Diversity by Design: A Study of 3 Alumni Cohorts Laura Palucki Blake, Michael Tamada, & Karen Yoshino Occidental College

Background Alumni survey was developed in conjunction with advisory panel of diversity experts Sent to 3 cohorts of alumni –1980’s = pre-diversity initiatives –1990’s = mid-diversity initiatives –2000’s = established diversity initiatives

Survey Components Learning Outcomes-active learning processes in which students are involved while in college Democracy Outcomes-ways in which college prepares students to become involved as active participants in a society that is becoming increasingly diverse Diversity Outcomes-ways in which students perceive that diversity enriched their college experience

Survey, continued Sent to 3,037 alumni in 3 cohorts 19% response rate Representative as far as cohorts and race/ethnicity, but women are over- represented in 1980’s and 2000’s cohort.

Analysis 4 sets of analysis were completed Basic Demographic information: –n = 567 (19%) –Sex: Male = 37% Female = 63% –Grad School: Yes = 62% No = 38% –Ethnicity: Asian = 14% Caucasian = 72% URM = 14%

Learning Outcomes All 8 learning outcomes show statistically significant differences by cohort –1980’s significantly lower than 1990’s and 2000’s.

Learning Outcomes, continued The College’s commitment to multiculturalism was evident Informal interactions were influenced by commitment to multiculturalism Contact with different races was “an essential part” of college experience Took more courses from URM faculty, & took more courses that focused on concerns of racial and ethnic groups

Learning Outcomes, continued

Democracy Outcomes Attitudes 4 items showed statistically significant difference Respondents from 1980’s differ from those in the 1990’s & 2000’s. They report: Less understanding of racial and ethnic differences Less recognition/challenge of biases that affect their own thinking Less recognition of culturally biased behavior they had not previously recognized

Democracy Outcomes, continued Behaviors –Less dramatic change – 1980’s & 1990’s differ from 2000’s: Call, write, or to protest media perpetuating bias Organize an educational program to inform others Participate in jokes that are derogatory toward another group –The nonsignificant items have to do with others’ behavior (e.g. challenge others who make jokes that are derogatory)

Democracy Outcomes, continued

Diversity Outcomes Five diversity outcomes show statistically significant differences by cohort Overall, increases in comfort with diversity

Diversity Outcomes, continued Getting to know people with different racial/ethnic backgrounds was was easy Increase in comfort in being with others whose background was different than theirs No differences found for –Would recommend Oxy to siblings and friends –Prepared well for personal growth, profession, and social networks

Diversity Outcomes, continued

Lessons Learned Changes in institutional mission are traceable through experiences of its alumni Clarify Oxy’s values and institutional culture Commitment to multiculturalism achieved without perceived loss of quality

Next Steps Dissemination plan Longitudinal study Increase information from URM alumni Critical mass hypothesis External measures of quality of education