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 |
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Gained greater knowledge of my racial/ethnic groups' contributions to American society |
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Involved with groups and activities reflecting other cultural and ethnic backgrounds |
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Involved with groups and activities reflecting my own cultural and ethnic background |
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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. |
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Questions? Comments? Please send e-mail to diversitymatters@umich.edu.
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