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Advising Students Toward a Greater Appreciation for Diversity
Ty M. CruceJulie M. Williams
John V. MooreIndiana University
NACADA Conference, October 20th 2006, Indianapolis
Beginning College Survey of Student Engagement
Overview
Warrant for Study
Questions of Interest
Data Sources and Sample
Findings
Implications for Practice
Warrant for Study
University of Michigan Affirmative Action Cases (Gratz, et al. v. Bollinger, et al. & Grutter, et al. v. Bollinger, et al.)
The Compelling Need for Diversity (Include Individual & Societal Benefits)
“A racially and ethnically diverse university student body has far-ranging and significant benefits for all students, non-minorities and minorities alike. Students learn better in a diverse educational environment, and they are better prepared to become active participants in our pluralistic, democratic society once they leave such a setting.”
(Expert report – Patricia Gurin)
“…the business world has not failed to recognize and appreciate the importance of diversity. Corporations are making significant efforts in recruiting and retaining a workforce that values diversity and that can effectively conduct business worldwide. “
(Expert report – William Bowen)
Warrant for Study
Commission on the Future of Higher Education “Too few Americans prepare for, participate in, and
complete higher education – especially those underserved and nontraditional groups who make up an ever-greater proportion of the population.” (approx. 1/3 of whites obtain bachelor’s degrees by age 25–29, just 18% of blacks and 10% of Latinos )
“… it is imperative that we maintain a system of higher education that meets the needs of our diverse population, and in particular needs of traditionally underserved communities; provides enhanced opportunities for lifelong learning; and addresses the economic and workforce needs of the country. “
Warrant for Study
Pascarella & Terenzini: How College Affects Students
Findings Related to Diversity Having friends across racial-ethnic groups and being part
of an interracial friendship group: Increases positive racial-ethnic attitudes and values. Increases student knowledge and understanding of
others. Increases academic skill development and knowledge
acquisition. Increases self-reported gains in various areas of learning. Has a positive impact on ethically oriented behaviors.
(Ex: Increased community service involvement)
Warrant for Study
Academic Advising Programs – CAS Standards An AAP must incorporate student learning and student
development in its mission.
An AAP should enhance overall educational experiences
An AAP will identify relevant and desirable student learning and development outcomes and provide programs and services that encourage achievement of those outcomes [including] …appreciation of diversity.
An AAP must promote educational experiences that are characterized by open and continuous communication that deepen understanding of one’s own identity, culture and heritage, and that of others.
National Survey of Student Engagement
Data Sources and Sample
Data Sources
Beginning College Survey of Student
Engagement
National Survey of Student Engagement
Annual survey of first-year students at baccalaureate degree-granting institutions
2005-2006 pilot administration at 70 institutions
Administered prior to start of classes, usually at orientation or welcome week
Annual survey of first-year and senior students
2006 administration at 571 institutions
Administered during the spring semester
Study Sample
Student Sample BCSSE 26,986 entering first-year students
NSSE 10,425 first-year students in spring (39%) 59% Female, 41% Male 77% White, 23% of color 64% have at least one parent with a bachelor’s degree
Institutional Sample 60 Baccalaureate degree-granting institutions
60% Private, 40% Public
Undergraduate student body ranges from <400 to >35,000
Barron’s selectivity index ranges from non- to most-competitive
National Survey of Student Engagement
Research Questions
Questions of Interest
How do entering college students’ openness to diverse perspectives differ by their backgrounds (e.g., gender, race, parents’ education)?
How strong is the relationship between entering college students’ openness to diverse perspectives and their engagement with diverse perspective during the first year of college?
Holding constant their entering openness to diverse perspectives, how do students’ engagement with diverse perspectives during the first year of college differ by their backgrounds (e.g., gender, race, parents’ education)?
Openness to Diverse Perspectives
How important is it to you to do the following: Have serious conversations with students of a different
race or ethnicity than your own
Have serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values
Examine the strengths and weaknesses of your own views on a topic or issue
Try to better understand someone else's views by imagining how an issue looks from his or her perspective
Learn something that changed the way you understand an issue or concept
Responses range from ‘Not Important’ to ‘Very Important’
Question of Interest #1
How do entering college students’ openness to diverse perspectives differ by their characteristics?
Examples:
Are males more open to diverse perspectives than females?
Are private high school students more open to diverse perspectives than public high school students?
Have some ideas? Its time to test your knowledge…
Openness to Diverse Perspectives
Imagine two hypothetical college-bound students…
Who are similar in all of the following ways but one:Gender High School Grades
Race High School Leadership
Parents’ Education High School Type
Degree Aspirations College Selectivity
Test Your Knowledge #1
Males express greater openness to diverse perspectives than females.
True
False
Openness to Diverse Perspectives
By Gender
4.44
4.23
3
4
5
6
Female * Male ®
Moderately Important
Highly Important
Test Your Knowledge #2
African Americans are more open to diverse perspectives than White students.
True
False
Openness to Diverse Perspectives
By Race
4.66
4.394.48
4.32
3
4
5
6
AfricanAmerican *
AsianAmerican
Hispanic/Latino *
White ®
Moderately Important
Highly Important
Test Your Knowledge #3
Having highly educated parents has a negative effect on openness to diverse perspectives.
True
False
Openness to Diverse Perspectives
By Parents’ Education
4.37 4.32
3
4
5
6
WithBachelor's Degree *
WithoutBachelor's Degree ®
Moderately Important
Highly Important
Test Your Knowledge #4
Openness to diverse perspectives differs by degree aspirations.
True
False
Openness to Diverse Perspectives
By Students’ Degree Aspirations
4.284.38 4.45
3
4
5
6
Bachelor's ® Master's * Doctoral *
Moderately Important
Highly Important
Test Your Knowledge #5
Students with better high school GPAs are more open to diverse perspectives.
True
False
Openness to Diverse Perspectives
By High School GPA
4.54 4.48 4.42 4.35 4.29
3
4
5
6
2.00 2.50 3.00 3.50 4.00
Moderately Important
Highly Important
Test Your Knowledge #6
Involvement in high school leadership activities increases openness to diverse perspectives.
True
False
Openness to Diverse Perspectives
By High School Leadership
4.124.24
4.364.48
4.604.71
3
4
5
6
Not Involved 2 3 4 5 HighlyInvolved
Moderately Important
Highly Important
Test Your Knowledge #7
Students who attend public high schools are more open to diverse perspectives than students who attend private high schools.
True
False
Openness to Diverse Perspectives
By High School Type
4.354.44 4.38
3
4
5
6
Public ® PrivateNon-Sectarian *
PrivateReligious
Moderately Important
Highly Important
Test Your Knowledge #8
Students who attend selective colleges are more open to diverse perspectives.
True
False
Openness to Diverse Perspectives
By Selectivity of College Attended
4.19 4.26 4.32 4.38 4.45 4.51
3
4
5
6
Non-Competitive
2 3 4 5 Most Competitive
Moderately Important
Highly Important
Openness to Diverse Perspectives
“Test Your Knowledge” Scores 7-8 Good Job!
5-6 Not Bad!
1-4 This has been educational, No?
Summary of Findings
Differences in students’ openness to diverse perspectives seem most pronounced by:
Gender
Race
Degree Aspirations
High School GPA
High School Leadership Involvement
Openness to Diverse Perspectives
A Hypothetical: Imagine Two Students Case 1
White male attending non-competitive college; average student at a public high school; does not expect to go on beyond the bachelor’s degree.
Case 2
Hispanic female attending moderately competitive college; average student at public high school; expects to earn a master’s degree.
Openness to Diverse Perspectives
A Hypothetical
3.95
4.59
3
4
5
6
Case 1: White male Case 2: Hispanic female
Moderately Important
Highly Important
Engagement with Diverse Perspectives
How often did you do the following: Have serious conversations with students of a different
race or ethnicity than your own
Have serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values
Examine the strengths and weaknesses of your own views on a topic or issue
Try to better understand someone else's views by imagining how an issue looks from his or her perspective
Learn something that changed the way you understand an issue or concept
Responses range from ‘Never’ to ‘Very Often’
Questions of Interest #2 & #3
What is the relationship between entering college students’ openness to diverse perspectives and their engagement with diverse perspectives during college?
How does students’ engagement with diverse perspectives differ by their backgrounds?
Examples:
Are males more engaged with diverse perspectives than females?
Are private high school students more engaged with diverse perspectives than public high school students?
Have some ideas? Its time to test your knowledge…
Engagement with Diverse Perspectives
Imagine two hypothetical college-bound students…
Who are similar in all of the following ways but one:
Openness to Diverse Perspectives High School Grades
Gender High School Leadership
Race High School Type
Parents’ Education College Selectivity
Degree Aspirations
Test Your Knowledge #9
Students who are more open to diverse perspectives are more engaged with diverse perspectives during college.
True
False
Engagement with Diverse Perspectives
By Openness to Diverse Perspectives
1.922.15
2.37
2.59
2.813.03
1
2
3
4
LeastImportant
2 3 4 5 MostImportant
LessFrequently
MoreFrequently
Test Your Knowledge #10
Males are less engaged with diverse perspectives than females.
True
False
Engagement with Diverse Perspectives
By Gender
2.65 2.74
1
2
3
4
Female * Male ®
LessFrequently
MoreFrequently
Test Your Knowledge #11
White students are more engaged with diverse perspectives than students of other races.
True
False
Engagement with Diverse Perspectives
By Race
2.742.60
2.772.68
1
2
3
4
AfricanAmerican
AsianAmerican
Hispanic/Latino *
White ®
LessFrequently
MoreFrequently
Test Your Knowledge #12
Engagement with diverse perspectives differs by degree aspirations.
True
False
Engagement with Diverse Perspectives
By Students’ Degree Aspirations
2.65 2.69 2.72
1
2
3
4
Bachelor's ® Master's * Doctoral *
LessFrequently
MoreFrequently
Test Your Knowledge #13
Involvement in high school leadership activities increases the students’ engagement with diverse perspectives.
True
False
Engagement with Diverse Perspectives
By High School Leadership
2.60 2.64 2.67 2.71 2.75 2.78
1
2
3
4
NotInvolved
2 3 4 5 HighlyInvolved
LessFrequently
MoreFrequently
Test Your Knowledge #14
Students from public high schools are less engaged with diverse perspectives than students from private high schools.
True
False
Engagement with Diverse Perspectives
By High School Type
2.67 2.69 2.72
1
2
3
4
Public ® PrivateNon-Sectarian
PrivateReligious *
LessFrequently
MoreFrequently
Test Your Knowledge #15
Having a greater number of close friends attend the same college increases one’s engagement with diverse perspectives.
True
False
Engagement with Diverse Perspectives
By Number of Close Friends at College
2.69 2.68 2.67 2.66 2.65
1
2
3
4
None 1 2 3 4 or more
LessFrequently
MoreFrequently
Test Your Knowledge #16
Members of learning communities are more engaged with diverse perspectives than non-members.
True
False
Engagement with Diverse Perspectives
By Learning Community Membership
2.782.66
1
2
3
4
Member * Non-member ®
LessFrequently
MoreFrequently
Test Your Knowledge #17
Students who attend selective colleges are more engaged with diverse perspectives than students who attend non-selective colleges.
True
False
Engagement with Diverse Perspectives
By Selectivity of College Attended
2.59 2.63 2.66 2.70 2.73 2.76
1
2
3
4
Non-Competitive
2 3 4 5 Most Competitive
LessFrequently
MoreFrequently
Openness to Diverse Perspectives
“Test Your Knowledge” Scores 7-9 Good Job!
5-6 Not Bad!
1-4 This has been educational, No?
Summary of Findings
Openness to Diverse Perspectives Matters!
Holding constant students’ openness, differences in students’ engagement with diverse perspectives are most evident by:
Gender
Race
High School Leadership Involvement
Learning Community Membership
Selectivity of the College Attended
Engagement with Diverse Perspectives
A Hypothetical: Imagine Two Students Case 1
White male attending non-competitive college; average student at a public high school; does not expect to go on beyond the bachelor’s degree; has several close friends attending college; not in a learning community; is not very open to diverse perspectives.
Case 2
Hispanic female attending moderately competitive college; average student at public high school; expects to earn a master’s degree; has no close friends attending college; not in a learning community; is very open to diverse perspectives.
Engagement with Diverse Perspectives
A Hypothetical
1.81
3.09
1
2
3
4
Case 1: White male Case 2: Hispanic female
LessFrequently
MoreFrequently
National Survey of Student Engagement
Implications
Promoting Openness to Diversity Matters
Individual diversity development is an uncomfortable developmental process for most people because otherness, makes individuals uncomfortable.
Chavez, Guido-DiBrito, Mallory (2003)
Promoting Openness to Diversity Matters
Two Aspects of Effective Educational Practice indicated a significant total and direct effect on a cognitive skills/knowledge and student openness to diversity.
Effective Teaching/Interactions with Faculty Use of higher order questioning techniques Instructor feedback to students Instructional clarity and organization
Interactions with Peers Instructional emphasis on cooperative learning Course and non-course related interactions with peers
(Cruce, Wolniak, Siefert & Pascarella, 2006)
Implications for Practice
Academic Advising Program Guidelines AAP’s should promote educational experiences
that are characterized by open and continuous communication that deepen understanding of one’s own identity, culture and heritage, and that of others.
Some starting points: Identify and celebrate your own heritage and display respect
for the heritage of others Describe the variables that you believe comprise diversity Read and discuss research related to diversity Examine and explore your own biases
Visit Project Implicit website https://implicit.harvard.edu/implicit/ . Psychologists at Harvard, UVA, and the University of Washington have developed Hidden Bias Tests.
Implications for Practice
Help students select course offerings that will increase understanding of one’s own and others’ identity and cultures.
Do you know the courses that offer rich collaborative learning opportunities on your campus?
Help students seek involvement with people different from oneself.
Are students involved in diverse extracurricular activities?
Instill a sense of accountability to the larger community.
Are students participating in service learning opportunities in/out of the classroom?
Implications for Practice
Encourage social/cultural diversity experiences to be included in student orientation programs.
Encourage diversity experience requirements be incorporated into the formal curriculum.
Help recognize those who creatively introduce diverse perspectives into their classrooms or other service to students.
Use student feedback related to diversity courses or experiences you’ve recommended to inform your future advising efforts.
Implications for Practice
Summary Points Help students identify diverse curricular and co-
curricular opportunities and encourage them to participate.
Maximum benefits result from a broad-based campus culture that supports effective educational practice.
Effective practice related to diversity experiences does not necessarily require significant funding investments, however, it requires purposeful action.
National Survey of Student Engagement
Other Suggestions &
Discussion
Contact Information
Email: Ty Cruce [email protected]
Julie Williams [email protected]
John Moore [email protected]
Presentation materials from this sessionare available on the NSSE website: www.nsse.iub.edu
NSSE efforts have been supported by The Carnegie Foundation for the Advancement of Teaching, The Pew Forum on Undergraduate Learning, The Lumina Foundation, and the Center for Inquiry into the Liberal Arts at Wabash College.