Using a large, nationally representative sample of first year undergraduate students we tested whether instructors' use of diversity philosophies could impact the learning of new math and science content among Students of Color and White students. Participants (N = 688) were randomly assigned to one of nine simulated online course environments using a 3 (diversity philosophy: Multicultural, Colorblind, Control) × 3 (lesson: Chemistry, Physics, Math) × 2 (participant race: Students of Color, White students) between-participants experimental design. After listening to an audio welcome message from the instructor and reading the course syllabus, both of which contained the embedded diversity philosophy manipulation, participants watched a novel 10-minute lesson, completed a comprehension quiz, as well as measures of belonging and perceived instructor bias. Students of Color showed greater comprehension of the math/science lesson in the multicultural condition compared to the colorblind condition. Students of Color also perceived the instructor to be less biased in the multicultural condition compared to the colorblind condition. White students tended to either be unaffected or oppositely affected by the diversity philosophy manipulation. Overall, results suggest that college instructors' use of multicultural (or colorblind) language sends a signal of inclusion (or exclusion) to Students of Color, affecting not only their social experience in the class but also their learning potential.

我们使用大量具有全国代表性的一年级本科生样本，测试了教师对多元化哲学的使用是否会影响有色学生和白人学生对数学和科学新内容的学习。参加人数 = 688）使用3（多样性哲学：多元文化，色盲，控制）×3（课程：化学，物理，数学）×2（参加竞赛：有色学生，白人学生）随机分配到9个模拟在线课程环境之一）参与者之间的实验设计。听取了讲师的欢迎声音并阅读了课程提纲后，课程提纲都包含了嵌入的多样性哲学操作，参与者观看了10分钟的新颖课程，完成了理解测验，并测量了归属感和教员偏见。与色盲学生相比，在多元文化条件下，有色学生对数学/科学课的理解程度更高。与色盲学生相比，有色学生还认为，教师在多元文化环境中的偏见较少。白人学生往往不受多样性哲学操纵的影响或受到相反的影响。总体而言，结果表明，大学教官使用多元文化（或色盲）语言向有色学生发出包容（或排斥）信号，不仅影响他们在课堂上的社交经验，而且影响他们的学习潜力。