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Diversity, Equity, and Inclusion

Highlights the empirical evidence of the impact of diversity on outcomes: building the case for diversity, understanding the benefits of diversity, and understanding under which conditions we get optimal results.

Thesaurus Subject Terms in ERIC ProQuest

  • African Americans
  • American Indians
  • Asian Americans
  • Cultural Pluralism
  • Disabilities
  • Diversity
  • Diversity (Faculty)
  • Diversity (Institutional)
  • Ethnic Diversity
  • Ethnic Groups
  • Gender
  • Hispanic Americans
  • Inclusion
  • Minority Groups
  • Student Diversity
  • Tribally Controlled Education

Higher Education Research Tools

Higher Education DEI Outcomes Research

Engberg, M. E., & Hurtado, S. (2011). Developing pluralistic skills and dispositions in college: Examining Racial/Ethnic group differences. Journal of Higher Education, 82(4), 416-443. Retrieved from

Gillian-Daniel, D., & Walz, K. A. (2016). Teaching-as-research internships: A model for the development of future chemistry faculty and the improvement of teaching in science, technology, engineering, and math. Community College Journal of Research and Practice, 40(2), 133-145. doi:

Hurtado, S. (2001). Linking diversity and educational purpose: How diversity affects the classroom environment and student development. Retrieved from ERIC Retrieved from

Hurtado, S., & DeAngelo, L. (2012). Linking diversity and civic-minded practices with student outcomes: New evidence from national surveys. Liberal Education, 98(2), 14-23. Retrieved from

Hurtado, S., Mayhew, M. J., & Engberg, M. E. (2012). Diversity courses and students' moral reasoning: A model of predispositions and change. Journal of Moral Education, 41(2), 201-224. doi:

Hurtado, S. (2007). Linking diversity with the educational and civic missions of higher education. Review of Higher Education, 30(2), 185-196. Retrieved from

Keehn, S., & Martinez, M. G. (2006). A study of the impact of professional development in diversity on adjunct faculty. Action in Teacher Education, 28(3), 11-28. Retrieved from

Milem, J. F. (2001). Increasing diversity benefits: How campus climate and teaching methods affect student outcomes. (). Retrieved from ERIC Retrieved from

Nelson Laird, T. F., Engberg, M. E., & Hurtado, S. (2005). Modeling accentuation effects: Enrolling in a diversity course and the importance of social action engagement. Journal of Higher Education, 76(4), 29-448. Retrieved from

Okpala, C. O., Sturdivant, L., & Hopson, L. (2009). Assessment of the impact of service learning on academic growth of college students. Journal of College Teaching & Learning, 6(4), 65-68. Retrieved from

Trube, M. B., & VanDerveer, B. (2015). Support for engaged scholars: The role of mentoring networks with diverse faculty. Mentoring & Tutoring: Partnership in Learning, 23(4), 311-327. doi:

Highly Cited Foundational Research

Chang, M. J., Sharkness, J., Hurtado, S., & Newman, C. B. (2014). What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups. Journal of Research in Science Teaching, 51(5), 555-580. doi:

Chavous, T. M. (2000). The relationships among racial identity, perceived ethnic fit, and organizational involvement for african american students at a predominantly white university. Journal of Black Psychology, 26(1), 79-100. Retrieved from

Gay, G. (2004). Navigating marginality en route to the professoriate: Graduate students of color learning and living in academia. International Journal of Qualitative Studies in Education, 17(2), 265-288. Retrieved from

Diversity challenged: Evidence on the impact of affirmative action (2001). In Orfield G. (Ed.), Harvard Education Publishing Group, Harvard Graduate School of Education, 8 Story St., 5th floor, Cambridge, MA 02138. Retrieved from

Harper, S. R., & Hurtado, S. (2007). Nine themes in campus racial climates and implications for institutional transformation. New Directions for Student Services, (120), 7-24. doi:

Hurtado, S., Newman, C. B., Tran, M. C., & Chang, M. J. (2010). Improving the rate of success for underrepresented racial minorities in STEM fields: Insights from a national project. New Directions for Institutional Research, (148), 5-15. doi:

Hurtado, S., Milem, J. F., Clayton-Pedersen, A., & Allen, W. R. (1998). Enhancing campus climates for Racial/Ethnic diversity: Educational policy and practice. Retrieved from

Saenz, V. B., Ngai, H. N., & Hurtado, S. (2007). Factors influencing positive interactions across race for african american, asian american, latino, and white college students. Research in Higher Education, 48(1), 1-38. doi:

Sellers, R. M., Chavous, T. M., & Cooke, D. Y. (1998). Racial ideology and racial centrality as predictors of african american college students' academic performance. Journal of Black Psychology, 24(1), 8-27. Retrieved from


Sample Searches in ERIC-ProQuest on DEIA in Higher Education