More than ever before, institutions of higher education are seeking to increase the racial and social class diversity of their student bodies. Given these efforts, the present research asks two broad questions. First, how frequently do intergroup interactions occur across the lines of race and social class, and to what extent do these interactions reflect the diversity of a setting? Second, when cross-race and cross-class interactions occur, how do individuals experience them and what consequences do they have for their outcomes in these settings? Leveraging a longitudinal design and daily diary methods, we conducted the first large study (Ninteractions = 11,460) which tracks the frequency, experience, and consequences of meaningful cross-race and cross-class interactions. We found that students reported far fewer cross-race and cross-class interactions than would occur at chance given the racial and social class diversity of their student bodies. Furthermore, students experienced less satisfaction and perspective-taking in cross-race and cross-class interactions compared to same-race and same-class interactions, respectively. Nevertheless, these cross-group interactions predicted better academic performance for underrepresented racial minority students and students from working and lower class backgrounds. They did so, in part, by increasing students' feelings of inclusion (i.e., increased belonging and reduced social identity threat). Together, these findings suggest that the mere presence of diversity is not enough to foster meaningful intergroup interactions. Furthermore, fostering intergroup interactions may be one important pathway toward reducing racial and social class disparities. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

中文翻译：

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多样性就足够了吗？大学中跨种族和跨阶级互动的发生频率低于预期，但一旦发生，就会使地位较低群体的成员受益。


高等教育机构比以往任何时候都更加寻求增加学生群体的种族和社会阶层多样性。鉴于这些努力，目前的研究提出了两个广泛的问题。首先，跨种族和社会阶层的群体间互动发生的频率如何？这些互动在多大程度上反映了环境的多样性？其次，当跨种族和跨阶级互动发生时，个人如何体验它们以及他们在这些环境中对自己的结果产生什么后果？利用纵向设计和每日日记方法，我们进行了第一个大型研究（Ninteractions = 11,460），追踪有意义的跨种族和跨阶层互动的频率、经历和后果。我们发现，鉴于学生群体的种族和社会阶层多样性，学生报告的跨种族和跨阶级互动远少于偶然发生的互动。此外，与同种族和同阶级互动相比，学生在跨种族和跨阶级互动中的满意度和换位思考能力分别较低。尽管如此，这些跨群体互动预示着少数族裔学生以及来自工薪阶层和下层阶级背景的学生会取得更好的学业成绩。他们这样做的部分原因是增加学生的包容感（即增加归属感并减少社会身份威胁）。总之，这些发现表明，仅仅存在多样性不足以促进有意义的群体间互动。此外，促进群体间互动可能是减少种族和社会阶层差异的重要途径之一。 （PsycInfo 数据库记录 (c) 2022 APA，保留所有权利）。