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/