Sylvia Hurtado, Mark Engberg, & Edith Fernández University of Michigan October 26, 2002 Preparing Students for a Diverse Democracy: Looking Back…Moving Forward AAC&U 2002 Diversity & Learning Conference

Presentation Outline Project review Interactive exercise I: Skills and dispositions for a diverse democracy An overview of project findings Interactive exercise II: Outcomes matrix Results from the second year survey Group discussion Next steps

Project Review: Goals To learn how colleges are creating diverse learning environments To explore how institutions are preparing students for a diverse democracy To discover how students are learning from diverse peers To understand and share how different campuses achieve goals for cognitive, social, and democratic outcomes

Participating Institutions Arizona State University Norfolk State University University of California Los Angeles University of Maryland University of Massachusetts University of Michigan University of Minnesota University of New Mexico University of Washington University of Vermont

Research Activities Longitudinal student survey Campus site visits Student focus groups Case studies of participating campuses National survey of institutions Typology of campus initiatives Focused classroom-based studies

Interactive Exercise I: Skills and Dispositions for a Diverse Democracy What skills and dispositions are necessary for students to participate in today’s diverse democracy? What skills and dispositions does your institution consider important in preparing students for a diverse democracy?

First Year Survey Students’ Pre-college Preparation for a Diverse Democracy

Pre-college Variables: Effect on Democratic Outcomes Democratic Outcomes Ability to See Multiple Perspectives Conflict Enhances Democracy Importance of Social Action Engagement Background Characteristics Pre-college Environment Pre-college Engagement Pre-College Interaction

Trends Across Models Entering females are more likely to report values and beliefs consistent with outcomes Student background variables were less likely to predict variance in the models Pre-college engagement produced the largest change in variance Interaction with diverse peers was significant

Pre-college Variables: Effect on Pluralistic Orientation Outcome Democratic Outcome Pluralistic Orientation Background Characteristics Pre-college Behaviors Pre-college Interaction Cognition and Knowledge Values Attitudes

Pluralistic Orientation Item Loading Ability to see the world from someone.61 else’s perspective Tolerance of others with different beliefs.60 Openness to having my views challenged.57 Ability to work cooperatively with diverse.42 people Ability to discuss and negotiate controversial.38 issues Student Groupα All students.7347 White.7285 Asian American.7395 Student Groupα African American.7658 Latino.7264 Native American.7780

Variable NameWhite Asian Am African Am Latino Native Am Discussed racial/ethnic issues **n/a Engaged in volunteer work **** * Studied with different racial/ethnic group *****n/a Participated in religious activities (-)**n/a Encountered racial discrimination (-)*n/a Results: Effects of Pre-college Behaviors on Pluralistic Orientation *p<.05, **p<.01, ***p<.001.

Results: Effects of Cognition/Knowledge on Pluralistic Orientation *p<.05, **p<.01, ***p<.001. Variable NameWhite Asian Am African Am Latino Native Am Fletcher’s attributional complexity *** ** Cultural awareness***

Results: Effect of Values on Pluralistic Orientation Variable NameWhite Asian Am African Am Latino Native Am Taking social action******* Chose college for diversity ****n/a *p<.05, **p<.01, ***p<.001.

Results: Effect of Attitudes on Pluralistic Orientation Variable NameWhite Asian Am African Am Latino Native Am Talk about societal issues turn me off (-)***(-)*(-)***(-)** Learn about societal issues from diverse peers ***n/a Conflict enhances democracy *** Some inequality is necessary (-)***(-)*n/a To be fair, need to ignore the color of people’s skin *n/a *p<.05, **p<.01, ***p<.001; *p<.05 not included for White students.

Trends Across All Groups Student background variables were less likely to predict variance in the models Cultural awareness was the strongest influence on students’ pluralistic orientation Complex thinking is linked with the development of a pluralistic orientation Interaction with diverse peers does result in a pluralistic orientation (but differs by group)

Focused Classroom-based Study College Students’ Classroom Preparation for a Diverse Democracy

Percentage of Students Indicating Some or Substantial Interaction w/Students of Color

Predictors of the Level of Importance Students Place on Taking Action for Social Justice Beginning of Term Sex Race Acad. Self-Conf Invl w/ Frat/Sor (–) Invl w/ Political Act. Pos. Qual. of Interaction Neg. Qual. of Interaction (–) End of Term Pre-test Diversity Course Pos. Qual. of Interaction

Discussion and Implications After controlling for student characteristics and predispositions, we still evidence a positive effect of diversity courses on commitment to taking social action Implication for teaching: attention to the quality of interaction should accompany efforts to increase interaction among diverse peers in the classroom

Student Focus Groups Making Meaning of Student Voices: Promoting Dialogue and Collaboration Around Diversity Initiatives

Socio-historical/cultural knowledge Perspective-taking/open-mindedness Self-awareness/self-reflection Collaboration and communication skills Learning Through Diverse Interactions

Student Voices: Contexts of Interactions with Diverse Peers Curricular Contexts Classes focusing on diversity Small classes Intergroup dialogue class Co-curricular Contexts Cultural centers Living/learning communities Informal social contexts Community service activities

Interaction Exercise II: Matrix of Outcomes What outcomes would you add to this list? What types of curricular and co-curricular programs at your institution promote these outcomes?

Second Year Survey Preliminary Results

Sample Characteristics Aggregate findings from 7 Schools 4382 Respondents 60.1% White, 21.3% Asian American; 10.2% Latino; 6.2% African American; 2.2% Native American Administered, Spring 2002

Results: Ability and Skills

Results: Student Attitudes

Results: Level of Participation in 9-11 Activities

Results: Frequency of Engagement

Results: Number of Closest Friends of Different Race/ethnicity

Results: Number of Courses Taken

Next Steps Analyze links students make between cognitive, social-cognitive, and democratic outcomes Examine the impact of different college experiences on student outcomes Compare civic engagement among different groups in college Develop a Summer Institute program

For More Information Diverse Democracy Project University of Michigan 610 E. University, 514 SEB Ann Arbor, MI Phone: Fax: Website: