An examination of the relationship between mindset, attitudes toward affirmative action, and perceptions of diversity

This study investigates the relationship between mindset, multicultural experiences, attitudes toward affirmative action, knowledge of potential affirmative action components, value of diversity, and importance of diversity increasing initiatives. Undergraduate students (N = 384) were administered a web-based survey with measures for each of the aforementioned variables. Intelligence and personality mindset were hypothesized to be predictive of positive attitudes toward affirmative action, and greater value of diversity and diversity increasing initiatives at James Madison University (JMU). Hierarchical multiple regression analyses revealed that more accurate knowledge about affirmative action and more multicultural experiences predicted significant variance in attitudes toward affirmative action. Higher social desirability, more multicultural experiences, and more positive attitudes toward affirmative action predicted significant variance in value of university diversity initiatives. Higher levels of growth intelligence, less accurate knowledge of affirmative action, and more multicultural experiences predicted significant variance in value of campus diversity. Open-ended responses consisting of definitions of diversity were also coded and examined. Responses suggested that race and ethnicity are more commonly included in definitions of diversity