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Who Are You Studying With? The Role of Diverse Friendships in STEM and Corresponding Inequality

Author

Listed:
  • Julie J. Park

    (University of Maryland, College Park)

  • Young K. Kim

    (Azusa Pacific University)

  • Kristyn Lue

    (University of Maryland, College Park)

  • Jia Zheng

    (University of Maryland, College Park)

  • Roshan Parikh

    (University of Maryland, College Park)

  • Cinthya Salazar

    (University of Maryland, College Park)

  • Arman Liwanag

    (University of Maryland, College Park)

Abstract

While numerous studies have highlighted the consequences of exclusion in STEM, fewer studies have empirically tested the benefits of inclusion in peer relationships. We focus on the impact of having cross-racial or cross-gender study partners among one’s close friends in a national sample of 408 STEM majors. Using structural equation modeling, we examined the direct and indirect relationships between having diverse study partners, key background and college experience variables, and college GPA. We identified a significant positive relationship, both direct and indirect, between studying with a close friend of a different race and GPA. We also found that having a cross-gender study partner is positively linked to organizing study groups and study-faculty interaction, which in turn improves GPA. However, Black students were less likely to have either cross-racial or cross-gender study partners among their close friends. We discuss implications for equity and the need to encourage positive intergroup relations in STEM.

Suggested Citation

  • Julie J. Park & Young K. Kim & Kristyn Lue & Jia Zheng & Roshan Parikh & Cinthya Salazar & Arman Liwanag, 2021. "Who Are You Studying With? The Role of Diverse Friendships in STEM and Corresponding Inequality," Research in Higher Education, Springer;Association for Institutional Research, vol. 62(8), pages 1146-1167, December.
    • Handle: RePEc:spr:reihed:v:62:y:2021:i:8:d:10.1007_s11162-021-09638-8
    DOI: 10.1007/s11162-021-09638-8
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    References listed on IDEAS

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    1. Nida Denson & Mitchell J. Chang, 2015. "Dynamic Relationships: Identifying Moderators That Maximize Benefits Associated with Diversity," The Journal of Higher Education, Taylor & Francis Journals, vol. 86(1), pages 1-37, January.
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    4. Nicholas A. Bowman & Julie J. Park, 2014. "Interracial Contact on College Campuses: Comparing and Contrasting Predictors of Cross-Racial Interaction and Interracial Friendship," The Journal of Higher Education, Taylor & Francis Journals, vol. 85(5), pages 660-690, September.
    5. Paul D. Umbach & George D. Kuh, 2006. "Student Experiences with Diversity at Liberal Arts Colleges: Another Claim for Distinctiveness," The Journal of Higher Education, Taylor & Francis Journals, vol. 77(1), pages 169-192, January.
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