Source: Park, K. (2019). Being Connected: Academic, Social, and Linguistic Integration of International Students (Doctoral dissertation, Purdue University).

The purpose of the study is to examine the relationship between academic and social integration of international (n = 253) and domestic students (n = 50) on campus. The results indicated that international students were more exposed to interaction with peers from different language backgrounds in formal academic contexts, such as classroom activities, peer-group work. However, neither international nor domestic students utilized opportunities in informal contexts to interact with each other. 

https://www.researchgate.net/publication/282890513_Climate_for_Learning_and_Students'_Openness_to_Diversity_and_Challenge_A_Critical_Role_for_Faculty

Citation: Ryder, A. J., Reason, R. D., Mitchell, J. J., Gillon, K., & Hemer, K. M. (2015, October 5). Climate for Learning and Students’ Openness to Diversity and Challenge: A Critical Role for Faculty. Journal of Diversity in Higher Education. Advance online publication. http://dx.doi.org/10.1037/a0039766

This article examines the relationship between perceptions of climate for learning and students’ level of openness to diversity and challenge (ODC). Using Bronfenbrenner’s process-person-context-time (PPCT) model of student environments as the theoretical framework, the study found that a climate for learning and faculty advocacy for the respect of diverse ideas is positively associated with students’ openness to diversity and challenge. Faculty members who encourage the exploration of different cultures and worldviews help increase students’ ODC.