Diversity by Design: A Study of 3 Alumni Cohorts

Laura Palucki Blake, Michael Tamada, & Karen Yoshino

Occidental College

Background Alumni survey was developed in

conjunction with advisory panel of diversity experts

Sent to 3 cohorts of alumni– 1980’s = pre-diversity initiatives– 1990’s = mid-diversity initiatives– 2000’s = established diversity initiatives

Survey Components

Learning Outcomes-active learning processes in which students are involved while in college

Democracy Outcomes-ways in which college prepares students to become involved as active participants in a society that is becoming increasingly diverse

Diversity Outcomes-ways in which students perceive that diversity enriched their college experience

Survey, continued

Sent to 3,037 alumni in 3 cohorts 19% response rate Representative as far as cohorts and

race/ethnicity, but women are over-represented in 1980’s and 2000’s cohort.

Analysis 4 sets of analysis were completed Basic Demographic information:

– n = 567 (19%)– Sex: Male = 37% Female = 63%– Grad School: Yes = 62% No = 38%– Ethnicity:

• Asian = 14%• Caucasian = 72%• URM = 14%

Learning Outcomes

All 8 learning outcomes show statistically significant differences by cohort– 1980’s significantly lower than 1990’s and

2000’s.

Learning Outcomes, continued

The College’s commitment to multiculturalism was evident

Informal interactions were influenced by commitment to multiculturalism 

Contact with different races was “an essential part” of college experience

Took more courses from URM faculty, & took more courses that focused on concerns of racial and ethnic groups  

Learning Outcomes, continuedOxy's commitment to multiculturalism was evident

in course readings, lectures or discussions

1

2

3

4

5

White 4.06 4.61 4.52

Underrep 3.3 4.58 4.81

Asian 3.64 4.65 4.24

1980's 1990's 2000's

Learning Outcomes, continuedContact w ith individuals from different racial/ethnic

backgrounds from mine was an essential part of my college experience

1

2

3

4

5

White 3.68 4 4.19

Underrep 4 4.56 4.71

Asian 3.91 4.19 4.31

1980's 1990's 2000's

Democracy Outcomes Attitudes 4 items showed statistically significant

difference Respondents from 1980’s differ from

those in the 1990’s & 2000’s. They report:

• Less understanding of racial and ethnic differences

• Less recognition/challenge of biases that affect their own thinking

• Less recognition of culturally biased behavior they had not previously recognized

Democracy Outcomes, continued Behaviors

– Less dramatic change– 1980’s & 1990’s differ from 2000’s:

• Call, write, or email to protest media perpetuating bias

• Organize an educational program to inform others

• Participate in jokes that are derogatory toward another group

– The nonsignificant items have to do with others’ behavior (e.g. challenge others who make jokes that are derogatory)

Democracy Outcomes, continuedMy experiences at Oxy have led me to

become more understanding of racial/ethnic differences

1

2

3

4

5

White 3.69 4.21 4.14

Underrep 3.8 4.36 4.61

Asian 3.45 4.05 3.92

1980's 1990's 2000's

Diversity Outcomes

Five diversity outcomes show statistically significant differences by cohort

Overall, increases in comfort with diversity

Diversity Outcomes, continued

Getting to know people with different racial/ethnic backgrounds was was easy

Increase in comfort in being with others whose background was different than theirs

No differences found for– Would recommend Oxy to siblings and friends– Prepared well for personal growth, profession, and

social networks

Diversity Outcomes, continuedThe racial/ethnic diversity at Oxy was one of

the reasons I chose to attend Oxy

1

2

3

4

5

White 2.25 3 3.47

Underrepresented 2.2 3.19 4.45

Asian 2.82 3 3.71

1980's 1990's 2000's

Lessons Learned

Changes in institutional mission are traceable through experiences of its alumni

Clarify Oxy’s values and institutional culture

Commitment to multiculturalism achieved without perceived loss of quality

Next Steps

Dissemination plan Longitudinal study Increase information from URM alumni Critical mass hypothesis External measures of quality of

education