Eric L. Dey

TL;DR: Gurin et al. as mentioned in this paper explored the relationship between students' experiences with diverse peers in the college or university setting and their educational outcomes and presented a framework for understanding how diversity introduces the relational discontinuities critical to identity construction and its subsequent role in fostering cognitive growth.

TL;DR: Using data from a Cooperative Institutional Research Program (CIRP) follow-up survey, the results indicate that the weighting procedure is highly effective at reducing nonresponse bias in univariate distributions.

TL;DR: For instance, Boyer et al. as discussed by the authors examined changes in the amounts of time faculty spent engaged in teaching, advising, and research activities at the institutional level over a twenty-year period.

TL;DR: In this paper, the authors examined issues of stress among African American faculty at predominantly white colleges and universities and further explored the role of stress in African American male and female faculty, and found that the stress related to performing and succeeding in academe, given this multi-marginality, is not always anticipated or understood by the individual, especially in view of the purported desired diversity of universities today.

TL;DR: The research literature on students in higher education is both rich and varied, even though the concerns addressed in this literature effectively resolve to three primary questions (Dey and Feldman, 1999): What sorts of people go to college, what experiences do they have at college, and what sort of people do they become by the end of their college experience? To generate meaningful answers to these primary questions requires not only careful consideration of the attributes of students, but also of the educational environments that they encounter during their journey through the postsecondary education enterprise as mentioned in this paper.