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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.

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