Attitudes Toward Diversity : Attitudes Toward Diversity At a Two-Year, Proprietary College Defense Presentation by Nicole Leung, January 27, 2006
Chapter One: Introduction : Chapter One: Introduction The literature suggests:
“Understanding campus climate may be a critical element in enhancing diversity in our colleges and universities” (Edgert, 1999, p. 51).
Problem Rasmussen College is dedicated to diversity Purpose
Climate Studies : Climate Studies
Colleges and universities nationally The literature suggests:
Students make decisions on the basis of their perceptions, so it follows that knowledge of those collective perceptions is critical in understanding and influencing them (Edgert, 1991).
The California Postsecondary Education Commission
Research Questions : Research Questions See dissertation text page 4 3. Do relationships exist between the demographic characteristics listed on the demographic information page of the survey and the synthesized scores of attitudes toward diversity?
2. Do differences exist between the employee and student attitudes toward diversity?
1. What are student and employee attitudes toward diversity [that make up the campus climate]?
Justification for Study : Justification for Study The literature suggests:
Data from climate studies are commonly used to guide diversity enhancement efforts, policies, curriculum, and support services development (CPEC, 1992). Add to the body of campus climate research Survey Tool Gather Formal Data
Hypothesis : Hypothesis List of Hypothesis start on page 5 Demographic Characteristics: sex, race, religion, ability, campus location. (10 total) Two Main Areas: Attitude Category
Research Design : Research Design Page 37 in dissertation text Non-random, convenience sample.
Surveys intended to capture campus climate and relationships between attitudes & demographic characteristics.
Survey, descriptive, case study, sample and domain.
Assumptions and Limitations : Assumptions and Limitations Threats to internal validity in dissertation text page 31 Possible researcher bias Sampling a whole always produces some error
Chapter Two: Literature Review : Chapter Two: Literature Review
Attitudes belong to three classes:
1. cognitive: thoughts, affective
2. Feelings or emotions
3. Behavioral: actions and intentions to act
Dissertation text pages 12-23 A picture of campus climate can be obtained using a survey instrument that identifies and applies these three attitudinal categories.
Chapter Three: Methodology (The survey) : Chapter Three: Methodology (The survey) From this study, a list of 70, one-word items that captured the five dimensions was developed, which resulted in a Reaction to Diversity Inventory. (Appendix D) De Meuse & Hostager (2001) used content analysis Results The pilot Dissertation text page 25
Methodology: Statistical Test Details : Methodology: Statistical Test Details See dissertation text pages 27 & 28 RTD Inventory Categories treated as interval variables Demographic items treated as nominal variables
Specifics about Statistics : Specifics about Statistics Statistical Tests: The Statistical Package for the Social Sciences, St. Cloud State University Statistical Consulting. Spearman’s Correlation Coefficient Chi Square Test T-Test
Validity: content validation for measurement validity : Validity: content validation for measurement validity the p<.01 level. Dr. De Meuse and Hostager This is strong evidence that both surveys measure the same underlying construct regarding perceptions of diversity.
Reliability : Reliability
Equivalent forms method
WDS Survey’s stability.
p<.01 level.
Survey: Attitude Categories : Survey: Attitude Categories The summary score identifies an individual’s overall orientation to workplace diversity” (De Meuse & Hostager, 2001, p. 38). The summary score Overall orientation
Chapter Four: Results : Chapter Four: Results There were 276 total surveys collected from the four Rasmussen campuses Surveys delivered, fall 2004 180 student Surveys 96/203 employee surveys collected (47% response rate)
Response Bias : Response Bias Response bias Some factors cannot be tested without introducing qualitative measures
Survey Scoring : Survey Scoring Participants raw scores
Diversity Optimists: upper one-third (+35 to +11)
Diversity Realists: middle one-third (+10 to -10)
Diversity Pessimists: lower one-third (-11 to –35). See actual scores for each word in dissertation text page 78
Students & Employees : Students & Employees Figure 1. Mean Score for Students and Employees and Each Location Student vs. employee
Location
Total not optimist
Dissertation
text page 40
Employees & Students Significance : Employees & Students Significance Figure 2. Mean Score for Students and Employees (All Campuses combined) Employee & student
Reject the null Dissertation
Text page 43
Raw and Mean Scores : Raw and Mean Scores Regardless of raw score and mean scores, students and employees can not be categorized as diversity optimists.
T-Test Rasmussen College can be classified as Diversity Realists
Slide22 : Figure 3. Mean Score for Students by Previous College Attendance College Attendance Significance Hypothesis 7
p-value .009
Null hypothesis rejected Dissertation text
page 43
Slide23 : Figure 4. Mean Scores by Age Age Significance Hypothesis 10
p-value.014
Null rejected Dissertation text page 45
Chapter Four: Summary of Results : Chapter Four: Summary of Results Hypothesis one, two, seven and ten
Hypothesis three, four, five, six, eight and nine See page 37 in dissertation text for chart
Chapter Five: Summary, Conclusions, and Recommendations : Chapter Five: Summary, Conclusions, and Recommendations Groups with significantly more positive attitudes toward diversity than their counterparts Employees (versus students)
Older participants (versus younger)
Participants with previous college attendance (versus those without)
Recommendations for Rasmussen : Recommendations for Rasmussen From the Data Collected
From the literature review
Future Research: Campus Climate Studies : Future Research: Campus Climate Studies Do minorities have more optimist attitudes? Future climate studies can include qualitative research
Survey other proprietary colleges in Minnesota for a combined analysis of several groups of schools The synthesized Minnesota Data can be used