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Abstract
One of the most frequently touted benefits of higher education is the opportunity to interact with people different from oneself, yet these interactions do not automatically lead to positive outcomes. The purpose of this study is to explore how one particular context for diversity interactions, service-based alternative break programs, may provide the necessary balance of challenge and support for students to learn from diversity.
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Notes on contributors
Elizabeth Niehaus
Elizabeth Niehaus is an assistant professor in the Department of Educational Administration at the University of Nebraska-Lincoln.