Ellen Bara Stolzenberg, Ph.D. Assistant Director, CIRP Higher - - PowerPoint PPT Presentation

Ellen Bara Stolzenberg, Ph.D.

Assistant Director, CIRP Higher Education Research Institute

University of California, Los Angeles

Bryce Hughes, Ph.D.

Assistant Teaching Professor

Montana State University

Summary

HERI & CIRP Overview CIRP Freshman Survey Sample Select Background Characteristics Finances Emotional Health Political & Civic Engagement Q&A and Discussion

Two Dimensions of HERI

Grant- Funded Research

• HHMI
• Helmsley Trust
• National Institutes of Health
• National Science Foundation
• Annual Student Surveys
• Triennial Faculty Survey

CIRP Overview

 Research-based Questions

 50 years of contributing to the research literature

 Comprehensive Survey Instruments

 A broad scope allows for shifts of focus not tied to

• ne particular theory but allows for multiple

theories as we learn from previous research

 Comparative Information

 Benchmark against peers and aspirational groups

 Longitudinal Design

CIRP Student Surveys*

College Senior Survey (CSS)

Diverse Learning

Environments

(DLE)

Your First College Year (YFCY) Freshman Survey (TFS) College entry End of 1st year 2nd or 3rd year Senior year *Faculty Survey administered every 3 years

CIRP Freshman Survey

Largest and longest running study of higher

education in the United States

Started by Dr. Alexander Astin at ACE. 1966: First national administration Fall 2015 marked the 50th administration More than 15 million students Nearly 1,800 institutions

Sample

 2015 CIRP Freshman Survey

 1st time students were asked to report their gender

identity  678 Transgender students

 209 institutions

 National Sample

 Weighted data to reflect the nearly 1.5 million first-

time, full-time students who started college in Fall 2015.

 Featured in The American Freshman: National

Norms Fall 2015 (Eagan et al, 2015).

Select Background Characteristics

56.5% 53.9% 53.8% 50.0% 58.7% 29.5% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% Attending college more than 100 miles from home HS GPA of A- or higher Religious preference: Agnostic, Atheist, or None Transgender Students National Sample

Finances

Financial Background and Expectations

47.2% 18.9% 34.9% 56.3% 12.0% 28.5% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% Parent/Guardian Income 75K

• r more

Major financial concern Some/Very good chance of working full-time while in college Transgender Students National sample

Types of Financial Support

35.4% 32.8% 47.8% 60.7% 20.9% 26.6% 36.6% 51.6% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% Work-study Pell Grant Need-based grants or scholarships Merit-based grants or scholarships Transgender Students National sample

Emotional Health

Self-rated Emotional Health

12. 12.7% 52. 52.1% 36. 36.7% 24. 24.4% 50. 50.6% 23. 23.5% 0% 10% 0% 20% 0% 30% 0% 40% 0% 50% 0% 60% 0% 70% 0% 80% 0% 90% 0% 100 00% Nat ational s sampl ple Trans nsgend ender er stud uden ents ts Low

• wes

est 10%/Be Below aver erage Ave verage ge Abo bove average/Highest st 10%

Emotional Well-Being

54.9% 47.2% 74.6% 34.1% 9.5% 47.7% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% Frequently felt overwhelmed by all I had to do Frequently felt depressed Some/very good chance of seeking personal counseling Transgender students National sample

Time Management

33.4% 39.7% 60.1% 51.8% 26.3% 45.9% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% Ability to manage your time effectively (Somewhat strong/Major strength) Online social networks (6+ hours/week) Socializing with friends (6+ hours/week) Transgender students National sample

Political & Civic Engagement

Political Views

33.5% 69.2% 44.9% 23.5% 21.6% 7.3% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% National Sample Transgender Students Liberal/Far Left Middle-of-the-road Far right/Conservative

Social Agency

25.6% 17.9% 45.9% 39.8% 28.4% 42.3% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% National Sample Transgender Students Low Average High

Civic Engagement

28.9% 15.6% 47.7% 36.9% 23.4% 47.5% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% National Sample Transgender Students Low Average High

Political Engagement

43.0% 52.1% 47.4% 68.7% 14.5% 32.4% 20.8% 33.1%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0%

Publicly communicated my opinion about a cause (Frequently) Discussed politics (Frequently) Demonstrated for a cause (e.g. boycott, rally, protest) in the past year (Frequently/Occasionally) Likelihood of participating in student protests/demonstrations in college (Some/Very good chance)

Transgender Students National Sample

Goals (Very Important/Essential)

43.1% 55.7% 63.3% 64.6% 22.3% 40.4% 43.9% 41.2% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% Influencing the political structure Keeping up to date with political affairs Influencing social values Helping to promote racial understanding Transgender Students National Sample

Contact Information

Ellen Bara Stolzenberg, PhD Assistant Director, CIRP UCLA Higher Education Research Institute (310) 825-6991 stolzenberg@gseis.ucla.edu