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 | ||||||||||||||||
Nine-year learning outcomes: Valued skills | ||||||||||||||||
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 | .046 | ![]() |
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.047 | ![]() |
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.047 | ![]() |
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.046 | ![]() |
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Informal interaction (model) | .019 | ![]() |
.067 | ![]() |
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.047 | ![]() |
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.007 | |||||
Analytical and problem-solving skills | ||||||||||||||||
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 | .005 | .005 | .005 | .005 | ||||||||||||
Informal interaction (model) | .028 | .074 | ![]() |
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.071 | ![]() |
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.013 | ||||||
Ability to think critically | ||||||||||||||||
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 | .079 | ![]() |
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.080 | ![]() |
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.080 | ![]() |
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.079 | ![]() |
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Informal interaction (model) | .100 | ![]() |
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.166 | ![]() |
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.110 | ![]() |
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.036 | |||
Writing skills | ||||||||||||||||
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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.102 | ![]() |
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.103 | ![]() |
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.102 | ![]() |
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Foreign language sills | .117 | ![]() |
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.170 | ![]() |
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.071 | ![]() |
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.016 | ||||
Foreign language skills | ||||||||||||||||
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 | .138 | ![]() |
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.138 | ![]() |
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.137 | ![]() |
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.139 | ![]() |
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Informal interaction (model) | .112 | ![]() |
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.146 | ![]() |
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.109 | ![]() |
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.099 | ![]() |
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Next 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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