What’s Past is Prologue: How Precollege Exposure to Racial Diversity Shapes the Impact of College Interracial Interactions

The educational and societal benefits of promoting meaningful interracial interactions during college are well-established.
While most previous studies have examined the relationship between interracial interactions and college student outcomes among
all students, much less is known about the extent to which these effects depend upon student characteristics and, more specifically,
their precollege experiences. Drawing upon Gurin et al.’s (Harv Educ Rev 72:330–366, 2002) theoretical framework, this paper explores whether and how the impact of college interracial interactions might vary depending
upon students’ precollege exposure to diversity. Hierarchical linear modeling analyses were conducted on a 4-year longitudinal
sample of 3,098 undergraduates from 28 colleges and universities. Regardless of the type of outcome and type of precollege
diversity measure, the relationship between college interracial interactions and various outcomes (college satisfaction, emotional
well-being, and race-related perceptions) were stronger among students who had had greater precollege exposure to racial/ethnic
diversity. Implications for higher education research and practice are discussed.