| Popis: |
What is known about the real-world educational effects of ideological diversity in the classroom? Surprisingly, given the amount of attention paid to the role of ideological diversity on higher education outcomes such as critical thinking and academic performance, scant causal evidence exists. We use a lab-in-the-field experiment to test whether the presence of ideologically more conservative students in academic discussion groups, as compared to groups of students who all slanted ideologically liberal, would improve academic outcomes in terms of the quality of each student’s individual academic work. The complete population of an incoming cohort of policy graduate students (N = 78) took part in the experiment. Results demonstrate that students assigned to the ideologically heterogeneous discussion groups subsequently wrote individual assignments that received significantly more negative grades by a professional grader blind to experimental condition and to student identity. Survey results from participating students also suggest that students in the ideologically heterogeneous discussion groups were also significantly more likely to perceive interpersonal conflict and to dislike their group dynamics—a result that was not driven by students of a particular ideological slant. As a small pilot, this study provides questions to resolve with future research, including the role of pedagogy in managing ideological diversity, and provides a template for future experimental designs. |
