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Race and Relations. Abby Owens Sarah Peek Rachael Robinson Joseph Rogers. Research Q uestions and/or Hypotheses. How do white males compare to their non-white and female peers with regards to perspectives on issues of race ?
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Race and Relations Abby Owens Sarah Peek Rachael Robinson Joseph Rogers
Research Questions and/or Hypotheses How do white males compare to their non-white and female peers with regards to perspectives on issues of race? What relationship, if any, exists between racial diversity and relationships between students?
Results A multiple linear regression was calculated to predict students’ views on whether affirmative action in college admissions should be abolished based on whether or not they identified as White/Nonwhite and what gender they indicated. A significant regression equation was found (F(2, 37069) = 2260.266, p < 0.01), with an R2 = 0.109. Results suggest that views on whether affirmative action in college admissions should be abolished were equal to [-.344 * gender + + .675 * White/Non-White] + 1.944. The expected affirmative action view for a White, male student would be [-.344 (1) + .675 (2)] + 1.944 which is equal to 2.95. Both variables were statistically significant, and percentage of variance explained by these factors would have 10.9% practical implications. The variance explained by White/Non-White identity (B = 0. .276) is a bit less than twice as much as explained by gender (B = -0.171). We computed a one-way ANOVA comparing college students’ race in regards to their ability to get along with people of different cultures. A significant difference was found among groups (F(639,462) = 49.945, p < 0.05). Bonferroni post-hoc test revealed statistically significant differences across multiple groups. For example, Black students (M = 3.84, SD = 0.84) scored lower than Hispanic students (M = 3.94, SD = 0.82) and higher than students identified as two or more race/ethnicity (M = 3.71, SD = 0.82). Results suggest that Hispanic students show the strongest ability of getting along with people from other cultures, whereas students identified as two or more race/ethnicity show the weakest ability of getting along with people from other cultures. We also computed a one-way ANOVA comparing college students’ ability to work cooperatively with others. A significant difference was found among groups (F(639,440) = 15.918, p < 0.05). Bonferroni post-hoc test revealed statistically significant differences across multiple groups. For example, Asian students (M = 3.93, SD = 0.70) scored lower than Hispanic students (M = 4.08, SD = 0.73) and higher than American Indian students (M = 3.86, SD = 0.86). Results suggest that Hispanic students show the strongest ability of working cooperatively with others, whereas American Indian students show the weakest ability of working cooperatively with others.
Findings White males’ perspective on race issues was found to be significant in terms of whether race should be a factor in decision-making (affirmative action) as compared to other groups. EEU was concerned about race relations on campus and wanted to know if racial tension was impacting student enrollment (students leaving or withdrawing). We found that the ability to get along with people of other races was dependent upon racial groups. Results suggest that Hispanic students show the strongest ability of getting along with people from other cultures, whereas students identified as two or more race/ethnicity show the weakest ability of getting along with people from other cultures.
Implications/Recommendations Based on this data, more than half of the students survey reported having social interactions with students of different races/ethnic groups over the last year. To further research these interactions, we recommend the following research: How often do these interactions occur? Do these interactions happen naturally? Or are they instigated by the college? Do students view these interactions positively or negatively?
