Diversity Matters: New Directions for Institutional Research on Undergraduate Racial/Ethnic and Economic Diversity. SERU Project and Consortium Research Paper. Research & Occasional Paper Series: CSHE.8.11

Autor/in	Thomson, Gregg
Institution	University of California, Berkeley, Center for Studies in Higher Education
Titel	Diversity Matters: New Directions for Institutional Research on Undergraduate Racial/Ethnic and Economic Diversity. SERU Project and Consortium Research Paper. Research & Occasional Paper Series: CSHE.8.11
Quelle	(2011), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	First Generation College Students; Institutional Research; Ethnic Groups; Student Diversity; Multiracial Persons; Academic Achievement; Ethnic Diversity; Racial Differences; Socioeconomic Influences; Socioeconomic Status; Census Figures; Ethnicity; Undergraduate Students; Undergraduate Study; Immigrants; Correlation; Classification; Higher Education; Research Methodology; Trend Analysis; California + Suchen Sie Ihr Suchwort? Institutionelle Forschung; Ethnie; Mischling; Schulleistung; Rassenunterschied; Sozioökonomischer Faktor; Socio-economic status; Sozioökonomischer Status; Volkszählung; Ethnizität; Grundstudium; Immigrant; Immigrantin; Immigranten; Korrelation; Classification system; Klassifikation; Klassifikationssystem; Hochschulbildung; Hochschulsystem; Hochschulwesen; Research method; Forschungsmethode; Trendanalyse; Kalifornien
Abstract	This paper reviews the new directions in institutional research on undergraduate racial/ethnic and socioeconomic diversity at the University of California, Berkeley. The use of SERU/UCUES and other web-based census surveys has made possible more detailed and extensive analysis of student diversity. Included is research on an expanded number of racial/ethnic groups and on multiracial students, the significance of the African American experience, implications of the new IPEDS racial/ethnic reporting requirements, and a closer examination of Pell Grant and first-generation college students. UCUES survey results are used to development a more comprehensive parental education and immigrant generation diversity (EID) typology that is then used to examine the interrelationships among student demographics and various facets of the undergraduate academic experience. Finally, an analysis of student accounts of the experience of diversity at Berkeley provides an example of how web-based census surveys afford new opportunities for cost-effective qualitative diversity research. (Contains 19 tables, 1 figure and 1 footnote.) (As Provided).
Anmerkungen	Center for Studies in Higher Education. University of California, Berkeley, 771 Evans Hall #4650, Berkeley, CA 94720-4650. Tel: 510-642-5040; Fax: 510-643-6845; e-mail: cshe@berkeley.edu; Web site: http://cshe.berkeley.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10