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 | ||||||||||||||||
Four-year democracy outcomes: Citizen engagement | ||||||||||||||||
Influencing the political structure | ||||||||||||||||
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 | .167 | ![]() |
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.169 | ![]() |
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.169 | ![]() |
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.168 | ![]() |
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Informal interaction (model) | .208 | ![]() |
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.300 | ![]() |
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.115 | ![]() |
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.064 | ![]() |
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Influencing social values | ||||||||||||||||
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 | .176 | ![]() |
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.177 | ![]() |
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.177 | ![]() |
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.176 | ![]() |
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Informal interaction (model) | .237 | ![]() |
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.288 | ![]() |
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.137 | ![]() |
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.030 | ![]() |
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Helping others in difficulty | ||||||||||||||||
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 | .129 | ![]() |
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.130 | ![]() |
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.130 | ![]() |
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.129 | ![]() |
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Informal interaction (model) | .157 | ![]() |
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.191 | ![]() |
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.140 | ![]() |
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.034 | |||
Being involved in programs to clean up the environment | ||||||||||||||||
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 | .103 | ![]() |
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.104 | ![]() |
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.104 | ![]() |
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.103 | ![]() |
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Informal interaction (model) | .167 | ![]() |
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.214 | ![]() |
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.102 | ![]() |
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.046 | ![]() |
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Participating in community action program | ||||||||||||||||
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 | .194 | ![]() |
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.195 | ![]() |
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.196 | ![]() |
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.194 | ![]() |
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Informal interaction (model) | .268 | ![]() |
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.304 | ![]() |
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.169 | ![]() |
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.037 |
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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