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 | ||||||||||||||||
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 | 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 | .109 | ![]() |
.117 | ![]() |
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.117 | ![]() |
.109 | ![]() |
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Informal interaction (model) | .063 | -.056 | .007 | .156 | ![]() |
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General knowledge | ||||||||||||||||
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 | .106 | .114 | .114 | .114 | ||||||||||||
Informal interaction (model) | .133 | .059 | .070 | -.034 | ||||||||||||
Academic ability | ||||||||||||||||
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 | .132 | ![]() |
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.140 | ![]() |
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.140 | ![]() |
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.130 | ![]() |
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Informal interaction (model) | .107 | ![]() |
.046 | .022 | .068 | |||||||||||
Writing | ||||||||||||||||
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 | .057 | .065 | .065 | .060 | ||||||||||||
Informal interaction (model) | .151 | ![]() |
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.156 | ![]() |
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.100 | .027 | ||||||
Listening ability | ||||||||||||||||
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 | .008 | .027 | .027 | .020 | ||||||||||||
Informal interaction (model) | .002 | .045 | .171 | ![]() |
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.063 |
Next section of Table D3 | | | Table D3 Menu | | | Appendix D |
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Questions? Comments? Please send e-mail to diversitymatters@umich.edu.
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