Student Experiences with Diversity at Liberal Arts Colleges - Research Paper Example

Diversity in Schools: An analytical analysis Introduction Paul Umbach and George Kuh examined the wayin which smaller universities introduce their students to human diversity in their study “Student Experiences with Diversity at Liberal Arts Colleges: Another Claim for Distinctiveness” (2006). It has become widely recognized that students of university college classes, the institutions themselves and society at large all reap several benefits when various ethnic groups are included in the same classroom. These benefits include improved intergroup relations and mutual understanding as students are challenged to think about their own preconceived concepts and ideas and learn to appreciate another’s viewpoint. Other benefits include greater critical and active thinking, higher retention rates and degree aspirations, more frequent participation in community service, higher levels of civic engagement, cultural awareness and commitment to improving racial understanding (Umbach & Kuh, 2006). These assumptions are supported by numerous other studies that have found similar benefits for college students (Gurin, 1999). While larger college campuses have the draw to pull a large body of minority students, smaller liberal arts colleges typically have fewer students, less diversity and fewer resources to offer this same environment, yet they still manage to provide their students with many of these benefits. It has not yet been established why or how these smaller colleges manage to give their students this type of experience. Therefore, this study was designed to answer primarily three questions: How do students at liberal arts colleges compare with their counterparts at other types of institutions in terms of their diversity related experiences; what organizational factors and conditions are related to diversity experiences at liberal arts colleges; and what are the relationships between diversity experiences at liberal arts colleges and other educationally purposeful activities and outcomes? Relevance One of the questions explored by this study is whether or not students at the smaller liberal arts colleges experience the same, less or greater degree of diversity than those students attending larger university campuses with greater inherent diversity among its student population. This is relevant both in determining whether students at smaller institutions are receiving the type of education desired in terms of being able to meet ‘real-world’ challenges as well as whether true diversity in student population is necessary to provide students with this education. The study also begins to formulate ideas regarding which programs, activities, curriculum or other factors contribute to an effective experience. The study is relevant to more than simply the application to which it has been put as well. While it is important to understand how smaller campuses with a less diverse student population can provide the same sorts of benefits experienced by students in larger universities, the findings published in this report could have applicability to campuses as small as secondary or even primary school settings. The methods adopted, activities sponsored, diversity levels maintained or curriculum adjustments made could have significant impact on helping younger students experience some of these benefits at an earlier age and perhaps with less difficulty or greater degree of integration into their core curriculum. Validity The study relied on results obtained in the National Survey of Student Engagement issued in 2002 and was analyzed using hierarchical linear modeling (HLM). According to the developers of the survey, “the validity and credibility of self-reports have been examined extensively. Self-reports are likely to be valid under five general conditions … the report was intentionally designed to satisfy all these conditions” (Umbach & Kuh, 2006). The efforts put into the survey’s design have been recognized at various institutions throughout the United States and in Canada as a highly valid means of measuring student engagement in five key areas (“The Student Experience”, 2006). “Feedback at dozens of national, state and campus presentations indicate that the survey has a high degree of face validity with faculty members and academic administrators. Psychometric analyses show that most items are reliable” (Ouimet et al, 2001). To analyze the data gathered, Umbach and Kuh employed hierarchical linear modeling (HLM). HLM was selected because of its ability to overcome the inherent problems that are associated with unit of analysis. “HLM partitions the variance between the institution and the student, resulting in more accurate parameter estimates. This makes it possible to determine what is an individual level effect or a group level effect” (Umbach & Kuh, 2006: 174). The decision to use this method of analysis provides the study with a great deal of strength in terms of the validity of its findings. In addition to overcoming challenges presented by other methods of analysis, HLM provides the ability to place individual data findings into appropriate context within the hierarchical structure. This enables researchers to compare data across a wide variety of structures as well as within the structure (Griffin & Hoffman, 1997). Reliability The reliability of the National Survey of Student Engagement used as the primary source of data for this study has an equally high degree of reliability. In the description of how the survey was developed, questions asked in the survey were intended to be easily understood by the entire group of students to whom it might be administered. While the reliability of the study was accepted to be high, a separate study was conducted to determine just how reliable the survey was. Researchers (Ouimet et al, 2001) used both qualitative and quantitative methods to determine that students taking the survey generally interpreted the questions similarly and the response categories were item specific. These findings indicate that the survey is highly reliable and therefore the base data used for the Umbach and Kuh study was trustworthy. Likewise, the HLM analysis conducted by Umbach and Kuh is fully described so the results could be similarly tested and analyzed. Graphs and charts present the actual data used to reach the conclusions found while the entire process of analysis is described step by step for easy replication. This method allowed researchers to “explore the impact of differences in student engagement in diversity-related activities by institutional type” as well as examine the institutional factors that are related to diversity and the effects of diversity experiences on student engagement at liberal arts colleges” (Umbach & Kuh, 2006). The ability to compare multiple sets of data within appropriate contexts and make cross-analyses increases the level of reliability. Ethics There are no significant issues with ethics involved in this study. The survey issued to students is done on a voluntary basis from institution to institution and is designed in such a way as to ensure its participants are comfortable with the wording, understand the questions being asked and do not feel threatened in any way for providing truthful answers. The National Survey of Student Engagement is further designed to address exactly the issues that this study is focused upon, namely the level of the students’ engagement in instructional and extracurricular activities that are focused upon explorations of diversity. The students experience no pressure, no threats, little confusion and no repercussions for any statements made in the completion of the survey. They are rarely questioned for further information regarding the responses they make and the questions are designed to allow for free expression of opinions or impressions without regard to societal norms. Further, the use of the HLM modeling method of analysis ensures the greatest possible validity and reliability in results while still preserving the contextual information. This preservation of contextual data helps to keep the greater picture in view while still presenting information at the individual level and allows for the necessary comparisons to be made on a more objective, factual basis rather than through more subjective assumptions made based upon student population or other factors that may or may not have relevance. The presentation of the analyses made in step by step format eliminates any concerns of inappropriate usage of data. At the same time, the HLM method itself reduces the number of questionable results that might be obtained through other methods of analysis. Conclusions Based upon the analysis provided, it is concluded that Umbach and Kuh’s study is among the highest quality. The researchers’ choice of data sources is rated among the top of the field. The National Survey of Student Engagement has been proven to retain high levels of validity and reliability in numerous independent studies. This single survey is able to collect numerous pieces of information regarding the level of engagement students feel while working to ensure they feel comfortable and capable to answer questions honestly and fully. At the same time, the method of analysis was selected because of its ability to overcome the handicaps of other methods while providing a means of comparing numerous types of data within the context of hierarchical structures. This preservation of information in context ensures appropriate evaluation and accurate conclusions. Their conclusions that smaller liberal arts colleges are equally if not more capable of introducing diversity among their students, thereby ensuring everyone receives the benefits such experiences can offer, is based upon valid and reliable methods. These conclusions can be applied to colleges of all sizes as well as primary and secondary schools as a means of expanding the benefits received by students of all ages regardless of the actual level of diversity within the school setting. References Griffin, Mark A. & Hoffman, David A. (Summer 1997). “Hierarchical Linear Models in Organizational Research: Cross-Level Interactions.” 1997 Research Methods Forum. N. 2. Available 22 January 2007 from Gurin, Patricia. (1999). Expert Report of Patricia Gurin. The Compelling Need for Diversity in High Education. Gratz et al v. Bollinger et al, No. 97-752437 and Grutter et al v. Bollinger et al, No. 97-75928. Ann Arbor, MI: The University of Michigan. Available 22 January 2007 from Ouimet, Judith A; Carini, Robert M.; Kuh, George D. & Bunnage, JoAnne C. (4 June 2001). “Using Focus Groups to Establish the Validity and Reliability of a College Student Survey.” Long Beach, CA: AIR Forum. Available 22 January, 2007 from “(The) Student Experience in a Rankings Wrangle.” (2 November 2006). UBC Reports. Vol. 52, N. 1. The University of British Columbia. Available 22 January 2007 from < http://www.publicaffairs.ubc.ca/ubcreports/2006/06nov02/rankings.html> Umbach, Paul D. & Kuh, George D. (January/February 2006). “Student Experiences with Diversity at Liberal Arts Colleges: Another Claim for Distinctiveness.” The Journal of Higher Education. Vol. 77, N. 1. Read More