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---page 1 of 2 | ||||||||||||||||
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 | .256 | ![]() |
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.262 | ![]() |
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.262 | ![]() |
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.265 | ![]() |
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Informal interaction (model) | -.011 | .079 | .089 | -.056 | ||||||||||||
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 | .156 | .154 | ![]() |
.154 | .159 | ![]() |
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Informal interaction (model) | .118 | .002 | .020 | .002 | ||||||||||||
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 | .240 | ![]() |
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.233 | ![]() |
.233 | ![]() |
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.229 | ![]() |
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Informal interaction (model) | .041 | .408 | ![]() |
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.232 | ![]() |
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-.079 | ![]() |
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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 | .138 | ![]() |
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.135 | .135 | .142 | ||||||||||
Informal interaction (model) | -.176 | ![]() |
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.142 | .373 | ![]() |
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.035 | ||||||
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 | .139 | ![]() |
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.134 | ![]() |
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.134 | ![]() |
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.133 | ![]() |
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Informal interaction (model) | .217 | ![]() |
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-.056 | -.200 | ![]() |
.723 | ![]() |
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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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