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ERIC Number: ED451790
Record Type: RIE
Publication Date: 2001-Apr
Pages: 36
Abstractor: N/A
Students, Learning, and Race-Based Public Policy: A Look at Diversity Curriculum and Co-Curriculum.
DeAngelo, Linda
This study is an attempt to bring together research examining diversity initiatives in curriculum and co-curriculum with research on race-based policies, specifically the policy of affirmative action in college admissions. The study attempted to identify and confirm unique background characteristics, beliefs, and predispositions that students brought with them to college that demonstrated predictive values for attitudes about race, race relations, and the use of race in public policy. The study also examined the relationship between race-based public policy and the college environment with an emphasis on diversity curriculum and co-curriculum. Data were drawn from the Cooperative Institutional Research Program 1994 freshman survey, the Student Information Form and a 1998 follow-up conducted by the University of California, Los Angeles, Higher Education Research Institute. The total number of cases for this study was 4,365. The study used A. Satin's method of assessing the impact of college on students, the Input-Environment-Output methodological framework. The dependent variable was student opinion, after 4 years of college, on the use of race/ethnicity as a factor in college admissions. Twenty-six independent variable were used, representing student and institutional characteristics. Study findings show that student policy choice about race-based public policy is linked to many predispositions that students bring with them to the college campus. Chief among these were the student's race, political orientation, and feeling about government treatment of criminals. Even after controlling for student characteristics as they arrive on campus, diversity curriculum and co-curriculum did contribute to the development of racial policy beliefs. The study provides some support for several theories of opposition to affirmative action, but it found the most support for political ideology as an explanation for affirmative action attitudes. (Contains 6 tables and 27 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001).