caa a22 4500 445326883 CHVBK 20180317142723.0 cr unu---uuuuu 170323e20110601xx s 000 0 eng 10.1007/s11162-010-9200-5 doi (NATIONALLICENCE)springer-10.1007/s11162-010-9200-5 Racial/Ethnic Disparities in Collegiate Cognitive Gains: A Multilevel Analysis of Institutional Influences on Learning and its Equitable Distribution [Elektronische Daten] [Heather Kugelmass, Douglas Ready] Although numerous studies have examined racial/ethnic inequalities in collegiate student outcomes, serious attention to disparities in post-secondary student learning has emerged only recently. Using a national sample of 35,000 college seniors and 250 diverse institutions from the Collegiate Learning Assessment, this study investigates the role of institutional characteristics in promoting the development of higher-order cognitive skills and the equitable distribution of these skills by student racial/ethnic background. Using three-level hierarchical linear models within an analysis of covariance framework, we find that the initial academic gaps that separate African American students from their white peers widen even further during college. Although substantial academic disparities exist between Hispanic and white students at both college entry and exit, Hispanic and white students gain academic skills at statistically comparable rates. Importantly, racial/ethnic differences in cognitive development vary across institutions partly as a function of institutional characteristics. In particular, even after accounting for a host of student- and institution-level characteristics, African American/white and Hispanic/white inequalities are somewhat smaller at colleges that enroll larger proportions of non-white students. However, these benefits of increased minority enrollments are contingent upon the academic backgrounds of students' peers, with academically weaker student enrollments in some cases negating the benefits of increased racial/ethnic diversity. Springer Science+Business Media, LLC, 2010 Race/ethnicity nationallicence Educational inequality nationallicence Hierarchical linear modeling nationallicence Learning nationallicence Collegiate Learning Assessment nationallicence Kugelmass Heather Council for Aid to Education, 215 Lexington Ave., 21st Floor, 10016, New York, NY, USA aut Ready Douglas Teachers College, Columbia University, 525 W. 120th St., Box 67, 10027, New York, NY, USA aut Research in Higher Education Springer Netherlands 52/4(2011-06-01), 323-348 0361-0365 52:4<323 2011 52 11162 https://doi.org/10.1007/s11162-010-9200-5 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11162-010-9200-5 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Kugelmass Heather Council for Aid to Education, 215 Lexington Ave., 21st Floor, 10016, New York, NY, USA aut NATIONALLICENCE 700 1- Ready Douglas Teachers College, Columbia University, 525 W. 120th St., Box 67, 10027, New York, NY, USA aut NATIONALLICENCE 773 0- Research in Higher Education Springer Netherlands 52/4(2011-06-01), 323-348 0361-0365 52:4<323 2011 52 11162 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer