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The findings from this study show that students who were about to complete their undergraduate diversity requirement, compared to those who were just beginning it, exhibited significantly less prejudice and made more favorable judgments about Blacks. These opinions were shown to be significantly related to the chances that students would become acquainted or have serious discussions with students of another race or ethnic background. The educational value of diversity-related curricular initiatives are discussed.
Mitchell J. Chang (2002) studied this question.