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 D1 Detailed regression summary tables: CIRP data base, White students | ||||||||||||||||
Significant positive effects: ![]() Significant negative effects: ![]() | ||||||||||||||||
Outcome Variable | ||||||||||||||||
Four-year learning outcomes: Intellectual and academic skills---page 1 of 2 | ||||||||||||||||
Average undergraduate grade-point average (self-reported) | ||||||||||||||||
Workshop model | Discussion model | Socializing model | Close friends in college were diverse 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 | .018 | .016 | .016 | .017 | ||||||||||||
Informal interaction (model) | .068 | ![]() |
.098 | ![]() |
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.037 | -.037 | ![]() |
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General knowledge | ||||||||||||||||
Workshop model | Discussion model | Socializing model | Close friends in college were diverse 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 | .078 | ![]() |
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.079 | ![]() |
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.079 | ![]() |
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.078 | ![]() |
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Informal interaction (model) | .098 | ![]() |
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.143 | ![]() |
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.114 | ![]() |
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-.004 | |||
Academic ability | ||||||||||||||||
Workshop model | Discussion model | Socializing model | Close friends in college were diverse 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 | .023 | ![]() |
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.022 | ![]() |
.022 | ![]() |
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.022 | ![]() |
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Informal interaction (model) | .054 | .131 | ![]() |
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.095 | ![]() |
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.007 | |||||||
Writing | ||||||||||||||||
Workshop model | Discussion model | Socializing model | Close friends in college were diverse 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 | .102 | ![]() |
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.100 | ![]() |
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.100 | ![]() |
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.101 | ![]() |
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Informal interaction (model) | .107 | ![]() |
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.194 | ![]() |
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.110 | ![]() |
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.009 | |||
Listening ability | ||||||||||||||||
Workshop model | Discussion model | Socializing model | Close friends in college were diverse 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 | .094 | ![]() |
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.093 | ![]() |
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.094 | ![]() |
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.092 | ![]() |
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Informal interaction (model) | .123 | ![]() |
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.135 | ![]() |
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.132 | ![]() |
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.036 | ![]() |
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Rest of this section of Table D1 | | | Table D1 Menu | | | Appendix D |
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Questions? Comments? Please send e-mail to diversitymatters@umich.edu.
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