Grounds Climate, Effective Practices, and Student Outcomes in Diverse Learning Environments Sylvia Hurtado Marcela Cuellar Cynthia Lua Alvarez AAC&U Meeting October 22, 2010 Houston, TX
Slide 2Overview Purposes, objectives, & Key Features of Project Developing the DLE Conceptual Framework A New Assessment: Diverse Learning Environments Survey DLE Survey Pilot Findings
Slide 3Purpose, Goals, & Key Features of the DLE Project
Slide 4Purpose & Goals Purpose: Assist instructors in propelling the accomplishment of various understudies Goals: Develop a more prominent mindfulness about assorted qualities, understudy learning, and understudy achievement Assess undergrad abilities for work and citizenship in a pluralistic majority rules system Increase standards for dependability and enhance the appraisal of maintenance Create the conditions for understanding the advantages of differences in the learning procedure
Slide 5Key Features of the Project Research: Diverse Learning Environments Survey Campus Case Studies of 7 Institutions National Retention Study (Clearinghouse) Practice: Institute for the Critical Analysis of Quantitative Data Diversity Research Institute
Slide 6Developing the Diverse Learning Environments Conceptual Framework
Slide 7Student Success Outcomes Habits of Mind/Skills for Lifelong Learning Competencies for a Multicultural World Achievement and Retention
Slide 8Foundational Frameworks Institutional Adaptation to Student Diversity Richardson & Skinner (1990) Campus Climate for Diversity Hurtado, Milem, Clayton-Pedersen & Allen (1998, 1999) Milem, Chang & Antonio (2005) Student/Institution Engagement Model Nora, Barlow & Crisp (2005) Dynamics of Multicultural Teaching & Learning Marchesani & Adams (1992) adjustment of Jackson (1988)
Slide 10A New Assessment: Diverse Learning Environments Survey
Slide 11Unveiling the DLE Survey Nationally accessible CIRP review Integrated evaluation of atmosphere, assorted qualities practice, and results Inclusive of different social personalities Modules focusing on particular themes Longitudinal when connected with other understudy information (e.g. enlistment center information)
Slide 12DLE Survey Compnents Core Survey Modules Classroom Climate Transition into the Major Intergroup Relations Community College Students' Transfer Pathway Transition Experiences for Transfer Students at 4-year Institutions
Slide 13DLE Survey Pilot Findings
Slide 14Pilot Sample Info DLE Pilot information from 14 establishments Academic Year 2009 - 10 N = 5,010 68.3% Female 58.4% Students of Color 33.6% Age 25+ 39.7% Currently at 2-yr
Slide 15Factor Analysis Instrument Coded for Conceptual Themes in Literature Exploratory Factor Analysis (EFA) in SPSS Principal Axis Factoring Varimax Rotation Items expelled if stacking beneath .35 Confirmatory Factor Analysis (CFA) in EQS With Uncorrelated Errors (Factor Loadings 1 st Column) With Correlated Errors (Factor Loadings 2 nd Column) Factors Rescaled to 0 – 100 with a mean of 50
Slide 16Climate Harassment Discrimination & Bias Positive Cross-Racial Interactions Negative Cross-Racial Interactions Satisfaction with Diverse Perspectives on Campus Institutional Commitment to Diversity Student Financial Difficulty Academic Validation in the Classroom General Interpersonal Validation Sense of Belonging
Slide 17Discrimination and Bias ( α = 0.889) Please show how regularly at this foundation you have: Please demonstrate how frequently you have encountered the accompanying types of inclination/provocation/segregation while at this organization:
Slide 18Academic Validation in the Classroom ( α = .863) Please demonstrate how regularly you have encountered the accompanying in class at this organization:
Slide 19Practices Curriculum of Inclusion Co-Curricular Diversity Activities (Campus-Facilitated)
Slide 20Curriculum of Inclusion ( α = 0.854) what number courses have you taken at this foundation that incorporated the accompanying?
Slide 21Co-curricular Diversity Activities (Campus Facilitated)( α = 0.903) Since entering this foundation have you: Since entering this establishment, how frequently have you done the accompanying?
Slide 22Outcomes Integration of Learning Pluralistic Orientation Social Action Engagement Civic Action
Slide 23Pluralistic Orientation ( α = 0.787 ) Rate yourself on each of the accompanying qualities as contrasted and the normal individual your age. We need the most precise gauge of how you see yourself.
Slide 24Analysis Frequencies of Select Items & Factors Cross-classifications of Factors by Racial/Ethnic Groups Multiple Regression on Select Factors Enrollment Mobility Frequencies & Cross-arrangements
Slide 25Frequencies Student Satisfaction with Climate General Interpersonal Validation Reporting Discrimination Harassment Based on Different Social Identities
Slide 26Student Satisfaction with Climate Indicators Percentages
Slide 27General Interpersonal Validation Percentages
Slide 28Reporting Discrimination Please show how regularly at this foundation you have: Reported an episode of segregation to a grounds expert
Slide 29Harassment in view of Different Social Identities
Slide 30Cross-Tabulations by Racial/Ethnic Groups Discrimination & Bias Positive Cross Racial Interactions Negative Cross Racial Interactions
Slide 31Discrimination & Bias by Racial/Ethnic Groups χ ² = 126.244 p < .001
Slide 32Positive Cross Racial Interactions by Racial/Ethnic Groups χ ² = 106.723 p < .001
Slide 33Negative Cross Racial Interactions by Racial/Ethnic Groups χ ² = 209.258 p < .001
Slide 34Multiple Regressions General Interpersonal Validation Academic Validation in the Classroom Pluralistic Orientation
Slide 35Predictors of General Interpersonal Validation Informal Visiting Office Hours Discrimination and Bias (- ) High level of companion support Campus – Facilitated Faculty Staff Academic Counselors (- ) Curriculum of Inclusion Institutional Commitment to Diversity Co-curricular Diversity Activities
Slide 36Predictors of Academic Validation in the Classroom Informal Visiting Office Hours Discrimination and Bias (- ) High level of associate consolation Campus – Facilitated Faculty Curriculum of Inclusion Institutional Commitment to Diversity
Slide 37Predictors of Pluralistic Orientation Informal Positive Cross Racial Interactions Interest in advancing racial comprehension Campus – Facilitated Institutional Commitment to Diversity Conversations Across Differences
Slide 38CIRP DLE Launch Registration Opened Oct. 20, 2010 Standard CIRP Fees: $775 administrator, $3/returned study PDF see of center and modules online www.cirpsurveys.org Administration February 12 – June 30, 2011 Online just Contact www.heri.ucla.edu HERI: 310-825-1925
Slide 39Conclusion Suggestions? Remarks?
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