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Advising Students Toward a Greater Appreciation for Diversity

Advising Students Toward a Greater Appreciation for Diversity. NACADA Conference, October 20 th 2006, Indianapolis. Ty M. Cruce Julie M. Williams John V. Moore Indiana University. Beginning College Survey of Student Engagement. Overview. Warrant for Study Questions of Interest

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Advising Students Toward a Greater Appreciation for Diversity

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  1. Advising Students Toward a Greater Appreciation for Diversity NACADA Conference, October 20th 2006, Indianapolis Ty M. Cruce Julie M. Williams John V. Moore Indiana University Beginning College Survey of Student Engagement

  2. Overview • Warrant for Study • Questions of Interest • Data Sources and Sample • Findings • Implications for Practice

  3. 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)

  4. 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. “

  5. 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)

  6. 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.

  7. National Survey of Student Engagement Data Sources and Sample

  8. Data Sources Beginning College Survey of Student Engagement National Survey of Student Engagement • Annual survey of first-year and senior students • 2006 administration at 571institutions • Administered during the spring semester • 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

  9. 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

  10. National Survey of Student Engagement Research Questions

  11. 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)?

  12. 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’

  13. 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…

  14. 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

  15. Males express greater openness to diverse perspectives than females. True False Test Your Knowledge #1

  16. Openness to Diverse PerspectivesBy Gender

  17. African Americans are more open to diverse perspectives than White students. True False Test Your Knowledge #2

  18. Openness to Diverse PerspectivesBy Race

  19. Having highly educated parents has a negative effect on openness to diverse perspectives. True False Test Your Knowledge #3

  20. Openness to Diverse PerspectivesBy Parents’ Education

  21. Openness to diverse perspectives differs by degree aspirations. True False Test Your Knowledge #4

  22. Openness to Diverse PerspectivesBy Students’ Degree Aspirations

  23. Students with better high school GPAs are more open to diverse perspectives. True False Test Your Knowledge #5

  24. Openness to Diverse PerspectivesBy High School GPA

  25. Involvement in high school leadership activities increases openness to diverse perspectives. True False Test Your Knowledge #6

  26. Openness to Diverse PerspectivesBy High School Leadership

  27. Students who attend public high schools are more open to diverse perspectives than students who attend private high schools. True False Test Your Knowledge #7

  28. Openness to Diverse PerspectivesBy High School Type

  29. Students who attend selective colleges are more open to diverse perspectives. True False Test Your Knowledge #8

  30. Openness to Diverse PerspectivesBy Selectivity of College Attended

  31. Openness to Diverse Perspectives • “Test Your Knowledge” Scores • 7-8 Good Job! • 5-6 Not Bad! • 1-4 This has been educational, No?

  32. 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

  33. 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.

  34. Openness to Diverse PerspectivesA Hypothetical

  35. 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’

  36. 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…

  37. 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

  38. Students who are more open to diverse perspectives are more engaged with diverse perspectives during college. True False Test Your Knowledge #9

  39. Engagement with Diverse PerspectivesBy Openness to Diverse Perspectives

  40. Males are less engaged with diverse perspectives than females. True False Test Your Knowledge #10

  41. Engagement with Diverse PerspectivesBy Gender

  42. White students are more engaged with diverse perspectives than students of other races. True False Test Your Knowledge #11

  43. Engagement with Diverse PerspectivesBy Race

  44. Engagement with diverse perspectives differs by degree aspirations. True False Test Your Knowledge #12

  45. Engagement with Diverse PerspectivesBy Students’ Degree Aspirations

  46. Involvement in high school leadership activities increases the students’ engagement with diverse perspectives. True False Test Your Knowledge #13

  47. Engagement with Diverse PerspectivesBy High School Leadership

  48. Students from public high schools are less engaged with diverse perspectives than students from private high schools. True False Test Your Knowledge #14

  49. Engagement with Diverse PerspectivesBy High School Type

  50. Having a greater number of close friends attend the same college increases one’s engagement with diverse perspectives. True False Test Your Knowledge #15

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