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Assessment Project: University of Utah Students of Color

Assessment Project: University of Utah Students of Color. Presented by: Cristina Caputo & Nedra Hotchkins . Summary of Literature.

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Assessment Project: University of Utah Students of Color

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  1. Assessment Project:University of Utah Students of Color Presented by: Cristina Caputo & Nedra Hotchkins

  2. Summary of Literature According to the literature, “students of color frequently experience negative racial campus climates, in that of predominantly White institutions (PWI’s)”(Cureton, 2003; Hurtado, 1992; Suarez-Balcazar, 2003).

  3. Assessment Question: How do Students of Color (SOC) experience and/or perceive the University of Utah campus?

  4. Alignment Mission of Student Affairs The mission of Student Affairs is to prepare students for active engagement in an increasingly diverse and global society, to foster community on campus, to provide outstanding service, and to be an integral component to achieving the mission of the University.

  5. (#1) Develop students as a whole through the cultivation and enrichment of the body, mind and spirit. • (#3) Promote Diversity on campus through effective programming and active recruitment of staff and students.

  6. Fall 2011 Undergrad Enrollment Stats by Ethnicity

  7. Review of Existing Data • Spring 2009 Diversity/Multiculturalism/Inclusivity Consortium Survey • Student Affairs Action Coalition Report: Diversity Committee Practice Recommendations • Fall 2011 OBIA Enrollment Headcount by Academic Level, Ethnicity, and Gender Survey Overview: Sample Questions of Interest • I believe my campus is diverse • The college/university is supportive of people from different ethnic backgrounds • Comfort or knowledge Reporting instances of harassment/discrimination either witnessed or experience • Witnessing and/or experiencing discrimination and harassment (race, gender, sexual orientation etc.) on campus in past 12 months. • Singled out in class because of my identity (race, gender, sexual orientation etc.) in past 12 months. • Perceptions, sources, and locations/space where discrimination or harassment occurred. • Racial category and gender identity with which student most identifies • Describe college campus (respectful, welcoming) • Describe racial/ethnic tensions on campus • Are you an international student (holding X type of visa)

  8. Respondents Racial Identity Respondents InternationalStatus

  9. Filters & Significance

  10. Differential Treatment

  11. Differential Treatment: Source

  12. Differential Treatment: Space

  13. Data: Significance & Gaps • Categories and Language: • Asian and Pacific Islanders are one category which oversimplifies and overshadows these distinct identities/experiences. • Scale choices vary from Yes/No to intervals (dichotomous & continuous) • Example Question #1 (different if an interval question instead?) • Broad/Vague survey categories: • Words like “Diverse”, “Appearance/Physical Characteristics” or “Ethnicity” vs. “Race” • Questions of discrimination/harassment relate to “race, gender, and sexual orientation etc.” were combined. • Clarify and hear stories regarding campus experiences for students of color in relation and comparison to positive treatment.

  14. Assessment Plan • 4 semi-structured focus groups using convenience sampling method. • Sampling members from CESA student groups which include: • Black Student Union (BSU) • American Indian • Asian American • Latina/o (M.E.Ch.A) • Pacific Islander

  15. Protocol: Timeline, Process, & Methodology

  16. Focus Group Questions • “As a SOC…” • What attracted you to choose the University of Utah? • Please describe your interactions or experiences with administrators and staff on campus (as a SOC). • Have you ever felt as if your “voice” was silenced? • Demographic Information: • Academic Level (Freshman, Sophomore, etc.) • Major • Gender • Race/Ethnicity • Campus activities/involvement

  17. Resources & Constituents • Collaborate with CESA, SADC, and Equity & Diversity • Funding for incentives $$$ • Partner with Assessment, Research, and Evaluation to ensure that assessment complies with research ethics and policy. • Diversity Council • CESA • Center for Teaching Learning & Excellence (CTLE) • University College Advising • Equity & Diversity

  18. Feedback: Questions/Prompts • General questions/clarification? • Thoughts or suggestions on focus group questions… • Should Cristina participate as a White observer? What are the pros or cons to her presence in the focus group?

  19. References LITERATURE & RESEARCH • Cureton, S.R. (2003). Race-Specific college student experiences on a predominantly white campus. Journal of Black Studies, 33(3), 295-311. • Hurtado, S. (1992). The Campus Racial Climate: Contexts of Conflict. Journal of Higher Education, 63(5), 539-569. • Kuh & Whitt. Chapter 13. “Culture and American Colleges and Universities” pp.160-169 in Brown, M.C. II, (Ed.). (2000). Organizations and Governance in Higher Education. (Fifth Edition). Boston: Pearson Custom Publishing. • Suarez-Balcazar, Y. (2003). Experiences of differential treatment among college students of color. [Article]. Journal of Higher Education, 74(4), 428-444. DATA • 2009 Diversity/Multiculturalism/Inclusivity Consortium Survey • SA Action Coalition Report: Diversity Committee Practice Recommendations • Fall 2011 OBIA enrollment data on ethnicity and gender

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