EDSI 9961 Project 3 November 13, 2011 Justin Castile Ross Diener Donna Eskut Larke Lanier

Questions/Hypothesis How do students who are socially, politically, and environmentally engaged differ based on the type of university they attend? How do students who are socially, politically, and environmentally engaged score on their undergraduate GPAs? Are students at EEU similar to all college students? Can EEU recruit the type of students they want?

Descriptive Statistics

Inferential Statistics

Results We computed a one-way ANOVA comparing students’ who discussed politics by the type of colleges they attend. A significant difference was found among student groups (F(7, 24024)=42.60,p<0.01). Tukey post-hoc test revealed statistically significant differences across multiple groups. For example, students who attended public universities (M=1.93, SD=0.64) scored lower than those who attended private universities (M=2.07, SD=0.65). Results suggest that discussions about politics are more prevalent with students attending private universities than public universities. We computed a one-way ANOVA comparing college students’ attitudes towards the Federal government’s actions to control environmental pollution by the type of school they attend. A significant difference was found among the various types of colleges and universities (F(7, 38455) = , p < 0.01). Tukey post-hoc test revealed statistically significant differences across multiple groups. For example, students from Private Universities (M =2.99, SD = 0.699) scored significantly higher than students from Public Universities (M = 2.93, SD = 0.690) and significantly lower than students from Public 2 year Colleges (M = 3.03, SD = 0.724). Results suggest that students who attend colleges rather than universities may agree that the Federal government is not doing enough to control environment pollution. We computed one-way ANOVA comparing college students’ who had a positive attitude towards others of diverse backgrounds to their Undergraduate GPA. A significant difference was found among GPA’s of the students (F(5,37938) = , p < 0.01). Tukey post-hoc test revealed statistically significant differences across multiple GPAs. The data shows students with a GPA of B (2.75 to 4.0)(M=3.13, SD=.786), A-,B+( )(M=3.21SD=.765) and A( )(M=3.25, SD=.752) all had a significant difference as compared to the students who scored lower did not B-,C+( ) (M=3.05, SD=.808) C( )(M=3.06, SD=.816) and C- or less(below 1.75)(M=3.00, SD=.916) These results suggest that those students with a GPA of a B or higher are more likely to be more accepting of students with divers ethic and racial backgrounds. We computed a one-way ANOVA comparing students’ who discuss politics by their GPA. A significant difference was found among student groups (F(5,23866)=49.59,p<0.01). Tukey post-hoc test revealed statistically significant differences across multiple groups. For example, students whose GPA was a B (M=1.93, SD=0.65) scored higher than students whose GPA was a C (M=1.84, SD=0.66) and significantly lower than those whose GPA was an A (M=2.07, SD=0.633). Results suggest that discussions about politics are more prevalent among students with higher GPA scores. We computed a one-way ANOVA comparing college students’ attitudes towards the Federal government’s actions to control environmental pollution by their undergraduate GPA. A significant difference was found among students receiving various grades (F(5,38264) = 9.07, p < 0.01). Tukey post-hoc test revealed statistically significant differences across multiple groups. For example, students who had GPAs of A ( ) (M =2.99, SD = 0.723) scored significantly higher than those who had GPAs of B-, C+ ( ) (M = 2.95, SD = 0.708) and significantly higher than those who had GPAs of C- or less (below 1.75) (M = 2.80, SD = 0.858). Results suggest that students who feel the Federal government is not doing enough to control environment pollution may have higher overall GPAs.

Findings How do students who are socially, politically, and environmentally engaged differ based on the type of university they attend? How do students who are socially, politically, and environmentally engaged score on their undergraduate GPAs? Students participating in a survey were asked questions about their political, social, and environmental involvement. The data from EEU student information was then compared to that of other colleges. Six questions from the survey were compared using a one-way ANOVA and a Tukey post-hoc. From the analysis conducted it appears students from private universities and those with higher GPAs discuss politics more so than those attending a public university. When it comes to organized demonstrations it appears students attending public universities attend more frequently than those attending a private college. We compared students who reported discussing politics by the type of colleges they attend with a one-way ANOVA and Tukey post-hoc & significant differences were found. For example, students who attended public universities (M=1.93, SD=0.64),scored lower than those who attended private universities (M=2.07, SD=0.65). We also compared students who reported discussing politics with their GPA by using a one-way ANOVA and Tukey post-hoc & significant differences were found/ For example, students whose GPA was a B (M=1.93, SD=0.65 scored higher than students whose GPA was a C (M=1.84,SD=66) and significantly lower than those whose GPA was an A (M=2.07, SD=0.633). Last we compared students who reported participating in organized demonstrations with type of college attended using a one-way ANOVA and Tukey post-hoc & significant differences were found. For example, students who attended public universities scored lowered (M=1.19,SD=0.43) than students attending 4 year catholic colleges (M=1.28, SD=0.52). Our results strongly concur with our suspicion, that students who are more active in demonstrations are likely to fit one profile. Students who engage in politics typically display higher GPAs and overall perform better as students.

Implications/Recommen dations Are students at EEU similar to all college students? Can EEU recruit the type of students they want? This information is useful in that EEU can formulate questions and attract the kind of student they wish to become a member of their student body. In each analysis it was strongly indicated there was a correlation between the question being asked and the implication the answer provided.