How Do Race and SES of Good Practices in

Kathy Goodman, Student Affairs Administration and Research, CRSD Jamie Jorgensen, Higher Education, EPLS

Influence Experiences Undergraduate Education?

Dr. Martin Luther King, Jr.Research Symposium

February 1st, 2008

Research Question How do students’ SES and race relate to their

college experiences? Practical questions: higher education community Lack of research: experiences compared to access

Good Practices in Education

student-faculty contact

cooperation among students

active learning

academic effort/time on task

prompt feedback to students

high expectations

respect for diverse experiences and ways of knowing

(Chickering & Gamson, 1987, 1991, 1999)

College Experiences – Race and SESStudents of color: Learning enhanced by student-faculty interactions

Less likely to drop out when academically engaged

Low-SES students: Less involvement -- studying, student activities,

cultural involvement, cooperative learning, tutoring others, discussing course content

Work more hours

Findings: Race and Good PracticesStudy 1 shows race affects

exposure to good practices non-classroom quality

time with faculty faculty interest in teaching

& development academic effort/involvement essay exams and computer use instructional organization and preparation

Findings: Race and Good Practices

Study 2 reflected far fewer race-based differences

But white students lack exposure to some diversity-related good practices Fewer diverse experiences Fewer “real” conversations with diverse students Fewer negative diverse interactions

Findings: SES and Good PracticesStudy 1 demonstrated SES-based differences faculty interest in teaching & student

development interaction with peers academic effort/involvement textbooks or assigned readings term papers/reports cultural and interpersonal involvement

Findings: SES and Good PracticesIn Study 2, the effect of SES waned

low SES disadvantaged on co-curricular involvement and taking diversity courses

high SES disadvantaged on frequency of faculty contact and diverse experiences

However, if father has a college degree, student has better experiences on 12 of 17 measures

Discussion

Experiencing good educational practices matters development, orientations to learning, openness

to diversity, aspirations persistence to graduation and experiencing the

lifelong benefits higher education

Inequities in experiences must be identified and addressed

Implications for Practice & Policy Revise orientation, first-year

programs, advising Unique needs of students of color

and low SES

More support to faculty to recognize gap and find ways to correct it

Implications for Practice and Policy Diversity initiatives and classroom

experiences

Cultural capital of low-SES and first generation students

Future research: Continue study of experiences

Combine SES and race characteristics