Learning communities role in enhancing diversity awareness on college campuses

Abstract

This mixed-methods descriptive case study explored diversity awareness of college freshman enrolled in learning communities by examining the dynamic interplay between existing institutional forces associated with diversity awareness and perceptional awareness of full-time community college students from a Northeastern institution. Gidden's Structuration theory (1984) was utilized as the theoretical lens to uncover the institutional forces, college freshman's diversity awareness, and the dynamic interplay as perceived by college freshman enrolled in learning community seminar. The theory highlights the dynamic interactions between the institutional forces and the actor-freshman, as well as allowing exploration of the extent to which domination, signification, or legitimization impact perceptional development. The research was conducted using an inductive design with mix-methods, that occurred over three phases of data collection. These phases were review of university documents and learning community program design associated with expressing diversity awareness policies and practices (Phase I), administration of IAT survey to full-time community college freshman enrolled in learning community seminar (Phase II), and small group semi-structured interview with full-time community college freshman to ascertain their perceptions of about diversity awareness, institutional forces informing that perception, and the role of the learning community for shaping their perception awareness (Phase III). Data analysis occurred at the end of each data collection piece to allow insights and informed progress towards the subsequent phase. The key findings from this experiment suggest that critical thinking, connectivity, and diversity awareness are vital components of Learning Communities courses. Participants showed perception and knowledge around diversity awareness as an ideal, and within the course and the college as well. Participants also showed criticism of institutional ideals versus practical application of diversity awareness ideals. This suggested a parallel between key themes of diversity awareness in terms of student perception and Learning Community enrollment, participation, and engagement. The study recommends diversity awareness applications in terms of the broader Higher Education framework and pedagogy, as well as for professional development training outside academia.