Moderating role of race/ethnicity in the relationship between college students’ self-concept and interracial contact on campuses in California

Abstract

This study employed longitudinal data to investigate the conditional effect of race/ethnicity on the relationship between college interracial contact and students’ self-concept. There were two noteworthy findings. First, the research revealed notable changes in academic and social self-concept for students who engaged in interracial interactions over four years of college. Second, the analysis of interaction implied that diversity awareness activities benefited students’ self-concept, although certain groups of minority students may be more receptive to certain activities than others.