Transcript Campus climate, effective practices, and student outcomes

Sylvia Hurtado
Marcela Cuellar
Cynthia Lua Alvarez
AAC&U Meeting
October 22, 2010
Houston, TX
 Purposes, goals, &
 Developing
Key Features of Project
the DLE Conceptual
Framework
A
New Assessment: Diverse Learning
Environments Survey
 DLE
Survey Pilot Findings
 Purpose:
• Assist educators in advancing the success of diverse
students
 Goals:
• Develop a greater awareness about diversity, student
learning, and student success
• Assess undergraduate skills for work and citizenship in
a pluralistic democracy
• Increase retention rates and improve the assessment of
retention
• Create the conditions for realizing the benefits of
diversity in the learning process
 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
 Habits
of Mind/Skills for Lifelong
Learning

Competencies for a Multicultural World

Achievement and Retention
 Institutional Adaptation
 Richardson & Skinner (1990)
to Student Diversity
 Campus Climate for Diversity
 Hurtado, Milem, Clayton-Pedersen & Allen (1998, 1999)
 Milem, Chang & Antonio (2005)
 Student/Institution Engagement
 Nora, Barlow & Crisp (2005)
 Dynamics
Model
of Multicultural Teaching & Learning
 Marchesani & Adams (1992) adaptation of Jackson (1988)
9
 Nationally
available CIRP survey
 Integrated
assessment of climate,
diversity practice, and outcomes
 Inclusive
of diverse social identities
 Modules
targeting specific topics
 Longitudinal
when linked with other
student data (e.g. registrar data)
 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
 DLE
Pilot data from 14 institutions
 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

Instrument Coded for Conceptual Themes in
Literature

Exploratory Factor Analysis (EFA) in SPSS
• Principal Axis Factoring
• Varimax Rotation
• Items removed if loading below .35

Confirmatory Factor Analysis (CFA) in EQS
• With Uncorrelated Errors (Factor Loadings 1st Column)
• With Correlated Errors (Factor Loadings 2nd Column)

Factors Rescaled to 0 – 100 with a mean of 50
 Harassment
 Discrimination & Bias
 Positive Cross-Racial Interactions
 Negative Cross-Racial Interactions
 Satisfaction with Diverse Perspectives
Campus
 Institutional Commitment to Diversity
 Student Financial Difficulty
 Academic Validation in the Classroom
 General Interpersonal Validation
 Sense of Belonging
on
Please indicate how often at this institution you have:
Please indicate how often you have experienced the following forms of
bias/harassment/discrimination while at this institution:
Items
Factor Loadings
Witnessed discrimination
.758/.750
Been mistaken as a member of a racial/ethnic group that is not your own
.454/.444
Heard insensitive or disparaging remarks from students
.685/.644
Heard insensitive or disparaging remarks from faculty
.751/.677
Heard insensitive or disparaging remarks from staff
.741/.664
Verbal comments
.775/.792
Written comments (e.g. emails, texts, writing on walls, etc.)
.753/.762
Exclusion (e.g. from gatherings, events, etc.)
.716/.746
Offensive visual images or items
.735/.733
Robust ML Model-Fit Results
NFI = .698/.955; CFI = .700/.958; RMSEA = .138/.056
Please indicate how often you have experienced the following in class at this institution:
Items
Factor
Loadings
Instructors were able to determine my level of understanding of course
material
.753/.776
Instructors provided me with feedback that helped me judge my progress
.818/.842
I feel like my contributions were valued in class
.810/.811
Instructors encouraged me to meet with them after or outside of class
.651/.582
Instructors encouraged me to ask questions and participate in discussions
.717/.673
Instructors showed concern about my progress
.611/.588
Robust ML Model-Fit Results
NFI = .927/.986; CFI = .928/.986; RMSEA = .126/.062
 Curriculum
of Inclusion
 Co-Curricular
Diversity Activities
(Campus-Facilitated)
How many courses have you taken at this institution that included the following?
Items
Factor
Loadings
Materials/readings on gender issues
.715
Material/readings on issues of oppression as a system of power and
dominance
.775
Serving communities in need (e.g. service learning)
.578
Material/readings on race and ethnicity issues
.824
Opportunities for intensive dialogue between students with different
backgrounds and beliefs
.635
Materials/readings on issues of privilege
.705
ML Model-Fit Results
NFI = .987; CFI = .988; RMSEA = .056
Since entering this institution have you:
Since entering this institution, how often have you done the following?
Items
Factor
Loadings
Attended presentations, performances, and art exhibits on diversity
.637/.649
Attended debates or panels about diversity issues
.797/.810
Participated in ongoing campus-organized discussions on racial/ethnic
issues (e.g. intergroup dialogue)
.854/.866
Participated in the Lesbian, Gay, Bisexual, and Transgender Center
activities
.762/.729
Participated in the Ethnic or Cultural Center activities
.844/.848
Participated in the Women’s/Men’s Center activities
.809/.782
Robust ML Model-Fit Results
NFI = .964/.981; CFI = .965/.982; RMSEA = .079/.062
 Integration
 Pluralistic
 Social
 Civic
of Learning
Orientation
Action Engagement
Action
Rate yourself on each of the following traits as compared with the average
person your age. We want the most accurate estimate of how you see yourself.
Items
Factor
Loadings
Ability to see the world from someone else's perspective
.621/.589
Tolerance of others with different beliefs
.678/.752
Openness to having my own views challenged
.697/.672
Ability to discuss and negotiate controversial issues
.650/.728
Ability to work cooperatively with diverse people
.628/.607
Robust ML Model-Fit Results
NFI = .955/.990; CFI = .954/.991; RMSEA = .103/.052
 Frequencies
of Select Items & Factors
 Cross-tabulations
of Factors by
Racial/Ethnic Groups
 Multiple
Regression on Select Factors
 Enrollment
Mobility Frequencies &
Cross-tabulations
Student Satisfaction with Climate
General Interpersonal Validation
Reporting Discrimination
Harassment Based on Different Social Identities
Racial/ethnic diversity of the
student body
Racial/ethnic diversity of the
faculty
Administrative response to
incidents of discrimination
Two Year
Four Year
Interactions among different
racial/ethnic groups
Campus-wide respect for the
expression of diverse beliefs
and experiences
0
20
40
60
Percentages
80
Faculty empower me to learn here
At least one staff member has taken
an interest in my development
Faculty believe in my potential to
succeed academically
Two Year
Four Year
Staff encourage me to get involved
in campus activities
Staff recognize my achievements
At least one faculty member has
taken an interest in my development
0
20
40
60
Percentages
80
100
Please indicate how often at this institution you have:
Reported an incident of discrimination to a campus authority
Scale
Never
n = 5,007 (%)
4,457 (89.0%)
Seldom
266 (5.3%)
Sometimes
160 (3.2%)
Often
82 (1.8%)
Very Often
42 (0.8%)
Social Identity Group
Never
Seldom Sometimes
Often –
Very Often
Race/Ethnicity
71.2
23.9
4.9
Gender
72.1
23.7
4.2
Age
73.4
22.2
4.4
Sexual Orientation
86.0
11.0
2.9
Ability/Disability Status
85.2
12.2
2.7
Citizenship Status
87.0
10.0
3.0
Political Beliefs
70.2
24.1
5.7
Discrimination & Bias
Positive Cross Racial Interactions
Negative Cross Racial Interactions
Racial /Ethnic Groups
Low
Middle
High
Asian
27.3
29.1
43.6
African American
40.6
25.3
34.1
Latina/o
39.6
33.2
27.2
White
36.0
35.3
28.7
Two or More
24.7
35.1
40.2
χ² = 126.244
p < .001
Racial /Ethnic Groups
Low
Middle
High
Asian
23.6
39.4
37.0
African American
36.7
23.7
39.5
Latina/o
39.3
31.7
29.0
White
36.3
34.1
29.6
Two or More
26.8
32.2
41.0
χ² = 106.723
p < .001
Racial /Ethnic Groups
Low
Middle
High
Asian
22.5
26.5
51.0
African American
34.3
30.4
35.3
Latina/o
39.9
27.1
33.1
White
47.7
27.9
24.4
Two or More
39.2
28.3
32.5
χ² = 209.258
p < .001
General Interpersonal Validation
Academic Validation in the Classroom
Pluralistic Orientation
Informal
 Visiting Office Hours
 Discrimination and
Bias (-)
 High level of peer
encouragement
Campus – Facilitated
 Faculty
 Staff

Academic Counselors (-)
 Curriculum
of
Inclusion
 Institutional
Commitment to
Diversity
 Co-curricular
Diversity Activities
Informal
 Visiting
Office Hours
 Discrimination and
Bias (-)
 High level of peer
encouragement
Campus – Facilitated
 Faculty
 Curriculum
of
Inclusion
 Institutional
Commitment to
Diversity
Informal
 Positive
Cross Racial
Interactions
 Interest in helping to
promote racial
understanding
Campus – Facilitated
 Institutional
Commitment to
Diversity
 Conversations Across
Differences
 Registration
• Opened Oct. 20, 2010
• Standard CIRP Fees: $775 admin, $3/ returned survey
• PDF preview of core and modules online
• www.cirpsurveys.org
 Administration
• February 12 – June 30, 2011
• Online only
 Contact
• www.heri.ucla.edu
• HERI: 310-825-1925
Conclusion
 Suggestions?
 Comments?