a university collaboration to prepare college students for participation in a diverse democracy in...
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A University Collaboration to Prepare College Students For Participation in a Diverse Democracy in the U.S.
Sylvia Hurtado, Mark Engberg, and Luis Ponjuan
University of Michigan
European Association for Institutional ResearchLimerick, Ireland
August 24-27, 2003
Presentation Outline
Project overview Project findings:
Qualitative Study Longitudinal Study Classroom-based-Study Institutional Study
Summary Discussion
Project Goals To learn how colleges are creating diverse
learning environments
To explore how institutions are preparing students for participation in 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
Theory Linking Diversity and Learning in College
Encountering the new and unfamiliar causes us to abandon routines and think actively
Disequilibrium when one encounters perspectives that depart from one’s own embedded worldview
Learning and social development occurs when interacting with others who hold different perspectives
Project Outcomes Cognitive Development
Complex thinking skills Reflective Judgment Critical thinking dispositions
Social Cognitive Development Perspective-taking skills Political awareness
Democratic Skill Development View that democracy thrives on difference Constructive conflict and negotiation Willingness to take action for social justice
Participating Institutions
Arizona State University
Norfolk State University
University of California
University of Maryland
University of Massachusetts
University of Michigan
University of Minnesota
University of New Mexico
University of Washington
University of Vermont
Research Activities
Student focus groups
Longitudinal student survey
Focused classroom-based studies
National survey of institutions
Student Focus Groups
Student focus groups on each campus Racial/ethnic majority student group(s) Largest minority group(s) Students engaged in diversity and civic initiatives Specific ethnic groups unique to each campus &
geographic region
Student experiences with diverse peers In what contexts do diverse interactions occur? What/how have they learned from diverse peers?
Socio-historical/cultural knowledge
Perspective-taking/open-mindedness
Self-awareness/self-reflection
Collaboration and communication skills
Learning Through Diverse Interactions
Contexts of Interactions with Diverse Peers
Curricular Contexts Classes focusing on diversity Small classes Intergroup dialogue class
Co-curricular Contexts Cultural centers Living/learning communities Informal social contexts Community service activities
Longitudinal Survey of College Students
Survey students entering college in Fall 2000
Follow-up at end of second year of college
Survey designed to tap into: Student beliefs and attitudes Student thinking and interaction Student engagement
Influence of Pre-college and College Variables on Democratic Outcomes
Democratic Outcomes
Ability to See Multiple Perspectives
Conflict Enhances Democracy
Importance of Social Action Engagement
Background Characteristics
Pre-college/College Environment
Pre-college/CollegeEngagement
Pre-College/CollegeInteraction
Longitudinal Trends Across Models
Entering females are more likely to report values and beliefs consistent with outcomes
Pre-college engagement produced the largest change in variance
Interaction with diverse peers was significant
Frequency and quality of interactions with diverse peers were positive across models
Co-curricular involvement in diversity related events
Involvement in curricular activities (diversity readings and intergroup dialogue)
Participation in post 9/11 activities
Pre-college College Impact
Focused Classroom-based Study
Study of Three One-Semester Courses 2 Diversity Courses
Education and Women’s Studies 1 Management Course
Instruments Student Thinking and Interacting Survey (STIS) California Critical Thinking and Dispositions
Index (CCTDI) Reasoning About Critical Issues (RCI) Defining Issues Test (DIT)
Predictors of Social Action Engagement
Beginning of Term Sex Race Acad. Self-Conf Invl w/ Frat/Sor (–) Invl w/ Political Activities Pos. Qual. Interaction Neg. Qual. Interaction
(–)
End of Term Pre-test Diversity Course Pos. Qual. of
Interaction
Institutional Survey: Defining the Engaged Campus
U.S. survey of chief academic officers
What is an “engaged” campus? Institutions have a unique relationship with the
public: Autonomous from the public yet responsible for developing future civic leaders and citizens
A current movement in which universities are reexamining their civic mission and developing partnerships with their surrounding communities
Goals of the Institutional Study:
To define the dimensions of civically engaged campuses
To identify the organizational characteristics that predict university-community partnerships and institutional spending on public service
To add to discussions of how organizational factors and social contexts work in tandem to shape the civic work of institutions
Level of Community Partnerships
Institutional Category Public Institutions***(-) Doctoral Institutions*** Masters Institutions**
Institutional Characteristics
Enrollment reflects area demographics***
Institutional Commitment Core Leadership
Support for Civic Engagement ***
Institutional Prestige Priority**
Institutional Civic Engagement Priority***
Contextual Demographics Percentage
Racial/Ethnic Diversity** (-)
Percentage Family Poverty Level***
Level of Funding for Public Services Activities
Institutional Category Public Institutions*** (-) Civic Engagement Policies and Structures
**
Institutional Characteristics HBCU Classification ***
Summary The various studies here confirm that students
acquire a range of cognitive and democratic skills in interaction with diverse peers
Campuses that want to further both their educational and civic mission can do so by helping students negotiate differences in background and perspective
This requires leadership, a vision of goals for undergraduate education, and structures and policies that promote diversity and community partnerships
For More Information
Diverse Democracy Project University of Michigan 610 E. University, 514 SEB Ann Arbor, MI 48109-1259
Phone: 734.647.7439 E-mail: divdemo@umich.edu Website: http://www.umich.edu/~divdemo/
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