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 OrientationItem 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 Group α

All students .7347

White .7285

Asian American .7395

Student Group α

African American .7658

Latino .7264

Native American .7780

Variable Name WhiteAsian Am

African Am

LatinoNative

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 Name WhiteAsian Am

African Am

LatinoNative Am

Fletcher’s attributional complexity

*** *** *** **

Cultural awareness *** *** *** *** ***

Results: Effect of Values on Pluralistic Orientation

Variable Name WhiteAsian Am

African Am

LatinoNative

Am

Taking social action *** ** * *

Chose college for diversity

*** * n/a

*p<.05, **p<.01, ***p<.001.

Results: Effect of Attitudes on Pluralistic Orientation

Variable Name WhiteAsian Am

African Am

LatinoNative

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

40%50%51%

66%

0%10%20%30%40%50%60%70%80%90%

100%

ManagementCourse

Diversity Course

Time 1Time 2

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 classCo-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

"Somewhat Strong" or "A Major Strength"

46.2%

72.6%62.5%

0%

20%

40%

60%

80%

100%

Racial/culturalawareness

Perspective-taking Knowledge about othercultural backgrounds

Results: Student Attitudes

"Agree Somewhat" or "Strongly Agree"

94.0%

62.0%

0%10%20%30%40%50%60%70%80%90%

100%

I learn the most about societal issuesfrom diverse peers

Conflicting persepectives are healthyin a diverse democracy

Results: Level of Participation in 9-11 Activities

% Who Participated

30.3%17.0%

83.3%

0%

20%

40%

60%

80%

100%

Any 9-11 RelatedActivities

9-11 Class/ Seminar/Workshop/Panel

9-11 Campus Vigil

Results: Frequency of Engagement

"Often" or "Very Often"

25.8%

43.5%

0%

20%

40%

60%

80%

100%

Made Efforts to Meet Diverse Peers Engaged in Race/Ethnic ClassDiscussions

Results: Number of Closest Friends of Different Race/ethnicity

# Closest Friends

35.5%

22.4%

42.2%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

None 1 or 2 3 or More

Results: Number of Courses Taken

66.7%

30.2%

57.8%

48.4%

3.0%

16.7%

30.3%

21.4%25.6%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Service Learning Race/ EthnicStudies

IntensiveDialogue

None

1 or 2

3 +

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 48109-1259

Phone: 734.647.7439 Fax: 734.615.6514 E-mail: divdemo@umich.edu Website: http://www.umich.edu/~divdemo/