Download - Introduction
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Service and Diverse Interactions in College as Predictors of Civic Engagement in the
Post-college Years: Differences Across Institutional Types
Erica Yamamura, M.A.Nida Denson, M.A
UCLA Higher Education Research Institute
AIR Annual ForumSan Diego, CA
May 2005
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Introduction
Shifts in community service and service learning (K-12 & Higher Education)
Increasingly diverse college campuses Impact of College on Volunteerism after
college
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Background: Community Service and Service Learning
Few studies have looked at the long-term impact of college community service on post-college civic engagement. (Astin, Sax, & Avalos, 1999; Denson, Vogelgesang, & Saenz, 2005; Eyler, 2000)
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Background: Racial Diversity in Higher Ed Types of Diversity
– Structural Diversity– Diversity Initiatives– Cross-racial Interaction(Hurtado, Milem, Clayton-Pedersen, & Allen,
1999; Milem, 2003)
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Background: Cross-Racial Interaction Cross-racial interaction (CRI):
type of college diversity that looks directly at peer interaction with students of different racial and ethnic groups (Antonio, 1998; Milem, 2003).
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Background: Cross-Racial Interaction Few studies have looked at the long-
term benefits of cross-racial interaction. A notable exception:
Bowen and Bok’s (1998) study of graduates of selective schools
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Theoretical Framework:Institutional Type Analysis No current study on the impact of
college service and diversity on civic engagement post-college by institutional type
Institutional Types for Study:– Public– Private– Religious
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Data Sources
CIRP 1994/1998 Data
2004 Post-College Follow Up Survey– supported by a three-year grant from the
Atlantic Philanthropies U.S.A., Inc
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Method
Sample– 6,515 students from 138 institutions– 1994 SIF, 1998 CSS, 2004 PCFS
Analytic Approach– Hierarchical Linear Modeling (HLM)
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Logic of Hierarchical Linear Modeling (Raudenbush & Bryk, 2002)
HLM decomposes relationships between variables into separate student-level and institution-level components
The different effects of a variable resulting from differing levels can be included in one model
Allows for formulation and testing of hypotheses about cross-level effects
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Institution-level
Student-level
OutcomePost-College Volunteerism
Type AVG: service
AVG: CRI
Service CRI
% URM
Conceptual Framework
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Research Question #1: Student-Level Effects
Institution-level
Student-level
Outcome Post-College Volunteerism
Type AVG: service
AVG: CRI
Service CRI
% URM
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Research Question #2:Institution-Level Effect
Institution-level
Student-level
Outcome Post-College Volunteerism
Type AVG: service
AVG: CRI
Service CRI
% URM
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Research Question #3: Institution-Level EffectsInstitution-level
Student-level
Outcome Post-College Volunteerism
Type AVG: service
AVG: CRI
Service CRI
% URM
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Research Question #4: Cross-Level Effects
Institution-level
Student-level
OutcomePost-College Volunteerism
Type AVG: service
AVG: CRI
Service CRI
% URM
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2004 Volunteerism Outcome (α=.81)12 Items- Frequency: performed volunteer work (.74)- HPW: volunteer work (.68)- Collect, prepare, distribute, or serve food (.60)- Collect, make or distribute clothing, crafts, or goods other
than food (.49)- Teach, tutor, mentor, coach, or referee (.56)- Fundraise or sell items to raise money (.54)- Supply transportation for people (.55)- Provide general office services (.49)- Provide information, be an usher, greeter or minister (.60)- Engage in music, performance, or other artistic activities
(.49)- Perform physical labor (.64)- Other (.49)
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Variables of Interest Student-Level
– Service (no service, community service only, both community service and SL)
– Cross-racial interaction (CRI) Institution-Level
– Institutional type (public, private, religious)– Structural diversity (% URM)– Peer average levels of volunteerism– Peer average levels of CRI
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Control Variables Student-Level
– Freshman pretest for volunteerism– Pre-college characteristics – College experiences
Institution-Level– Size, selectivity– Student-level aggregates (peer effects)
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Sample – Percent by institutional type
05
101520253035404550
Public Private Religious
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Service by Institutional Type
0
10
20
30
40
50
60
70
Public Private Religious
No service
Communityservice onlyBoth communityservice and SL
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CRI by Institutional Type
0
10
20
30
40
50
60
Public Private Religious
Low CRIMedium CRIHigh CRI
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2004 Volunteerism by Institutional type
0
5
10
15
20
25
30
35
40
Public Private Religious
Low VolunteerismMedium VolunteerismHigh Volunteerism
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Student-Level Findings
Volunteer (+++)Volunteer & SL (+++)Cross-racial interaction (++)
* p <.05** p<.01*** p<.001
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Student-Level Findings HS volunteering (+++) Curricular/co-curricular diversity acts
(+++) Attended religious services (+++) Leadership/honors acts (+++) Challenged prof’s ideas in class (+++)* p <.05** p<.01*** p<.001
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Student-Level Findings
Asian/Asian-American (-)Joined a fraternity/sorority (-)
* p <.05** p<.01*** p<.001
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Institution-level findings
Institutional type: private (ns) Institutional type: religious (ns) Structural diversity: %URM (ns) AVG: volunteerism (ns) AVG: CRI (ns)
* p <.05** p<.01*** p<.001
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Institution-level findings
AVG: attended religious services (++)
* p <.05** p<.01*** p<.001
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Cross-Level Findings
AVG: volunteerism (ns)
* p <.05** p<.01*** p<.001
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Cross-Level Findings
Structural diversity: % URM (--)AVG: attended religious services (+
+)
* p <.05** p<.01*** p<.001
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Summary
Student participation in service and/or cross-racial interaction in college positively influences volunteerism after college
Attending religious services also positively influences volunteerism after college
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Summary
Student peer group influence plays a larger role than institutional type (i.e. religious colleges) in predicting volunteerism after college
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Summary
Structural diversity (as measured by %URM) had a weakening effect on the CRI volunteerism relationship
Peer average levels of attending religious services had a strengthening effect on the CRI volunteerism effect
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For copies of our presentation…
http://www.gseis.ucla.edu/heri
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Question & Answer Session
Thank you!