- Racial and opinion minorities were both perceived as contributing to novelty.
- Generally positive effects on integrative complexity were found when the groups had racial and opinion-minority members and when members reported having racially diverse friends and classmates.
- This research supports the claims about the educational significance of race in higher education, as well as the complexity of the interaction of racial diversity with contextual and individual factors.
- Presence of a Black collaborator in a group of White participants generally led to greater perceived novelty of the collaborator and a greater level of integrative complexity.