring Other Cultures, and (4) Bridging Difference to Connect. In addition, although this study was designed to focus on elucidating processes rather than outcomes, the open and inductive nature of grounded theory data generation and analysis enabled identification of two outcomes of interracial friendship: Integrating the Self and Valuing Interculturalism.
520 $a The substantive theory developed through this research enhances existing theoretical understandings about interracial friendship. It also provides insight into educational practice and policy, specifically by identifying effective student affairs programming and practices to support interracial friendships among college students as well as how institutional leaders can create campus environments that promote student learning and development through these relationships. Finally, it illuminates critical areas for future research regarding the development and sustainment of college students' interracial friendships and how colleges and universities can support these relationships to ensure students achieve the critical learning and development outcomes they facilitate.
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