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 SES Students 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 Practices Study 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 Practices Study 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 Practices In 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