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[faynielsen]

As stated in the article, "Moreover, some groups of students—like those who were Hispanic, from low-income backgrounds, or not of traditional college age—were more likely than others to overstate how much progress they had made, raising the possibility that colleges using self-reported student data may be failing to detect how much some populations are lagging behind others."

Many first-generation college students don't understand the level of achievement that they need to reach.   They believe that they have improved, or are on the right track, or are well-prepared.  They don't understand how far they still need to go.  They think that since they got into college, that they must be well prepared.  We don't do enough to help them learn to self-assess. 

[mountain_ivy]

Free link, please.

[voxprincipalis]

Many first-generation college students don't understand the level of achievement that they need to reach.   They believe that they have improved, or are on the right track, or are well-prepared.  They don't understand how far they still need to go.  They think that since they got into college, that they must be well prepared.

I would say that this is not restricted to first-generation college students, either.

VP

[jackalope]

I object to all studies that are based on questionnaires or surveys. People lie like dogs.

[sibyl]

I found this article to be rather dog-bites-man.  Any serious researcher already knows about the limitations of using self-reported data and self-concept data.  And it's not as though student survey results are completely devoid of information and therefore useless.  Everything has a value, and everything has a limit on its value.  I'm shrugging my shoulders as I write this.

[lworrall]

I disagree with the premise that if there is no measureable cognitive benefit to diversity in the classroom then there is no benefit.  This section of the article presumes that higher education's sole role in educating late adolescents and very young adults is to expand their knowledge of facts.  Anyone who has worked with traditional undergraduates knows that gaining factual knowledge is only one aspect of the educational process.