ellen bara stolzenberg, ph.d. · ellen bara stolzenberg, ph.d. assistant director for research ....

Ellen Bara Stolzenberg, Ph.D. Assistant Director for Research

Higher Education Research Institute University of California, Los Angeles

Bryce Hughes, Ph.D.

Assistant Teaching Professor Montana State University

Summary HERI & CIRP Overview CIRP Freshman Survey Sample Select Background Characteristics Finances Emotional Health Political & Civic Engagement Q&A and Discussion

Two Dimensions of HERI

Grant- Funded

Research

• HHMI • Helmsley Trust • National Institutes of Health • National Science Foundation

• Annual Student Surveys • Triennial Faculty Survey

Presenter

Presentation Notes

“The mission of the Higher Education Research Institute is to inform educational policy and promote institutional improvement through an increased understanding of higher education and its impact on college students.”

CIRP Overview Research-based Questions

50 years of contributing to the research literature Comprehensive Survey Instruments

A broad scope allows for shifts of focus not tied to one particular theory but allows for multiple theories as we learn from previous research

Comparative Information Benchmark against peers and aspirational groups

Longitudinal Design

Presenter

Presentation Notes

Extensive impact on what we know about university/college effects Involvement Impact of Diversity Retention

CIRP Student Surveys*

College Senior Survey

(CSS)

Diverse Learning

Environments (DLE)

Your First College

Year (YFCY)

Freshman Survey (TFS)

College entry End of 1st year 2nd or 3rd year or > 24 units Senior year

*Faculty Survey administered every 3 years

Presenter

Presentation Notes

Joe: Start (Invite Ellen)

CIRP Freshman Survey Largest and longest running study of higher

education in the United States Started by Dr. Alexander Astin at ACE. 1966: First national administration Fall 2015 marked the 50th administration More than 15 million students Nearly 1,800 institutions

Sample 2015 CIRP Freshman Survey

1st time students were asked to report their gender identity

678 Transgender students

209 institutions

National Sample Weighted data to reflect the nearly 1.5 million first-

time, full-time students who started college in Fall 2015.

Featured in The American Freshman: National Norms Fall 2015 (Eagan et al, 2015).

Presenter

Presentation Notes

Transgender students comprise less than ½ of 1% of the weighted sample so are included in the national sample. 320 institutions

Select Background Characteristics

56.5% 53.9% 53.8%

50.0%

58.7%

29.5%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

Attending college more than100 miles from home

HS GPA of A- or higher Religious preference:Agnostic, Atheist, or None

Transgender Students National Sample

Presenter

Presentation Notes

Finally, in addition to the long-standing “none” option, the 2015 Freshman Survey included “atheist” and “agnostic” options for the first time when students are asked for their religious preference. More than half (53.8%) of the transgender students selected either agnostic, atheist, or none for their religious preference, compared to only 29.5% of the normed sample.

Finances

Financial Background and Expectations

47.2%

18.9%

34.9%

56.3%

12.0%

28.5%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

Parent/Guardian Income 75Kor more

Major financial concern Some/Very good chance ofworking full-time while in

college

Transgender Students National sample

Types of Financial Support

35.4% 32.8%

47.8%

60.7%

20.9%

26.6%

36.6%

51.6%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

Work-study Pell Grant Need-based grants orscholarships

Merit-based grants orscholarships

Transgender Students National sample

Presenter

Presentation Notes

ADD MORE FOR STUDENTS IN TRANSITION?

Emotional Health

Self-rated Emotional Health

12.7%

52.1%

36.7%

24.4%

50.6%

23.5%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

National sample

Transgender students

Lowest 10%/Below average Average Above average/Highest 10%

Emotional Well-Being

54.9%

47.2%

74.6%

34.1%

9.5%

47.7%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

Frequently felt overwhelmedby all I had to do

Frequently felt depressed Some/very good chance ofseeking personal counseling

Transgender students National sample

Time Management

33.4% 39.7%

60.1%

51.8%

26.3%

45.9%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

Ability to manage your timeeffectively (Somewhat

strong/Major strength)

Online social networks (6+hours/week)

Socializing with friends (6+hours/week)

Transgender students National sample

Political & Civic Engagement

Political Views

33.5%

69.2%

44.9%

23.5%

21.6%

7.3%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

National Sample

Transgender Students

Liberal/Far Left Middle-of-the-road Far right/Conservative

Social Agency

25.6%

17.9%

45.9%

39.8%

28.4%

42.3%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

National Sample


Low Average High

Civic Engagement

28.9%

15.6%

47.7%

36.9%

23.4%

47.5%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

National Sample


Low Average High

Political Engagement

43.0%

52.1% 47.4%

68.7%

14.5%

32.4%

20.8%

33.1%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

Publicly communicatedmy opinion about a cause

(Frequently)

Discussed politics(Frequently)

Demonstrated for a cause(e.g. boycott, rally,

protest) in the past year(Frequently/Occasionally)

Likelihood ofparticipating in student

protests/demonstrationsin college (Some/Very

good chance)


Goals (Very Important/Essential)

43.1%

55.7%

63.3% 64.6%

22.3%

40.4% 43.9%

41.2%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

Influencing thepolitical structure

Keeping up to datewith political affairs

Influencing socialvalues

Helping to promoteracial understanding


Contact Information Ellen Bara Stolzenberg, PhD Assistant Director for Research

Higher Education Research Institute University of California, Los Angeles

(310) 825-6991 [email protected]

ellen bara stolzenberg, ph.d. · ellen bara stolzenberg, ph.d. assistant director for research ....

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