EXPERT REPORT OF PATRICIA GURIN
Gratz, et al. v. Bollinger, et al., No. 97-75321 (E.D. Mich.)
Grutter, et al. v. Bollinger, et al., No. 97-75928 (E.D. Mich.)
Table D3 Detailed regression summary tables: CIRP data base, Latino students | ||||||||||||||||
Significant positive effects: Significant negative effects: | ||||||||||||||||
Outcome Variable | ||||||||||||||||
Nine-year learning outcomes: Engagement and motivation | ||||||||||||||||
Drive to achieve | ||||||||||||||||
Workshop model | Discussion model | Socializing model | Same race: Close friends in college model | |||||||||||||
Predictors | r | Step 1 | Step 2 | Step 3 | r | Step 1 | Step 2 | Step 3 | r | Step 1 | Step 2 | Step 3 | r | Step 1 | Step 2 | Step 3 |
Classroom | .187 | .202 | .202 | .197 | ||||||||||||
Informal interaction (model) | .148 | .168 | .015 | -.003 | ||||||||||||
Self-confidence (intellectual) | ||||||||||||||||
Workshop model | Discussion model | Socializing model | Same race: Close friends in college model | |||||||||||||
Predictors | r | Step 1 | Step 2 | Step 3 | r | Step 1 | Step 2 | Step 3 | r | Step 1 | Step 2 | Step 3 | r | Step 1 | Step 2 | Step 3 |
Classroom | .030 | .048 | .048 | .045 | ||||||||||||
Informal interaction (model) | .036 | .071 | -.033 | .045 | ||||||||||||
Write original works (poems, novels, short stories, etc.) | ||||||||||||||||
Workshop model | Discussion model | Socializing model | Same race: Close friends in college model | |||||||||||||
Predictors | r | Step 1 | Step 2 | Step 3 | r | Step 1 | Step 2 | Step 3 | r | Step 1 | Step 2 | Step 3 | r | Step 1 | Step 2 | Step 3 |
Classroom | .150 | .134 | .134 | .142 | ||||||||||||
Informal interaction (model) | .127 | .042 | .048 | -.110 | ||||||||||||
Create artistic works (painting, sculpture, decorating, etc.) | ||||||||||||||||
Workshop model | Discussion model | Socializing model | Same race: Close friends in college model | |||||||||||||
Predictors | r | Step 1 | Step 2 | Step 3 | r | Step 1 | Step 2 | Step 3 | r | Step 1 | Step 2 | Step 3 | r | Step 1 | Step 2 | Step 3 |
Classroom | -.045 | -.056 | -.056 | -.053 | ||||||||||||
Informal interaction (model) | .005 | -.057 | -.016 | -.146 |
Next section of Table D3 | | | Table D3 Menu | | | Appendix D |