Two Dimensions of HERI CIRP Overview Research-based Questions - - PDF document

Ellen Bara Stolzenberg, Ph.D.

Assistant Director for Research Higher Education Research Institute

University of California, Los Angeles

Summary

HERI & CIRP overview Background of study & Sample Background characteristics Academic preparation Enrollment challenges Social/political goals Implications for practice Questions & 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

• r > 24 units

Senior year *Faculty Survey administered every 3 years *Staff Climate Survey (new for 2017-2018)

Unique challenges of FCA

 Unpredictability in their high school and family experiences  Challenges of being financially independent  Past traumatic and emotional health experiences  More than two-thirds of FCA aspire to attend

college

 Only about two out of ten actually do, compared to six

• ut of ten of their peers (Wolanin, 2005)

 College graduation rates can range from just 1% to 11% (Dworsky & Havlicek, 2010; Pecora et al., 2003)

Sample

 2016 CIRP Freshman Survey

 Foster care status included for the first time

 1,147 students who were in foster care or a dependent

• f the court since the age of 13

 Foster Care Alumni (FCA)  213 institutions

 National Sample

 Weighted data to reflect the approximately 1.5

million first-time, full-time students who started college in Fall 2016.

 Featured in The American Freshman: National

Norms Fall 2016 (Eagan et al, 2016).

Background Characteristics

Select Background Characteristics

30.1% 38.0% 45.2% 6.5% 18.8% 30.9% 0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% 40.0% 45.0% 50.0% Non-native English speaker First-generation Atheist, Agnostic, or None FCA National Sample

Foster Care Status by Race/Ethnicity

17.2 13.9 2.1 1.1 23.7 55.5 11.2 10.5 18.1 9.7 27.1 8.9 0.7 0.2 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% FCA National Sample American Indian Asian African American/Black Latino/a White Other Two or more race/ethnicity

Finances

56.7% 29.9% 54.2% 81.5% 19.7% 28.4% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% Any funding from family resources Work study Pell Grant FCA National Sample

HS GPA & Academic Preparation

Academic Preparation

14.8% 46.0% 75.2% 5.5% 55.1% 89.6% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0% Participated in Summer Bridge HS GPA (A-/A or A+) 4+ years of Math FCA National Sample

Enrollment Challenges

Enrollment Challenges*

32.4% 21.2% 22.3% 9.5% 0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% Transfer to another college before graduating Take a leave of absence from this college temporarily FCA National Sample *Four-year institutions only

Enrollment Challenges*

*Four-year institutions only 34.4% 34.4% 22.9% 26.4% 0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% 40.0% Take courses from more than one college simultaneously Take a course exclusively online FCA National Sample

Social & Political Goals

Goals: Social Values (% Very important or essential)

57.7% 54.8% 56.8% 46.9% 46.8% 48.5% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% Helping to promote racial understanding Developing a meaningful philosophy of life Influencing social values FCA National Sample

Goals: Social Activism (% Very important or essential)

45.4% 49.2% 45.2% 33.8% 43.1% 35.8% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% Becoming involved in programs to clean up the environment Becoming a community leader Participating in a community action program FCA National Sample

Political Goals (% Very important or essential)

33.9% 40.7% 26.9% 46.0% 0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% 40.0% 45.0% 50.0% Influencing the political structure Keeping up to date with political affairs FCA National Sample

Likelihood of Political Involvement

(% some chance or very good chance)

42.9% 66.2% 35.5% 84.3% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% Participate in student government Vote in a local, state, or national election FCA National Sample

Implications for Practice

 Financial aid advising  Academic advising  Placement and tutoring  Counselors with specialized training  Social activism  Student organizations

Questions? Comments? Contact Information

Ellen Bara Stolzenberg, PhD

Assistant Director for Research Higher Education Research Institute University of California, Los Angeles (310) 825-6991 stolzenberg@gseis.ucla.edu