Table C2
Learning outcomes from the CIRP study among African-American and Latino students |
| |
African Americans
Informal interaction diversity |
Latinos
Informal interaction diversity |
|
Classrom
diversity |
Workshop |
Discussion |
Socializing |
Same race:
Close college
friends |
Classrom
diversity |
Workshop |
Discussion |
Socializing |
Same race:
Close college
friends |
Four-year learning
outcomes:
Engagement and motivation |
| Degree aspiration in 1989 |
|
|
|
|
|
|
|
 |
|
|
| Drive to achieve |
|
|
|
|
|
|
|
|
|
|
| Self-confidence (Intellectual) |
|
|
|
|
|
|
|
|
|
|
| Write original works
(poems, novels, short stories, etc.) |
|
|
|
|
|
|
|
|
|
|
| Create artistic works (painting, sculpture, decorating, etc.) |
|
|
|
|
|
|
|
|
|
|
| Preparation for graduate/professional school |
|
|
|
|
|
|
 |
|
|
|
| |
African Americans
Informal interaction diversity |
Latinos
Informal interaction diversity |
|
Classrom
diversity |
Workshop |
Discussion |
Socializing |
Same race:
Close college
friends |
Classrom
diversity |
Workshop |
Discussion |
Socializing |
Same race:
Close college
friends |
Four-year learning
outcomes:
Intellectual and academic skills |
| Average undergraduate grades (self-reported) |
|
|
|
|
|
|
|
|
|
|
| General knowledge |
|
|
|
|
|
|
|
|
|
|
| Academic ability |
|
|
|
|
|
|
|
|
|
|
| Writing |
|
|
|
|
|
|
|
|
|
|
| Listening ability |
|
|
|
|
|
|
|
|
|
|
| Analytical and problem-solving skills |
|
|
|
|
|
|
|
|
|
|
| Ability to think critically |
|
|
|
|
|
|
|
|
|
|
| Writing skills |
|
|
|
|
|
|
|
|
|
|
| Foreign language skills |
|
|
|
|
|
|
|
|
|
|
| |
African Americans
Informal interaction diversity |
Latinos
Informal interaction diversity |
|
Classrom
diversity |
Workshop |
Discussion |
Socializing |
Same race:
Close college
friends |
Classrom
diversity |
Workshop |
Discussion |
Socializing |
Same race:
Close college
friends |
Nine-year learning
outcomes:
Engagement and motivation |
| Average undergraduate grades (self-reported) |
|
|
|
|
|
|
|
|
|
|
| Self-confidence (Intellectual) |
|
|
|
|
|
|
|
|
|
|
| Write original works (poems, novels, short stories, etc.) |
|
; |
|
|
|
|
|
|
|
|
| Create artistic works (painting, sculpture, decorating, etc.) |
|
|
|
|
|
|
|
|
|
|
| |
African Americans
Informal interaction diversity |
Latinos
Informal interaction diversity |
|
Classrom
diversity |
Workshop |
Discussion |
Socializing |
Same race:
Close college
friends |
Classrom
diversity |
Workshop |
Discussion |
Socializing |
Same race:
Close college
friends |
Nine-year learning
outcomes:
Intellectual and academic skills |
| Academic ability |
|
|
|
|
|
|
|
|
|
|
| Writing |
|
|
|
|
|
|
|
|
|
|
| Listening ability |
|
|
|
|
|
|
|
|
|
|
| |
African Americans
Informal interaction diversity |
Latinos
Informal interaction diversity |
|
Classrom
diversity |
Workshop |
Discussion |
Socializing |
Same race:
Close college
friends |
Classrom
diversity |
Workshop |
Discussion |
Socializing |
Same race:
Close college
friends |
Nine-year learning
outcomes:
Valued skills |
| General knowledge |
|
|
|
|
|
|
|
|
|
|
| Analytical and problem-solving skills |
|
|
|
|
|
|
|
|
|
|
| Ability to think critically |
|
|
|
|
|
|
|
|
|
|
| Writing |
|
|
|
|
|
|
|
|
|
|
| Foreign language skills |
|
|
|
|
|
|
|
|
|
|
| Notes: All outcome meaures reflect student growth since entering college. Details on the specific measurement approach used are found in Appendix C. Positive effects indicated by square; negative effects indicated by diamond. Nonsignificant effects (p > .10) not shown. "Classroom Diversity" was measured by the students’ enrollment in an ethnic studies course in college. "Workshop" refers to attendance at a racial/cultural awareness workshop in college. "Discussion" and "Socializing" were measured by the frequency with which the student "discussed racial/ethnic issues" and "socialized with someone of another racial/ethnic group" during college. |