1. Developing a Racial Diversity Index for California Community Colleges Alice van Ommeren RP Group Conference – April 2011

2. Background Increasing attention to reducing the achievement gap (outcomes) Increasing attention to reducing the achievement gap (outcomes) Policymakers and administrators are inquiring about the racial disparities Policymakers and administrators are inquiring about the racial disparities Researchers are being tasked to measure inequities and disparities Researchers are being tasked to measure inequities and disparities Importance of capturing the racial diversity of the student body (access) Importance of capturing the racial diversity of the student body (access)

3. Statement of the Problem Aware that we have a diverse system and been considerate in reporting Aware that we have a diverse system and been considerate in reporting Nature of the CCC’s racial composition has been relatively unexamined Nature of the CCC’s racial composition has been relatively unexamined The relationship between student diversity as a covarariate or predictor variable has not been explored The relationship between student diversity as a covarariate or predictor variable has not been explored

4. Purpose of the Study Examine the empirical nature of racial composition and diversity of the student population across the California community colleges

5. Study Objectives Discuss types of diversity measures and relevant studies in higher education Discuss types of diversity measures and relevant studies in higher education Develop racial diversity indices for each of the community colleges Develop racial diversity indices for each of the community colleges Describe the indices and potential use as adjustment variables Describe the indices and potential use as adjustment variables Discuss application of the indices for researchers and policymakers Discuss application of the indices for researchers and policymakers

6. Caution Racial categories are constructs and do not capture social, cultural, economic and political issues surrounding racial diversity

7. General Methodology Datasets Early Racial Composition Measures Early Racial Composition Measures Diversity Range and Variability Diversity Range and Variability Diversity Indices Diversity IndicesAnalysis Exploratory Data Analysis Exploratory Data Analysis Correlations and Scatterplots Correlations and Scatterplots

8. Specific Methodology Measures and indices for 111 colleges from Data Mart (Annual 2009-10) Measures and indices for 111 colleges from Data Mart (Annual 2009-10) Removed 3 of the 9 categories (American Indian, 2 or more, unknown) Removed 3 of the 9 categories (American Indian, 2 or more, unknown) Descriptives, also used histograms and boxplots to identify outliers Descriptives, also used histograms and boxplots to identify outliers Relationship among the diversity measures & indices Relationship among the diversity measures & indices

9. Racial Composition Measures Percent White Percent White Simplest measure, most common in early studies Percent Minority Percent Minority Alternative to % white, measure of racial minority Alternative to % white, measure of racial minority Percent Underrepresented Minority (URM) Percent Underrepresented Minority (URM) Another alternative, historically underrepresented in completing college. For this study, defined as Hispanic, Black, Filipino and Pacific Islander

10. Descriptives of Diversity Measures Descriptives of Diversity Measures OverallMeanOverallMedianHighestCollegeLowestCollege % White 40%37%83%1% % Minority 59%62%99%17% % URM 48%48%97%14% % Black % Black9%5%58%1% % Hispanic % Hispanic34%32%91%11% % Asian % Asian11%7%45%1%

14. Racial Composition (CCC) over Time Percent of White has decreased over time (55% in 1992 to 38% in 2010) Percent of White has decreased over time (55% in 1992 to 38% in 2010) Percent of Black in CCC has stayed at 8% since 1992, Filipino and Pacific Islander has also stayed the same Percent of Black in CCC has stayed at 8% since 1992, Filipino and Pacific Islander has also stayed the same Hispanics increased from 21% to 36% and Asian from 15% to 18% Hispanics increased from 21% to 36% and Asian from 15% to 18% All these patterns are consistent with state population changes All these patterns are consistent with state population changes

15. Dimensional Diversity Measures Diversity Range Diversity Range Difference between the lowest and highest Skewness = 100% - (% highest - % lowest) Diversity Variability Diversity Variability Measures the spread, standard deviation Measures the spread, standard deviation SqRt (1 – ((%white-m) 2 + (%black-m) 2 + ….)/k)

16. Descriptives of Dimensional Measures Descriptives of Dimensional Measures OverallMeanOverallMedianHighestCollegeLowestCollege Div. Range 49%52%76%9% Div. Variability 81%81%91%67%

17. Diversity Index Sensitive to proportional differences, takes into account all categories Sensitive to proportional differences, takes into account all categories Intended to measure how much “variety” or “spread” a college or district has among its racial groupings Intended to measure how much “variety” or “spread” a college or district has among its racial groupings Measures the probability that any two randomly selected students will be in the same racial grouping Measures the probability that any two randomly selected students will be in the same racial grouping Ranges from 0 (no diversity) to 1 (complete diversity) Ranges from 0 (no diversity) to 1 (complete diversity)

18. The Use of Diversity Indices Ecology Measure biodiversity in ecosystems Measure biodiversity in ecosystemsEconomists Measure distribution of sectors Measure distribution of sectorsDemographers US Census Bureau US Census Bureau US Census Bureau US Census Bureau USA TODAY Diversity Index USA TODAY Diversity Index USA TODAY Diversity Index USA TODAY Diversity Index

20. Diversity Indices in Education U.S. New & World Report U.S. New & World Report U.S. New & World Report U.S. New & World Report –Utilized in their ranking Edsource, Ethnic Diversity Index for CDE Edsource, Ethnic Diversity Index for CDE –A characteristic of the school or district CSU Dominguez Hills (2005) CSU Dominguez Hills (2005) –WASC Diversity Sub Committee Educational benefits with diversity Educational benefits with diversity –U.S. Supreme Court (UC in 1978), SLO’s

21. Types of Diversity Indices Many different types of indices Many different types of indices –Specific to field of study and purpose Simpson’s Diversity Index Simpson’s Diversity Index –Origins in Ecology –Sensitive to richness (number of categories) and evenness (number of students in category) –More weight to number of categories –Ranges between 0 to 1

22. Simpson’s Diversity Index D S = 1 - Sum 1 i [n i *(n i -1)]/[N*(N-1)] D s = 1 - 40(39) + 25(24) + 15(14) 80(79) = 1 - 2370 = 1 - 2370 6320 6320 = 1 - 0.375 = 1 - 0.375 = 0.625 = 0.625

23. Descriptives of Diversity Indices Descriptives of Diversity Indices OverallMeanOverallMedianHighestCollegeLowestCollege Simpson (6).60.62.79.18 Simpson (5U).52.54.72.17 *U/UMR – Combining Asian and White

27. Discussion of Distribution High Diversity Indices High Diversity Indices –Colleges with even spread among White, Black and Asian (mostly Bay Area colleges) –Using UMR, even balance with Black and Hispanic groups (outside the Bay Area) Low Diversity Indices Low Diversity Indices –Colleges with both high Hispanics (Imperial) and high White (Shasta, Redwood, Siskiyous) –This was consistent with UMR index

28. The diversity index captures the idea that the diversity of races matters but that which race is in the majority and which in the minority does not matter at all Thought from the Literature

29. Correlations with Outcome Measures Correlations with Outcome Measures ProgressRate 30 Units Rate Basic Skills TransferRate Simpson (6).242*.106.119.221* Simpson (5U) -.119-.184-.079-.116

32. Other Measures & Indices Segregation Measures Dissimilarity Index Dissimilarity Index –Segregation between two social groupings Exposure Index Exposure Index –Measures a single groupings average exposure to all groupings

33. Index does not single out and give more weight to one racial group over another Index does not single out and give more weight to one racial group over another Does not incorporate other student characteristics, such as the largest racial group, percent English learners, etc. Does not incorporate other student characteristics, such as the largest racial group, percent English learners, etc. Research Limitations

34. California community colleges racial composition is diverse across the system California community colleges racial composition is diverse across the system This study lays the empirical groundwork for explaining diverse student populations This study lays the empirical groundwork for explaining diverse student populations Provides an important characteristic of the campus, useful in describing the college Provides an important characteristic of the campus, useful in describing the college Relationship with diversity indices and SPAR and Transfer Rate, needs exploring Relationship with diversity indices and SPAR and Transfer Rate, needs exploring Research Results

35. California community colleges racial composition is diverse across the system California community colleges racial composition is diverse across the system Colleges with high diversity indices are in the Bay Area with large Asian proportions Colleges with high diversity indices are in the Bay Area with large Asian proportions Relationship with high diversity indices and SPAR and Transfer Rate Relationship with high diversity indices and SPAR and Transfer Rate Conclusions

36. Track your college diversity measures and indices over time Track your college diversity measures and indices over time Compare college diversity index to district, service area or peer group Compare college diversity index to district, service area or peer group Contrast student diversity index to faculty diversity index Contrast student diversity index to faculty diversity index Create different types of college diversity indices and evaluate Create different types of college diversity indices and evaluate Further Research for Colleges

37. Explore the effect of the index in a multivariate relationship Explore the effect of the index in a multivariate relationship Develop service area indices and compare with college indices Develop service area indices and compare with college indices Explore other dimension of diversity, such as age, gender, socioeconomics Explore other dimension of diversity, such as age, gender, socioeconomics And…. And…. Further Research for System

38. Handouts & Contact Information References and Indices References and Indices Alice van Ommeren at 916.327.5878 Alice van Ommeren at 916.327.5878 avanommeren@cccco.edu