|
EXPERT REPORT OF PATRICIA GURIN |
| Table i2 Democracy outcomes from the classroom study on the intergroup relations, community, and conflict (IGRCC) program | |
participation | |
| Citizenship engagement | |
| Perspective-taking |  |
| Interest in politics in general | |
| Interest specifically in group inequality | |
| Commitment to future political involvement | |
| Involvement in campus political activities | |
| Involvement in community service | |
| Involvement in student government | |
| Anticipated commitment to community/politics after college | |
| Compatibility of differences | |
| Mutuality | |
| Enjoyed learning about the experiences and perspectives of other groups | |
| Thought more about my memberships in different groups | |
| Learned a great deal about other racial/ethnic groups and their contributions to American society |
|
| Gained greater knowledge of my racial/ethnic groups' contributions to American society |
|
| Involved with groups and activities reflecting other cultural and ethnic backgrounds |
|
| Involved with groups and activities reflecting my own cultural and ethnic background |
|
| Perceived non-devisiveness | |
| Positive views of conflict | |
| Negative views of conflict |  |
| Notes: IGRCC Participation during the first year of college is a dichotomous measure: participant, nonparticipant. The two groups were matched as first year students, for gender, race/ethnicity, instate-out of state residency, and residence hall at Michigan. Each group was followed for four years: The outcome measures shown here come from the fourth year questionnaires that both groups completed. Positive effects indicated by a square; negative effects indicated by a diamond. Nonsignificant effects (p. > .05) not shown. | |