Introduction

1. Service and Diverse Interactions in College as Predictors of Civic Engagement in the Post-college Years: Differences Across Institutional TypesErica Yamamura, M.A.Nida Denson, M.AUCLA Higher Education Research InstituteAIR Annual ForumSan Diego, CAMay 2005

2. Introduction • Shifts in community service and service learning (K-12 & Higher Education) • Increasingly diverse college campuses • Impact of College on Volunteerism after college

3. 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)

4. Background: Racial Diversity in Higher Ed • Types of Diversity • Structural Diversity • Diversity Initiatives • Cross-racial Interaction (Hurtado, Milem, Clayton-Pedersen, & Allen, 1999; Milem, 2003)

5. 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).

6. 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

7. 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

8. 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

9. Method • Sample • 6,515 students from 138 institutions • 1994 SIF, 1998 CSS, 2004 PCFS • Analytic Approach • Hierarchical Linear Modeling (HLM)

10. 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

11. Conceptual Framework Institution -level Student -level Outcome AVG: service AVG: CRI Type % URM Service CRI Post-College Volunteerism

12. Research Question #1: Student-Level Effects Institution -level Student -level Outcome % URM AVG: service AVG: CRI Type Service CRI Post-College Volunteerism

13. Research Question #2:Institution-Level Effect Institution -level Student -level Outcome % URM AVG: service AVG: CRI Type Service CRI Post-College Volunteerism

14. Research Question #3: Institution-Level Effects Institution -level Student -level Outcome % URM AVG: service AVG: CRI Type Service CRI Post-College Volunteerism

15. Research Question #4: Cross-Level Effects Institution -level Student -level Outcome % URM AVG: service AVG: CRI Type Service CRI Post-College Volunteerism

16. 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)

17. 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

18. Control Variables • Student-Level • Freshman pretest for volunteerism • Pre-college characteristics • College experiences • Institution-Level • Size, selectivity • Student-level aggregates (peer effects)

19. Sample – Percent by institutional type

20. Service by Institutional Type

21. CRI by Institutional Type

22. 2004 Volunteerism by Institutional type

23. Student-Level Findings • Volunteer (+++) • Volunteer & SL (+++) • Cross-racial interaction (++) * p <.05 ** p<.01 *** p<.001

24. 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

25. Student-Level Findings • Asian/Asian-American (-) • Joined a fraternity/sorority (-) * p <.05 ** p<.01 *** p<.001

26. 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

27. Institution-level findings • AVG: attended religious services (++) * p <.05 ** p<.01 *** p<.001

28. AVG: volunteerism (ns) * p <.05 ** p<.01 *** p<.001 Cross-Level Findings

29. Structural diversity: % URM (--) AVG: attended religious services (++) * p <.05 ** p<.01 *** p<.001 Cross-Level Findings

30. 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

31. Summary • Student peer group influence plays a larger role than institutional type (i.e. religious colleges) in predicting volunteerism after college

32. 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

33. For copies of our presentation… http://www.gseis.ucla.edu/heri

34. Question & Answer Session Thank you!