Sylvia Hurtado and Bryan Cook Diverse Democracy Project Advisory Board Meeting Washington, D.C. August 16, 2002

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

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

Project Activities Update National Survey of Institutions (completed) National Survey of Institutions (completed) Longitudinal Student Survey (near completion) Longitudinal Student Survey (near completion) Campus Site Visits (completed) Campus Site Visits (completed) Working on case studies of participating campuses Working on case studies of participating campuses Typology of Campus Initiatives (on website) Typology of Campus Initiatives (on website) Focused Classroom-based Studies (completed) Focused Classroom-based Studies (completed) Liaison meeting at AAC&U (October 22 nd & 23 rd ) Liaison meeting at AAC&U (October 22 nd & 23 rd )

Organizational Rhetoric or Reality? The Disparities Between Avowed Commitment to Diversity and Formal Programs and Initiatives in Higher Education Institutions

National Survey of Institutions Purpose: Provide multi-campus consensus and discussion around a set of new outcomes for preparing students to live in a diverse democracy Purpose: Provide multi-campus consensus and discussion around a set of new outcomes for preparing students to live in a diverse democracy 1400 campuses surveyed to share opinions on important democracy outcomes 1400 campuses surveyed to share opinions on important democracy outcomes 744 institutions responded 744 institutions responded (53% return rate) (53% return rate)

Regression Results Predictors of Evaluation and Rewards for Diversity Doctoral Institution ** Private*** Core Leadership Support for Diversity *** Institutional Priority for Diversity *** Predictors of Progress Relative to Peers: Creating a Diverse Environment Core Leadership Support for Diversity *** Institutional Priority on Prestige (-)* Institutional Priority on Diversity *** Predictors of Institution’s Percentage of Minority Students Institution’s admission selectivity (-)*** Public Institution (-)*** *p <.05, **p <.01, ***p <.001

Regression Results Predictors of Institution’s Percentage of Minority Faculty (Presence) Mission statement addresses diversity * Institutional Priority on Prestige ** Percentage of Minority Students *** Predictors of Percentage of Tenured Minority Faculty (Commitment) Student enrollment reflect demographics of local area * Institutional Priority on Prestige * Percentage of Minority Students ** *p <.05, **p <.01, ***p <.001

Discussion and Implications There are indeed some disparities between avowed institutional commitment to diversity activity and diversity outcomes There are indeed some disparities between avowed institutional commitment to diversity activity and diversity outcomes While institutional characteristics and rhetoric were strong predictors of self-reported outcome measures, they were weak predictors of more objective outcome measures such as percentage of minority students and faculty. While institutional characteristics and rhetoric were strong predictors of self-reported outcome measures, they were weak predictors of more objective outcome measures such as percentage of minority students and faculty. To maximize diversity outcomes (tenured minority faculty) there must be an “interlocking” set of commitments including both structural and behavioral factors To maximize diversity outcomes (tenured minority faculty) there must be an “interlocking” set of commitments including both structural and behavioral factors There is a need to move beyond mission rhetoric to articulation of priorities, evaluation and rewards for diversity progress, and core leadership support, and development of a diverse student body There is a need to move beyond mission rhetoric to articulation of priorities, evaluation and rewards for diversity progress, and core leadership support, and development of a diverse student body

College Students’ Classroom Preparation for a Diverse Democracy

Purpose Explore the effect of diversity courses on: Quantity and quality of interaction with diverse peers Quantity and quality of interaction with diverse peers Level of importance students place on taking action for social justice Level of importance students place on taking action for social justice

Methods 3 Courses 2 Diversity Courses (1 Education and 1 Women’s Studies) 2 Diversity Courses (1 Education and 1 Women’s Studies) 1 Management 1 Management Student Thinking and Interacting Survey (STIS) Administered Pre and Post Administered Pre and Post

Percentage of Students Indicating Some or Substantial Interaction with Students of Color

Predictors of the Level of Importance Students Place on Taking Action for Social Justice Beginning of Term Sex Sex Race Race Acad. Self-Conf Acad. Self-Conf Invl w/ Frat/Sor (–) Invl w/ Frat/Sor (–) Invl w/ Political Act. Invl w/ Political Act. Pos. Qual. of Interaction Pos. Qual. of Interaction Neg. 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 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 Implication for teaching: Attention to the quality of interaction should accompany efforts to increase interaction among diverse peers in the classroom

Intergroup Relations: Views from Different Racial/Ethnic Groups Entering College

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

Results: Effects of Background Characteristics on Pluralistic Orientation Variable Name White Asian Am African Am Latino Native Am SAT score *** Expected ease at making friends ************ *p<.05, **p<.01, ***p<.001. *p<.05 not included for White students.

Variable Name White 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. n/a denotes items not included in modified model for Native American students. Note: *p<.05 for White students and suppressor effects not included.

Results: Effects of Pre-college Interaction on Pluralistic Orientation Variable Name White Asian Am African Am Latino Native Am Interaction with Whites **** Interaction with Asian Americans + Interaction with African Americans * Interaction with Native Americans ***** +p<.10, *p<.05, **p<.01, ***p<.001. Note: *p<.05 for White students and suppressor effects not included.

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

Results: Effect of Values on Pluralistic Orientation Variable Name White Asian Am African Am Latino Native Am Taking social action ******* Chose college for diversity ****n/a *p<.05, **p<.01, ***p<.001. n/a denotes items not included in modified model for Native American students.

Results: Effect of Attitudes on Pluralistic Orientation Variable Name White 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. n/a denotes items not included in modified model for Native American students.

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

Implications More research is needed on various racial/ethnic groups to understand their varying interactions and pluralistic orientation More research is needed on various racial/ethnic groups to understand their varying interactions and pluralistic orientation Responsive diversity initiatives must take into account students’ cognitive and social skills in order to enhance student development Responsive diversity initiatives must take into account students’ cognitive and social skills in order to enhance student development Institutional researchers may consider monitoring a pluralistic orientation as part of a range of skills needed for the workplace of the future Institutional researchers may consider monitoring a pluralistic orientation as part of a range of skills needed for the workplace of the future

For copies of Diverse Democracy Project papers and presentations go to

Dissemination Plan Presentation at national conferences Presentation at national conferences Peer-reviewed journals Peer-reviewed journals Produce book/edited volume on preparing students for a diverse democracy Produce book/edited volume on preparing students for a diverse democracy Diversity Web (?) Diversity Web (?) Eric Clearinghouse (?) Eric Clearinghouse (?) Summer Institute for campuses interested (?) Summer Institute for campuses interested (?) Briefing papers (?) Briefing papers (?)

Future Directions Continuing data analysis Continuing data analysis Continuing data collection into 4 th Year of college, NSF proposal Continuing data collection into 4 th Year of college, NSF proposal Advisory Board role? Other funding sources? Other ideas?