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 D2 Detailed regression summary tables: CIRP data base, African American students | ||||||||||||||||
Significant positive effects: ![]() Significant negative effects: ![]() | ||||||||||||||||
Outcome Variable | ||||||||||||||||
Nine-year outcomes: Living/working in a diverse society---page 1 of 2 | ||||||||||||||||
How well did your undergraduate education prepare you for graduate school? | ||||||||||||||||
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 | .224 | ![]() |
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.233 | ![]() |
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.233 | ![]() |
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.224 | ![]() |
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Informal interaction (model) | .134 | ![]() |
.138 | .130 | .051 | |||||||||||
How well did your undergraduate education prepare your current/most recent job? | ||||||||||||||||
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 | .004 | .011 | .011 | .004 | ||||||||||||
Informal interaction (model) | .091 | -.122 | ![]() |
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.132 | -.003 | ||||||||||
Past year: Discussed racial/ethnic issues | ||||||||||||||||
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 | .172 | ![]() |
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.160 | ![]() |
.160 | ![]() |
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.172 | ![]() |
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Informal interaction (model) | .122 | .327 | ![]() |
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.063 | -.262 | ![]() |
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Past year: Socialized with someone of another racial/ethnic group | ||||||||||||||||
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 | -.029 | -.018 | -.018 | -.029 | ||||||||||||
Informal interaction (model) | -.078 | -.134 | .242 | ![]() |
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.378 | ![]() |
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Current close friends are diverse | ||||||||||||||||
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 | .082 | .085 | .085 | .082 | ||||||||||||
Informal interaction (model) | .204 | ![]() |
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.124 | -.218 | ![]() |
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.733 | ![]() |
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Next section of Table D2 | | | Table D2 Menu | | | Appendix D |
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Questions? Comments? Please send e-mail to diversitymatters@umich.edu.
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