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Mathis Jr. has been accepted towards fulfillment of the requirements for Ph.D degree in Agriculture and Natural Resources Education and Communication Systems ((2 I, A W Major professor [hue April 14172000 MSU is an Affirmative Action/Equal Opportunity Institution 042771 PLACE IN RETURN BOX to remove this checkout from your record. To AVOID FINES return on or before date due. MAY BE RECALLED with earlier due date if requested. DATE DUE DATE DUE ' DATE DUE Wt WY 002 DB 9 g»; yggggom woo Wm.“ ATTITUDES OF MICHIGAN STATE UNIVERSITY STUDENTS IN THE COLLEGE OF AGRICULTURE AND NATURAL RESOURCES AND THOSE NOT IN THE COLLEGE OF AGRICULTURE AND NATURAL RESOURCES REGARDING DIVERSITY By Christopher Clomus Mathis, Jr. A DISSERTATION Submitted to Michigan State University in partial fiilfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Agricultural and Natural Resources, Education and Communication Systems (ANRECS) 2000 Am The $35in hel Of‘WMtu Subjects for COHL‘gc OfB Wpulanon ir 1997.93 M, “hi-Ch Was ad ABSTRACT ATTITUDES OF MICHIGAN STATE UNIVERSITY STUDENTS IN THE COLLEGE OF AGRICULTURE AND NATURAL RESOURCES AND THOSE NOT IN THE COLLEGE OF AGRICULTURE AND NATURAL RESOURCES REGARDING DIVERSITY By Christopher Clomus Mathis, Jr. The researcher’s purpose in this study was to determine the attitudes regarding diversity held by College of Agriculture and Natural Resources (CANR) and non-College of Agriculture and Natural Resources (non-CANR) Students at Michigan State University. Subjects for the study were selected MSU undergraduates in the CANR, the Eli Broad College of Business, the College of Education, and the College of Engineering. The study population included 220 students enrolled in selected undergraduate classes during the 1997-98 academic year. Data were collected through the use of a survey instrument, which was administered in Specific classes with permission from the professors. This four- part Likert scale survey contained 98 items to measure students’ attitudes regarding diversity issues, inclinations, how they perceived and defined diversity, and demographic information. Using SPSS/PC+ (IBM Version 8.0), the researcher used descriptive statistics (fi’equencies, percentages, and means) to summarize the data pertaining to demographic Characteristics of the respondents. Combined descriptive analyses were run on items toured according i topic’flmt I-tcst damn: whether students in mm of 6065de was .89 f Major findin. Were 1335‘ Comu’onat Cm respondents My (sexual equ m to ”11583. rural oomion with differei' (I) he ”almig- of cl [fitted COmmUnities Christopher Clomus Mathis, Jr. grouped according to issues or common themes, establishing mean scores for each topic/theme. I—test and one-way analyses of variances (AN OVAS) were used to determine whether any significant differences existed between CANR and non-CANR students in terms of their attitudes regarding diversity. The Cronbach alpha reliability coeficient was .89 for the survey instrument. Major findings were that (a) CANR and non-CANR students indicated that they were least comfortable interacting with mentally disabled people, (b) females and non- CANR respondents tended to be more positive toward the seven specific aspects of diversity (sexual equality, multilingualism versus English only, interaction with minorities prior to college, rural versus other communities, cultural pluralism versus assimilation, comfort with difi‘erences, and need for diversity) than were males and CANR students, and (c) the majority of CANR and non-CANR respondents said they would like to work in mixed communities. Comm by CHRISTOPHER C] «r. Copyright by CHRISTOPHER CLOMUS MATHIS, JR. 2000 T0 Christ 1:: mm and praj WK b0th fixing throughom my life's M." Sincere ACKNOWLEDGMENTS To Christ Jesus be the glory, for this dissertation is a testament to what faith, hope, persistence, and prayer can accomplish. A special tribute is extended to those family members, both living and deceased, who have guided and continue to guide me throughout my life’s journey. My sincere thanks to those living family members who stood by my side: Mrs. Beatrice Mathis (Mother) Mr. Ervin Henderson (Uncle) Ms. Barbara Lucas (Godmother) Mrs. Barbara Gladney (Aunt) Mrs. Susie Henry (Aunt) Mr. and Mrs. Albert Miller (Godparents) Mr. Matthew Young (Mentor) Minister Shirley June (Spiritual Mother) Mrs. Brenda Kinard (Sister) My sincere thanks to those deceased family members whose spirit has guided me: Mrs. Arlene Jackson (Grandmother) Mr. Christopher Clomus Mathis, Sr. (Father) Mr. and Mrs. Johnson Henderson (Grandparents) Mr. Kenny Powell (College Track Coach) Dr. James Law (Professor) lam gratefir tht my Dr. Mum rm also patch! to . Dr James E Jay, I] for me to mmplete Mot-mp, the C 0} “Win. and or. Dem-Wt 0f Agr- Sysmmmane D3 Many thanks also to all of those persons whom I cannot name individually who assisted me in my quest to advance my education to the doctoral level. Sincere appreciation is extended to Dr. Eddie A Moore, my advisor and guidance committee chairperson. I am also gratefiil for the assistance and advice of my committee members, Dr. James A Jay, Dr. Lee N. June, and Dr. Frederick Whims. I am grateful for the advice of other persons with whom I came in contact along the way: Dr. Murari Suvedi, Dr. Marquita Jones, Dr. Kirk Heinze, and Dr. Abel Sykes. I am also grateful to the College of Agricultural and Natural Resources, especially to Dr. Dr. James E. Jay, Dr. Richard Brandenburg, and Dr. Lee N. June, who made it possible for me to complete my dissertation by receiving the Minority Competitive Doctoral Fellowship, the College of Agricultural and Natural Resources Dissertation Completion Fellowship, and Graduate Assistantships. Special thanks to the support stafl‘ in the Department of Agricultural and and Natural Resources, Education and Communication Systems-Diane Davis and Mary Pierce--and to others in the College of Agriculture and Natural Resources. Unbounded gratitude to Linda Swain and Sue Cooley Miller for their editing assistance. Thanks to all of the graduate students during my tenure in the Department of Agricultural and Extension Education who assisted me in my struggle to complete this task. They know first hand the difficulties I endured while finishing the work. Special thanks to Pastor Columbus Clayton, Ms. Teresa Parker, Ms. Narvella Wright, Ms. Connie Rose Tingson, Ms. Geneva Henderson, Ms. Tskani Ngomane, and Ms. Cynthia Thomas for helping to keep me sane throughout this process. Finally, I am indebted to the entire New Mount Calvary Missionary Baptist Church, and its members in the body of Christ, who supported me on my academic and spiritual journey. It is my desire that this work will inspire others in the field to obtain a yearning to understand diversity and its far-reaching implications to future generations of scholars and laborers. vii usr or TABLES LISI OI FIGLRE Chapter I. IN Se OUFJeVFVH’S’Z‘O p TABLE OF CONTENTS Page LIST OF TABLES ................................................... xii LIST OF FIGURES ................................................... xv Chapter I. INTRODUCTION ......................................... 1 Background .............................................. 1 A More Diverse Population in the United States ................... 2 Serving a More Diverse Population in Michigan ................... 5 The Minority Apprenticeship Program for High School Students . . . . 7 The Advanced Minority Apprenticeship Program ................ 9 The Minorities in Agriculture and Natural Resources Association . . . . 9 The ANR Institute for Minority Students ..................... 10 The ANR Institute for Minority Students-Bilingual .............. 11 The USDA-MSU Multicultural Scholar Program ............... 11 Changing to a More Diverse Workforce ........................ 12 Nature of the Problem ..................................... 16 Purpose of the Study ...................................... 17 Specific Research Questions of the Study ....................... 18 Research Questions and Hypotheses .......................... 18 Importance of the Study .................................... 20 Assumptions ............................................. 21 Limitations .............................................. 21 Definitions of Terms ....................................... 22 Overview of the Remainder of the Dissertation ................... 24 11. REVIEW OF LITERATURE ................................ 26 Introduction ............................................. 26 Definition of Diversity ..................................... 26 A Brief History of Diversity in Higher Education ................. 28 Definitions of Attitudes ..................................... 32 Inferring Attitudes From Behavior ............................ 34 viii Behavior as a Determinant of Attitude ......................... 35 Behavior as It Relates to Reasoned Action ...................... 36 A Hierarchical Model of Attitudes ............................ 37 Measurement of Attitudes ................................... 39 The Impact of College on Students’ Attitudes .................... 42 METHODS AND PROCEDURES ............................ 45 Introduction ............................................. 45 Conceptual Design of the Study .............................. 45 The Study Design ......................................... 46 The Study Population ...................................... 49 The Study Sample ........................................ 49 The Independent and Dependent Variables ...................... 51 Instrumentation .......................................... 51 Development of the Instrument ............................. 51 Validity and Reliability ................................... 52 Pilot Testing ........................................... 54 Item Analysis .......................................... 54 Human Subjects Approval .................................. 54 Generalizability ........................................... 55 Data-Collection Techniques ................................. 55 Data-Analysis Procedures ................................... 55 FINDINGS AND DISCUSSION ............................. 57 Introduction ............................................. 57 Demographic Characteristics of the Respondents ................. 58 Gender ............................................... 58 Class Level ............................................ 59 Race ................................................. 59 Residence ............................................. 60 Colleges in Which Respondents Were Enrolled ................. 61 Types of Communities in Which Respondents Originated ......... 61 Racial/Ethnic Make-Up of Communities of Origin .............. 61 Types of Communities in Which Respondents Would Like to Live . . 63 Types of Communities in Which Respondents Would Like to Work . 64 Respondents’ Mean Interaction Composite Scores .............. 64 The Meaning of Diversity ................................... 66 Students’ Inclinations Toward Issues of Diversity ................. 67 Respondents’ Reactions to Social Activities With a Racial Group Difi‘erent From Their Own .............................. 67 Groups With Which CANR Respondents Were Least and Most Comfortable .......................................... 68 Groups “frth Which Non-CANR Respondents Were Least and Most Comfortable .................................... 69 Beliefs and Attitudes Toward Diversity ......................... 70 Sexual Diversity ........................................ 73 Comfort With Difference ................................. 74 Assimilation Versus Cultural Pluralism ....................... 76 Multilingualism Versus English Only ......................... 78 Rural Versus Other Communities ........................... 79 Need for Diversity Training ............................... 82 More Interaction with Minorities ........................... 83 Responses to Open-Ended Question Concerning Respondents’ Positive and Negative Experiences Mth Minorities .............. 84 Results of Research Questions and Hypothesis Testing ............. 86 Research Question 1 ..................................... 88 Research Question 2 ..................................... 88 Research Question 3 ..................................... 89 Hypothesis 1 ........................................... 89 Hypothesis 2 ........................................... 91 Hypothesis 3 ........................................... 92 Hypothesis 4 ........................................... 93 Hypothesis 5 ........................................... 93 Hypothesis 6 ........................................... 95 Hypothesis 7 ........................................... 96 Limitations and Their Possible Effects on the Results .............. 97 Summary ............................................... 97 SUMMARY, DISCUSSION OF FINDINGS, CONCLUSIONS, RECOMMENDATIONS, AND REFLECTIONS ................. 99 Introduction ............................................. 99 Summary ............................................... 99 Purpose of the Study ................................... 101 Procedures Used in Conducting the Investigation .............. 102 Major Findings ......................................... 104 Demographic Characteristics of the Respondents .............. 104 Significant Differences in Attitudes, Based on Demographic Characteristics .......................................... 105 Significant Differences in Attitudes, Based on How Students Perceived and Defined Diversity ........................ 106 Students’ Mean Interaction Composite Scores ................ 107 Students’ Inclinations Toward Issues of Diversity ............. 107 Significant Differences in Beliefs and Attitudes Toward Diversity . 108 Significant Differences in Students’ Positive and Negative Experiences ........................................ 109 APPENDICES A B. F. G. REFERENCES .. Con 1m? Rec. Ref. Names ofR Sun'q- lnsu l Letter of A; Invoking H RtSponscs '. Supplement Additional p I‘TCSI Res; — . wrw- *w—wh - Comparison of the Study Findings “nth Those From Ingram’s Research ................................... 109 Conclusion ............................................ 111 Implications of the Study .................................. 112 Recommendations for Further Research ....................... 1 14 Reflections ............................................ 115 APPENDICES A Names of Review Committee Members ............................. 119 B. Survey Instrument ............................................. 121 C. Letter of Approval From the University Committee on Research Involving Human Subjects (UCRIHS) .............................. 135 D. Responses to “What Diversity Means to Me” ......................... 137 E. Supplemental Tables ........................................... 149 F. Additional Responses to Survey Items .............................. 168 G. I—Test Results for College Enrolled In and Gender .................... 198 REFERENCES ..................................................... 201 xi I' Table 1. Disrnbutior 2 Distribution 3» Distribution 4 Distribution 5- Dismbution 6' DlSUlbution .' Origin 7' DiSUIbUtlon Comm 8' DlSlributhn would Like 9' DlSIfibijn “'Ould Like 10. DislflburjOn “I Dimbmion 12' ReSpOndem Oth her Than 14, GM 0% M Unable 15 RN“, Mae, “To ism... Table 10. ll. 12. 13. 14. 15. LIST OF TABLES Page Distribution of Respondents by Gender .............................. 59 Distribution of Respondents by Class Level ........................... 59 Distribution of Respondents by Race/Ethnicity ......................... 60 Distribution of Respondents by Residence ............................ 60 Distribution of Respondents by the Colleges in Which They Were Enrolled . . . 61 Distribution of Respondents by Types of Communities From Which They Originated ................................................ 62 Distribution of Respondents by Ethnic/Racial Membership of Communities of Origin ........................................... 62 Distribution of Respondents by Types of Communities in Which They Would Like to Live ............................................. 63 Distribution of Respondents by the Types of Communities in Which They Would Like to Work ............................................ 64 Distribution of Mean Interaction Composite Scores ..................... 65 Distribution of Respondents’ Definitions of Diversity .................... 66 Respondents’ Reactions to Social Activities With Racial Groups Other Than Their Own ........................................... 68 Groups with Which CANR Respondents Were Least and Most Comfortable . . 69 Groups “fith Which Non-CANR Respondents Were Least and Most Comfortable ................................................... 70 Ranks, Means, and Stande Deviations of Items Concerning Beliefs and Attitudes Toward Diversity With Which Respondents Most Strongly Agreed ....................................................... 71 xii 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. El. E3- Mean Scores for Scales in the Beliefs and Attitudes Toward Diversity Section of the Questionnaire ...................................... 72 Percentage of Respondents Who Strongly Agreed/Agreed and Strongly Disagreed/Disagreed with Sexual Equality Statements ................... 73 Percentage of Respondents Who Strongly Agreed/Agreed and Strongly Disagreed/Disagreed with Comfort With Difl‘erence Statements ............ 74 Percentage of Respondents Who Strongly Agreed/Agreed and Strongly Disagreed/Disagreed with Assimilation Versus Cultural Pluralism Statements .................................................... 76 Percentage of Respondents Who Strongly Agreed/Agreed and Strongly Disagreed/Disagreed with Multilingualism Versus English Only Statements . . . 79 Percentage of Respondents Who Strongly Agreed/Agreed and Strongly Disagreed/Disagreed with Rural Versus Other Communities Statements ...... 80 Percentage of Respondents Who Strongly Agreed/Agreed and Strongly Disagreed/Disagreed with Need for Diversity Training Statements .......... 83 Percentage of Respondents Who Strongly Agreed/Agreed and Strongly Disagreed/Disagreed with More Interaction With Minorities Statements ...... 84 Distribution of Positive and Negative Experiences ...................... 85 ANOVA Test Results for Sexual Equality ............................ 90 ANOVA Test Results for Cultural Pluralism Versus Assimilation ........... 92 ANOVA Test Results for Need for Diversity Training, by Race ............ 94 ANOVA Test Results for Need for Diversity Training, by Type of Community 95 ANOVA Test Results for Rural Communities Versus Others .............. 96 ANOVA Test Results for More Interaction With Minorities Prior to College . . 97 Comparison of the Findings From the Present Study With Those From Ingram’s Research ............................................. 110 CANR and Non-CANR Respondents’ Ratings of Beliefs and Attitudes Toward Diversity .............................................. 150 CANR Respondents’ Ratings of Beliefs and Attitudes Toward Diversity . . . . 156 Non-CANR Respondents’ Ratings of Beliefs and Attitudes Toward Diversity .................................................... 162 xiii GI. I-TerR G2. I-TesrR Gl. I-Test Results for CANR and Non-CANR ........................... 199 G2. I-Test Results for Gender ....................................... 200 xiv figure LIST OF FIGURES Figure Page 1. The Process of Change ........................................... 13 2. The Theory of Reasoned Action .................................... 37 3. Rosenburg and Hovland’s Conception of Attitudes ..................... 39 4. Conceptual Model of Undergraduate Students’ Socialization .............. 44 5. Process of Measuring the Attitudes of Students Who Participated in This Study .................................................... 47 The problen The old thin the limitatio logical plat: CHAPTER I INTRODUCTION The problem of the Twentieth Century is the problem of the color line. W. E. B. Du Bois The old thinking patterns that define reality and determine behavior based only on the limitations of one’s own particular experiences and conditioning have no logical place in a world in search for peace. Maureen Mansell Background In the American Declaration of Independence of 1776, it is written, “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness.” Yet more than 200 years after these noble sentiments were first proclaimed, many citizens of color in the United States still do not feel that they are a part of the American dream. This feeling of alienation can be attributed to attitudes and beliefs toward diversity. Those who feel alienated might ask, “Does this country truly value diversity and the uniqueness that it affords?” Since the inception of the United States and the adoption of the motto “E PIuribus Unum, ” meaning “one from many,” for its national seal, Blacks and other minorities have found it difficult to be counted as one of the many. Historically, Blacks were not seen as human beings (Pifer, 1978). Rather, they were brought to America’s shores against their will in the hulls 0f .1 Nina the Pint; the Europeans conside ofthe Linastmeturt EurOpeans feared t': PM that they are 156 Declaration of 1. (Her, 1978, p 8) tontnhuted t0 toda During the ; Mogae Abom edU; W Orientation 3dr 0‘ , . Lenora} equahm It these areas, Bo»; SlnCe the 19 egiSIalion, e esegreg'dte.j l‘Cipaliop will in the hulls of ships, as opposed to voluntarily sailing in search of fi'eedom on the Nina, the Pinta, the Santa Maria, or the Mayflower (Ogbu, 1978). Thus, the early Europeans considered Blacks to be unequal and essentially noncontributors to the building of the infi'astructure of the New World, except as a source of manual labor. Some Europeans feared that Blacks’ access to such pernicious ideas as “all men are created equal, that they are endowed by their Creator with certain inalienable rights,” as stated in the Declaration of Independence, was dangerous and a threat to their own way of life (Pifer, 1978, p. 8). It is likely that such early events, beliefs, and thought processes have h contributed to today’s students’ attitudes toward diversity. A More Diverse Population in the Unitfl States During the past four decades, people in the United States have been engaged in a dialogue about educational and economic equality as it relates to race, class, gender, and sexual orientation. Although we have witnessed some advances in race relations and educational equality, the record still supports the need for additional major improvements in these areas. Bowen (1994) concluded that: Since the 1960s, most racial and gender segregation has been eliminated by legislation, executive orders, and judicial actions. This overt pressure quickly desegregated agricultural education by removing most legal barriers to participation. However, 35 years after the first mandates, the profession’s- quest for diversity is being severely hampered by repeated failures to distinguish between desegregation and integration. Thus, the integration of females and minorities into the fabric of a desegregated agricultural education is proving to be slow and difficult. Demographic trends suggest that effective integration cannot wait much longer. (p. 6) As the world becomes increasingly interdependent, Americans need to understand how diversity will be of major importance to this nation’s success in the 21st century. Therefore, students, staff, faculty, and the community need to become stakeholders in mirroring and um better inmwlmm' Wk Harris (1 In 1987, 0' These SIUC: draw their cultural 1” broat’lclllt'tt’2 wilUICS- 1 systtmaiia “etullh'e i Bowen and JackSOI The United excellent if as the melti the ideals Cl educate the predicated : Wettem Et Historyhas mtantirage. Th! 1 ._ . more to lllSlilUll< Merriam. Writir improving and understanding students’ attitudes toward diversity, which in turn will foster better intercultural communication and interactions within American society. For example, Harris (1998) stated: In 1987, one-third of the kindergarten students in the United States were minority. These students will be the pool from which institutions of higher education will draw their college fi'eshmen in the year 2000. The impact of this increase in cultural and ethnic diversity will be pervasive, especially with respect to broadening European-oriented curricula to make them more inclusive of other cultures. The changes that the colleges will face must be approached systematically. Institutional commitment to ethnic and cultural diversity fiom the ; executive level must be in place before progress can be achieved. (p. 11) Bowen and Jackson (1992) made a similar observation 6 years earlier: The United States is increasingly recognizing that a society can be great and excellent if diversity is encouraged rather than suppressed through such concepts as the melting pot and theories that promote homogeneity. However, to achieve the ideals of a great yet diverse society, countless struggles must be endured to educate the populace through a system of public education that has been predicated upon and dominated by the values, mores, and cultural heritage of Western Europeans in general. (p. 1) History has shown that the ideology of a color-blind society was nothing more than a mirage. Therefore, there is an ever-increasing need to continue the dialogue relative to institutions, the workforce, and society at large as we approach the new millennium. Writing of colleges and universities, Musil (1996) observed: College campuses are no exception, for campuses are not insulated from the reverberations. Nor are students able to retreat into a protected cocoon, and no faculty teaches in a discipline that has gone untouched by the new scholarship on diversity. . . . For borders that once marked, or perhaps only seemed to mark, private, controllable space are more permeable than ever. (p. 1) As America enters the 21st century, more attention needs to be given to the following trends and predictions: 1. By the year 2000, one out of every three citizens will be of non-White origin (Hodgkinson, 1985). 2. Ir students inert 1996). 3. Ir. (JohnsontlzP 4. B; chiheninthe milion ( C hen holessionais . me a PM DlVerS Chara: 2. In American public 4-year institutions, the enrollment rate for minority students increased by 10.1% between 1976 and 1996 (U. S. Department of Education, 1996). 3. Increasing numbers of women are entering or returning to the workforce (Johnson & Packer, 1987). 4. By the year 2000, the number of limited-English-proficient (LEP) school-age children in the United States will increase from the present 2.8 million to an estimated 3.8 million (Cheng, 1990). 5. There is a widening gap between the rich and poor, as well as an increasing number of people who practice religious beliefs that do not fall under Christianity (Goode, 1993; Grogan, 1991). 6. The median age of Americans is rising (Sivy, 1997). Given the above-mentioned trends, it is imperative that agricultural education professionals and educators in land-grant colleges of agriculture give serious attention to addressing issues of diversity. Bowen (1994) explained why the issue of diversity has become a prevalent topic of discussion: Diversity is an issue because the media constantly reminds us that the demographic characteristics of the country’s population are changing drastically, such that in the near future, it is projected that current ethnic minorities will become a numerical majority. (p. 17) It is clear that if the United States is to remain a dominant force in the 21st century, institutions of higher education: must take the lead in assisting in the development of sound diversity programs and solutions (Bowen, 1994; Moore, 1994). The increasing numbers of minority students entering public 4-year institutions in the 20 years between 1976 and 1996 should be c 1976 to 23 8%? There is millennium. Ma mgee racial eq students increasir efforts t resource “man point: kaimle aWare an & aCCOmF' mill DUShec “MW in A; mependem a, Interdependen. an efiefljye} 'v ~ “313’s unjh'er: 1996 should be of concern to every major university. These numbers rose from 13.7% in 1976 to 23.8% in 1996, according to the Chronicle of Higher Edogtion (1998). There is no escaping the changing demographics in higher education in the new millennium. Marklein (1998) stated: Higher education has long figured prominently in the nation’s struggle toward racial equality and understanding. But today, instead of being laboratories where students learn how to resolve the problems facing the outside world, colleges increasingly find their campuses under the microscope in the nation’s strained efforts to commit itself to racial and educational equality on campus and uses its resources to make diversity work. (p. 1) Marklein pointed out how institutions of higher education and their communities have to facilitate awareness and change for the let century. Bowen (1994) suggested that this can be accomplished in the following manner: “Gender and ethnic diversity must be actively pushed more aggressively if agricultural educators wish to maintain their relevancy in America’s educational enterprise during the next decade” (p. 8). As the once- independent and self-sufficient United States struggles to find its place in an increasingly interdependent world, it will be forced to reexamine the issue of diversity at home before it can efi‘ectively foster democracy abroad. Serving o More Divorse Population in Michigan The increasing diversity of Michigan’s population has created a challenge for the state’s universities and communities in serving a more heterogeneous student body, making changes in policies and modes of operation essential. The minority student population has increased steadily, from 13% in 1986 to 17.2% in the fall of 1996 hr ni l f Hi r Ed cation 1989/90, 1998/99). However, numerous students mains colleges a had few or no inte Being awe lichigan Martian trademic excellent range ofdit'ersity l entironment at the widergraduate c0; Pfl‘tining to inter: hired the Michiga 00mPartion irtitiatit Ml and stafi f. ”mm by instito Methane prog “Woes. female: mgla‘pl‘iics I ‘mmio' in 197 ethmh'mln 3351035., 73 d’i'fi’rsi. entering colleges and universities come from homogeneous secondary schools where they had few or no interactions with students of other racial/ethnic backgrounds. Being aware of this fact, the University of Michigan-Ann Arbor issued the Michigan Mandate in 1987. This mandate was a long-range strategic plan for “linking academic excellence and social diversity” within the university and set the stage for a wide range of diversity programs and initiatives that gave guidance for a more pluralistic environment at the University of Michigan. As a result of the Mandate, 187 undergraduate courses were developed and initiated to address theory and practice pertaining to intercultural understanding. Seven years alter the Michigan Mandate was issued, the Michigan Agenda for Women was developed, in 1994. The Agenda was a companion initiative to the Michigan Mandate and was deigned to make women students, faculty, and stafl‘ fully represented at the university (Roach, 1997). These types of initiatives by institutions of higher learning are needed, in order to offer more imaginative and authentic programs to better serve a growing diverse student population that includes minorities, females, and students with learning disabilities (Moore, 1994a, 1994b). Michigan State University (MSU) also has responded to the changing student demographics. Following the appointment of Clifton Wharton as president of the university in 1970, MSU actively promoted diversity over a 20-year span by hiring racial/ethnic-minority professionals to share in the responsibility for implementing and promoting diversity programs (Matthew, 1997). However, there is still room for improvement. In 1989, MSU IDEA (Institutional Diversity: Excellence in Action) was issued by the Oflice of the Provost. Its goals were to create a hospitable environment where differences teaching at (MSU [DE tread; MS ini‘datit‘tsl Winter outreach, a As , State of thg @1213 Oil Pl’lnéple is is a militia moral, u CO! r. g ‘ Ln Lu‘jou‘fl 0 v- ‘5 r difi‘erences are celebrated, where civility based on mutual respect is natural, and where teaching and learning are enhanced through the richness of a multicultural community (MSU IDEA, 1989). Feeling the need to further prepare for the predicted demographic trends, MSU IDEA II was introduced in 1992. It was an aggressive plan of action with 50 initiatives to advance diversity and multiculturalism in four areas: (a) leadership; (b) recruitment and retention of faculty, students, and stafi‘; (c) instruction, research, and outreach; and (d) campus climate. As a follow-up to MSU IDEA H, President Peter McPherson in his February 1994 State of the University Address unveiled six guiding principles to lead MSU into the next century, one of which is to “advance diversity within [the MSU] community.” This principle is seen as a way of affirming the institution’s commitment to maintain excellence as a multicultural community and to continue to provide leadership to the larger state, national, and international communities that it serves. Cognizant of the commitment fiom upper-level administrators, the College of Agriculture and Natural Resources (CANR) at MSU has established several minority programs with the help of faculty, staff, and students over the past 15 years as a means of increasing diversity within its student body. These programs are described in the following paragraphs. Tho Minority Aoorentigshio Proggam for High Sohool Smdents The Minority Apprenticeship Program was established in the College of Agriculture and Natural Resources in the 1980s and information regarding the origin of the program was derived from interviews with the following individuals: Dr. Carrol Departme: Michigan Dr Harry Departme: Miclngari 1 Dr. Eddie Departmet Michigan 7 Dr James Assistant ‘ College of In the cal his» SPent the me“ in 3811 cult ”mm the 0P-Portu $4?an mil e"ems Th. lnsti {Ute Direttor I . along with Dr E: I , t' 3? uni‘v‘hr ' _ Nm‘vumts. r Dr. Carroll H. Warnhofl', Professor Emeritus Department of ANR Education and Communication Systems (ANRECS) Michigan State University Dr. Harry Gardner, Professor Emeritus Department of ANR Education and Communication Systems (ANRECS) Michigan State University Dr. Eddie A. Moore, Professor Department of ANR Education and Communication Systems (ANRECS) Michigan State University Dr. James E. Jay, Professor Assistant Vice-Provost College of Agriculture and Natural Resources (CANR) In the early 19805, five students fiom East St. Louis High School, in Lincoln, Illinois, spent the summer on the campus of Michigan State University to learn about careers in agriculture and natural resources. These students lived on campus and were given the opportunity to participate in a variety of experiences. The experiences included hands-on learning activities, group sessions, and a number of interactive recreational and social events. This program was administered by faculty and graduate students in the Agriculture and Natural Resources Education Institute. Dr. Carroll H. Wamhofi‘, the Institute Director, provided administrative and leadership support for this pilot program, along with Dr. Eddie A. Moore, Dr. Harry Gardner and Don Wallace. Additional support for the program came from the CANR Office of Academic and Student Affairs and other university units. At the end of the pilot program, the faculty with support of CANR administrators agreed that since this type of program had implications for the entire college, it should be administered by the CANR Office of Academic Student Affairs. During the next fiscal year, Dr. Harrison Gardner and Don Wallace established the Mnority Apprenticeship Program (MAP) at Michigan State University. This program other pros scienc ,5? p ; t4 _‘ PW fC was financially supported by the Office of the Dean of CANR, CANR Oflice of Academic and Student Afi‘airs, other CANR units, and various Michigan agricultural industries and other entities. Designed as a 7-week summer experience for high school students, the program had the following three purposes: 1. To expose a large number of minority students to educational and career sciences, and to encourage them to finish high school and go on to college. 2. To encourage and recruit highly talented, underrepresented minority youths to academic programs in the CANR and provide academic and personal support to them throughout the tenure of the academic program. 3. To prepare students for career opportunities in the food and agricultural sciences, natural resources, and related areas by providing them with leadership and professional development experiences. A v Minori A r nticeshi Pro m Starting in 1993, a select number of students who had participated in the MAP the previous summer were invited to participate in the Advanced Minority Apprenticeship Program (AMAP) for a second year. In many cases, students who returned for a second year solidified their interests in agriculture and related sciences and thereafter applied to a degree-granting program. Tho Minoritios in Ago'colgore and Natural W In the early 19803, a concerned undergraduate minority student, recognized the need for a support group for minority students in agricultural programs at Michigan State Univer: SCI OUI student organiz acaden membe Minori Md; time c Shores that M militia “We “Rem new University. Mth the help and guidance of a sensitive advisor (Mr. Donald Wallace), he set out to form such an organization on campus. From these efforts, the Minorities in Agriculture and Natural Resources Association (MANRA) was established as a registered student organization in the CANR at MSU, in the spring of 1982. This student organization was designed to address potential social and cultural issues, as well as the academic adjustment of minority students in the CANR. The overall purpose of the organization is to enhance the academic, professional, and leadership development of its members. Students participating in MANRA are members of the national society for Minorities in Agriculture, Natural Resources and Related Sciences (MANRRS), as such, participate in national conferences and regional meetings. MANRRS became the ofiicial name of the organization alter the Third Annual Conference held at Maryland Eastern Shores, in April 1988, where it was agreed upon, after much deliberation by the assembly, that MANRA did not adequately reflect the range of disciplines that formed the targeted population for the association membership. The MANRRS, as it is now known, was adopted by majority vote to extend the audience served by the association to include agriculture and “related sciences”(Foster & Henson, 1992, pp.79-81). MANRRS is currently represented on more than 40 college campuses and maintains a professional membership of approximately 200 members. flho MR Inotimto for Nfinorig Studento In 1993, the ANR Institute for Minority Students (AIMS) was implemented to complement the MAAP, under the leadership of Dr. Marquita Jones. This initiative is a week-long “exposure” program designed to provide a large number of students with a broad introduction to food and agricultural sciences, natural resources, and related fields. 10 Participants in tit thescopeofthe: lhe .Nl lnstitu In 1994, implemented to 1 and career oppo fields. This race Ingram backgrc The USDA-MS In 1995 of Agriculture ( Excision Sew Stholarships fo Participants in this program are 9th-, 10th-, and Nth-grade students who are unaware of the scope of the agricultural and natural sciences industries. ANR In it f r Min ri n -Bilin I In 1994, the ANR Institute for Minority Students-Bilingual (AIMS-B) was implemented to give bilingual high school students a broad exposure to the educational and career opportunities in food and agricultural sciences, natural resources, and related fields. This week-long program was designed for high school students who come from a migrant background and are not aware of these opportunities. Tho USDA-MSU Multicultural Scholar Proggam In 1995, the CANR started receiving firnding from the United States Department of Agriculture (USDA) through the Cooperative State Research, Education, and Extension Service’s Multicultural Scholarship Program. This program provides scholarships for minority students pursuing degrees in food and agricultural sciences, natural resources, and related fields. Both the MAP and AIMS initiatives within the CANR provide a strong pool for potential multicultural scholars. Thus, it can be seen that the CANR has undertaken such efforts to prepare its students and the increasingly diverse student population as a whole for the 21st century, through the various initiatives mentioned above. Moore (1994b) confirmed that such efi‘orts were needed when he stated: Considering changes in demographics, industry needs, and general societal needs, supporting diversity in agricultural education should be a high priority. The focus of diversity should be on people, programs, and the institutions/systems that are responsible for various programs in the states. (p. 4) ll With tl it‘ll :le labor f race 6‘: 5h 050;": meWe: With the focus that Moore emphasized, understanding students’ attitudes toward issues of diversity is an important thrust. This involves understanding the expectations of racial/ethnic groups in order to foster an atmosphere in which one feels welcome to become an integral part of a particular community, and where trust and mutual respect are the basis of cross-cultural relationships. Changing to a More Divorse Workforgo As we approach the next millennium, an increasing number of major corporations will depend on a more diverse workforce—one that is vastly different from the traditional labor force of 20 years ago. This new workforce will be more diverse in terms of culture, race/ethnicity, gender, disabilities, family/work life, and sexual orientation (White, 1997). Bluford (1996) reported that employment in the agricultural-sewices sector increased from 22% to 32% in the 11 years from 1983 to 1994, and continued employment opportunities are projected in this area. Therefore, a diverse workforce is no longer theoretical, it is a reality. Naisbitt and Aburdene (1980) drew attention to anticipated demographic changes in the workforce for the 21 st century in their Megatrends report. However, diversity in the workforce did not gain momentum until the Workforce 2000 report was released (Hudson Institute, 1988b). This study by the Hudson Institute indicated that women, minorities, and immigrants will constitute about 85% of the United States workforce by the year 2000 (Johnson & Packer, 1987). In addition, the median age of American workers will be 45 by the year 2005, and more than 15% of the workforce will be over the age of 55 (Bamer, 1996, p. 4). Further, the number of LEP students in the United States will increase (Cheng, 1990). 12 33 re mean? more Cl inclusit organiz sortie ithin l 2991). Since the Hudson Institute’s (1988a, 1988b) Workforg 2000 and Qoogtmity m reports were published, diversity in the workforce has become a popular topic of research. Although there is still no standard definition of the word diversity, it has gained more celebrity than affirmative action. For example, many researchers see diversity as inclusive of everyone, thus transforming people’s thinking from assimilation to organizational acculturation (Castelli, 1990; Cheng, 1990). Others see diversity in the workforce as a way to proclaim affirmative action and reflect the demographic diversity within the organizational structure (Cleveland, 1988; Edmond, 1991; Rosen & Lovelace, 1991). Evidence has shown that institutions and organizations need to go beyond affirmative action to be successful in the new millennium, for the main accomplishment of the 19605 and 1970s was to give minorities access to the system. In the 19805, primary concern was placed on valuing differences. However, in the 19905 and in preparation for the 215t century, researchers have suggested that the effort must be toward managing diversity (see Figure 1). Affirmative Action Valuing Differences Managing Diversity 19605 & 19705 19805 19905 & 215t Century 44-» 44-9 44-0 Figaro 1: The process of change. Adapted from A Divorsig Training Manual, by C. Rosado, 1992, Arcata, CA: Humboldt State University. In light of these predictions and trends, what have institutions of higher learning, corporations, and industries done to prepare themselves and potential employees for demographic changes in the 215t century? Although the word diversity is included in 13 all? “It news 3 Where reign; iii-Litre is“ A\‘ many universities’ mission statements, these statements themselves do not specify how diversity is to be carried out on a day-to-day basis on the campuses. Some institutions, such as the University of Michigan-Ann Arbor and MSU, have issued mandates and guiding principles to address the changing demographic trends and to prepare their students for the 215t century. Such initiatives are to be commended, for no longer can institutions of higher education depreciate or ignore the diversity of human experience by attempting to marginalize its relevance to the very fabric of American society. In the past two decades, probably no organizational or managerial issue has attracted the amount of coverage and controversy as has diversity in the workplace. The news about the state of corporate diversity is at the same time good, bad, and perplexing. Whereas some corporations have addressed the issue of corporate diversity only reluctantly, others have invested millions of dollars and considerable human resources in understanding the issue of diversity in the workforce. These funds have been spent to educate, sensitize, and prepare employers and employees for the sweeping changes that will occur in the workplace with regard to the demographic makeup of personnel (Jordan, 1998). Diversity training is the primary tool that has been used for many years, although such training has been met with staunch resistance by many who wanted to continue their reign of power. These individuals often have believed that diversity training is a waste of time, efl‘ort, and money. Fernandez (1981) captured this belief when he described the typical corporate response noted below: These special training programs were created for women and minorities . . . based on the assumption that women and minorities were not being hired nor promoted because they have not developed the “necessary managerial skills and attitudes to be effective managers.” (p. 267) 14 flower training and the 0f goin their. a consid. ureas: 19W.) (ll However, Fernandez concluded that “most white-male managers can benefit from these training sessions, for they have a lot to learn about their racist and sexist prejudices . . . and they could benefit mightily fiom some awareness-generating experiences” (p. 268). In his book W Thomas (1991) suggested that “the notion of going beyond race and gender does not call for ignoring these factors, but to recognize them as part of a larger, even more complex picture” (p. xv). That is, when managers consider race and gender as part of a more complex entity, they have the potential to unleash the power of their total workforce by managing diversity (Rosado, 1992; Thomas, 1991). Because most corporations want to retain their competitive edge and profitability margin, many managers have broadened their diversity training to address not only racial/ ethnic and gender concerns but also issues of competitive advantage and basic workplace skills. It has been found that, by including the issue of competitive advantage, diversity promotes not only fairness but also perceptions of being profitable in the following ways: gaining and keeping market shares, cutting costs, increasing productivity, reducing turnover and absenteeism, improving employee morale, and increasing general managerial competence (Morrison, 1992). Concerning basic workplace skills, Camevale, Gainer, and Meltzer (1990) categorized such skills into the following seven groups: (a) learning to learn—competence; (1)) reading, writing, and computation-communication skills; (c) oral communication and listening—adaptability; (d) creative thinking and problem solving—personal management; (e) self-esteem, motivation/goal setting, employability/career development—group efl‘ectiveness; (f) interpersonal skills, negotiation, and teamwork—influence; and (g) 15 organizational et? in the workforce . Much of 5‘ 11565831310 Cleve mmfiom must : the} mpuses; 0 Elm, Year; “um and other mlleg Team a Pfemjc organizational efi‘ectiveness and leadership. All of these skills are vital to ensure success in the workforce of the 21 st century. Gardenswartz and Rowe (1998) gave five important reasons why diversity is critical to an organization’s success. These include (a) gaining access to a changing marketplace, (b) getting a healthy return on investing in your human capital, (c) recruiting and retaining the best talent, (d) expanding creativity, and (e) ensuring survival through resilience and flexibility. Nature of the Problem Much of society seems to be ignorant of and unwilling to devise the solutions necessary to develop a truly pluralistic society. For real solutions to be realized, institutions must foster a strong systemic interconnectedness and sense of community on their campuses, within classrooms, and among faculty, students, and community members. Every year, numerous students from diverse backgrounds are accepted into the CANR and other colleges at MSU, bringing with them various needs and objectives. IfMSU is to remain a premier institution for preparing students for the 215t century and providing leadership within the workforce, it is imperative to understand the attitudes of students in various academic units toward diversity. According to Hossain (1992), numerous researchers have found a relationship between people’s attitudes and the amount of information they have in a given area, suggesting that people acquire most readily those facts that are congruent with their own views. Attitudes can be deemed the basis for social, spiritual, and educational activities. Stranger (1941) concluded that attitudes are products of education. Hence, progress toward achieving democracy at home and international cooperation abroad will depend on 16 the attitudes that value, appreciate Value, appreciate An underl Curriculum and “i learn in the court hm backgrounc pr CW C Students apparent. Thus “3 0f divers Resear: feeling; md p teamed by mCaIIOrL TC these Chara: fmqionQ C {Weller emu“ in .313 to Gian u the attitudes that are engendered in school children. Simply stated, if students do not value, appreciate, or understand diversity while they are in college, they probably will not value, appreciate, or understand diversity after they graduate or when they travel abroad. An understanding of students’ attitudes toward diversity is essential to effective curriculum and workshop development. Because students are firture leaders, they must learn in the course of their university experience how to appreciate and value others who have backgrounds and characteristics very different fi'om their own. As educators seek to prepare students in the 215t century, the value of such encounters is becoming more apparent. Thus, it is essential to learn about and understand students’ attitudes toward issues of diversity. Researchers who have studied attitudes have suggested that students’ beliefs, feelings, and predispositions or action tendencies with regard to issues of diversity are influenced by demographic characteristics such as gender, race, age, class level of education, residence, and sexual orientation. Therefore, understanding the influence of these characteristics on students’ attitudes toward diversity is necessary to ensure a functional curriculum and to develop workshops relative to diversity. In this study, the researcher assessed the attitudes toward diversity of a group of students enrolled in selected undergraduate classes during academic year 1997-98. The information gathered in this research will be usefirl in efforts to help faculty and students in the CANR as well as other colleges at MSU develop a broader perspective toward diversity. Pumose of the Study The researcher’s primary purpose in this study was to determine the attitudes toward diversity held by CANR and non-CANR students at MSU. Specifically, subjects 17 aromatic“, Business the Co.‘ I0 accorr ib‘hbvimg QUEST; l. Hor define diversi'o 1. It Persona) ex'p gem", nati. for the study included selected undergraduates in the CANR, the Eli Broad College of Business, the College of Education, and the College of Engineering. Spog'fio Research Qpesgions of the Study To accomplish the primary purpose of this study, the researcher established the following questions: 1. How do selected CANR and non-CANR undergraduates at MSU perceive and define diversity? 2. How do selected CANR and non-CANR undergraduates at MSU describe a personal experience (positive! negative) with a person of a different race, color, religion, gender, national origin, sexual orientation, or a disability? 3. What attitudes are held by selected CANR and non-CANR MSU undergraduates regarding the following important constructs of diversity: (a) sexual equality, (b) multilingualism versus English only, (c) interaction with minorities prior to college, (d) rural versus other communities, (e) cultural pluralism versus assimilation, (f) comfort with differences, and (g) need for diversity training? Research Questions and Hypotheses The following research questions and hypotheses were formulated to analyze the data collected in this study: W: Are there differences in how selected MSU undergraduates perceive and define diversity, based on their individual knowledge and experiences? 18 percei‘ religc and n multil rural I? W. Are there differences in how selected MSU undergraduates perceive and define a positive/negative experience with a person of a different race, color, religion, gender, national origin, sexual orientation, or with a disability? W. What attitudes toward diversity are held by selected CANR and non-CANR MSU undergraduates students regarding: (a) sexual equality, (b) multilingualism versus English only, (c) interaction with minorities prior to college, (d) rural versus other communities, (e) cultural pluralism versus assimilation, (f) comfort with difl‘erences, and (g) need for diversity training? The following research hypotheses were identified to answer Research Question 3. Hypothoais 1. There will be significant differences in selected MSU undergraduates’ attitudes regarding sexual equality, based on their own college enrollment, gender, race, class level, residence, and community of origin. Hypothoaia 2. There will be significant differences in selected MSU undergraduates’ attitudes regarding cultural pluralism versus assimilation of diverse groups, based on their own college enrollment, gender, race, class level, residence, and community of origin. Hypotheois 3. There will be significant differences in selected MSU undergraduates’ attitudes regarding comfort with differences of diverse groups, based on their own college enrollment, gender, race, class level, residence, and community of origin. Hymthoaia 4. There will be significant differences in selected MSU undergraduates’ attitudes regarding multilingualism, based on their own college enrollment, gender, race, class level, residence, and community of origin. 19 underg enroll: under theirt Hypoth_eais_5. There will be significant differences in selected MSU undergraduates’ attitudes regarding need for diversity training, based on their own college enrollment, gender, race, class level, residence, and community of origin. Hypothesis 6. There will be significant differences in selected MSU undergraduates’ attitudes regarding rural communities versus other communities, based on their own college enrollment, gender, race, class level, residence, and community of origin. W. There will be significant differences in selected MSU undergraduates’ attitudes regarding interaction with minorities prior to college, based on their own college enrollment, gender, race, class level, residence, and community of origin. Impogance of tho Stody The changing demographics in Michigan have created a challenge for MSU in serving a more diverse student body. Several training efforts designed to increase cultural knowledge and understanding, as well as successful multicultural programs targeting MSU’s diverse student population, have been undertaken. However, there still is a need to develop a research base on diversity. A preliminary step for developing such a research base is knowing the attitudes toward diversity of students enrolled in selected undergraduate classes at MSU. Understanding students’ attitudes toward diversity is imperative. But to benefit fi'om such an understanding, faculty and staff need to view diversity as an important ingredient to fostering better understanding of students fi'om various backgrounds. The findings fiom this study will be usefirl in developing a research database on university students’ attitudes toward diversity. Using the information gained from this 20 study, academic toward issues 0: and developing - this Study also ~ Good (I Pfinciple is true mad: the {D‘AO‘ study, academicians will be able to assist others in understanding students’ attitudes toward issues of diversity; improving intercultural communication, strategies, and projects; and developing a more conducive environment for valuing differences. The findings fi'om this study also will contribute to the general body of knowledge concerning CANR and non-CANR students’ attitudes toward issues of diversity. Lemmas Good (1959) stated that an assumption is “the proposition that an apparent fact or principle is true in the light of the available evidence” (p. 1). Therefore, the researcher made the following assumptions in undertaking this study: 1. The respondents were capable of responding accurately to questions included in the questionnaire. 2. The respondents gave reliable answers, and they were sincere in expressing their beliefs and opinions. Limitations This study was conducted to gain an understanding of the attitudes toward diversity of CANR and non-CANR students at MSU. In carrying out the research, the following delimitations and limitations were taken into consideration: 1. The researcher depended solely on data supplied by the participants. 2. Some respondents might have found it difficult to capture their genuine attitudes and beliefs when responding to the survey questions. This can happen in any research involving survey methodology. 21 1997-9 disses Elect: the dc, first} h. Gaga . 3. The study population was limited to students who were enrolled in selected 100-, 200-, 300-, and 400-level undergraduate classes at MSU during academic year 1997-98. Wrists The following terms are defined in the context in which they are used in this dissertation. Affirmativo action. Social policies encouraging favorable treatment of socially disadvantaged minority groups, especially in employment, education, and housing, without regard to race, color, religion, gender, or national origin, in order to reverse historical trends of discrimination and to create equality of opportunity (flapper Collina Diotionag, 1991). Agp'colt_u_ral edugion. The broad instructional areas in the field of agriculture, encompassing production, processing, supplies, and services. Assimilation. The process by which a minority culture(s) conforms to the norms of the dominant culture. 51%. “(a) affect for or against, (b) evaluation of, (c) like or dislike of, or (d) positiveness or negativeness toward a psychological object” (Muller, 1986, p. 3; Remmer, Gaga, & Rummel, 1965, p. 308). Attimde sale. A set of items designed to elicit respondents’ beliefs, feelings, and predispositions or action tendencies about a particular topic (Hossain, 1992). Aaipades toward diversig. The predisposition to act in relation to an object in a certain mode. Such attitudes comprise one’s beliefs, feelings, and predisposition or action tendencies toward various concepts of diversity. 22 indl ‘v'. mail 60300 fieljofa. The information one has about a certain object, which might be a person, a group of people, a behavior, a policy, or an event. For the purpose of this study, the cognitive component of attitude measurement indicates an individual’s knowledge, opinions, thoughts, or stereotypes about an object (F ishbein & Ajzen, 197 5). Behaviom intention. An aspect of attitude measurement that refers to an individual’s actions with respect to an object. This term is used in this study as it relates to attitudes and beliefs that are linked to a behavior (Fishbein & Ajzen, 1975). Qaltoral plugliom. A belief that accepts each person’s right to political and economic opportunity, and the right to affirm one’s own heritage. CLEME- The concepts, habits, skills, art, instruments, institutions, and so on, of a given people in a certain period or civilization (Webstor’s 9th New Collegiate Digionag, 1984). W- The systematic, intended or unintended, denial of recognition, power, privilege, and opportunity to certain people based on the groups to which they belong. DiLeLsig. Differences among people with respect to age, class, gender, language, race, ethnicity, physical and mental ability, sexual orientation, spiritual practices, and place of residence. Em. A rural territory where $1,000 or more of agricultural products are sold. Mmagjng divorsigy. An on-going process that unleashes the various talents and capabilities that a diverse population brings to an organization, community, or society so as to create a wholesome, inclusive environment that is safe for differences, enables people to reflect, celebrates diversity, and maximizes the full potentials of all, in a cultural context in which everyone benefits (Rosado, 1992). 23 com; at , \ “LE I‘Z Molgiculturalism. A system of beliefs and behaviors that recognizes and respects the presence of all diverse groups in an organization or society, acknowledges and values their sociocultural difl‘erences, and encourages and enables their continued contribution within an inclusive cultural context that empowers all within the organization or society (Rosado, 1992). Moltilingpal. A person who speaks more than one language. Pluglism. A system of beliefs in which human differences are valued as a competitive advantage. A pluralistic culture reflects the interests, contributions, and values of members of diverse groups (MSU IDEA, 1989, 1992). Road. A nonfarm, Open area whose population is under 10,000 inhabitants. M- A metropolitan ring surrounding a city with more than 50,000 inhabitants. low. A locale with a population between 10,000 and 50,000 inhabitants. Mafia. A city whose population is more than 50,000 inhabitants. Overview of the Remainder of the Dissertation Chapter 11 contains a review of literature and research pertinent to the study. The following topics are discussed: definition of diversity, a brief history of diversity in higher education, definitions of attitudes, inferring attitudes from behavior, behavior as a determinant of attitudes, behavior as it relates to reasoned action, a hierarchical model of attitudes, measurement of attitudes, and the impact of college on students’ attitudes. The research design, as well as methods and procedures followed in carrying out the study, is explained in Chapter III. Included in the chapter are a description of the study population, the independent and dependent variables, development of the instrument, validity and reliability, and data-collection and data-analysis procedures. 24 ICC The results of the data analysis are presented in Chapter IV. Chapter V contains a summary of the study findings, conclusions drawn from the findings, implications, recommendations for future research, and reflections of the researcher. 25 CHAPTER II REVIEW OF LITERATURE W This chapter contains a synthesis of selected research and literature that is applicable to the study. Information concerning previous studies was obtained by reviewing ' l E u ion M he the Carton; Index of Joumalo in Eopwioa, MED—111932;, Educational Resources Information Center (ERIC) documents, Diogaation Abgracts, and the “filson Select Website database. A few investigations of students’ attitudes toward diversity were found, which appear to be applicable to this study. Those studies are reviewed in this chapter. Also, literature related to the study is presented under the following headings: definition of diversity, a brief history of diversity in higher education, definitions of attitudes, inferring attitudes from behavior, behavior as a determinant of attitudes, behavior as it relates to reasoned action, a hierarchical model of attitudes, measurement of attitudes, and the impact of college on students’ attitudes. W More than ever before, demographic challenges encourage society at large, universities, and corporations to think seriously about what diversity means and how it influences attitudes, behavior, and communication among groups of people. Researchers and demographers have indicated that, in fewer than 20 years, racial and ethnic minority groups in the United States will become the majority inhabitants and that this “browning 26 ofAi indui Pack ever defir this dete Gus, ice 2‘; of America” will result in significant changes in society, student-body makeup, the industrial labor pool, and the way policy is constructed (Hodgkinson, 1985; Johnson & Packer, 1987; Monsanto, 1997; White, 1997). In light of these factors, it is essential to examine the term diversity. Milburn (1997) contended that diversity is “one of those concepts that is very context-bound, which does not have a singular meaning for everyone” (p. 26). He suggested that the context must be clearly defined before trying to define the term. Gordon (1995) asserted that diversity in human characteristics refers to “difl‘erences in status and firnction” (p. 3). Diversity in this context is looked at in two difi‘erent categories: (a) status—one’s position in the social hierarchy, which often determines the access to sociopolitical power and material resources. Hence, status is based on social class, caste, ethnicity, race, gender, sexual orientation, language, national origin, and a host of other less prominent social dividers; and (b) functional characteristics, such as culture, cognitive style, temperament, interest, identity, and motivation. These characteristics refer to the “how” of behavior, the manner in which behavior is manifested and the way people act (p. 3). Diversity in the corporate context refers to differences in race, ethnicity, gender, culture, age, sexual orientation, disabilities, and competitive advantage (Fernandez, 1995; Jordan, 1998; Morrison & Herlihy, 1992; Thomas, 1991). It is clear that diversity is a salient characteristic of the increasingly diverse workforce of the 21 st century. Diversity is manifested in various forms and fashions, with multiple identities and social positions, and these must be taken seriously. Ifcorporations want to maintain their competitive edge in the world arena, they must continue to assess what diversity means within the corporate context. 27 des Ear the; . t In the context of institutions of higher leaming, diversity can be defined as the uniqueness of differences among people with respect to age, class, gender, language, racial/ethnic makeup, physical and mental ability, sexual orientation, spiritual practice, place of residence, and other human difi‘erences. Such a definition has been supported by the Michigan mandate of 1987, the Michigan Agenda for Women of 1994 (University of Michigan-Ann Arbor), the MSU IDEA of 1989, and the MSU IDEA [I of 1992. All of these initiatives set the stage for expanding the traditional definition of diversity to one that encompasses the pluralistic environment at the university level. A Briof History of Diveraig in Highor Edooation Since the establishment of the first universities--Harvard (163 6), William and Mary (1693), and Yale (1701)-there has been a policy of exclusion in higher education institutions. These schools were founded to indoctrinate wealthy young men of European descent in the firndamental teachings of the church. Excluded were the masses of European-American citizens who were farmers or farm hands in rural communities, not to mention the captive Africans (slaves) who were brought to the shores of America solely to perform manual labor. Although the United States has had to contend with diversity since its inception, colleges and universities did not deal with the issue of cultural diversity until the late 19405. Before World War II, the educational system in the United States allocated minimal resources and commitment to providing students with a culturally diverse experience. This was primarily because educators were concerned with economics and keeping university populations homogeneous. Rather than acknowledging the changing circumstances brought on by the attack on the “separate but equal” doctrine, the 28 educational system still sought to “Americanize” people of other cultures and minimize any contributions they could make to society. Initially, America attempted to cope with cultural diversity and the heterogeneity in society through a traditional approach known as Anglo-conformity, through which minorities were expected to adopt the values of white Protestants (Olson, 1979). But minorities resented and refused to comply with the demand to give up their ethnic identity. To do so would have meant surrendering their language, religion, and culture, leaving them vulnerable in a strange environment and unable to interpret or adapt to their new surroundings. Such an ideology was widely accepted until 1945. Anglo-conformity, with its implied derogation of other cultures, has today fallen into disrepute. A second view that emerged during the 19405 was the melting-pot ideology, whose basic assumption was that a new culture would emerge fiom the amalgamation of all ethnic minority groups (Olson, 1979). Although the melting-pot ideology sounds more congenial than Anglo-conforrnity, its objectives were essentially the same—cultural fusion and social stability. The truth of the melting pot is that it did not produce a single culture shared by all Americans, for complete assimilation meant that ethnic groups had to discard their cultural heritage, interrnarry freely, lose a sense of nationality and religion, and pretend that prejudice did not exist among their fellow Americans. Needless to say, this did not occur. Massey and Denton (1993) noted: In a shocking revelation almost three decades after the Kerner Commission had described two Americas, one White, one Black, one equal and one unequal, White and Black Americans are more racially segregated today in the nineties in residential areas than ever in the history of the United States. (p. 2) Because most Americans continued to identify themselves in broad ethnic terms such as Asian, Black, Indian, Hispanic, or White American; by religious groupings; and by 29 cla pit class, this retarded assimilation. In recognition of these realities, a new ideology—cultural pluralism—emerged, which promotes respect and values everyone’s right to political and economic opportunity, while afiirming people’s own cultural heritages. The problem that accompanied this new ideology was the exclusion of certain groups, which was established by the Plossy v, Forgpson case of 1896, which sanctioned legal segregation. Southern Blacks knew this as Jim Crow laws or dejure segregation, and northern Blacks knew it as defacto segregation. From the 18805 through the early 19505, Blacks experienced legal segregation in schools, housing, hospitals, jobs, theaters, parks, restaurants, and transportation lines (Olson, 1979). Then, in 1954, the Supreme Court in Brown v. Boaro of Education ruled that segregation was illegal and ordered immediate dismantling of the system, thus breaking the back of Jim Crow and overturning the 1896 Supreme Court ruling regarding “separate but equal.” This ruling had applied mainly to secondary education institutions, but also had significant implications for Blacks in the integration of graduate schools at White institutions. It was not until the early 20th century that Americans began to engage in the dialogue of diversity, and higher education institutions had to open their doors to “new students,” willingly or reluctantly. Legislation such as the Serviceman Readjustment Act (GI Bill), the Higher Education Facilities Act of 1963, the Civil Rights Act of 1964 (Title I-VII), the Immigration Act of 1965, the Higher Education Act of 1965, and the 1972 Amendment to the 1965 Act (known as the BEOG-Pell Grant) helped to facilitate change in higher education. Other legislation such as affirmative action policies, Title IX, the establishment of community college systems, and the Disabilities Act of 1990 also has had a profound influence on making higher education more accessible to most American 30 Br I5] Gen 93. west. citizens. These federal acts were significant because they provided the vehicle for increasing minority enrollments at predominantly White institutions; they also had a profound effect on majority students and their attitudes toward diversity. For example, Arce (1976) pointed out: As the traditional college student enrollment (who was predominantly white males age 18-21) stabilized, institutions were forced to actively recruit new groups of students-Blacks, other minorities, women, and older students, in order to sustain institutional growth. (p. 8) Because predominantly White institutions had to actively recruit these “new students” to maintain economic viability, one wonders whether the institutions prepared themselves for the newly acquired students, or whether they just wanted to sustain their margins of growth in order to receive federal funding. In a special report on diversity in Blaok Isopos W Matthew (1997) addressed that concern: An often-expressed apprehension within the Black community is that traditionally White institutions were never really committed to integration, diversity, or aflirmative action. . . . The issue [is] whether there ever was [any] real commitment for access and equity. (p. 22) Clearly, issues of mistrust have persisted for the past three decades in the Black community, since the integration of predominantly White universities in the late 19605. As the student bodies of these institutions changed, between 1960 and 1980, tremendous cultural, educational, political, and economic challenges arose and were witnessed by students during their college years. These experiences and others helped to influence these students’ attitudes toward diversity. Likewise, their attitudes have shaped those of their children, who probably attended homogeneous secondary schools before enrolling in colleges or universities in the 19905. Could it be that those responsible in the late 19605 and early 19705 did not anticipate the inevitable challenges that should have been 31 ar. p5 a: (l 3C 8‘7. a» ‘i addressed or changes that should have taken place before opening the doors of higher education to people who had never been welcomed or recruited before? Definitiona of Attitudos Definitions of attitudes can be found in publications focusing on education, political science, psychology, and sociology. Numerous intellectual discussions of the word attitude have been published, in which researchers have expounded on the nature and theory of attitudes, as well as the way in which attitude is defined. Social psychologists have given a tremendous amount of attention to attitudes. Bird (1940) attested to this fact by stating that “no branch of social psychology has commanded more attention during the past two decades than social attitudes” (p. 142). Thurstone and Cave (1929), pioneering researchers in the area of attitudes, defined an attitude as “the sum total of a man’s inclinations and feelings, prejudices or biases, preconceived notions, ideas, fears, threats, and convictions about a specific topic” (p. 6). Allport (1935) stated that an attitude is “a mental and neural state of readiness, organized through experience, exerting a directive or dynamic influence upon the individual’s response to all objects and situations with which it [the attitude] is related” (p. 798). He also suggested that “the concept of attitude is probably the most distinctive and indispensable concept in contemporary American social psychology” (p. 810). Krech and Crutchfield (1945) viewed attitude as “an enduring organization of motivational, emotional, perceptual, and cognitive processes with respect to some aspect of the individual’s world” (p. 35). Good (1959) went on to define an attitude as “a readiness to react toward or against some situation, person, or thing, in a particular manner, for example, love, hate, fear or resentment, [and] to a particular degree of 32 intensity” (p. hate things it presence of 1 be inferred t Alth "attitudes a Pledisposit Remmer e: “an emot'u meme, 3 and min intensity” (p. 48). Campbell (1963) suggested that one should first look at situations that have things in common, along with a set of social behaviors that is performed in the presence of these situations. If there are similarities among these social behaviors, it can be inferred that “attitudes represent consistency in response to social objects” (p. 94). Although researchers such as Rosenburg and Holvand (1960) have concluded that “attitudes are inferred from the way one reacts to a particular stimulus, which gives it a predisposition to respond in a particular way toward a specific class of objects” (p. 1), Remmer et al.’s (1965) definition of attitudes was used in this study. That is, attitudes are “an emotional tendency, organized through experiences, to react positively or negatively toward a psychological object” (p. 308). Shaw and Wright (1967) pointed out that beliefs and attitudes are connected by evaluative systems that reflect the concept of beliefs. Triandis’s (1971) definition of attitude also was used in this study. He defined the term attitude by taking into account the social behavior that a person demonstrates in the presence of a set of situations that have some social objectives in common. He fiarther suggested that “if there are similarities among these social behaviors, one can infer that a person has an attitude toward the social objects that are present in the social situation” (p. 3). Attitudes can be seen as likes and dislikes, according to Walker (1971), who suggested that “a person can have a fondness for and aversions to a situation, objects, persons, groups, or any other identifiable aspects of one’s environment, including abstract ideas and/or social policies” (p. 14). Sherif, Sherif, and Nebergall (1965) stated that “attitudes are links with a way of life, economic, political, or religious institution, family, school, or government [or race]” (p. 4). Further, they asserted, “We are speaking of an individual’s attitudes when we refer to his holding in high esteem his own family, his own 33 KI“ tel school, his own party, his own religion, with all the emotional and affective overtones these terms imply” (p. 4). Ajzen (1988) provided a narrower definition of attitude, saying that it is “a disposition to respond favorably or unfavorably to an object, person, institution, or event” (p. 4). In summary, Summers (1970) noted that, despite the wide array of definitions of attitudes, there are areas of general consensus as to what attitudes are: They are (a) persistent over time, (b) a response to an object, and (c) measurable. Summers also acknowledged that it is dificult to observe attitudes directly, for they must be inferred from one’s behavior. Inferring Attitudes From Behavior Attitudes have been considered to be functions of internal memory that are antecedents to behavior. Tolman (1932), who observed rats under various conditions of receiving rewards, developed a two-part conceptualization of attitude as it relates to behavior. This conceptualization is called expectangz-value, which is described as (a) (behavior) expectations-the likelihood that a given behavior will result in certain outcomes and (b) (behavior) evaluation-the value, desirability, or importance of a particular outcome to an individual. Although formal definitions of attitudes vary, social psychologists have suggested that the characteristic attribute of an attitude is its evaluative nature (Bern, 1970; Breer & Locke, 1965; Edwards, 1957; Fishbein & Ajzen, 1972, 1975; Hill, 1981; Osgood, Suci, & Tennenbaum, 1957). Such a viewpoint has been firrther supported by the standard attitude-scaling technique, whose outcome is a score that positions an individual on an evaluative dimension in contrast with the attitude object (Fishbein & Ajzen, 1975; Green, 1954). 34 Before the mid-19705, research on the relationship between attitudes and behaviors yielded contrary findings (Albert, Aschenbrenner, & Schmalhomer, 1989). Tittle and Hill (1967) concluded that inconsistencies in the attitudes-behavior relationship were at least partially a function of the evaluative methods used. Such inquiries supported the use of a Likert scale and a set of useful items as indicators of behaviors in exploring attitudes and behavior. Ajzen (1974) found that multiple behavior parameters interacted with attitudes, rather than a single behavioral criterion. Ajzen (1988) further suggested that an attitude is a conjectural construct that must be implicit from measurable responses. Given the character of this construct, behavioral responses must reflect a positive or negative evaluation of the attitude object (Remmer et al., 1965). Bohavior as a Detorrninant of Attitooo Sherif et a1. (1965) claimed that a behavior commits an individual to a particular attitude. This idea was supported by Triandis (1971), who confirmed that a person’s behavior can cause his or her attitude to change. In such an instance, one is either positively or negatively inclined to a particular attitude, not just momentarily, but as long as the attitude persists in reference to a given behavior. Once a class of events or objects is charged with favorable or unfavorable value for an individual, it becomes clear what direction one will take. One’s judgment or perception of a particular event or object, and people surrounding the event or object in question, at that moment, becomes the person’s evaluation and/or preferential direct response. This attitude-related judgment or perception, as mentioned above, can be deemed an effectively motivational or a cognitive affair. Whatever the case may be, it becomes evident that behavior can be inferred only fi'om a person who has an attitude. In other words, attitudes are inferred as a result of 35 character or length SherifS: Al know the People’sl negative c that “We C Underlying (Figure 2) to Pitcher L'lCluj'mQ beha'VTOr I BSDbQim characteristics or consistent modes of behaviors toward particular events, objects, persons, or lengths of time (Campbell, 1966; Holvand, Janis, & Kelly, 1953; Janis et al., 1959; Sherif& Sherif, 1956; Sherifet al., 1965). Behavior As It Relates to Reasoned Action According to the Theory of Reasoned Action, to effect behavior change, one must know the cause of the behavior. Because behavior and attitudes profoundly affect people’s lives, it is important to understand how a behavior or an attitude inclines one to negative or positive dispositions (Ajzen & Fishbein, 1980). Ajzen and Fishbein believed that “we can gain understanding of a behavior by tracing its determinants back to underlying beliefs, and we can influence the behavior by changing a sufficient number of these beliefs” (p. 91). A5 educators attempt to understand students’ attitudes toward diversity, a theory concerning cognitive structures or beliefs that underlie behaviors and measure directions of behavior is worth examining. The Theory of Reasoned Action (Figure 2) holds that attitudes and social influences, called subjective norms, can be shown to predict a person’s behavior, which in turn predicts attitudes. All other factors, including personal demographics, are said to have only an indirect effect on a person’s behavior through the mediating variables of attitudes and subjective norms (Ajzen & Fishbein, 1980). Since its inception, the Theory of Reasoned Action has been criticized from a statistical and theoretical perspective. Although researchers such as Ajzen and Madden (1986) have endorsed the possibility of other predictors of behavior, they believe there is considerable evidence to support the theory. A variety of research has been conducted in the area of experimental and naturalistic settings. Eagly and Chaiken (1993) asserted that 36 the Theory of Reasoned Action “has been tested in scores of studies and has generally fared well when the terms of the model were carefully operationalized” (p. 175). They also stated that “unquestionably it provides a model for the psychological processes that mediate observed relations between attitudes and behavior” (p. 168). The statistical deficiency of the theory that was mentioned earlier seems to have been largely ignored (Bentler, 1980; Bentler & Speckart, 1979; Bagozzi, 1981, 1982, 1984). ATTITUDES BEHAVIOR SUBJECTIVE NORMS Figore 2: The theory of reasoned action. Adapted from Understanding Attitudos and Prodiging Social Behavior, by I. Ajzen and M. Fishbein, 1980, Englewood Cliffs, NJ: Prentice-Hall. A Hiemrchigl Model of Attitooes Many researchers believe that attitudes are more than just inferred, distinctive forms of affect, cognition, and conation responses. Katz and Stotland (1959) and Smith (1947) suggested that there are different theoretical components of attitudes, which can be reflected individually. Ajzen (1988) confirmed this notion by suggesting that attitude can be viewed as a multifaceted construct with three components—affect, cognition, and conation—all of which modulate along an evaluative continuum. An example of this is an undergraduate student who feels uneasy about issues of diversity (negative inclination of 37 actitity), l inclinatior (favorable St tripartite r the prim} model ust [PM corn Ofattitude Ra into three that the c. 8“ attitud MCI to 1 activity), although, believing that it must be understood and addressed (positive inclination/cognitive), decides to sign up for a class that deals with diversity on all levels (favorable conative component). Such a behavior can be understood in light of Rosenburg and Holvand’s (1960) tripartite model of attitude, which explores affect, cognition, and conation as constituting the primary factor of inquiry, and attitudes as comprising a second mode of inquiry. This model usually is the beginning point of most contemporary analyses. In this model, the three components are defined separately, although they are perceived as the sole construct of attitude (see Figure 3). Rosenburg and Holvand’s (1960) model illustrates how the stimulus is arranged into three divisions, which represent the object’s attitude. Their model further suggests that the cognitive division of representation comprises the minimal circumstance of having an attitude. The cognitive division must be equivalent to a negative or positive event in order to have an efi‘ect. The more positive or negative the event and the length of time it is exposed to a particular division, the greater the effect on that division. In other words, attitudes are implied from distinct responses to the attitude object. In conclusion, the hierarchical attitude model serves as an actual or symbolic representation of how attitude affects one’s behavior, whether it is favorable or unfavorable, or an evaluative reaction, of an attitude toward the object. This attitude predisposes cognitive, afi‘ective, and conative responses to an object, whose evaluative tone makes up the overall attitude (Bem, 1970; Breer & Locke, 1965; Edwards, 1957; Fishbein & Ajzen, 1975; Hill, 1981; Osgood et al., 1957; Oskamp, 1977). 38 Measurable Dependent Variables Measurable Independent Variables lnterventing Variables System responses... Verbal statements of affect Perceptual responses. STIMULUS Al '“UDES Verbal statements ‘ of belief Individuals. System responses... BEHAVIOR Verbal statements of affect snuanons, social groups. Figore 3: Rosenburg and Holvand’s conception of attitudes. Adapted from “Cognitive, Afl‘ective, and Behavioral Components of Attitudes,” by M. J. Rosenburg and A. Holvand, and other ”attitudes" 1960, in C. I. Holvand & M. J. Rosenburg (Eds), Attitpde, Organization and Change (pp. 1-14), New Haven, CT: Yale University Press. Objects Mgsurement of Attitudes A fitndamental dilemma with attitudinal research is the inconsistency of the concept of attitude and the ability of researchers to empirically determine difl‘erences between cognition (beliefs) and affect (feeling). Nagy (1978) confirmed this by stating, “If distinctions between feeling and belief can be made empirically, results of studies which do not make this distinction should be questioned” (p. 355). One can conclude that 39 Lil int in “I 1 ‘4“ 3561a: researchers err in research design, especially instrumentation, when they do not specify clearly what it is they intend to measure. Murphy (1972) suggested that “measuring attitude and measuring changes in attitude represents a more complex task than measuring the acquisition of factual or cognitive information. There are, however, techniques that are accurate and appropriate for the task” (p. 11). Murphy suggested using an attitude scale because there is no specific definition of attitudes. Such a scale would include statements related to the topic that the researcher wishes to investigate. Social scientists have acknowledged that factors other than one’s attitude toward an object may influence both the person’s response to instruments designed to measure attitude and his or her behavior toward the object in everyday life. Some social scientists have suggested that various informal criteria for formulating statements he used in constructing an attitude scale (Bird, 1940; Edwards, 1957; Edwards & Kilpatrick, 1948; Likert, 1932; Thurstone & Cave, 1929). The questionnaire items should be simply stated, in the present tense, and relevant to the topic under inquiry. According to Sudman and Bradburn (1987), researchers should consider certain points when formulating the items to be used in a questionnaire designed to measure attitudes. These include the following: 1. Make sure that the attitude objects are clearly specified. 2. Decide on the critical aspects of the attitude to measure—affective, cognitive, and action. Do not assume that these must necessarily be consistent. 3. Measure the strength of the attitude by building a strength dimension into the question itself; by asking a separate question or questions about strength; or by asking a series of independent questions, each of which reflects the general attitude. 4o 5 it”: 4. Avoid double-barreled and one-and-a-half-barreled questions that introduce multiple concepts and do not have a single answer. Where possible, separate issues from individuals or sources connected with the issues. 5. Consider the use of separate unipolar items if there is a possibility that a bipolar item might miss independent dimensions. 6. Recognize that the presence or absence of an explicitly stated alternative can have dramatic effects on response. Specification of alternatives will standardize the question for respondents. 7. Pretest new attitude questions to determine how they are being interpreted by respondents. The use of split ballots in pretests is highly desirable. 8. If general and specific attitude questions are related, ask the general questions first. 9. When asking questions of differing degrees of popularity involving the same underlying value, ask the least popular item first. 10. In attempting to measure changes in attitudes over time, ask exactly the same questions in all time periods, if at all possible (p. 73). Bird (1940) concluded that it is important to consider the following criteria when measuring attitudes on an attitudinal scale: 1. Statements should be simple, clear, and in direct language. 2. Double negatives and words with many meanings introduce confusion and should be avoided. These types of questions raises the need for analysis in a situation where an immediate feeling or response is desired. 41 QUSCET. should it or institL techniqu 111d Gart O‘TOEZ‘H 3. Double-barreled statements should be avoided, for these types of statements cause ambiguity. Bird contended that “the first prerequisite of an acceptable attitude scale is that it should reflect as exactly as possible the existing points of view prevailing toward an issue or institution” (p. 148). The Likert summated rating scale was used to measure attitudes in this study. This technique, which is used for sealing individuals’ attitudes, was developed by Rensis Likert and Gardner Murphy (Likert, 1932). Regarding the Likert scale, Kerlinger (1973) stated: The summated rating scale seems to be the most useful [for] behavioral research. It is easier to develop and yields about the same results as the more laboriously constructed equal-appearing interval scale. Used with care and knowledge of [their] weakness, summated rating scales can be adapted to many needs of behavioral researchers. (p. 49) Ary, Jacobs, and Razavieh (1990) asserted that: The Likert-type scale is one of the most widely and successfully used techniques to measure attitudes. A Likert scale assesses attitudes toward a tOpic by asking respondents to indicate whether they strongly agree, agree, are undecided, disagree, [or] strongly disagree with each of a series of statements about the topic. (p. 195) In sum, the Likert scale technique can be used to elicit decisive knowledge with regard to respondents’ degree of agreement or disagreement with a specific statement and enables investigators to include content that is not obviously associated with the attitude in question (Oppenheim, 1966). Best (1987) contended that the design of the Likert scale facilitates expeditious replies by the examinee and swifl scoring by the examiner. The Impact of College on Students’ Afiitudes According to Pascarella and Terenzini (1991), the 19705 and 19805 saw a “virtual torrent” of investigations pertaining to the impact of college on students (p. xv). It has 42 de‘ out Sm. 3n; foe The Whe been shown that growth and change during college go beyond the normal expected maturation and have been referred to as a unique or net effect, value-added, or talent development (Astin, 1993; Pascarella & Terenzini, 1991). Research in this area has been administered through two branches of social science—psychology and sociology. In looking at the impact of college on students’ attitudes, Weidman (1989) stated: The student entering college as a freshman cannot be considered to be a tabula rasa. Rather, prior experiences with family and significant others who are not members of the college community continue to generate normative pressures to shape students’ [attitudes]. (p. 304) Thus, to assume that a student’s attitudes are not influenced somewhat by others outside the college arena would be unwise. Weidman’s research suggested that college students are affected by both academic and social factors, including the influence of parents and noncollege referent groups, as well as their background characteristics (see Figure 4). Pascarella and Terenzini (1991) emphasized the psychological aspects of student attitude change during college, whereas Feldman and Newcomb (1969/1994) focused more on sociological explanations of changes in students’ attitudes during college. They indicated that many changes are independent of what students’ attitudes were like when they first entered college. Feldman and Newcomb went on to say that “colleges may be viewed as socializing organizations in which the students, in varying degrees, come to accept normative attitudes and values by interacting with each other and with faculty” (p. 269). They concluded that “attitudes held by students leaving college tend to persist thereafier” (p. 332). 43 PARENTAL "SOClAlJZATlON {ATTITUDES} STUDENT 001.662 socmuzmon BACKGROUND (ATTITUDES) cemcrenisncs NON-COLLEGE REFERBW GROUPS {ATTITUDES} figure 4: Conceptual model of undergraduate students’ socialization. Adapted fi'om “Undergraduate Socialization: A Conceptual Approach,” by J. C. Weidman, 1979, in J. C. Smart (Ed.), Higher Education: Handbook of Theory and Research (Vol. 5), New York: Agathon Press. 44 CHAPTER III METHODS AND PROCEDURES Intr cti n The researcher’s purpose in this study was to determine the attitudes toward' diversity held by CANR students and non-CANR students at MSU. The descriptive survey research method was used in conducting the study. In this chapter, the study design and methodology are explained. The conceptual design is set forth first, followed by a discussion of the study population. The independent and dependent variables and the instrumentation used in collecting the data are also described, as are issues of validity and reliability. Finally, the data-collection and data-analysis procedures are presented. Conceptual Design of the Study It is important to develop a clear picture of the concept of attitudes as it relates to college students. Allport (1935) stated, “The concept of attitude is probably the most distinctive and indispensable concept in contemporary American social psychology” (p. 810). Summers’s (1970) research indicated that, despite the wide array of meanings of attitudes, there is general consensus of what attitude is: “It is (a) persistent over time, (b) a response to an object, and (c) measurable.” Summer also acknowledged that attitudes are difficult to observe directly, for they must be inferred from one’s behavior. However, Ajzen (1985) narrowed the definition of attitude down to “a disposition to 45 respond fax is, an attitu. rather, it In. to attitudes l Cogr AfieCtive re Conative re: respect to IH example is pl ethnic idem respond favorably or unfavorably to an object, person, institution, or event” (p. 4). That is, an attitude can be viewed as a construct that is not amenable to direct observation; rather, it must be inferred from measurable responses made by a person. Hence, response to attitudes fall into three categories: affective, cognitive, and conative. Cognitive responses reflect recognition of, and data about, the attitude object. Affective responses involve an assessment of, and reaction to, the attitude object. Conative responses are behavioral inclinations, schemes, resolutions, and actions with respect to the object. To help the reader understand the three constructs, the following example is presented. A particular majority student might feel uneasy about her racial/ ethnic identity (negative affect), but decide that it is important to understand one’s racial/ ethnic identity in this diverse society (positive cognitive component). Hence, she decides to participate in a diversity workshop designed to help students understand their racial/ ethnic identity. A schematic diagram that illustrates the process of measuring the attitudes of students who participated in the study is shown in Figure 5. The Study Design The design chosen, according to terminology used by researchers in the field of education (Borg & Gall, 1979; Merriam & Simpson, 1984) and sociology (Babbie, 1986), can be categorized as a descriptive survey methodology in the form of a survey questionnaire. prroperly employed and cautiously interpreted, the descriptive survey can be a usefirl methodology for the development of knowledge (Best, 1981). The data obtained from the completed questionnaires are used to describe how the study population distributed itself for different variables. One of the goals of this study was to provide data, draw conclusions, and generate knowledge that could contribute toward the development 46 RESPONDENT ll ATTITUDE OUTCOME Figure 5: Process of measuring the attitudes of students who participated in this study. of a research database regarding university students’ attitudes toward diversity. The survey method of research is an established strategy that offers many advantages. According to Babbie: Survey research is probably the best method available to the social scientist interested in collecting original data for describing a population 47 mnmanipul.‘ 00nditions i an mysis l 2. gmemlizati “hen infem Possib' too large to observe directly. Surveys are also excellent vehicles for measuring attitudes and orientations in a large population. (p. 209) This study followed a descriptive survey methodology to collect information to ascertain the attitudes commonly held by CANR and non-CANR MSU undergraduate students regarding diversity. This research followed the guidelines set forth by Best (1981) as he described the characteristics of descriptive survey research studies: 1. They are nonexperimental, for they deal with the relationships between nonmanipulated variables in a natural, rather than artificial, setting. Because the events or conditions have already occurred or exist, the researcher selects the relevant variables for an analysis of their relationships. 2. They involve hypothesis formulation and testing. 3. They use the logical methods of inductive-deductive reasoning to arrive at generalizations. 4. They often employ methods of randomization so that errors may be estimated when inferring population characteristics fiom observations of samples. 5. The variables and procedures are described as accurately and completely as possible so that the study can be replicated by other researchers. Researchers, however, must be cognizant of the limitations to descriptive survey research. Borg and Gall (1979) listed several errors that researchers fiequently make in survey research: (a) not formulating clear, specific objectives for their research; (b) relating data-gathering procedures to objectives in only a general way and thereby failing to get quantitative data specific to the problem; (c) selecting the sample on the basis of convenience; and (d) analyzing survey data one variable at a time instead of analyzing 48 relationshi. made even The W5 of po population is the colic: Population Th1 relationships, longitudinal changes, and comparisons between groups. The researcher made every effort in this study to minimize these limitations. Th P lation The identification of the population is a critical step in the research process. Two types of populations are generally described in the research literature: the “target” population and the “survey” population. According to Rossi (1983), the target population is the collection of elements that the researcher would like to study. The survey population is the population that is actually sampled and for which data may be obtained. The target population for this study comprised undergraduate students in selected 100-, 200-, 300-, and 400-level courses in the CANR, the Eli Broad College of Business, the College of Education, and the College of Engineering at MSU. The researcher obtained permission from selected CANR and non-CANR faculty who were identified and asked to administer the survey in their classes, with the help of the researcher’s advisor. Those excluded fiom the survey population were the students who were not present at the time the survey was administered in the classroom. The Smdy Sample A sample is a strategically and systematically identified group of people or events that meets the criterion of representativeness for a particular study (Merriam & Simpson, 1984). Several approaches to; sampling are available tothe reggghcr, depending-anthem--- .. a...“— -.- fl .4. M """" ‘V‘n-von-y—om-H nature and objective of the research. As indicated earlier, one of the research questions of this study was to find out what attitudes toward diversity are held by selected CANR and non-CANR MSU undergraduate students regarding: (a) sexual equality, (b) 49 multili rural i differ: bruit 110114 for th intac: Sam p with Cil‘rSte multilingualism versus English only, (c) interaction with minorities prior to college, (d) rural versus other communities, (e) cultural pluralism versus assimilation, (t) comfort with differences, and (g) need for diversity training. Because there were more than a thousand faculty members and more than 30,000 undergraduates between CANR and non-CANR at MSU during academic year 1997-98, and the unavailability of a defined list for the targeted a cluster random sample was used in the study. In additi n, cluster sampling as chosen because of the availability to study a number of intact faculty c assrooms that already were in existence. An advantage of using cluster sampling is that it can be used when it is difficult to select a random sample of individuals, with less time and budget constraints. The researcher used the following criteria to draw a cluster random sample. Faculty members who had students with the various demographic characteristics (all class levels, various majors, various communities of origin, various racial/ethnic make-ups, equal distribution of gender, and more than 25 students) enrolled in their classrooms were asked to participate in the study. All students enrolled in these classes were requested to participate in this study on a voluntary basis. Considering the replicability and possible contribution of the study to create a database of the targeted population, it was considered important to give each member of the survey population an equal opportunity to participate. The shortcomings of cluster random sampling have been described by Fraenkel and Wallen (1993). The biggest criticism of cluster random sampling rs the greater chance of Hwy. L HR' ‘33 an": ’- selecting a sample th rs not representative of the population, a d the inability to .“M H w...”- M. generalize the study findings to a larger population, which rs considered a threat to external validity. Although this limitation is acknowledged, cluster random sampling is 50 still per: I101: POP 0f the e«‘hnic "afiabl still considered a justifiable sampling strategy to use in studying students’ attitudes and perceptions in the school/college settings involved in social survey research. It should be noted, though, that the results of this study could be generalized only to the survey population and not to the target population. The Independent and Dependent Variablee In descriptive research, the selection and measurement of variables are significant responsibilities. Each research hypothesis embodies, at the outset, two meaningful ambient factors: an independent variable and a dependent variable. An independent variable has a component that is manipulated, measured, or selected by the investigator in order to observe its relation to the subject’s “response.” A dependent variable has a component that is observed and measured in response to an independent variable. The independent variables in this study were selected demographic characteristics of the student participants. These characteristics were college enrollment, gender, racial/ ethnic make-up, class level, community of origin, and place of residence. The dependent variable was the seven attitudinal variables regarding diversity. Instrumentation Dexelepment ef the Ingrument The instrument used in this study was developed fi'om similar instruments used in Ingharn’s (1996) study of youths’ attitudes toward diversity for Pennsylvania’s Governor’s School for the Agricultural Sciences and her 1996 study for the Connecticut Cooperative Extension Service. The instrument developed for this study consisted of four parts: 51 worth lOR'al disag from ‘0 C01- “Om In Part I, respondents were asked to give the meaning of diversity, in their own words. Part II of the questionnaire contained 44 statements relative to students’ attitudes toward diversity and comfort with differences. Respondents indicated their agreement or disagreement with each statement concerning diversity using a 6-point Likert scale ranging fiom 1 (strongly disagree) to 6 (strongly agree). Students’ responses were analyzed collectively. For analysis purposes, items were grouped into the following categories: (a) sexual equality, (b) comfort with differences, (c) cultural pluralism versus assimilation, (d) multilingualism versus English only, (e) rural versus other communities, and (i) need for diversity. Part III of the questionnaire, labeled Inclination, contained two statements relative to comfort with differences. Part IV sought information concerning respondents’ gender, class level, sense of community, ethnic/racial make-up, membership of community, type of community, type of community in which students would prefer to live, type of community in which students would like to work, place of residence on campus, and number of times of interaction with other groups. It also contained two open-ended questions asking respondents to give one positive and one negative account of an event or experience with a person of a different race, color, religion, gender, national origin, sexual orientation, or disability. Velidity end Reliability Babbie (1986) defined validity as “a descriptive term used for a measure that accurately reflects the concept that it is intended to measure” (p. 56). Oppenheirn (1966) 52 suggested statements is iundame suggested that a panel of experts should be selected to agree on the content validity of the statements in a questionnaire. He asserted that content validity is an essential quality and is fundamentally based on experts’ judgment. A panel of experts from the Department of Agricultural and Extension Education at MSU was used to establish the content validity of the instrument used in the study (see Appendix A). Based on feedback, comments, and suggestions fiom the panel members, the researcher modified or reworded some statements for clarity. The original instrument was validated by a panel of experts consisting of university English as a Second Language (ESL) and multicultural education faculty. The researcher entered the resulting data into a computer and used the Statistical Package for the Social Sciences (SPSS/IBM Version 8.0) to calculate Cronbach’s alpha reliability coefficients. Survey questions with a reliability coefficient greater than or equal to .89 were included in the final instrument. Although Borg and Gall (1979) indicated that some studies can be conducted satisfactorily with an instrument reliability of .75, Borg (1981) concluded that attitude scales with a reliability coefficient of .79 are considered to be in the medium reliability range, and those with a coefficient higher than .79 are considered to have high reliability. Researchers in the Department of Agricultural and Extension Education at MSU edited and revised the survey. The final draft of the survey instrument contained 98 questions divided into four sections: Meaning of Diversity, Beliefs and Attitudes Toward Diversity, Inclinations, and Demographic Information (see Appendix B). 53 m ques inve The Sill: ens be de. ins. 0th We Vet C0n E 91 flfeging Borg and Gall (1979) suggested that a researcher should pilot test the questionnaire with a representation of individuals similar to the group one wishes to investigate, before using the questionnaire. Wiersma (1985) supported the notion that conducting a pilot study is a precursor to using the instrument with similar individuals. The original instrument was sent out to a pilot group of CANR students and non-CANR students, as well as selected undergraduate faculty members in the CANR, in order to ensure the instrument’s internal reliability. I An si Frary (1977) suggested conducting an item analysis alter the pilot study to determine the merit of items to be included in the attitudinal scale. The researcher consulted experts to determine which items should be included in the final drafi of the instrument. These experts included the researcher’s doctoral committee members and two other professors from the Department of Agricultural and Extension Education. These professors were chosen because of their expertise in questionnaire item analysis. The final version of the instrument was revised on the basis of reliability data, item analysis, and comments and suggestions fi'om the panel of experts. Human Subjects Approval Before initiating this study, the researcher forwarded a copy of the final draft of the survey instrument, a statement regarding purpose, and a description of the research methods to the MSU Committee on Research Involving Human Subjects (UCRIHS) for approval. All research conducted at the university involving human subjects must be 54 approved l Appendix collecting i 301 order to p!1 709-6 or abd concluded be able to £1 to [he SUl'Vg The members to resftarcher i momma. ti Elect their 3 Cell 11 The , “5mg the Co. MSU The S approved by that committee. Approval to conduct the research was granted (see Appendix C), and the researcher proceeded to initiate the procedures involved in collecting the data for the study. Generalizability Borg (1981) indicated that a rrrinimum response rate of 70% should be attained in order to place confidence in the findings. Babbie (1986) confirmed that a response rate of 70% or above is excellent to place confidence in the research findings. Kerlinger (1973) concluded that a minimum response rate of 80% should be attained for the researcher to be able to generalize the findings. The results of the present study can be generalized only to the survey population, and not the target population. Data-Collection Techniguee The researcher obtained permission from selected CANR and non-CANR faculty members to administer the survey in their classes on specific dates at particular times. The researcher introduced and explained the purpose of the study to the students in each class, informing them that their participation in the study was strictly voluntary and would not afl‘ect their grades in any way. After students completed the surveys, the researcher collected them and prepared for data analysis. Deta-Anelysis Procedpres The researcher coded the data before entering them into a computer for analysis, using the computer facilities in the Department of Agricultural and Extension Education at MSU. The Statistical Package for the Social Sciences (Advanced Macintosh Version; 55 Macintosh Version; SPSS/PC+) computer program was used to process and analyze the data. Descriptive statistics, frequencies, percentages, means, and standard deviations of item responses were used in analyzing the descriptive data. I—tests and one-way analyses of variance (AN OVAs) were performed to determine whether there were significant difl‘erences in students’ attitudes about diversity, based on their college enrollment, gender, race, class level, and other independent variables. A .05 probability level and a 95% confidence level were the criteria for rejecting or failing to reject each null hypothesis. 56 lOWar were 1 Coileg group .Vfir. . CHAPTER IV FINDINGS AND DISCUSSION Intredugien The researcher’s primary purpose in this study was to determine the attitudes toward diversity held by CANR and non-CANR students at MSU. Subjects for the study were selected MSU undergraduates in the CANR, the Eli Broad College of Business, the College of Education, and the College of Engineering. The study population included a group of students enrolled in selected undergraduate classes during the 1997-98 academic year. Demographic characteristics of students who voluntarily completed the survey instrument are presented in the first section. Section two includes information regarding how students define diversity. The third section contains findings relative to students’ inclinations regarding issues of diversity, and the fourth section contains findings germane to the students’ attitudes and beliefs regarding diversity and their inclinations relative to comfort with difi‘erences. Section five contains information on students’ recounting one positive and one negative event or experience with a person of a different race, color, religion, gender, national origin, sexual orientation, or disability, which explored their attitudes regarding diversity. The final section, section six, includes reports on results of testing the stated hypotheses. 57 Demegpephie Qhfleegm'stics pf the Respendents Researchers conducting descriptive inquiries ofien seek to ascertain the demographic characteristics of their p0pulations. White and Tisher (1986) noted that “social context” influences education and education research. Ary et a1. (1990) suggested that demographic variables used in survey research often provide tangible information about populations under study. In agricultural education, researchers have used a variety of demographic variables in conducting research on students (Harbstreit & Welton, 1992; Rollins & Miller, 1989). Fishbein and Ajzen (1975) noted in their theory of reasoned action that behavior depends on attitudes. Therefore, attitudes are a determinant of behavior and are determined to a large extent by people’s personal characteristics. Thus, the researcher assumed that the group of selected CANR and non-CANR students at MSU would be influenced by their demographic characteristics. Six demographic characteristics were identified and examined, in an attempt to determine whether they influenced respondents’ attitudes regarding diversity. These characteristics included class level of education, college enrolled in, gender, race, residence, and communities of origin. The results regarding each of these characteristics are presented in the following pages. Sim The distribution of CANR and non-CANR respondents is shown in Table l. The majority of CANR respondents (52%) and non-CANR respondents (63.1%) were females. Respectively, 48% of CANR respondents and 36.9% of non-CANR respondents were males. 58 Table 1: Distribution of respondents by gender (1! = 220). Gender CANR (p = 98) (%) Non-CANR (p = 122) (%) Male 48.0 36.9 Female 52.0 63.1 Total 100.0 100.0 QM The respondents ranged from freshmen to seniors, as shown in Table 2. The largest percentage of respondents was seniors (CANR = 42.9%, non-CANR = 58.2%). Another 26.5% of CANR and 23.8% of non-CANR respondents were juniors. Sophomores represented 19.4% of CANR and 7.4% of non-CANR respondents; only 11.2% of CANR and 10.7% of non-CANR respondents were freshmen. Table 2: Distribution of respondents by class level (N = 220). Class Level CANR (p = 98) (%) Non-CANR m = 122) (%) Freshman 11.2 10.7 Sophomore 19.4 7.4 Junior 26.5 23.8 Senior 42.9 58.2 Total 100.0 100.0 Bass The distribution of respondents by race is shown in Table 3. The majority of CANR and non-CANR respondents were Caucasian (78 or 79.6% and 88 or 72.1%, respectively). Afiican-Americans were second, with 17 (17.3%) of the CANR 59 respondents and 19 (15.6%) of the non-CANR respondents. Three (3.0%) of the CANR respondents and 15 (12.3%) of the non-CANR respondents were in the “other” category. Table 3: Distribution of respondents by race/ethnicity (N = 220). Race/Ethnicity CANR (p = 93) (%) Non-CANR (a = 122) (%) Caucasian 79.6 72.1 African-American 17.3 15.6 Other 3.0 12.3 Total 100.0 100.0 mm The distribution of respondents by place of residence is presented in Table 4. The majority of CANR respondents (32.7%) lived in ofi-campus/housing, whereas the majority of non-CANR respondents (33.6%) lived ofi‘ campus. On-campus housing ranked second among CANR (31.6%) and non-CANR (32.0%) respondents. Further, 28.6% of CANR respondents lived in ofilcampus/housing, while 29.5% of non-CANR respondents lived off campus. Table 4: Distribution of respondents by residence (N = 220). Residence CANR Non-CANR (2:98) (%) (£=122) (%) On-campus 3 1 .6 32.0 Ofl‘-campus 28.6 33.6 On-campus/university apartments 7.1 4.9 Ofl-campus/housing 32.7 29.5 Total 100.0 100.0 60 ll inWhihR ndnsWr Enrll The distribution of respondents as to the specific colleges in which they were enrolled is shown in Table 5. All of the CANR respondents (98 or 100%) were enrolled in the College of Agriculture. Non-CANR respondents were enrolled in Communication Arts & Sciences (37 or 30.3%), the Eli Broad College of Business (32 or 26.2%), and other colleges (55 or 43.5%). Table 5: Distribution of respondents by the colleges in which they were enrolled (111 = 220). College CANR (p = 98) (%) Non-CANR (r_r = 122) (%) Agriculture 100.0 0.0 Communication Arts & Sciences 0.0 30.3 Eli Broad Business 0.0 26.2 Others 0.0 43.5 Total 100.0 100.0 Tyme ef Qemmpnities in Which Respondents Originated The distribution of respondents by communities of origin is shown in Table 6. The largest percentage of CANR respondents (21.4%) was from rural areas, whereas the smallest percentage (1.0%) was from suburban areas. The largest percentage of non- CANR respondents (36.9%) was fi'om suburban areas, whereas the smallest percentage (7.4%) came fi'om farms. Raejefithnic Make-Up pf Communities of Origin The distribution of respondents by the racial/ethnic make-up of the communities fiom which they came is shown in Table 7. The largest percentage of CANR respondents (56.1%) came fi'om communities comprising all or mostly Caucasian members, with all or 61 mostly C mostly m pattern 0 members / 5’7 a g- E; g 3 0— E g s E. 53 gr, mostly Caucasian residents. The category with the smallest percentage (3.1%) was all or mostly minority members in mixed communities. For non-CANR respondents, the same pattern occurred. That is, 48.4% came from communities with all or mostly Caucasian members in communities with all or mostly Caucasian residents, and 4.9% came fi'om communities with all or mostly minority members in mixed communities. Table 6: Distribution of respondents by types of communities from which they originated (_I~_I = 220). Community Type CANR (_n=98) (%) Non-CANR @122) (%) Farm 15.3 7.4 Rural 21.4 13.1 Town 15.3 18.9 Urban 8.2 23.8 Suburban 1.0 36.9 Total 100.0 100.0 Table 7: Distribution of respondents by ethnic/racial membership of communities of origin (a = 220). Cate o CANR Non-CANR 3 ” 1a= 98) (%) e=122)(%> Mixed communities 16.3 19.7 All or mostly Caucasian members in mixed 17.3 19.7 communities All or mostly Caucasian members in communities with all or mostly Caucasian residents 56.1 48.4 All or mostly minority members in mixed communities 3.1 4.9 All or mostly minority members in communities with all or mostly Caucasian residents 7.1 7 .4 Total 100.0 100.0 62 WWW mtg Like 1e Live The distribution of respondents by the types of communities in which they would like to live is shown in Table 8. The largest percentage of CANR respondents (54.1%) indicated they would like to live in mixed communities; the smallest percentage of this group (1.0%) said they would like to live with all or mostly minority members in communities with all or mostly Caucasian residents. The same pattern occurred with non- CANR respondents. That is, 50.8% would like to live in mixed communities and 1.6% would like to live with all or mostly minority members in communities with all or mostly Caucasian residents. Table 8: Distribution of respondents by types of communities in which they would like to live (1! = 220). Cate o CANR Non-CANR ‘3 "’ creme») (r122) (%) Mixed communities 54.1 50.8 All or mostly Caucasian members in mixed 21.4 23.0 communities All or mostly Caucasian members in communities with all or mostly Caucasian residents 15.3 17.2 All or mostly minority members in mixed communities 8.2 7.4 All or mostly minority members in communities with all or mostly Caucasian residents 1.0 1.6 Total 100.0 100.0 63 is Show would 1 allorm Non~Cr commur incomn Table 9; mmOmlGS, Types pf mepnitiee in Whieh Reepondente o 1 Lik Wo k The distribution of respondents by communities in which they would like to work is shown in Table 9. The largest percentage of CANR respondents (67.3%) said they would like to work in mixed communities, whereas the smallest percentage (1.0%) chose all or mostly minority members in communities with all or mostly Caucasian residents. Non-CANR respondents made similar choices. That is, 61.5% chose to work in mixed communities, and 1.6% said they would like to work with all or mostly minority members in communities with all or mostly Caucasian residents. Table 9: Distribution of respondents by the types of communities in which they would like to work (N = 220). Cate o CANR Non-CANR g ’y (a=98)(%) (a=122)(%) Mixed communities 67.3 61.5 All or mostly Caucasian members in mixed communities 15.3 19.7 All or mostly Caucasian members in communities with all or mostly Caucasian residents 13.3 10.7 All or mostly minority members in mixed communities 3. 1 6.6 All or mostly minority members in communities with all or mostly Caucasian residents 1.0 1.6 Total 100.0 100.0 Respondente’ Meg Interaction Composite Scores This question related to the number of times the respondents had interacted with minorities, physically disabled people, those with different sexual orientations, and mentally retarded persons. The researcher organized the responses into the various 64 categori 2 = seldr S = also and stanc Table 10 Table 10. comPOSlte .3; categories by using the following 5-point Likert-type scale: 1 = never (0 times), 2 = seldom (1-10 times), 3 = sometimes (11-20 times), 4 = frequently (21-30 times), and 5 = always (31 times or more). The distribution of respondents’ mean score composites and standard deviations for the interactions with the various groups are reported in Table 10. Table 10: Distribution of mean interaction composite scores. CANR @ = 98) Non-CANR (p = 122) Category Rank Mean §I_) Rank Mean SQ Minorities composite 1 2.30 1.10 1 2.43 1.16 Physically disabled composite 2 1.60 .79 2 1.60 .76 Sexual orientation composite 3 1.47 .62 3 1.61 .76 Mentally retarded composite 4 1.33 .56 4 1.32 .54 As shown in Table 10, the largest mean (2.30) and standard deviation (1.10) for CANR respondents were in the minorities composite category. The category with the smallest mean (1.33) and standard deviation (.56) for that group was the mentally retarded composite. For the non-CANR respondents, the largest mean (2.43) and standard deviation (1.16) also were in the minorities composite category, whereas the smallest mean (1.32) and standard deviation (.54) were in the mentally retarded composite category. (Means and standard deviations for all items are listed in Appendix D.) 65 The Mming pf Diversity On the questionnaire, 154 of the 220 respondents (70%) described what the word “diversity” meant to them. The analyses of these qualitative responses for themes and word similarities are presented in Table l 1. Table 11: Distribution of respondents’ definitions of diversity Q = 154). Responses Rank p % Difi'erences/Varying of Differences/ Difl‘erent/Uniqueness 1 86 56 Mixture/Blend/Unique Blending/Variety 2 31 21 Accepting/Acceptance 3 16 10 Working Together/Coming Together/ Putting Together/Similarities 4 8 .05 Collection/Assortment 5 5 .03 Combination/Intertwining 6 3 .02 Change 7 2 .01 Well-roundedness 8 1 .01 Total 154 100.0 Overall, the respondents gave a positive definition of diversity. The largest percentage of respondents (56%) defined diversity as “differences/varying of difi‘erence/ difi‘erent/uniqueness” in backgrounds, lifestyles, experiences, culture, gender, race, and/or religion. Other phrases used less fi'equently were “collection” or “assortment” (5 or .03%) and “combination” or “intertwining” (3 or 02%). Two respondents (.01%) described diversity in terms of “change,” whereas one respondent (.01%) described it as “well- roundedness.” Verbatim responses to this item may be found in Appendix D. 66 Smpente’ Inclinetiene Tewppd Isyee pf Divepeity Researchers conducting surveys on undergraduates’ propensities often seek to ascertain the nature of their behavior. Levine and Cureton (1998) noted that “issues of diversity” foster an atmosphere that creates more tension on campus and a “greater sense of victimization [discomfort],” according to a 1997 Student Afl‘airs Survey. They firrther suggested that tension regarding diversity and differences runs high through every facet of college life. Webster’s dictionary defines inclination as a particular disposition of mind or character, or a tendency to a particular aspect. Thereby, students’ behavior can sometimes be based on their inclinations. In the contested terrain that is defined or denoted as diversity, it is imperative that scholars document, describe, and report what is happening on college campuses concerning students and their inclinations surrounding issues of diversity. This process will assist in garnering evidence and proof to illuminate understanding and conditions that are not adhering to federal regulations and students’ cultural awareness (Green & Associates, 1997). In the survey, students were asked to respond to two statements relative to comfort and differences. The responses to each of these statements are presented in this section. Rmndente’ RgQippe te Seeial Agivitiee Wigh e M}! (gem Different Frem Their m The distribution of respondents by their reactions to social activities with a racial group different from their own is shown in Table 12. The majority of respondents in the CANR (90 or 91.8%) said they would “talk to them,” whereas the fewest (8 or 8.2%) said 67 they would “ignore them.” Similarly, a majority of non-CANR respondents (119 or 97.5%) said they would “talk to them,” and just 3 or 2.5% said they would “ignore them.” Table 12: Respondents’ reactions to social activities with racial groups other than their own. Reaction CANR (p = 98) (%) Non-CANR (p = 122) Move away 0.0 0.0 Talk to them 91.8 97.5 Ignore them 8.2 2.5 Total 100.0 100.0 (jeupe With Which CANR Respendents W M omf le The groups with which respondents from the CANR were least and most comfortable interacting are shown in Table 13. For each category, the percentage of non- response is also included. As shown, CANR respondents were least comfortable with mentally disabled people (54.1%), followed by those with a different sexual orientation (40.8%). Only 3.1% said they were least comfortable with females or males, and 5.1% indicated they were least comfortable with different ethnic groups. CANR respondents were most comfortable interacting with males (66.3%), followed by females (56.1%). The greatest nonresponse rate was in the physically disabled category (54.1%), whereas the lowest nonresponse rate was for males (30.6%). 68 Table 13: Groups with which CANR respondents were least and most comfortable (p = 98). Group Resmnse (%) Nonresponse (%) Least Comfortable Most Comfortable Mentally disabled (1) 54.1 (10) 14.3 (9) 31.6 Different sexual orientation (2) 40.8 (8) 20.4 (8) 38.8 Homeless (3) 34.7 (9) 17.3 (4) 48.0 Difl'erent language (4) 28.6 (6) 23.5 (4) 48.0 Physically disabled (5) 22.4 (6) 23.5 (1) 54.1 Difi‘erent religion (6) 13.3 (5) 39.8 (6) 46.9 Different social group (7) 9.2 (4) 41.8 (3) 49.0 Different ethnic group (8) 5.1 (3) 43.9 (2) 51.0 Females (9) 3.1 (2) 56.1 (7) 40.8 Males (10) 3.1 (1) 66.3 (10) 30.6 (teppe With Which Non-CANR Respondents Wege M and Mest Comfortable The groups with which respondents who were not in the CANR were least and most comfortable interacting are shown in Table 14. For each category, the percentage of nonresponse is also presented. As shown, non-CANR respondents were least comfortable with mentally disabled people (48.4%), followed by the homeless (36.1%). Only 2.5% said they were least comfortable with males or females, and 4.9% indicated they were least comfortable with those in different ethnic groups. Non-CANR respondents were most comfortable interacting with females (61.5%), followed by males (58.2%). The greatest nonresponse rate was in the difi‘erent-ethnic-group category (56.6%), and the lowest non- response rate was for females (36.1%). 69 Table 14: Groups with which non-CANR respondents were least and most comfortable (p = 122) Group Response (%) Non-response (%) Least Comfortable Most Comfortable Mentally disabled (1)484 (10) 13.1 (9) 38.5 Different sexual orientation (3) 32.0 (7) 23.8 (7) 44.3 Homeless (2) 36.1 (9) 16.4 (4) 47.5 Difl'erent language (4) 22.1 (6) 32.8 (6) 45.1 Physically disabled (5) 29.5 (8) 18.0 (3) 52.5 Difl‘erent religion (6) 9.8 (5) 33.6 (1) 56.6 Different social group (7) 6.6 (3) 47.5 (5) 45.9 Difi‘erent ethnic group (8) 4.9 (4) 40.2 (2) 54.9 Females (9) 2.5 (1) 61.5 (10) 36.1 Males (9) 2.5 (2) 58.2 (8) 39.3 .5- -' 7i::,\“\ Part IV of the questionnaire concerned respondents’ beliefs and attitudes toward. \.._, . *- ' «a- «I twp—m.”,.-.' various types of diversity. Students responded to the items in this section using Beliefe QC Aeirudce Toward Dive's‘ifi \ l . '.~.4 the following 6-point Likert-type scale: 6 = strongly agree, 5 = agree, 4 = slightly agree, 3 = slightly disagree, 2 = disagree, and 1 = strongly disagree. However, in reporting the data, the researcher grouped the 6-point Likert-scale into four categories (1 = strongly agree/agree, 2 = slightly agree, 3 = slightly disagree, and 4 = strongly disagree/ disagree) in order to obtain a better understanding of the differences in attitudes of the respondents relative to each item. Rank, means and standard deviations for the CANR and non-CANR items vV/l ' N / . . 1 . I , . b receiving the strongest agreement are shown in Table 15. In reviewing these items, it can 1 3 ‘\ lad-'4‘.- I be seen that both groups of respondents agreed most strongly on items related to working 70 be seen that both groups of respondents agreed most strongly on items related to working alongside females, welcoming an opportunity to work alongside various racial groups, being comfortable talking with to ethnic groups, its being good for children to learn a second language, and feeling quite comfortable talking to both genders. The means and standard deviations for all items in this section of the questionnaire are shown in Appendix E, Tables E1, E2, and E3. Table 15: Ranks, means, and standard deviations of items concerning beliefs and attitudes toward diversity with which respondents most strongly agreed. CANR Non-CANR Attitude/Belief _ Rank Mean SD Rank Mean SD [would welcome an opportunity to work alongside l 5.7 .48 l 5.7 .79 fennles. I would welcome an opportunity to yer; alongside 2 5.5 .72 3 5.3 1.1 . 1 [would feel quite comfortable legging' to ethmc‘ 2 5.5 .72 5 5.3 .95 W- ' [would welcome an opportunity to work alongside 4 5.5 .59 9 5.1 1.2 difl‘erent religious groups. 1 would welcome an opportunity to Wongside 5 5.5 .51 2 5.5 .77 males. ~ It’s good for our children to learn a second language, 6 5.4 .97 6 5.3 .92 other than English. ‘ Cultural diversity is a valuable reserves. 7 5.4 .71 Not in Top Ten 1 would feel quite comfortable talking to females. 8 5.3 .76 7 5.3 .82 I would feel quite comfortable talkrnmgg to‘males. 9 5.3 .75 7 5.3 .82 Women are as capable as men in American society. 10 5.2 1.3 3 5.3 1.1 1 would welcome an opportunity to work alongside Lower Ranked 10 5.1 1.1 physically disabled people. Not in Top Ten ‘Rank based on percentages. 71 Individual items in the Beliefs and Attitudes Toward Diversity section of the questionnaire constituted seven scales dealing with the following specific aspects of diversity: (a) sexual equality, (b) comfort with difi‘erence, (c) cultural pluralism versus assimilation, (d) multilingualism versus English only, (e) rural versus other communities, (1) need for diversity training, and (g) more interaction with minorities. Means of respondents’ agreement ratings for the items in each section were calculated and are reported, in rank order, in Table 16. As seen in the table, statements concerning sexual equality, multilingualism versus English only, and interaction with minorities prior to college received the strongest agreement from CANR respondents. Non-CANR respondents agreed most strongly with statements concerning sexual equality, interaction with minorities prior to college, and multilingualism versus English only, in that order. Table 16: Mean scores for scales in the Beliefs and Attitudes Toward Diversity section of the questionnaire. CANR @ = 98) Non-CANR (p = 122) Scale Rank Mean i1; Rank Mean §2 SexualEquality 1 3.10 .51 1 3.18 .46 Multilingualism Versus English Only 2 3.02 .31 3 3.04 .35 Interaction With Minorities Prior to College 3 3.01 1.00 2 3.10 l. 10 Comfort With Difference 4 2.80 .22 4 2.80 .27 Rural Versus Other Communities 5 2.63 .33 5 2.58 .30 Assimilation Versus Cultural Pluralism 6 2.62 .25 6 2.55 .24 Need for Diversity Training 7 2.27 .34 7 2.22 .44 72 W Overall, the CANR and non-CANR respondents had very positive attitudes toward sexual equality (see Table 17). The largest percentage of CANR respondents (86.7%) believed that women are as capable as men, and 59.2% thought “Most school subjects are equally appropriate for girls and boys.” In contrast, relatively few (9.2%) agreed with the statement that “Women should not work outside the home unless the family really needs the money,” and just 14.3% believed that “Women’s emotions interfere with their ability to do a good jo .” Non-CANR respondents had similar beliefs. That is, 87.7% believed we! that women are as capable as men, and 47.5% indicated that most school subjects are equal for both genders. Further, 6.6% concurred that women should not work unless it is necessary, and 14.8% acknowledged that women’s emotions interfere with their job performance. Table 17: Percentage of respondents who strongly agreed/agreed and strongly disagreed/ disagreed with Sexual Equality statements. CANR ('1 = 98) Non-CANR Q = 122) 533mm SA/A SLA SLD SD/D SA/A SLA SLD SD/D (%) (%) (%) (%) (%) (%) (%) (%) Women are as capable as men in American society. 86.7 2.0 3.1 8.2 87.7 3.3 7.4 1.6 Women should not work outside the home unless the family really needs the money. 9.2 10.2 18.4 62.2 6.6 5.7 19.7 68.0 Women’s emotions interfere with their ability to do a good job. 14.3 9.2 29.6 62.2 14.8 5.7 21.3 58.2 Most school subjects are equally appropriate for girls and boys. 59.2 6.1 6.1 31.6 47.5 9.0 9.8 33.6 N_Q_te: SA/A = Strongly agree/agree SLA = Slightly agree SLD = Slightly disagree SD/D = Strongly disagree/disagree 73 W As evidenced by the data, respondents welcomed the opportunity to work alongside females, males, difl‘erent racial and ethnic groups, difi‘erent religious groups, physically disabled people, those with difl‘erent sexual orientations, and mentally retarded individuals. As shown in Table 18, 99% of CANR and 93.4% of non-CANR respondents agreed more strongly with working with females than working with mentally retarded individuals (CANR = 46.9%; non-CANR = 33.6%) and those with different sexual orientations (CANR = 57.1%; non-CANR = 55.7%). Conversely, only 24.5% of CANR and 17.2% of non-CANR respondents agreed that they often feel uneasy when around people who are not like themselves. In addition, 72.4% of CANR and 74.6% non-CANR respondents stated that they were comfortable talking to people of difl‘erent religious groups, and 70.4% and 78.7%, respectively, were comfortable talking with people of difi‘erent racial groups. Furthermore, only 37.8% and 29.5% of CANR and non-CANR respondents, respectively, felt comfortable talking about differences in religious beliefs. Table 18: Percentage of respondents who strongly agreed/agreed and strongly disagreed/ disagreed with Comfort With Difference statements. CANR(p= 98) Non-CANR(e=122) 5‘33”“ SAM SLA SLD SDID SA/A SLA SLD SD/D (%) (%) (%) (%) (%) (%) (%) (%) I would welcome an opportunity to work alongside: . a. Racial groups - R 88.83“ 6.1 3.1 2.0 86.9 3.3 4.9 4.9 b. Ethnic groups - .. 88.81,; 8.2 0.0 3.1 86.9 4.1 5.7 3.3 c. Males 4' 98.0 3. 0.0 2.0 0.0 93.4 0.0 4.1 2.5 d. Females 99.023 0.0 1.0 0.0 93.4 1.6 2.5 2.5 e. Physically disabled people 78.6 4.1 16.3 1.0 73.0 5.7 14.8 6.6 r. Difl'erent sexual orientation 57.1 11.2 17.3 14.3 63.9 9.0 14.8 12.3 Stoops g. Mentally retarded people 46.9 13.3 33.7 6.1 55.7 8.2 23.0 13.1 h. Difl'erent religious groups 83.6 1.6 9.8 4.9 33.6 9.0 9.8 47.5 74 Table 18: Continued. CANR (g 8 98) Non-CANR Q; = 122) SW SAIA SLA SLD son) SA/A SLA SLD SD/D (%) (%) (%) (%) (%) (%) (%) (%) People who are different from me make me feel uncomfortable. a Racially different 10.2 7.1 46.9 35.7 10.7 13.9 33.6 41.8 b. Ethnieally difl‘erent 7.1 9.2 45.9 37.8 9.8 12.3 34.3 41.8 c. Opposite sex 5.1 5.1 38.8 51.0 5.7 5.7 34.4 54.1 d Physieally different 11.2 14.3 42.9 31.6 11.5 20.5 30.3 37.7 e. Religiously different 7.1 7.1 43.9 41.8 7.4 8.2 36.1 48.4 People who have a learning disability are as intelligent as other people. 7.1 13.3 30.6 49.0 7.4 15.6 26.2 50.8 I often feel uneasy when I am around people who are not like me. 24.5 18.4 31.6 25.5 17.2 13.9 40.2 28.7 I would feel quite comfortable talking to: a Racial groups 70.4 ' 3.1 18.4 8.2 78.7 7.4 11.5 2.5 b. Ethnic groups 74.5 ' 4.1 16.3 5.1 77.0 7.4 13.9 1.6 c. Males 203 2.0 7.1 0.0 87.7 2.5 8.2 1.6 d Females 89.8 3.1 7.1 0.0 88.5 1.6 8.2 1.6 e. Physieally disabled people 66.3 6.1 23.5 4.1 70.5 8.2 18.0 3.3 f. Different sexual orientation 48.0 10.2 24.5 17.3 58.2 9.0 16.4 16.4 8101195 g. Mentally retarded people 53.1 13.3 25.5 8.2 59.8 17.2 15.6 7.4 h Different religious groups 72.4 5.1 15.3 7.1 74.6 6.6 15.6 3.3 People who are culturally different from me make me uncomfortable. 15.3 13.3 38.8 32.7 13.1 15.6 38.5 32.8 People of diverse groups are treated difi'erently because they act different. 22.4 16.3 35.7 25.5 20.5 20.5 42.6 16.4 I feel comfortable talking about differences in religious beliefs. 37.8 8.2 9.2 44.9 29.5 11.5 6.6 52.5 Note: SA/A = Strongly agree/agree SLA = Slightly agree SLD = Slightly disagree SD/D = Strongly disagree/disagree 75 WW Overall, the CANR and non-CANR respondents held negative attitudes regarding cultural pluralism (see Table 19). The majority of CANR respondents (76.5%) agreed with the statement that “America would be a better place if we all assimilated into one culture,” and 52.0% thought “We should try to eliminate cultural difl‘erences between racial minorities and Caucasians in our society.” 0n the other hand, 73.5% agreed with the statement that “Cultural diversity is a valuable resource,” and 71.4% believed that . A-fl-‘_—h‘q “Cultural diversity should be preserved.” Non-CANR respondents made similar choices. That is, 76.2% thought that America would better if we all assimilated into one culture, and 34.4% agreed that America should try to eliminate cultural differences between racial minorities and Caucasians. However, 82.8% concurred that cultural diversity is a valuable resource, and 72.1% thought that cultural diversity should be preserved. Table 19: Percentage of respondents who strongly agreed/agreed and strongly disagreed/ disagreed with Assimilation Versus Cultural Pluralism statements. CANR (g = 98) Non-CANR Q = 122) Slam‘ SA/A SLA SLD SDID SA/A SLA SLD SDID (%) (%) (%) (%) (%) (%) (%) (%) Minorities should conform to the dominant American cultural standards ifthey want to be 27.6 11.2 30.6 30.6 30.6 12.3 31.1 26.2 accepted If members of ethnic groups want to keep their own culture, they should 61.2 16.3 11.2 11.2 61.5 17.2 13.9 7.4 keep it to themselves. 76 Table 19: Continued. CANR (a = 98) Non-CANR (a = 122) SW SA/A SLA SLD SD/D SAIA SLA SLD SD/D (%) (%) (%) (%) (%) (%) (%) (%) I appreciate the similarities that exist among: a Racial groups 61.2 3.1 5.1 30.6 59.8 4.1 3.3 32.8 b. Ethnic groups 64.3 5.1 1.0 29.6 62.3 3.3 1.6 32.8 c. Males 65.3 4.1 1.0 29.6 60.7 4.9 2.5 32.0 (1 Females 64.3 3.1 1.0 31.6 59.8 5.7 0.8 59.8 e. Physically disabled people 67.3 6.1 2.0 24.5 61.5 4.9 4.1 29.5 f. Difi‘erent sexual orientation 54.1 13.3 7.1 25.5 53.3 7.4 5.7 33.6 M g Mentally retarded people 62.2 11.2 5.1 21.4 56.6 7.4 6.6 29.5 h. Difl‘erent religious groups 63.3 8.2 3.1 25.5 60.7 1.6 6.6 31.1 I appreciate the differences that exist among: a Racial groups 6.1 8.2 20.4 65.3 3.3 7.4 15.6 73.8 b. Ethnic groups 5.1 6.1 24.5 64.3 4.1 8.2 14.8 73.0 c. Males 3.1 4.1 18.4 74.5 1.6 4.9 15.6 77.9 d. Females 3.1 5.1 16.3 75.5 0.8 4.9 13.9 80.3 e. Physically disabled people 4.1 9.2 26.5 60.2 6.6 8.2 18.0 67.2 f. Difl'erent sexual orientation 12.2 18.4 22.4 46.9 12.3 10.7 18.0 59.0 87011135 g Mentally retarded people 7.1 10.2 29.6 53.1 10.7 7.4 16.4 65.6 h. Difi‘erent religious groups 8.2 11.2 22.4 58.2 5.7 8.2 17.2 68.9 America would be a better place if we all assimilate into one culture. 76.5 10.2 10.2 3.1 76.2 9.8 5.7 8.2 We should try to eliminate cultural differences between racial minorities and Caucasians in our 52.0 16.3 21.4 10.2 34.4 9.0 9.8 47.5 society. Immigrants should be expected to give up their own cultures and adapt to American ways. 19.4 12.2 31.6 36.7 14.8 18.0 32.8 34.4 Having lots of difl‘erent cultural groupsinthiscountrycausesalotof problems. 27.6 23.5 27.6 21.4 36.1 14.8 32.0 17.2 77 h. “ill 90:} Table 19: Continued. CANR (g = 98) Non-CANR (g = 122) Sam” SA/A SLA SLD SD/D SA/A SLA SLD SD/D (%) (%) (%) (%) (%) (%) (%) (%) Each minority culture has something positive to contribute to the American society. 39.8 2.0 0.0 58.2 48.4 2.5 0.8 48.4 I find myself thinking, “Why don’t they act like us?” 27.6 7.1 38.8 26.5 24.6 17.2 33.6 24.6 Cultural diversity a is a valuable resource 73.5 6.1 19.4 1.0 82.8 1.6 13.1 2.5 b. should be preserved 71.4 8.2 18.4 2.0 72.1 5.7 16.4 5.7 Egg: SA/A = Strongly agree/agree SLA = Slightly agree SLD = Slightly disagree SD/D = Strongly disagree/disagree Multilingualism Vsrsus English iny The distribution of respondents who responded to the multilingualism versus English only statement is shown in Table 20. The largest percentage of CANR respondents (81.6%) agreed that it is good for our children to learn a second language, and 85.7% agreed with the statement that “The ability to speak another language is a valuable skill.” On the other hand, 49.0% agreed they get irritated being around someone who does not speak English, and 45.9% concluded that if a person does not speak English, he or she should not expect to get ahead in America. The same pattern occurred with non-CANR respondents. That is, 91.0% agreed that it is good for our children to learn a second language and 74.6% agreed with the statement that “The ability to speak another language is a valuable skill.” However, 44.3% indicated that they get irritated 78 being around people who do not speak English, and 41.0% indicated that a person who does not speak English should not expect to get ahead. Table 20: Percentage of respondents who strongly agreed/agreed and strongly disagreed/ disagreed with Multilingualism Versus English Only statements. CANR (a = 98) Non-CANR (g = 122) SW‘ SA/A SLA SLD SD/D SA/A SLA SLD SD/D (%) (%) (%) (%) (%) (%) (%) (%) It’s good for our children to learn a second language, other than English. 81.6 0.0 15.3 3.1 91.0 1.6 4.9 2.5 I enjoy being around people who speak more than one language. 10.2 16.3 21.4 52.0 13.1 10.7 20.5 55.7 Igetkindofirritatedwhenlam around people who do not speak English. 49.0 15.3 19.4 16.3 44.3 17.2 21.3 17.2 I am comfortable with the ability to speak only English. 28.6 17.3 16.3 37.8 25.4 21.3 22.1 31.1 A person who doesn’t speak English has no right to expect to get ahead in America. 45.9 17.3 23.5 13.3 41.0 18.0 21.3 19.7 The ability to speak another language is a valuable skill in this country. 85.7 4.1 9.2 1.0 74.6 5.7 16.4 3.3 Ngsgz SA/A = Strongly agree/agree SLA = Slightly agree SLD = Slightly disagree SD/D = Strongly disagree/disagree Rum Vms chg Communitiss Overall, the CANR and non-CANR respondents held positive attitudes about people from rural, urban, and suburban communities (see Table 21). A majority of CANR respondents (91.8%) agreed with the statement that “People who live in rural communities 79 do not know what real work is,” and 61.2% agreed that “People who live in urban communities work much harder than people from rural communities.” Sixty-one percent of CANR respondents thought “Children get a better sense of community growing up in a suburban community,” whereas 32.7% agreed with the statement that “People who live in urban communities make better neighbors.” Non-CANR respondents made similar choices. That is, 90.2% indicated that “Pe0ple who live in rural communities do not know what real work is,” and 59.0% agreed that “People from urban communities work harder than people fiom rural communities.” Furthermore, 45.9% concurred that “People in urban communities make better neighbors.” Table 21: Percentage of respondents who strongly agreed/agreed and strongly disagreed! disagreed with Rural Versus Other Communities statement. CANRQ= 98) Non—CANRQ2_=122) SW‘ SA/A SLA SLD SD/D SA/A SLA SLD SD/D (%) (%) (%) (%) (%) (%) (%) (%) People who 11me communities work much harder than people wholivein: a.urbancommunities 32.7 13.3 31.6 22.4 25.4 20.5 30.5 23.8 b.suburbancommunities 34.7 13.3 27.6 24.5 25.4 20.5 29.5 23.8 People wholiveinslm communities work much harder than people who live in: a.ruralcommunities 6.1 27.6 40.8 25.5 10.7 30.3 37.7 21.3 b.urbancommunities. 13.3 27.6 34.7 24.5 13.9 28.7 36.9 20.5 People who liveinm communities work much harder than people wholivein: a.ruralcommunities 61.2 27.6 8.2 3.1 59.0 28.7 6.6 5.7 b.suburbancommunities 53.1 28.6 11.2 7.1 54.9 27.0 9.8 8.2 80 Table 21: Continued. CANR (a - 98) Non-CANR (a - 122) S‘aW‘ SA/A SLA SLD SDID SA/A SLA SLD SDID (%) (%) (%) (%) (%) (%) (%) (%) This country would be much better OR if people who live in communities would learn to live more like people in m communities. a urban 22.4 13.3 30.6 33.7 20.5 15.6 23.8 40.2 b. suburban 19.4 . 13.3 32.7 34.7 19.7 15.6 25.4 39.3 This country would be much better ofl‘ if people who live in communities would learn to live more like people in m communities. a. rural 7.1 12.2 40.8 39.8 10.7 16.4 30.3 42.6 b. suburban 8.2 14.3 40.8 37.8 12.3 18.9 31.1 37.7 This country would be much better of if people who live in communities would learn to live more like people in su_bur_m communities. a. rural 8.2 12.2 41.8 37.8 8.2 18.0 32.0 41.8 b. urban 28.7 13.9 40.2 17.2 11.5 16.4 32.8 39.3 Children get a better “sense of community” growing up in the following communities: a. rural communities 49.0 8.2 15.3 27.6 41.8 16.4 16.4 25.4 b. urban communities 53.1 17.3 15.3 14.3 36.1 25.4 21.3 17.2 c. suburban communities 61.2 11.2 10.2 17.3 59.0 13.9 13.1 13.9 People who live in the following communities do not know what real work is: a. rural communities 91.8 5.1 2.0 1.0 90.2 6.6 1.6 1.6 b. urban communities 82.7 9.2 5.1 3.1 84.4 10.7 3.3 1.6 c. suburban communities 75.5 11.2 6.1 7.1 80.3 11.5 4.1 4.1 81 Table 21: Continued. CANRQ=98) Non-CANR(5=122) “mm" SA/A SLA SLD SD/D SA/A SLA SLD SD/D (%) (%) (%) (%) (%) (%) (%) (%) People who live in the following communitiesmakebetterneighbors: a.ruralcommunities 27.6 6.1 15.3 51.0 39.3 10.7 15.6 34.4 b.urbancommunities 32.7 14.3 30.6 22.4 45.9 18.9 15.6 19.7 c.suburbancommunities 26.5 10.2 29.6 33.7 36.9 13.1 18.9 31.1 11mg: SA/A = Strongly agree/agree SLA = Slightly agree SLD = Slightly disagree SD/D = Strongly disagree/disagree Nfl er Divsrsity Trg'ning The attitudes of CANR and non-CANR respondents toward the need for diversity training are shown in Table 22. As can be seen in the table, a solid majority of CANR respondents (91.8%) agreed that they do not need diversity training because they work with all Caucasians, and just 37.8% indicated that an understanding of diversity is not necessary for everyone, whether they live in a diverse community or not. In addition, 60.2% of CANR respondents stated that they need diversity training because their position will require them to work with an increasing population of diverse people. Non-CANR respondents made similar choices. That is, 90.2% indicated that training for diversity is not needed, for they work with only Caucasians, and 43.4% agreed that diversity training is important, due to an increase in job-related interactions with a diverse population of people. Furthermore, 54.1% stated that an understanding of diversity is not important to everyone. 82 Table 22: Percentage of respondents who strongly agreed/agreed and strongly disagreed/ disagreed with Need for Diversity Training statements. CANR (r; = 98) Non-CANR (a = 122) SW‘ SA/A SLA SLD SD/D SA/A SLA SLD SD/D (%) (%) (%) (%) (%) (%) (%) (%) I don‘t need training in diversity because the groups I work with are all Caucasians. 91.8 4.1 2.0 2.0 90 2 3.3 0 8 5 7 An understanding of diversity is important for everyone whether they live in diverse communities or not 37.8 2.0 0.0 60.2 42.6 2.5 0.8 54.1 I need training in diversity because the groups I work with are going to be from diverse 60.2 12.2 5.1 22.4 43.4 12.3 4.9 39.3 81011135- 11919: SA/A = Strongly agree/agree SLA = Slightly agree SLD = Slightly disagree SD/D = Strongly disagree/disagree Mors Interaction With Mingrities Responses to the statement concerning more interaction with minorities are shown in Table 23. The largest percentage of CANR respondents (90.8%) disagreed with wishing to have had more interaction with minority counselors in high school; and 70.4% also disagreed with wanting to have had more interaction with minority administrators in junior high school. Further, 51.0% strongly disagreed with the statement, “I wish I had more interaction with minority students in elementary school.” The same pattern occurred with non-CANR respondents. That is, 49.2% indicated they did not wish for more contact with minority administrators while in elementary school, and 78.7% disagreed with wishing they had more interaction with minority administrators in middle/junior high 83 school. Further, 52.5% indicated not wishing to have had more interaction with minority students at the elementary level. Table 23: Percentage of respondents who strongly agreed/agreed and strongly disagreed/ disagreed with More Interaction With Minorities statements. CANR (g = 98) Non-CANR (g = 122) 5W“ SA/A SLA SLD SD/D SA/A SLA SLD SD/D (%) (%) (%) (%) (%) (%) (%) (%) While in elementary school, 1 wish ' l I had interacted more with: 11. Minority teachers 10.2 7.1 46.9 35.7 13.9 9.8 22.1 54.1 b. Minority counselors 7.1 9.2 45.9 37.8 15.6 11.5 25.4 47.5 c. Minority students 5.1 5.1 38.8 51.0 13.9 9.0 24.6 52.5 d Minority administrators 11.2 14.3 42.9 31.6 15.6 13.1 22.1 49.2 While in middle/junior high school, I wish I had interacted more with: a. Minority teachers 7.1 7.1 43.9 41.8 15.6 6.6 23.8 54.1 b. Minority counselors 7.1 13.3 30.6 49.0 17.2 9.0 23.8 50.0 c. Minority students 25.5 18.4 31.6 24.5 14.8 9.8 20.5 54.9 d. Minority administrators 8.2 3.1 18.4 70.4 2.5 7.4 11.5 78.7 Whileinhighschool,1wishlhad interacted more with a. Minority teachers 5.1 16.3 16.3 74.5 16.4 13.9 19.7 50.0 b. Minority counselors 0.0 7.1 7.1 90.8 18.0 9.8 23.0 49.2 c. Minority students 0.0 7.1 7.1 89.8 16.4 10.7 19.7 53.3 d. Minority administrators 4.1 23.5 23.5 66.3 17.2 12.3 20.5 50.0 M191 SA/A = Strongly agree/agree SLA = Slightly agree SLD = Slightly disagree SD/D = Strongly disagree/disagree. Rssmnsss to stg-Engg msgions Consgming Rsspongsnts’ Pgsitive and Negstivs Emriences With Mingrities On the questionnaire, 151 (69%) of the 220 respondents described a positive experience with minorities, and 136 (62%) respondents cited negative experiences. The 84 results of analyzing these qualitative responses for themes and word similarities are presented in Table 24. Table 24: Distribution of positive and negative experiences. Positive Experience Negative Experience Responses Rank‘ (2 = 154) (g = 136) a % n % Race 1 68 44.0 68 50.0 Disability 2 22 14.0 6 .04 National origin 2 21 14.0 9 .07 Sexual orientation 4 12 .08 7 .05 Religious 8 5 .03 4 .03 None 6 10 .07 35 26.0 Overall good/negative 4 13 .08 5 .04 Miscellaneous 6 10 .07 2 .01 Total 154 100.0 136 100.0 *Rank based on percentages. Overall, the respondents who had a positive experience had a very positive outlook concerning race, whereas those who had a negative experience had the opposite outlook. The largest percentage of positive experiences (44.0%) was in the race category, and the smallest percentage of positive responses (03%) had to do with religion. Respondents who had a negative experience made similar choices. That is, 50% had such experiences in the race category, and just .03% had negative experiences with religion. Verbatim responses to this item may be found in Appendix D. 85 R It f R h i H h i T in Seven hypotheses were tested in this investigation. The purpose of these hypotheses was to test for significant difi‘erences between certain independent and dependent variables. The independent variables were (a) class level of education, (b) college enrolled ill, (c) gender, (d) race, (e) residence, and (t) and types of communities from which respondents originated. The dependent variables were the respondents’ attitudes toward (a) sexual equality, (b) multilingualism, (c) interaction with minorities prior to college, (d) rural versus other communities, (e) cultural pluralism versus assimilation, (f) comfort with differences, and (g) need for diversity training. Research Questions 1 and 2 were examined by performing content analyses on the qualitative data collected. Statistics used for testing Hypotheses 1 to 7 were the 1-test and ANOVA. The t—test was employed to determine whether any statistically significant differences existed between group means, with the assumption that the population variances of the two categories were equal. The researcher used Levene’s test for equality of variances and the L-test for equality of means to determine whether there were significant differences. One-way AN OVAs were used to compare the means of two or more categories. Because ANOVA is based on squared deviations from means, it better shows the distributions that are approximately symmetrical. That is, its results depend on the assumption that the dependent variable has not just symmetrical but normal distributions as well, with equal variances within each category of the independent variable. Initially, the researcher examined the following research questions: 1. How do selected CANR and non-CANR undergraduates at MSU perceive and define diversity? 86 2. How do selected CANR and non-CANR undergraduates at MSU describe a personal experiences (positive! negative) with a person of a different race, color, religion, gender, national origin, sexual orientation, or a disability? 3. What attitudes are held by selected CANR and non-CANR MSU undergraduates regarding the following important constructs of diversity: (a) sexual equality, (b) multilingualism versus English only, (c) interaction with minorities prior to “I .* 4 college, (d) rural versus other communities, (e) cultural pluralism versus assimilation, (t) comfort with differences, and (g) need for diversity training? We»; Based on the researcher’s objectives and review of the literature, the following hypotheses were established and tested: Hypgshssis 1: There will be significant differences in selected MSU undergraduates’ attitudes regarding sexual equality, based on their own college enrollment, gender, race, class level, residence, and community of origin. W: There will be significant differences in selected MSU undergraduates’ attitudes regarding cultural pluralism versus assimilation of diverse groups, based on their own college enrollment, gender, race, class level, residence, and community of origin. Hypgthssis 3: There will be significant differences in selected MSU undergraduates’ attitudes regarding comfort with differences of diverse groups, based on their own college enrollment, gender, race, class level, residence, and community of origin. Hypgthssis 4: There will be significant differences in selected MSU undergraduates’ attitudes regarding multilingualism, based on their own college enrollment, gender, race, class level, residence, and community of origin. Hmhesis 5: There will be significant differences in selected MSU undergraduates’ attitudes regarding need for diversity training, based on their own college enrollment, gender, race, class level, residence, and community of origin. Hypgthesis 6: There will be significant differences in selected MSU undergraduates’ attitudes regarding rural communities versus other communities, based on their own college enrollment, gender, race, class level, residence, and community of origin. 87 W: There will be significant differences in selected MSU undergraduates’ attitudes regarding interaction with minorities prior to college, based on their own college enrollment, gender, race, class level, residence, and community of origin. Wm Rams. This question was examined by perforrning a content analysis on qualitative data, which revealed that there were differences among the various responses. Data analysis involved looking at responses for themes and word similarities. It was found that 56% of the respondents defined diversity as “differences/ varying of differences/ difl‘erent/ uniqueness,” and 10% defined diversity as “accepting/ acceptance.” On the other hand, only .01% of the respondents defined diversity as “well-roundedness.” The following are examples of difl‘erences in responses: (8) “Diversity is a wide variety of cultures”; (b) “Diversity means the separation of race, sex, religion, and culture”; (0) “Diversity means a mixture of people, ideas, products, etc”; and (d) “Diversity means accepting the racial/ethnic tradition and culture of others.” For a complete review of the responses regarding the definition of diversity, see Table 11. Verbatim responses to this section may be found in Appendix D. W2 Essmts. This question was examined by performing a content analysis on qualitative data, which suggested that there were differences in perceptions among the various respondents. The largest percentage (44%) of the respondents had a positive experience having to do with race, and 14% had a positive experience with disability and national origin (tied). In contrast, only .03% of the respondents had a positive experience with religion. The same pattern held somewhat for negative experiences. That is, 50% defined their negative experience as having to do with race, 26% of the respondents did 88 wt“? not think they had such an experience, and only .03% reported having a negative experience with religion. Some examples of positives experiences are: (a) “College has really opened my eyes to other cultures, for most of my fiiends are of a different race than me”; (b) “Working with people of difl‘erent orientation has brought fun and emotion to my life”; and (c) “Growing up around a disabled person, who used to make jokes to make me feel f comfortable around him, has benefitted my life.” Conversely, some negative experiences j described were: (a) “While volunteering in Detroit at a soup kitchen, an Afiican-American L yelled at me”; (b) “It was difficult for me to understand my foreign roommate and his beliefs that were different than mine”; and (c) “Speaking with someone who did not believe in the creation story, but rather the Big Bang theory, made me uncomfortable.” For a review of the responses regarding positive and negative experiences, see Table 24. Verbatim responses to this section may be found in Appendix F. W _R_ssgl_1s. The results for Research Question 3 are shown under Hypotheses 1 through 7. Hypgshssis 1 There will be significant differences in selected MSU undergraduates’ attitudes regarding sexual equality, based on their own college enrollment, gender, race, class level, residence, and community of origin. Rssglts 9f gesting Hypothesis 1. This hypothesis was supported only for the variable of gender, according to the data collected. That is, there were significant differences in undergraduates’ attitudes, based on gender but not on college enrollment. The 1-test indicated that there was a significant difference in attitudes toward sexual 89 equality. However, the ANOVA indicated no significant differences in attitudes, based on class level, community of origin, residence, or race. The pooled variances (2-tailed probability) for gender was .007, which is less than n < .05 (see Appendix G). As shown in Table 25, there were no significant differences at the .05 level that were observed for class level; however, the least significant difi‘erence-multiple comparison table (LSD) shows an interaction for fi'eshmen and juniors, that had a probability of .048, and .026 for sophomores and juniors, which was below p < .05 (see Table 25). The t—test results (Appendix G) suggest that women tended to have a higher mean score on several attitudinal variables than did men. These variables were multilingualism, rural versus other communities, need for diversity training, and more interaction with minorities prior to college. The data also indicate that non-CANR students seemed to be more comfortable with issues of gender than were CANR students. Table 25: ANOVA test results for sexual equality. Source g 85:3”: 81:11:25 fRatio fProbability Between groups 3 1.812 .606 2.628 .051 Mthin groups 216 49.82 .231 Total 219 5 1 .64 Multiple Range Test: Tukey B 3 Mean Sophomores (28) 2.9732 Freshmen (24) 2.9896 Seniors (113) 3.1726 Juniors (55) 3.2227 90 W There will be significant differences in selected MSU undergraduates’ attitudes regarding cultural pluralism versus assimilation of diverse groups, based on their own college enrollment, gender, race, class level, residence, and community of origin. Rssglgs 9f Lssting Hymthesis 2. This hypothesis was supported only for the variable of college enrollment, according to the data collected. That is, there were significant difi‘erences in undergraduates’ attitudes, based on college enrollment but not gender. The t-test indicated that there was a significant difference in attitudes regarding cultural pluralism versus assimilation. However, the AN OVA indicated no significant . differences in attitudes, based on class level, residence, community of origin, or race. The pooled variance (2-tailed probability) for college enrollment was .026, which was less than 2 < .05 (see Appendix G). As shown in Table 26, the ANOVA did not indicate a significant difference for residence, class-level, community of origin, or race. However, the least significant difi’erence-multiple comparison table (LSD) showed a significant difi‘erence (interaction) of .048 for farm/town, and .047 for rural/town, which was below 2 < .05 (see Table 26). The results suggest that CANR students tended to have a higher score on several attitude variables than did non-CANR students. These variables were rural versus other communities, comfort with differences, cultural pluralism versus assimilation, and more interaction with minorities prior to college. These data also indicate that students from towns seemed to be more inclined to cultural pluralism than those from rural areas. 91 Table 26: ANOVA test results for cultural pluralism versus assimilation. Sum of Mean of . . . Source df Squares Squares f Ratro 1‘ Probability Between groups 4 .39 9.713 1.620 .170 Within groups 215 23.30 .108 Total 219 23.69 Multiple Range Test: Tukey B: r I! Mean E Farm (24) 2.5128 . Rural (28) 2.5206 | Urban (50) 2.5685 i Suburban (73) 2.5969 Town (45) 2.6385 Hymthss's 3 There will be significant differences in selected MSU undergraduates’ attitudes regarding comfort with differences of diverse groups, based on their own college enrollment, gender, race, class level, residence, and community of origin. Rattlts 9f testing Hypgthesis 3. This hypothesis was supported only for the variable of gender, according to the data collected. The t-test indicated that there was a significant difierence regarding comfort with differences, but the AN OVA did not indicate such a difi‘erence. That is, there were significant differences in students’ attitudes regarding cultural pluralism versus assimilation based on gender, but not on college enrollment. The ANOVA did not indicate any significant difference for class level, residence, community of origin, or race. The pooled variance (2-tailed probability) for gender was .000, which was less than 9 < .05 (see Appendix G). The results suggest that non-CANR students tended to have a higher score on the gender variable than did CANR 92 students. The t-test data also indicate that females seemed to be more comfortable than males with issues regarding comfort with differences. H i 4 There will be significant differences in selected MSU undergraduates’ attitudes regarding multilingualism, based on their own college enrollment, gender, race, class level, residence, and community of origin. Rsslslts of tssting Hymthesis 4. This hypothesis was not supported by the data collected. The t-test and AN OVA indicated that there were no significant differences in students’ attitudes regarding multilingualism, based on gender or college enrollment. The AN OVA showed that there were no significant differences for class level, residence, community of origin, or race. The pooled variance (2-tailed probability) for gender and college enrollment was greater than 2 < .05; therefore, the hypothesis was not supported (see Appendix G). The results suggest that non-CANR students tended to have a higher score on multilingualism than did CANR students. The t-test and ANOVA data also indicated that females were more positive toward the issue of multilingualism than were males. Hypgthssis 5 There will be significant differences in selected MSU undergraduates’ attitudes regarding need for diversity training, based on their own college enrollment, gender, race, class level, residence, and community of origin. Rssttlts 9f tssting Hypothssis 5. This hypothesis was supported for the variables community of origin and race, according to the data collected. The ANOVA indicated that there was a significant difference in selected MSU undergraduates’ attitudes regarding the need for diversity training, but the t-test did not. That is, there were no significant 93 difi‘erences based on gender or college enrollment. As shown in Table 27, the ANOVA indicated a significant difi‘erence based on community of origin and race, but not residence or class level. Table 27: ANOVA test results for need for diversity training, by race. Source d_f Sum 0f Mean Of 1‘ Ratio f Probability Squares Squares r Between groups 6 4.032 .672 2.760 .013 Within groups 213 51.849 .243 I Total 219 55.881 Multiple Range Test: Tukey B: Subset for Alpha =.05 Esteem Mean a l 2 2.00 African-Americans (36) 1.2037 1.00 Caucasians (166) 1.3956 1.3956 3.00 Others (18) 1.5000 The ANOVA 2-tailed probabilities for race and community of origin were .013, and .045, respectively, were below 12 < .05 (see Tables 27 and 28). The results suggest that fi'eshmen and juniors tended to score higher on the attitudinal variable need for diversity training than did sophomores and seniors. The ANOVA also indicated that Caucasian students seemed to think they needed more diversity training than did any other group. 94 Table 28: ANOVA test results for need for diversity training, by type of community. Source df Sum Of Mean Of 1: Ratio 5 Probability Squares Squares Between Groups 6 2.044 .681 2.734 .045 Within Groups 213 53.837 .243 Total 219 55.881 Multiple Range Test: Tukey B: r Esteem a Mean ‘ 1.00 Farm (40) 1.2167 - 5.00 Suburban (16) 1.2500 4.00 Urban (09) 1.3333 2.00 Rural (41) 1.3496 3.00 Town (114) 1.4561 mm There will be significant differences in selected MSU undergraduates’ attitudes regarding rural communities versus other communities, based on their own college enrollment, gender, race, class level, residence, and community of origin. Reglts 9f testing Hypothesis 6. This hypothesis was not supported by the data collected. The t-test and AN OVA indicated that there was not a significant difference in students’ attitudes regarding rural communities, based on gender or college enrollment. As shown in Table 29, the AN OVA did not indicate a significant difference in attitudes based on residence, class level, community of origin, or race. The pooled variance (2- tailed probabilities) for these variables was greater than 9 < .05; therefore, the hypothesis was not supported (see Appendix G). The results suggest that sophomores and seniors tended to view rural communities more favorably than did freshmen and juniors. The ANOVA results also indicated that Caucasian students seemed to value rural communities more highly did than any other group. 95 Table 29: ANOVA test results for rural communities versus others. Sum of Mean of . . . Source 51f Squares Squares f Ratro f Probabllrty Between groups 6 1.699 .283 2.043 .061 Within groups 213 29.514 .243 Total 219 31.213 Multiple Range Test: Tukey B: Ir M .n Mean ' 3.00 Other (18) 2.5926 2.00 African-Americans (36) 2.7050 1.00 Caucasians (166) 2.7917 Hypgthssis 7 There will be significant differences in selected MSU undergraduates’ attitudes regarding interaction with minorities prior to college, based on their own college enrollment, gender, race, class level, residence, and community of origin. Rssults of tssting Hypothssis 7. This hypothesis was supported only for the variables of gender and race, according to the data collected. The t-test and ANOVA indicated that there was a significant difference in selected students’ attitudes regarding interaction with minorities prior to college. This difference was based on gender, but not on college enrollment. The pooled variance (2-tailed probability) for gender and college enrollment was .038, which was less than 2 < .05 (see Appendix G). As shown in Table 30, the ANOVA indicated a significant difference for race, but not for residence, community of origin, or class level. The ANOVA 2-tailed probability for race was .018, which was below p < .05 (see Table 26). The t—test results suggest that women tended to have a higher score on the above-mentioned attitude variable than did men. These data a'30 indicated that non-CANR students seemed to have more favorable responses to the 96 attitudinal variable of more interaction with minorities prior to college than did CANR students. Table 30: ANOVA test results for more interaction with minorities prior to college. Sum of Mean of . . . Source 511‘ Squares Squares f Ratro f Probabrhty Between groups 6 9.198 1.533 2.615 .018 Within groups 213 124.89 .586 Total 219 130.01 Multiple Range Test: Tukey B: Queenie; n Mean 3.00 Other (18) 2.5926 2.00 Afiican-Americans (36) 2.7050 1.00 Caucasians (166) 2.7910 Limitstions and Their Pgssible Effects 9n the Rssglts The researcher delimited the study to selected undergraduate CANR and non- CANR students. Doing a random study might have influenced the results. In addition, the sample was highly homogeneous. Random selection that resulted in having more Afiican- American or other racial/ethnic minorities in the sample, rather than Caucasians, might also have afi‘ected the results. ngmm The results of the data analyses for the study were reported in this chapter. The results were presented in six sections. Demographic characteristics of students who voluntarily completed the survey instrument were presented in the first section. Section two included information regarding how students defined diversity. The third section 97 contained findings relative to students’ inclinations regarding issues of diversity, and the fourth section contained findings concerning the students’ attitudes and beliefs regarding diversity and their inclinations relative to comfort with difi‘erences. Section five contained information on students’ recounting an experience (positive/negative) with a person of a difl‘erent race, color, religion, gender, national origin, sexual orientation, or disability, which explored their attitudes regarding diversity. The final section included results of the statistical analyses (t-tests and AN OVAs) of the stated hypotheses. Chapter V contains a summary of the study, conclusions and recommendations, implications, and the researcher’s reflections. 98 CHAPTER V SUMMARY, DISCUSSION OF FINDINGS, CONCLUSIONS, RECOMMENDATIONS, AND REFLECTIONS Introdugion The purpose of this chapter is to review the nature and components of the investigation and to present the findings, conclusions, implications, recommendations for further research, and reflections. Sin—mm Researchers and demographers have shown that, in fewer than 20 years, the “browning of America” will result in significant changes in society, student body make-up, industry labor pool, and the way policy is constructed, (Hodginkson, 1985; Johnson & Packer, 1987; Monsanto, 1997; White, 1997). Milbum (1997) contended that diversity is “one of those concepts that is very context-bound, which does not have a singular meaning for everyone” (p. 1). He suggested that context must be clearly defined before trying to define the term. Diversity in the context of institutions of higher learning can be defined as the uniqueness of differences among people with respect to age, class, gender, language, racial/ethnic make—up, physical and mental ability, sexual orientation, spiritual practice, place of residence, and other human differences. All of these set the stage for expanding the traditional definition of diversity to be more inclusive of a pluralistic 99 environment at the university level. Nevertheless, it seems that knowledge of attitudes regarding diversity held by these students will influence their decision on whether to perpetuate the stereotypes they have learned. It is the researcher’s belief that idiosyncratic understanding can surface that will help facilitate answers and/or suggestions as to how students define diversity. In particular, the researcher used qualitative methods to provide insight into current and prospective CANR and non-CANR students’ conceptions of diversity, which will eventually lead to students’ being able to understand fully the dynamics of diversity. Gardner (1991) suggested that traditional quantitative methods of assessment can provide clues to students’ understanding, [but] it is generally necessary to look more deeply if one desires firm evidence that understandings of significance have been obtained. For these purposes, . . . an open-ended question about definition of diversity provides the best way of establishing the degree of understanding that students have obtained. (p. 145) There is a need for research on assessing and identifying undergraduate students’ attitudes regarding diversity and the relationship between certain variables (i.e., gender and race) and issues of diversity because many students come from homogeneous backgrounds. Research questions regarding attitudes toward diversity have been proposed and suggested by several writers. However, it appears that few have pursued the answers. Many agricultural educators believe that if America is to remain a dominant force, institutions of higher learning and their communities need to facilitate cultural awareness and change for the 2 1 st century. Furthermore, “gender and ethnic diversity must be emphasized more aggressively if agricultural educators wish to maintain their relevancy in America’s educational enterprise during the next decade” (Bowen, 1994, p. 8). 100 This investigation provides a means by which a research database on issues regarding diversity can be established in agricultural education. It also provides information about the relationship between CANR and non-CANR undergraduate students, gender difi‘erences within CANR, and students’ perceived definitions of diversity. The concept of diversity is being implemented in various forms and contexts across the nation. Many institutions, companies, and other entities have taken the stance that promoting this concept with their commitment to maintain excellence will provide leadership to their state and the international communities they serve. One goal of this study was to develop a comprehensive database to foster an awareness and understanding of attitudes regarding diversity. It is hoped that this investigation can provide an objective means of assessing diversity, which may contribute to the goal of understanding attitudes regarding diversity. It is also hoped that this investigation will provide new directions for additional research in the field of agricultural education as it relates to diversity. Putpgss 9f ths Study The primary purpose of this study was to determine the attitudes toward diversity held by CANR and non-CANR students at MSU. Subjects for the study were selected MSU undergraduates in the CANR, the Eli Broad College of Business, the College of Education, and the College of Engineering. The study population included a group of students enrolled in selected undergraduate classes during the 1997-98 academic year. To accomplish the primary purpose of the study, the researcher established the following research questions: 101 1. How do selected CANR and non-CANR undergraduates at MSU perceive and define diversity? 2. How do selected CANR and non-CANR undergraduates at MSU describe a personal experience (positive/ negative) with a person of a different race, color, religion, gender, national origin, sexual orientation, or a disability? 3. What attitudes are held by selected CANR and non-CANR MSU undergraduates regarding the following important constructs of diversity: (8) sexual equality, (b) multilingualism versus English only, (c) interaction with minorities prior to college, (d) rural versus other communities, (e) cultural pluralism versus assimilation, (i) comfort with differences, and (g) need for diversity training? Pr r s in Conductin the Investi ation The procedures followed in conducting the investigation are described in this section. They are (a) data collection, (b) data processing, and (c) analysis and interpretation of the data. Dsts Qllgign. The investigator was concerned with identifying and assessing attitudes regarding diversity and determining the relationships between selected variables that may influence knowledge about diversity. One of the most important and critical aspects of the study was the development of the instrument. A survey instrument containing 98 Likert-type items was developed to collect the data. Once the instrument was developed, two pilot tests were conducted for the purpose of refining the instrument before using it to collect the data for the investigation. 102 The student population for this study consisted of selected CANR and non-CANR undergraduate students enrolled at MSU during academic year 1997-98. The design of the study was descriptive in nature. CANR and non-CANR students who participated in the study were selected randomly. The researcher used a cluster random sampling process to secure a representative group of 220 MSU undergraduate students. Data were collected by means of a questionnaire that was administered in selected large classrooms. ‘m..". .Vil W. Respondents were asked to indicate their attitudes and beliefs regarding issues of diversity, using a 6-point Likert-type scale ranging from 1 (Strongly Disagree), to 6 (Strongly Agree). Before administering the questionnaire, the researcher used a panel of experts for validation purposes and a sample of CANR and non-CANR students to assist in the development of a reliable instrument. The reliability for Part II of the instrument was .87 for the overall coefficient alpha. The returned questionnaires were processed by computer, using the Statistical Package for the Social Sciences (SPSS, 1999), SPSS/PC+ version 8.0. The researcher used descriptive statistics (frequencies, percentages, and means) to summarize the data pertaining to demographic characteristics of the respondents. Combined descriptive analyses were run on items grouped according to issues or common themes, establishing mean scores for each topic/theme. A t-test and AN OVA were used to determine whether any statistically significant differences existed between CANR and non-CANR students in terms of their attitudes regarding diversity. The .05 alpha level was selected as the basis for statistical significance. 103 my; Findings The major findings are discussed in the following subsections, according to the objectives established for the study. In general, there was an overall positive response by CANR and non-CANR students to the first two parts of the survey. hi ri ic f the R n n Descriptive statistics (frequencies, percentages, and means) calculated on the personal data of the students revealed that the study sample was relatively homogeneous. Part II of the questionnaire contained the most items in the instrument. Gender distinctions between subjects appeared to be in CANR, with females (52% or 51) and males (48% or 49), and in non-CANR with females (63.1% or 77) and males (36.9% or 23). In terms of class level, the majority of respondents were seniors, both within CANR (42.9% or 42) and in non-CANR (58.2% or 71). The fewest respondents were freshmen, within CANR (11.2% or 11) and in non-CANR (10.7% or 13). Race distinctions between subjects were as follows: In CANR, there were 79.6% or 78 Caucasians and 17.3% or 17 Afiican-Amelicans, whereas in non-CANR, there were 72.1% or 88 Caucasians and 15.6% or 19 Afiican-Americans. Residential distinctions between subjects were as follows: In CANIL 31.6% or 31 respondents lived on campus, whereas 28.6% or 28 lived ofi‘ campus. Of the non-CANR respondents, 32% or 39 lived on campus, and 33.6% or 41 lived off campus. In terms of community-of-origin distinctions, 21.4% or 21 CANR respondents were from rural communities and 1% or 1 were fi'om suburban areas. In contrast, 36.9% or 45 non-CANR respondents were fi'om suburban areas, and 7.4% or 9 were fi'om farms. 104 The majority of respondents in CANR (56.1% or 55) and non-CANR (48.4% or 59) were from communities with all or mostly Caucasian members. The fewest respondents in CANR (3.1% or 3) and non-CANR (4.9% or 6) were from communities with all or mostly minority members in mixed communities. Types of communities in which respondents fi'om CANR (54.1% or 53) and non-CANR (50.8% or 62) would like to live were mostly mixed communities. The fewest respondents in CANR (1% or 1) and non-CANR (1.6% or 2) said they would like to live in communities with all or mostly minority members or communities with all or mostly Caucasian residents. The majority of respondents fi'om CANR (67.3% or 66) and non-CANR (61.5% or 75) indicated they would like to work in mixed communities. The fewest respondents from CANR (1% or 1) and non-CANR (1.6% or 2) would like to work in communities with all or mostly minority members or communities with all or mostly Caucasian residents. Siggifissnt Differences in Attitudes, Based 9n Demggtaphic Characteristics A statistically significant difl‘erence was found between selected MSU undergraduate students in CANR and non-CANR in how they responded to the attitude statements regarding sexual equality. The higher mean scores on several attitude variables suggested that women and non—CANR students tended to be more comfortable with issues of gender than were men and CANR students. CANR and non-CANR respondents differed significantly with regard to the attitude statements concerning cultural pluralism versus assimilation. The higher mean scores of non-CANR respondents and those from towns indicated more favorable attitudes toward cultural pluralism than toward assimilation. 105 A statistically significant difference was found between CANR and non-CANR students in how they responded to the attitude statements regarding comfort with difl‘erences. The higher mean scores suggested that females and non-CANR students tended to be more comfortable than did males and CANR students with issues regarding comfort with differences. Caucasians, African-Americans, and others differed significantly in their responses to the attitude statements regarding a need for diversity training. The mean scores indicated that freshmen and juniors tended to score higher on several attitude-toward- diversity variables than did sophomores and seniors. These data also indicated that Caucasians seemed to think they needed more diversity training than did any other group. A statistically significant difference was found between sophomores and seniors in how they responded to the attitude statements regarding rural versus other communities. The higher mean scores suggested that Caucasians tended to value rural communities more than did any other group. Males and females differed significantly in their responses to the attitude statements regarding interaction with minorities prior to college. The higher mean scores indicated that females and non-CANR students were more favorable toward interacting with minorities prior to college than were males and CANR students. ° 'fi iff r n in Attitudes Based on n P iv Defined Div rsit The qualitative data in this section were evaluated by means of a content analysis, through which the researcher extrapolated the implications of the open-ended questions and additional comments of the CANR and non-CANR students. The CANR and non- 106 CANR students’ definitions of diversity provided the researcher with insights into their beliefs on this subject. More than one-fourth of the respondents defined diversity as “differences/varying of difi'erences/difi'erent/uniqueness, and difference in backgrounds, lifestyles, experiences, culture, sex, race or religion.” Another common definition of diversity included some form of the words “mixture/blend/unique blending and variety or well-roundedness.” Stggsnts’ Msgtl Interagion C m it cores The students’ mean interaction statements in Part 4 of the instrument included the number of times they had interacted with various diverse groups. A comparison of group composite scores in this part of the survey revealed that no item had a mean composite score higher than 2.43 or lower than 1.3. Respondents fi'om non-CANR had a mean score of 2.43 (standard deviation = 1.16) for interaction with minorities, and a mean score of 1.32 (standard deviation = .54) for interaction with mentally retarded people. These scores indicate that the non-CANR students had more interaction with minorities than with mentally retarded individuals. For CANR respondents, the same pattern occurred. That is, the mean score of CANR students for interaction with minorities was 2.30 (standard deviation = 1.10). Smdents’ Inclinations Tgwgd Ismss 9f Divetsity Based on mean scores of respondents’ reactions to social activities with racial groups other than their own, CANR (91.8% or 90) and non-CANR (97.5% or 119) students reported they would talk to them rather than ignore them. Only a few students 107 indicated that they would ignore them. Respondents also indicated they were least comfortable interacting with mentally disabled people, followed by those with difi‘erent sexual orientations. The researcher drew these conclusions based on the respondents’ mean scores. However, this section had the highest nonresponse rate; nonresponse by CANR students ranged from 30.6% to 54.1%, and that by non-CANR students ranged from 36.1% to 56.4%. CANR males (66.3% or 65) and non-CANR females (61.5% or 75) indicated they were most comfortable interacting with males. Moreover, they were least comfortable interacting with mentally disabled people. The researcher drew these conclusions based on the respondents’ mean scores. Siggifissnt Differences in Beliefs mg Attigtdfi Toward Diversity The CANR and non-CANR respondents in this study rated highly the opportunity to work alongside females, the opportunity to work alongside males, and the need for an understanding of diversity for everyone, whether or not they lived in diverse communities. The scale mean scores for the beliefs and attitudes toward diversity section of the questionnaire indicated that sexual equality ranked highest among the seven items (see Table 16). In the comfort-with-difi‘erence category, CANR and non-CANR respondents seemed to be least comfortable with mentally retarded individuals and those with different sexual orientations. CANR and non-CANR respondents agreed most strongly with statements in the need for diversity training scale, whereas the lowest agreement was with statements in the more interaction with minorities scale. 108 Respondents’ comments indicated a lack of knowledge about diversity issues as related to the special needs of diverse populations. The majority of CANR and non- CANR students’ comments indicated that there is a serious need for more education as to experiences that diverse groups of peOple face in the majority population. However, some students have shown a level of tolerance and a level of acceptance of diversity issues. Sigm'fimt Diffgrenm in Sgtgents’ W This qualitative section also was evaluated by means of a content analysis, where the researcher extrapolated the implications of the open-ended questions of respondents. The researcher concluded that, based on students’ responses, the race category (44.0% or 68) was the highest in terms of their mention of a positive experience, followed by disability and national origin. However, the same held true somewhat for negative experiences. That is, 50% or 68 was the highest for their negative experience, followed by no experience and national origin, whereby the respondents indicated that religion was ranked low for their positive and negative experience. 99mpslign of the Study Findings With Thgss From Ingssm’s Rssearch This study of attitudes of students in CANR and non-CANR regarding diversity was based on Ingram’s (1996) research study on Pennsylvania Governor’s High School students’ attitudes toward diversity. For that reason, the researcher compared the findings of the two studies. When examining the comparison of the findings in Table 31, one should note that Ingram’s sample comprised 63 high school junior and senior students, whereas 220 selected undergraduates at MSU participated in the present study. In 109 comparing the results of the two studies, it can be seen that respondents in both studies were virtually identical in their attitudes toward sexual equality and multilingualism versus English only. Greater discrepancies existed in the groups’ attitudes toward rural versus other communities, comfort with difference, and assimilation versus cultural pluralism, and the groups with which they were most and least comfortable interacting. Table 31: Comparison of the findings from the present study with those from Ingram’s research. Pennsylvania Governor’s MSU CANR and Non-CANR Scholar Attitudes Student Attitudes 13 = 63 fl = 220 Sterner Males 44% 48% 36.9% Females 56% 52% 63.1% W 87.7% 86.7% 87.7% (Women are capable.) Mglg'lingssliw nggs English Only 91.5% 81.6% 91.0% (Children learn a second language...) V h r mmuni ' 47.7% 22.4% 23.8% (Rural people work harder than...city) thfgrt with Diffem 56% 25.5% 28.7% (With people who are different from...) Asg'milation Versus Cultural Pluralism 88.9% 64.3% 62.3% (Appreciated similarities and diff...) M mfo ble With Different Religion Difi‘. Ethnic Diff. Ethnic mf b1 Wi h Different Sexual Mentally Mentally Orientation Disabled Disabled 110 onclusion Based on the findings, the following conclusions were drawn: 1. The majority of CANR and non-CANR respondents who participated in the study were Caucasians; there were slightly more females than males. The females tended to be more positive toward items on the seven scales regarding specific aspects of diversity than were the males. ,. 2. The majority of CANR respondents were from rural, mostly Caucasian communities, whereas the non-CANR students were fi'om suburban areas, also mostly Caucasian. However, both groups of respondents indicated they would like to work and live in mixed communities. 3. Both CANR and non-CANR respondents’ composite scores indicated that they had more interaction with minorities than with mentally retarded people, although the mean scores indicated that they were least comfortable interacting with mentally disabled individuals. However, CANR respondents’ mean scores suggest that they were most comfortable interacting with males, whereas the non-CANR group was most comfortable interacting with females. 4. Females and non-CANR respondents tended to be more positive toward items on the seven scales regarding specific aspects of diversity than were males and CANR respondents. 5. Both CANR and non-CANR respondents’ comments suggest a need for education on diversity. 111 6. Diversity is context-bound, which means it does not have a singular meaning for everyone and must be defined before it is used. However, two of the six independent variables (gender and class level) tended to be better predictors than others of students’ attitudes regarding diversity. Implications of the Study The implications of this investigation are presented in this section. The researcher conducting this investigation might have achieved a new direction in identifying and assessing knowledge about students’ attitudes. Although this investigation has only provided a new approach to ascertaining and evaluating attitudes regarding diversity, it has nevertheless set forth some objectives and theoretical foundations that can be used in firrther studies in the area of agricultural education. The implications based on the findings are as follows: 1. Students’ attitudes regarding diversity can be assessed and identified, which offers a different outlook for agricultural education programs. An assessment of their attitudes regarding diversity may be used as a basis for modifying or developing new programs, designing program content, addressing diverse students’ needs, developing counseling programs, and/or aiding other scholars who are concerned with understanding undergraduate students’ attitudes regarding diversity. 2. The findings fiom this study mirror those from other studies carried out across the nation (Chronicle of Higher Education, 1995; Springer et al. 1995; Wergin, 1989), in which it has been reported that males hold more negative attitudes toward diversity than 112 do females of colleges the educati the 2151 cc: do females. These findings suggest that diversity needs to be addressed in the classrooms of colleges of agricultural sciences so as to incorporate concepts of cultural diversity into the educational experiences of their students and to better equip them for the challenges of the 2lst century. 3. Respondents in this study indicated that they were uncomfortable interacting with mentally and physically disabled individuals. This finding indicates that universities need to provide their students with opportunities to develop skills in working with people of diverse backgrounds and characteristics. 4. In their responses, a number of students indicated that “America would be a better place if we all assimilated and eliminated cultural differences among racial groups.” Researchers have suggested that various opportunities exist for increasing the number of agricultural science students who are comfortable with diversity. These data support the need to better prepare emerging students for a changing workforce in the 21 st century. 5. Both groups (CANR = 91% and non-CANR = 82%) strongly agreed that learning a second language and the ability to speak a second language are important (CANR = 86% and non-CANR = 75%). However, both groups reported getting irritated when people around them do not speak English. Current literature supports that cross- cultural communication and appreciation of diverse cultures are considered a highly desirable quality by employers. Such skills are invaluable for working effectively with diverse populations. 6. Researchers Gardenswartz and Rowe (1998) suggested five reasons why diversity is critical to an organization’s success: (a) gaining access to a changing 113 marketplace, (c) recruiting survival thro: evidenced by education W< marketplace, (b) getting a healthy return on investing in the organization’s human capital, (c) recruiting and retaining the best talent, (d) expanding creativity, and (e) ensuring survival through resilience and flexibility. Hence, given the need for diversity training as evidenced by this study, if such training were provided for college students, higher education would reap the same benefits. Recommgndations for Further Resgch It is hoped that this study will serve as a building block for more meaningful research to be conducted in the future. As a result of this investigation, it is the researcher’s opinion that several valuable and challenging subjects are worthy of further investigation. These are: 1. A study of this kind should be replicated with a stratified random sample of CANR and non-CANR undergraduate students in relation to selected demographic variables. 2. An investigation should be conducted to compare attitudes regarding diversity of different class levels of students. Research has shown that attitudes affect people’s behavior, whether the attitude is favorable or unfavorable, an evaluative reaction, or an attitude toward a particular object. That is, attitudes may be influenced to a greater degree when students reach a certain level of maturity, normally their junior and senior year in college. 114 3. A study should be conducted to determine the extent to which students are aware of current diversity trends in the United States and particularly in Michigan, and how this trend afi‘ects their future marketability in the global job market. 4. A study should be undertaken to identify the relationship of attitudes regarding diversity and CANR students’ vocational choice and preference, and how it increase one’s occupational mobility in the global workforce. S. A study should be undertaken to identify attitudes regarding diversity of CANR undergraduates at land grant universities on a national basis. 6. A study should be conducted to determine ways of positively influencing the attitudes regarding diversity of diverse student population enrolled at land grant universities with primarily White student bodies. Reflections In conducting this study, the researcher learned that attitudes regarding diversity tend to be expressed in a negative manner. The recent death (by dragging) of a Black man in Jasper, Texas, shows what can happen when people do not understand or have little or no training in diversity and their deep-seated biases come to the surface. The questions that always arise when we are faced with such atrocities is, Can we all “just get along”? Such an incident as this dragging a man to his death makes it evident that America still has along way to go in order to understand attitudes regarding diversity. This is the case despite the progress that has been made over the years. 115 Mi toward dir (1994), in have sugg. accepted a attitudes a those surv 1995 Univ Ofcolor v5 Sin Commissic WOmen an, Many researchers have examined the impact of education on students’ attitudes toward diversity. Studies such as those by Smith (1993), Lopez (1995), Villalpando (1994), Astin (1993), James (1995) and Titus (1996), along with several other reports, have suggested why it is important to address issues regarding diversity before it can be accepted and embraced. The Chronicle of Higher Education, Almanac 1997 reported on attitudes and characteristics of first-year college students in fall 1996; almost 84% of those surveyed indicated that racial discrimination is a major problem in America. And a 1995 University of Michigan study (Lopez et. al., 1995) reported that women and students of color valued diversity, whereas White males tended to devalue diversity. Similarly, Barneby and Kelly (1997) noted that the 1995 federal Glass Ceiling Commission reports indicated that a “glass ceiling” blocking the career progression of women and people of color does exist, due to exclusionary corporate practices that are perpetuated through stereotypes, primarily by White-male middle management. Organizations and companies that place little or no value on diversity may soon find themselves unable to thrive in this challenging and changing 215t century because they will not have maximized the full potential of their employees. As indicated in the literature review, men and women appear to perceive issues related to diversity difi‘erently. These issues of diversity are not confined to ethnic and racial minorities, but apply to all diverse groups. Considering how many colleges and universities have already targeted diversity as part of their schools’ mission, it is imperative that researchers and educators continue to identify and attend to factors influencing students’ attitudes regarding diversity. 116 Fir which stat they are er Life, Liber society, bu Finally, if America is to uphold the principle of the Declaration of Independence, which states, “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness,” there must be concerted efforts at all levels of society, but especially within institutions of higher learning, to ensure that this takes place. 117 APPENDICES 118 APPENDIX A NAMES OF REVIEW COMMITTEE NIEMBERS 119 Review Committee Members Dr. Eddie Moore, Chief of Strategic Planning US. Department of Agriculture/F arm Service Agency 1400 Independence Avenue, SW Washington, DC 20250 Professor College of Agriculture and Natural Resources Department of Agricultural and Extension Education Michigan State University East Lansing, MI 48824-1039 Dr. James E. Jay Assistant Vice-Provost Office of Diversity & Pluralism Professor College of Agriculture and Natural Resources Department of Agricultural and Extension Education Michigan State University East Lansing, MI 48824-1039 Dr. Lee N. June Assistant Provost & Vice-President for Student Affairs and Services Professor Counseling, Educational Psychology, and Special Education 153 Student Services Building Michigan State University East Lansing, MI 48824—1039 Dr. Frederick R Whims Professor 410 Agricultural Hall College of Agriculture and Natural Resources Department of Agricultural and Extension Education Michigan State University East Lansing, MI 48824-1039 120 APPENDIX B SURVEY INSTRUNIENT 121 ATTITUDES OF STUDENTS IN AGRICULTURE AND NATURAL RESOURCES AND THOSE NOT IN THE COLLEGE OF , AGRICULTURE REGARDING DIVERSITY 122 As Mich research research many yo This voll answers student I question: questlom meamngi Drank yr BliE‘fly d As Michigan and other states increase in diverse populations, there is a need to develop a research base to begin to assess and understand the attitudes of students toward diversity. The research team involved in this study understands that this voluntary questionnaire is one of many you have completed and appreciate the time you are taking to complete this survey. This voluntary questionnaire is part of a research study which focuses on the attitudes of selected Michigan State University students regarding diversity. There are no 5g] t or wrogg answers and your responses will remain confidential. You should not write your name, student ID, or any other information, other than the answers to the questions on this questionnaire. Although you may decline to answer any question, your honest responses to all questions are very important to the success of the study and will help us in developing a meaningful research base on diversity. Please follow the instructions as given for each section. Thank you in advance for your cooperation! IL Part I: Meaning of Diversity ll Briefly describe what the word "Diversity" means to you. 123 C C lrcle t stateme Scale: N —l D‘flOffiann-m b) ? C1 It‘ or a Part II: Beliefs—rt; Atudes Toward Diversity Circle the number of your response which most closely matches your belief or attitude to the statement. Please use the following scale to respond to the statements below. Scale: 1. Strongly Disagree 2. Disagree 3. Slightly Disagree 4. Slightly Agree 5. Agree 6. Strongly Agree 1. Women are as capable as men in American society. 1 2 3 4 5 6 2. I would welcome an opportunity to work alongside: a. Racial groups 1 2 3 4 5 6 b. Ethnic groups 1 2 3 4 5 6 c. Males 1 2 3 4 5 6 (1. Females 1 2 3 4 5 6 e. Physically disabled people 1 2 3 4 5 6 f Different sexual orientation groups 1 2 3 4 5 6 g. Mentally retarded people 1 2 3 4 5 6 h. Different religious groups 1 2 3 4 5 6 3. Minorities should conform to the dominant American cultural standards if they want to be accepted. 1 2 3 4 5 6 4. It's good for our children to learn a second language, other than English. 1 2 3 4 5 6 5. People who live in _ru;a_l commlmities work much harder than people who live in: 8. urban communities 1 2 3 4 5 6 b. suburban communities 1 2 3 4 5 6 6. People who live in suburban communities work much harder than people who live in: a. rural communities 1 2 3 4 5 6 b. urban communities 1 2 3 4 5 6 124 abedefosh. Ul'lC Ifm our I do I M I ap abode. hal a b. Per LZLMLK 10. 11 Scale: 1. Strongly Disagree 2. Disagree 3. Slightly Disagree 4. Slightly Agree 5. Agree 6. Strongly Agree 7. People who live in m communities work much harder than people who live in: a. rural communities b. suburban communities 8. People who are fi'om me make me feel uncomfortable. Racially different Ethnically different Opposite sex Physically different Religiously different 99.05"!” 9. Ifmembers of ethnic groups want to keep their own culture they should keep it to themselves. 10. I don’t need training in diversity because the groups I work with are all White. 11. I appreciate the similarities that exist among: Racial groups Ethnic groups Males Females Physically disabled people Different sexual orientation groups Mentally retarded people Religious groups .399 ran .O-n 9‘.» 125 N bk MM O\O\ fit‘H—‘I—O NNNNN wwwww AAA-5A MMMMM GGGQCM u—or—or—or—Ir—Ir—rr—o-d NNNNNNNN wwwwwwww Akbar-“#53 MMMMMU‘MM O‘O\O\O\O\O\O\O\ L Scale: 1 1. Strongly Disagree 2. Disagree 3. Slightly Disagree 4. Slightly Agree 5. Agree 6. Strongly Agree 12. l3. 14. 15. 16. 17. 18. I appreciate the differences that exist among: Racial groups Ethnic groups Males Females Physically disabled people Different sexual orientation groups Mentally retarded people Religious groups FWHPP-PP‘P HHl-‘H—HHI—i This country would be much better ofl‘ if people who live in communities would learn to live more like people in _rur_al communities. a. urban b. suburban This country would be much better off if people who live in communities would learn to live more like people in m communities. a) rural 1 b) suburban 1 This country would be much better off if people who live in comrmmities would learn to live more like people in suburban communities. a) rural 1 b) urban 1 People who have a learning disability are as intelligent as other people. 1 Women should not work outside the home unless the family really needs the money. 1 I often feel uneasy when I am around people who are r_10_t like me. 1 126 NNNNNNNN N N wwuwwwww AA-k-h-h-BAA .5 A MMLIIMk/t O\O\O\O\O\O\O\O\ Milli]! 5 6 Scale: 1. Strongly Disagree 2. Disagree 3. Slightly Disagree 4. Slightly Agree 5. Agree 6. Strongly Agree 19. America would be a better place if we all assimilate into one culture. 1 20. I enjoy being around people who speak more than one language. 1 21. We should try to eliminate cultural difl‘erences between racial minorities and Whites in our society. 1 .' ([5415 0., Children get a better “sense of community” growing 1 up in the following communities: a. rural communities b. urban commrmities c. suburban communities 1 l l N NN WU) «b-k LII Q kl! G 23. I appreciate the similarities that exist among: Racial groups Ethnic groups Males Females Physically disabled people Different sexual orientation groups Mentally retarded people Religious groups Pawnee-99‘? I—F‘l—‘Hl—lI—‘F‘h—i 24. Immigrants should be expected to give up their own cultures and adapt to Americans ways. 1 25. People who are culturally different from me make me uncomfortable. I 26. Women’s emotions interfere with their ability to do a good job. 1 127 NNNNNNNN wwuwwwww bA-h-bh-bA-h mmumucurum oasesoxoxaao Scale: 1. Strongly Disagree 2. Disagree 3. Slightly Disagree 4. Slightly Agree 5. Agree 6. Strongly Agree 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. An understanding of diversity is important for everyone whether they live in diverse communities or not 1 People who live in the following communities do not] know what real work is: a. rural communities b. urban comnnmities c. suburban communities Having lots of different cultural groups in this country causes lots of problems. 1 I get kind of irritated when I am around people who do not speak English. 1 People of diverse groups are treated difl‘erently because they act different. 1 Each minority culture has something positive to contribute to American society. 1 I feel comfortable talking about differences in religious beliefs. 1 I am comfortable with the ability to speak only English. 1 Most school subjects are equally appropriate for girls and boys. 1 I find myself thinking, “Why don’t they act like us?” 1 People in the following communities make better neighbors: a. rural commrmities 1 b. urban communities 1 c. suburban communities 1 128 NN NM or Jib-h 5 MUM O\O\O\ 6 OO\ Scale: 1. Strongly Disagree 2. Disagree 3. Slightly Disagree 4. Slightly Agree 5. Agree 6. Strongly Agree 38. 39. 40. 41. 42. 43. 44. Cultural diversity a. Is a valuable resource 1 b. Should be preserved l A person who doesn’t speak English has no right to erqrect to get ahead in America. 1 I do need training in diversity because the groups I work with are going to be from diverse groups. 1 The ability to speak another language is a valuable skill in this country. 1 While in elementary school, I wish I had interacted more with: Minority teachers Minority counselors Minority students Minority administrators Other (Specify) While in middle/junior school, I wish I had interacted more with: Minority teachers Minority counselors Minority students Minority administrators Other (Specify) While in high school, I wish I had interacted more with: 9.9-9.5"? n—Ir—Ir—Ir—It—i {DP-PS"? h—iI-ur—n—n— a. Minority teachers 1 b. Minority counselors 1 c. Minority students 1 d. Minority administrators 1 e. Other (specify) 1 129 N NNNNN NNNNN NNNNN wwwww wwwww wwwww A AbA-BA AA-h-BA «hub-k-h-b 'Jttlrkltkllkll OGO‘QC‘ MM'JI'JIM GQOO‘ON lJrLllUIL/tklt O‘QO‘QQ O\ Ii Part III: Inclinations ll 1. If you attended a social activity and were seated next to a person of a different racial group than your own, how would you react to them? (Circle One). A Move C. Ignore them B. Talk to them ‘ Please put an “M” tot he group with which you are most comfortable, and a “L” next to the group with which you are least comfortable. physically disabled _difierent language _mentally retarded _social groups _difl‘erent religion _homeless _ethnic groups _difi‘erent sexual orientation groups _males _others _females .1 Part IV: Demographic Information II Please indicate your gender: _male _female Please indicate your current class level at MSU: _Freshman _Junior _Graduate Level _Visitor _Sophomore _Senior _Life Long Education What college are you enrolled in? Please describe the racial/ethnic membership of the comrmmity which you come from. (Select One) _ mixed commrmities all or mostly white members in mixed communities all or mostly white members in communities with all or mostly white residents all or mostly minority members in mixed commrmities all or mostly white members in communities with all or mostly minority residents Please indicate your ethnic/racial group (Select One) Caucasian/Non-Hispanic African American/Non-Hisp anic American Indian or Alaskan Native Chicano/Mexican American Hispanic __ Asian/Pacific Islander (Asian American) 130 6. Please describe the type of commnn'ny which you come from. (Select One) Farm: Rural territory where $1,000 or more of agricultural products are sold. Rural: Non-farm open country; under 10,000 population T awn: Population between 10,000 and 50,000 Urban: Cities over 50,000 population Subgban: Metropolitan ring surrounding cities over 50,000 7. What type of community would you like to live in? (Select One) Farm Rural Town Urban _Suburban mixed communities all or mostly white members in mixed communities all or mostly white members in comrnrmities with all or mostly white residents all or mostly minority members in mixed communities all or mostly white members in communities with all or mostly minority residents 8. What type of community would you like to work in? (Select One) mixed comnnmities all or mostly white members in mixed communities all or mostly white members in communities with all or mostly white residents all or mostly minority members in mixed commrmities all or mostly white members in communities with all or mostly minority residents 9. Where do you currently reside? (Select One) on-campus/Resident Hall on-campus/University Apartments ofilcampus/Apartment off-campus/House 131 10. 11. Please indicate the number of times you have interacted with the following groups and settings over the last year. Minorities Physically Different sexual Mentally disabled orientation retarded people groups people Home Professional setting Church Social Event Other (specify) _ __ _— Please describe the racial/ethnic membership commrmity which you like to live in. (Select One) mixed commrmities all or mostly white members in mixed commrmities all or mostly white members in communities with all or mostly white residents all or mostly minority members in mixed communities all or mostly white members in communities with all or mostly minority residents 132 12. Please describe a positive event or experience you had or was involved with a person of a different race, color, religion, sex, national origin, sexual orientation or disability. (Please indicate if that event/experience added or dismissed any preconceived feelings you had.) Please use the back if necessary. 133 13. Please describe a negative event or experience you had or was involved with a person of a different race, color, religion, sex, national origin, sexual orientation, or disability. (Please indicate if that event/experience added or dismissed any preconceived feelings you had.) Please use the back if necessary. Again, thanks for your input in this research! 134 m “'1" ‘l’J‘f‘ii - ‘ APPENDIX C LETTER OF APPROVAL FROM THE UNIVERSITY COMTMITTEE ON RESEARCH INVOLVING HUMAN SUBJECTS (UCRIHS) 135 MICHIGAN STATE [J P4 I \l E Ii S l 1' Y December 30, 1996 - To: Eddie A: Moore 410 Agricultural Hall RE: IRss: 96-709 TITLE: COLLEGE or AGRICULTURE AND NON-COLLEGE OF AGRICULTURE STUDENTS' ATTITUDES TOWARDS DIVERSITY REVISION REQUESTED: N/A CATEGORY: i-A APPROVAL DATE: 12/20/96 The.University Committee on Research Involving Human Subjects'lUCRIHS) reView of this project is complete.. I am pleased to adVIse that the ' rights and welfare of the human subjects appear to be adequately rotected and methods to obtain informed consent are apprcpriate. ‘geretore, the UCRIHS approved this progect and any reViSions listed ove. RENEWAL: UCRIHS approval is valid for one calendar year, beginning with the approval date shown above. Investigators planning to continue a_project be and one year must use the green renewal form (enclosed with t e original agproval letter or when a project is renewed) to seek ugdate certification. There is a maximum of four such expedite renewals possible. Investigators wishing to continue a progect beyond that time need to submit it again or complete reView. - REVISIONS: UCRlHS must review any changes in procedures involving human subjects, rior to initiation of t e change. If this is done at the.time o renewal, please use the green renewal.form. To reVise an approved protocol at any other time during the year, send your written request to the. CRIHS Chair, requesting revised’ approval and referenCing the progect's IRB # and title. Include in your request a description of the change and any revised instruments, consent forms or advertisements that are applicable. PROBLEMS/ - ' . CHANGES: Should either of the followin arise during the course of the work, investigators must noti y UCRIHS promptly: (1) roblema (uncxpected side effects, comp aints, e c.) inVOIVing uman subjects or (2) changes in the research environment or new information indicating greater risk to the human sub'ects than existed when the protocol was previously reviewed an approved. It we can be of any future helpé please do not hesitate to contact us at (517)355-2180 or FAX (517)4 171. Sincerely, Dééid 3. Wright, Ph.D. U IHS Chair DEW:bed cc: Dierk L. Hall ChrisCOpher Mathis 136 APPENDIX D RESPONSES TO ”WHAT DIVERSITY MEANS TO ME” 137 What the word “Diversity” means to you. A group of people or organization with many differences. This group of people have difi‘erent backgrounds, race, gender, religious beliefs and attitudes and beliefs in general. Diversity is the willingness to experience difi‘erent people who are of a difl‘erent race, creed, nationality, and culture. Diversity means different people (sizes, races, etc.) with different ideas, backgrounds, and attitudes blended together. I think diversity and the acceptance of it results in an open- minded, op en-hearted, more well-rounded comrriunity, nation, and individual. L 1 It means that people are different in terms of race, religion, ethnicity, culture, sex, sexual orientation, attitudes and beliefs. No one person is the same which gives the US. especially a diverse nation. I feel that diversity is the coming of all people with different religions, skin color, and ' backgrounds. When I talk about combining I mean not just being in class but learning fi'om each other. Diversity is even attention and equal opportunity to all students whether they are black, white, or other. Diversity is a mixture of a whole bunch of difl‘erent things. I think diversity means people of many cultures, religions, and backgrounds live and work in the same commrmity to make it better. Diversity is a combination of many difl‘erent groups of people at Michigan State University. Diversity means different types of people with different ideas, cultures, races, and etc. Diversity is different races mixed together in a community or region. For example, Black mixed in with whites. Diversity to me means the diverse of different ethnic groups and backgrounds in which all try to live and congregate amongst each other. Diversity means that not all people are the same. It means a wide variety of different cultures. Diversity to me means the separation of races, sex, religion, and culture. 138 Diversity is the work given to describe a collection of people from different backgrounds, ethnicity, racial groups, and etc. Diversity is the differences between individuals whether it be religious, ethnic, sexual orientation, or disability. Diversity simply means difference. I think of different races, sexes, religions, and so when . I think of diversity. Diversity is what makes something unique and individualistic. Diversity is the blending together or co-existence of different cultures and races. r- To me diversity means a variety of things groped together. I think that it can mean people, places or things. ' Diversity is the ability to work with others outside of yourself. Diversity means people of different cultural backgrounds living together. To me diversity is being in a situation or setting where you’re with people who aren’t from the exact same background as you knong that you’re not the same as everyone else. I always had an idea that homosexual men were very open about their preference until I met a man who was related to my boyfriend, and we became very good fiiends. I can say that he is one of the nicest people I know. I feel extremely comfortable around him Now I get defensive when people put stereotypes on homosexual people. Diversity means differences that are not a negative term but a word expressing that there is people/ something that is uncommon. Diversity is a myriad of differences put together. Diversity is the coming together of different races, cultures, creeds, religions, etc. to a certain place to achieve a common goal( s). Also, the bonding and understanding of different classes or groups. Diversity means differences between people or items. Diversity refers to different races, genders, cultures, and ethnicity being merged peacefully into one community. Diversity is the mixture of many different aspects such as cultures, attitudes, personalities, etc. in a given area resulting in a unique and eclectic population. 139 Diversity is many difl‘erent types of people. People of different cultures and races with different opinions and beliefs. Diversity means different or various kinds of people, nationalities, etc. Diversity is a group of people with different beliefs, backgrounds, and cultures. Diversity is the difl‘erences in culture, race, gender, history, education and lifestyles as a whole among different people. Diversity is a variety of different cultures, beliefs and personalities all sharing a common 1 place. i Diversity to me means to have several opinions on whatever subject. A mixture of many difl‘erent races, cultures, sexes, etc. Diversity means groups which are different racially, ethnically, minorities, and sexes. Diversity is a mixture of all races and religions and all handicaps. Diversity is a group of difl‘erent kinds of people with different backgrounds. Diversity means many different things such as race, cultures all mixing together. Diversity is a setting such as a town, city, university, etc. there is more than one culture, race involved. It also includes different religions, beliefs and views by individuals. Diversity means a distance between diflerent races, sexes, religions, etc. due to a difference in cultural beliefs and traditions or due to ignorance. Diversity is a broad range of backgrounds. Diversity is the state of one nation having many faiths, shades, ethnic ancestry, and languages. Today diversity is the respect of each individual’s differences and the acknowledgment that we all can live together disregarding these difl‘erences. Diversity means people fiom difl‘erent cultures, backgrormds, beliefs, gender and age. Diversity means living together in a community in which the people have different nationalities, cultural, and religious backgrounds. Diversity shows a wide range of races and ethnic backgrounds and contributing something unique to society. 140 Diversity means to me is that one must change to our changing worlds and difierent people’s attitudes. Also a person must be diverse in changing conditions particularly on university campus. The reason why people change as they go through their college years must be accepted to the idea of change. Diversity means different cultures, backgrounds, races, personalities, and people who all are at a certain place. To me, diversity means looking at the other side of the coin or looking at a situation from the other person’s point of View. It means being able to relate to different cultures and understanding the different cultures and the customs that go with that particular culture. Diversity is a mixture of people, ideas, products, etc. It is a mixture of a lot of difl'erent things. Diversity is the “intertwining” of difl‘erent races, cultures, etc. It alloWs for growth between unassimilated people also make communities and nations stronger when used to promote growth. Diversity means having differences within a large group. The differences may include age, gender, race, religion, upbringing and so on. Diversity means many types of people coming together maybe even towards a common goal. It doesn’t necessarily have to be race, it could also include culture, age. Anything that is different from person to person is diverse. The difl‘erent ways that people see or feel about ideas, attitudes, or life in general could also mean that there are many different options to choose fi‘orn Diversity is a group of people or other things that are similar in one or more main categories, but different in all others. Everybody in this class is a human, a student, an Agriculture and Natural Resources (ANR) student. Not everyone is from the same ethnic race, background, major, etc. A place where all genders and races mix without problems. Diversity means to me a society or group with people with many different social, racial, ethnic, cultural and wealth backgrounds. It is a group of people that are not just one type. A group of people who share certain important characteristics but differ in the basis of race, culture, and ethnicity. Diversity is engaging all aspects of people character such as religion and culture. Diversity means a group of anything that is not exactly the same. There are not to things, people, whatever, that are exactly the same. 141 Diversity to me means difl‘erences. This doesn’t necessarily mean that one View is better than the other, but there are distinct difl‘erences, views, cultures, etc. Diversity is a blend of many different cultures. I feel diversity is a melting pot. Diversity is a blend of many different cultures, religions and economic classes. Diversity to me means variety. Many examples of something (different plants, different people, etc). It means that things that are present in a group or system can’t be grouped together into one main pool because of certain characteristics. Instead they are different and separate parts with their own characteristics being a little or a lot different in many ways with the whole of all these things put together, you have diversity. Diversity is in a sense putting together different meanings or people from totally different backgrounds and walks of life. Diversity mean to me is to change to see people not as the differences but the similarities, to recognize that because people come fiom different cultures or ethnicity, we can see the similarities that individuals can bring to the ‘Vvhatever” and not focus on the differences. Diversity means to have a broad span of difl‘erent genders, ethnic groups, races, and cultures within a particular setting. To me diversity represents a diverse of different group of people. The difi‘erences can be in background, values, dress, attitude, age or ethnicity. Something that has one or more to it, it is not just bland. It is composed of many different races, religions, and ethnics. Being able to cope with changes in society. A sense of unity and brotherhood between people with different cultural or ethnic ' backgrounds. Diversity means accepting the race traditions and cultures of others. Multicultural - when people of difl‘erent racial, ethnic, religious, etc. background are in the same setting. Incorporating difierent cultural, racial and religious backgrounds in society. Diversity is a broad term which applies to people, plants, and animals. Diversity refers to well-roundness and every type of person, plant, etc., in one place. 142 Diversity means living in harmony with the differences that each culture can bring into a relationship or comnnmity. These differences can enrich the lives of others. At MSU, diversity is the word used for forced assimilation. The cramming of useless knowledge to degrade the white man to make money ofl‘ of every student. In general, diversity is a group of something with a different background, but my experience at MSU is that diversity is forced assimilation. People of all different racial and ethnic backgrounds living peacefully together- accepting each other. Diversity is a state of heterogeneity, meaning in a human example that there are representatives from diverse (differing) backgrounds. Adverse groups could include people with different ethnic/racial backgrounds, difl‘erent economic/ social status, different ages, gender, and sexual orientation, body shape and handicaps, urban or rural influences. the list goes on. Not all categories above must be represented for a group to be divers in some way. Generally what we mean by diversity is a situation in which there are many (possibly conflicting) cultures, values, etc. present in a population. Ecological diversity shares factors with human diversity, though more is related to the number of different species and interactions that occur in an ecosystem Diversity means a variety of different people and their backgrounds. The United States is very diverse. Diversity to me means different. Diversity means being able to relate to different situations and/or cultures when comparing them to yourself Diversity means a mix of various cultures and ethnic groups. Diversity means being open-minded to the world around us by acceptance of race, religion or a culture. Diversity to me means different. A mixture of color, ethnic groups and races. Difl‘erences in race, culture, sex, religion and sexual orientation. Diversity is when people of many different racial and ethnic groups are brought together. These groups need to feel empathy for each other or understand where they are coming fiom. None. 143 Diversity, as pertaining to a population, it the different cultures and religions that make up a society. It means different races, religion, etc. of people living together in a specific area. Diversity means different. In the context of people and society diversity simply means different people. People fi'om different walks of life with different perspectives on severity and ways to cure our societies ails. Diversity is that of a sample there is a variety of difl‘erent races, religions, cultural backgrounds, sexes, etc. I chose not to answer on terms that I choose not to enclose. Diversity signifies complexity as well as rmiqueness. Diversity is good and should be important individual. Everyone is different and that’s what makes us special Without diversity the world would be pretty boring. some people don’t like others because they are different, but I enjoy and admire those who are different from me. Diversity means to me something or someone who is made up of many different things. No one put is the same as the other. People of different cultures interacting with one another, everybody is equal Diversity means a big world that is growing smaller; the capacity to understand, appreciate or have an open mind to what is different; a necessary ingredient in life. The difl‘erence between each individual. Diversity means a wide variety of represented cultures. Diversity means being different from others and get being able to do a lot of things that others can do as well. A wide range not homogenous potpourri It means all races, ethnic backgrounds, all types of families, etc. being together in one place at the same time. Diversity means a group of many people with different cultural backgrounds. Diversity is the idea that all people have different points of Views and different backgrounds, and we need to respect and understand those differences. 144 People of difl‘erent cultures and different beliefs living or working together. To me diversity is something that has many different things put together in one common area. The things in the area are considered to be diverse or different. Mixture, different groups that well represent the racial, color ethnic composition of the world. This is one of the worst surveys I have ever seen. You should study how to conduct a correct focus group. Never offend and never use slanted or suggestive language. In your questions Ifyou lend someone toward an answer, you will probably get that answer. I would bet all the information in this pamphlet will be flawed. Various cultures or beliefs in one common area. Diversity means to me, a mix of people with characteristics of age, race, social class, financial class, gender, disabilities, sexual orientation, mattering only in a sense that each of those characteristics makes us different and unique. That’s what makes the humans so interesting. There are a wide range of people, but in the end we are all the same, conceived the same way and eventually die. ' Accepting people who are different from yourself. To me diversity means the difference between wrong and right, good and bad. Everyone has right answers, there is no wrong answers. This is what diversity means to me. Diversity brings to mine people of every backgrormd, every intellectual level, every culture and every value system To say something is diverse I don’t think lies in race alone. I think it involves cultures, ideas and values of all different kinds. Diversity is not monotone. It is life in stereo. We need several views for each issue that we face in our lives. Diversity is variety whether it is in a variety of opinions, races, ages, or socio-economic status, a range of attitudes helps us to make decisions that will be more steadily accepted and acceptable to others. However, diversity is not an artificially forced “melting pot.” Creating quotas or recruiting persons solely on race is not beneficial to diversity. Diversity can only help if those involved believe their opinions matter because of who they are not what they are. People with different backgrounds. Examples race, age, gender, education, sexual orientation, religious beliefs interact together. Something or some things that vary from the majority of that something or some things. Diversity, to me, is having groups of people or even individuals with different backgrounds, beliefs, lifestyles, economic conditions or any differences that can mesh together well. 145 People coming from difi‘erent backgrounds, cultures, etc....difierent opinions. The integration of people from all over the world having many different cultures, colors, ideas and beliefs. Differences in background, race, color, etc. Interaction between these people these people, etc. Diversity means beautiful It is all types of individuals that can offer difl‘erent things. Women, Minorities, Young/ Old, Able/Disable, Gender. Diversity means to have a wide range of individuals. Diversity refers to more than difl‘erences in race and gender, it also refers to handicap, educational background and geographical backgrounds. I think it means different varieties of cultures and other humanity topics like gender, race, religion. Is a combination of many groups. Diversity to me means difi‘erent- Differing beliefs or cultural attitudes, traditions and ways of life. Diversity is the mix of several different cultures or races. Mix of all types. Diversity to me means the differences in way people think, and manipulate occurrences in everyday life. This does not mean, necessarily, the “protected” groups of the world. That is part of it through. Diversity means difl‘erences among a similar thing. As in people diversity means to possess differences in cultures, race, background and many other areas. Diversity is not having everything the same and learning from these things. To be able to pool resources from a variety of sources (not necessarily racial) in order to meet a common objective. It is a broad base of people and ideas. Diversity means an enriched group of difi‘erently cultured people who try and show their views in a non forceful way. Diversity are the unique things that separate people. It is also something that most college students, usually fieshman, know nothing about. 146 Everyone is difl‘erent which makes America a very diverse country. Everyone was not brought up the same and each person has unique history and individuality that goes back to their roots. Diversity is a mixture of anything! In most contexts, diversity is used with regards to race, but it can be used in reference to food, activities, etc. Difl‘erent things together. I think “diversity” is a term in which describes the variety of life and environment, as well as the characteristics people obtain and portray in our everyday life. Diversity or being diverse can be a very encouraging aspect to carry with oneself each day. Diversity means a wide range of different types. Diversity to me means an extensive collection of race, creed, sex, religion and ages represented within an entity whether it be a school, city or business. Their values, beliefs and environment should be a reflection of all those included. A range of different individuals with different backgrounds, cultures, tastes. Unity whether it is black or white. A mixture of ethnic groups, race, gender age and sexual preferences. Diversity means different. Not everyone is the same, we have our own morals, beliefs, personalities, characteristics. The population at MSU is filled with a diverse group of students. Learning and accepting other cultures, and appreciating our differences. Diversity, to me means a wide range of backgrounds. It means ranging in characteristics of an individuals background enough that we can all appreciate the differences. Diversity means to me differences in people that should be respected and honored. Diversity has much more to do than with race, sex, and ethnically it has to do with everything fi'om height and weight to what climate you live in. Diversity is accepting, welcoming and recruiting these differences. Diversity means an assortment of people possessing a wide and varied range of personal, ethnic, racial, and sexual beliefs, characteristics and behaviors. 147 The incorporation of many different races, cultures, ethnic and religious groups into one environment. That environment can be large or small. Diversity to me means incorporating many different races, both genders and people of all walks of life into a society in which they can work together and put aside cultural differences. Diversity means a large group varying in race, religion and region. Diversity to me means togetherness of all races, genders, and sexual orientations. Diversity of group-is having a group made up of a wide variety of people. This includes a wide variety of experiences, backgrounds, skills, race, gender, interests etc.. A diverse group is made up of individuals that are unique to each other and do not always think, act or behave the same. A group that has different aspects about it; can originate from difl‘erent sources. Diversity, to me, means valuing the differences that people have. Not only age, gender, ’ ore economic differences, but from a corporate perspective, leadership capabilities, problem solving ability, etc. These things and more can contribute to a more productive corporate environment. Diversity wears a multivariate of experiences. 148 APPENDIX E SUPPLEMENTAL TABLES 149 Table E1: CANR and non-CANR respondents’ ratings of beliefs and attitudes toward diversity. Statement Mean“ 5Q . _ I would welcome an opportunity to work alongside females. 1 5.6 0.76 I would welcome an opportunity to work alongside males. 2 5.5 0.74 Women are as capable as men in American society. 3 5.3 1.1 I would welcome an opportunity to work alongside racial 3 5.3 1.1 groups. I would welcome an opportunity to work alongside ethnic 5 5.3 0.93 groups. It’s good for our children to learn a second language, other 5 5.3 0.93 than English. I would feel quite comfortable talking to males. 7 5.3 0.81 I would feel quite comfortable talking to females. 5.3 0.81 The ability to speak another language is a valuable skill in 9 5.1 1.0 i this country, I would welcome an opportunity to work alongside difl‘erent 10 5.1 1.1 religious groups. I would welcome an opportunity to work alongside physically disabled people. 10 5.1 1.1 Cultural diversity is a valuable resource. 12 5.1 .96 , Cultural diversity should be preserved. 13 5.0 1.2 I would feel quite comfortable talking to racial groups. 14 5.0 1.1 I would feel quite comfortable talking to ethnic groups. 15 5.0 1.0 I appreciate the differences that exist among males. 16 5.0 0.93 I appreciate the differences that exist among females. 17 5.0 0.91 I would feel quite comfortable talking to religious groups. 18 4.9 1.1 I would feel quite comfortable talking to physically disabled 18 4.9 1.1 people. I appreciate the difl‘erences that exist among racial groups. 20 4.8 1.1 I appreciate the difl‘erences that exist among ethnic groups. 20 4.8 1.1 150 Table E1: Continued. Statement Mean" I appreciate the difl‘erences that exist among religious 22 4.7 1.2 groups. I appreciate the difl‘erences that exist among physically 23 4.7 1.] disabled peOple. I would welcome an opportunity to work alongside different 24 4.6 1.5 sexual orientation groups. I appreciate the differences that exist among mentally 25 4.6 1.3 retarded people. I would feel quite comfortable talking to mentally retarded 26 ' 4.5 1.5 people. I would welcome an opportunity to work alongside mentally 27 4.5 1.3 ‘ retarded people. , People who have a learning disability are as intelligent as 28 4.4 1.2 ‘ other people. Women should not work outside the home unless the family 29 4.4 1.1 really needs the money. I enjoy being around people who speak more than one 30 4.4 1.4 language. I appreciate the differences that exist among different sexual 30 4.4 1.4 orientation groups. People who are the opposite sex from me make me feel uncomfortable. 32 4.4 .90 I would feel quite comfortable talking to difl'erent sexual 33 4.3 1.5 N orientation groups. While in high school, I wish I had interacted more with 34 4.3 1.5 minority students. While in elementary school, I wish I had interacted more 35 4.3 1.4 with minority students. While in middle/junior high school, I wish I had interacted more with minority students. 35 4.3 1.4 ~ While in high school, I wish I had interacted more with 35 4.3 1.4 minority teachers. While in middle/junior high school, I wish I had interacted 35 4.3 1.4 ‘ more with minority teachers. 151 Table El: Continued. Statement Rank Mean" SD While in elementary school, I wish I had interacted more 39 4.3 1.4 with minority teachers. While in high school, I wish I had interacted more with 40 4.2 1.4 minority administrators. While in middle/junior high school, I wish I had interacted 40 4.2 1.4 more with minority counselors. While in middleljunior high school, I wish I had interacted more with minority administrators. 40 4.2 1.4 While in high school, I wish I had interacted more with minority counselors. 40 4.2 1.4 People who are religiously difl'erent fro me make me feel 44 4.2 uncomfortable. While in elementary school, I wish I had interacted more with minority administrators. 45 4.1 1.4 While in elementary school, I wish I had interacted more 46 4.1 1.4 with minority counselors. This country would be much better off if people who live in 47 4.1 1.1 rural communities would learn to live more like people in Mar; communities. This country would be much better off if people who live in 48 4.1 1.0 rural communities would learn to live more like people in 1,;er communities. People who are racially difl‘erent from me make me feel uncomfortable. 49 4. l .99 People who are ethnically different from me make me feel 50 4.1 .97 uncomfortable. An understanding of diversity is important for everyone 51 4.0 2.4 whether they live in diverse communities or not. This country would be much better off if peOple who live in suburban communities would learn to live more like people 52 4.0 1.1 in urban communities. This country would be much better off if people who live in urban communities would learn to live more like people in 52 4.0 1.1 m communities. 152 Table E1: Continued. people who live in urban communities. Statement Mean“ E » People who are physically different fiom me make me feel 54 3.9 1.1 uncomfortable. People who are culturally difl‘erent fiom me make me 55 3 .9 .91 uncomfortable. Each minority culture has somethrn' g positive to contribute 56 3.8 2.4 to American society. This country would be much better off if people who live in 57 3.8 1.3 suburban communities would learn to live more like people in mg! communities. This country would be much better ofl‘ if people who live in 57 3.8 1.3 urban communities would learn to live more like people in 313,! communities. , Immigrants should be expected to give up their own cultures 59 3.8 1.2 and adapt to American ways. . People who live in M communities work much harder 60 3.8 .94 ‘ than people who live in rural communities. We should try to elimrnat' e cultural difi'erences between ‘ racial minorities and Whites in our society. 61 3.7 1.6 ‘ People in rural communities make better neighbors. 62 3.6 1.8 , I am comfortable with the ability to speak only English. 63 3.6 1.6 . Minorities should conform to the dominant American 64 3.6 1.4 cultural standards if they want to be accepted. ~ People of diverse groups are treated differently because they 65 3.6 1.3 , act different. , I find myself thinking, “Why don’t they act like us?” 66 3.6 1.2 People who live in mburban communities work much harder 67 3.6 1.1 , than people who live in urban communities. People in suburban communities make better neighbors. 68 3.5 1.6 I often feel uneasy when I am around people who are got 69 3.5 1.2 like me. People who live in ma! communities work much harder than 70 3.4 1.3 153 Table E1: Continued. Statement Mean“ People who live in mg; communities work much harder than 71 3 .4 1.4 people who live in suburban communities. I feel comfortable talking about difl’erences in religious 72 3 .3 2.1 beliefs. Having lots of different cultural groups in this country 73 3 .3 1.4 causes lots of problems. I need training in diversity because the groups I will be 74 3.2 2.1 working with are going to be from diverse groups. Children get a better “sense of community” growing up in 75 3.2 1.8 rural communities. ‘ Most school subjects are equally appropriate for girls and 76 3.1 2.1 ' boys. People in urban communities make better neighbors. 77 3.1 2.0 I appreciate the similarities that exist among different sexual 78 3.1 1.5 I orientation groups. , A person who doesn’t speak English has no right to expect 79 3.0 1.5 5 to get ahead in America. I get kind of irritated when I am around peOple who do not 80 3.0 1.4 l speak English. . I appreciate the similarities that exist among males. 81 2.9 2.2 - I appreciate the similarities that exist among racial groups. 81 2.9 2.2 I appreciate the similarities that exist among females. 81 2.9 2.2 I appreciate the similarities that exist among ethnic groups. 81 2.9 2.2 , I appreciate the similarities that exist among religious 85 2.9 2.1 groups. I appreciate the similarities that exist among mentally 86 2.9 2.0 , retarded people. ‘ Children get a better “sense of community” growing up in 87 2.9 1.5 urban communities. I appreciate the similarities that exist among physically 88 2.8 2.1 disabled people. 154 Table E1: Continued. Statement Mean‘ Children get a better “sense of community” growing up in 89 2.6 1.6 suburban communities. Ifmembers of ethnic groups want to keep their own culture 90 2.5 1.4 they should keep it to themselves. People who live in map communities work much harder 91 2.5 1.2 than peOple who live in suburban communities. People who live in M communities work much harder 92 2.4 1.1 than people who live in rural communities. Women's emotions interfere with their ability to do a good 93 2.0 1.3 job. America would be a better place if we all assimilate into one 94 2.0 1.2 culture. People who live in suburban communities $152391 know what 94 2.0 1.2 real work is. People who live in urban communities Mg; know what 96 1.8 0.97 ‘ real work is. I don’t need training in diversity because the groups I will be 97 1.6 1.0 ‘ working with will be all white. . People who live in rural communities $11991 know what real 98 1.6 .80 work is. Key: 6 = Strongly agree 3 = Slightly disagree 5 = Agree 2 = Disagree 4 = Slightly agree 1 = Strongly disagree I"If the means were the same, the ranking was determined by the standard deviation. 155 Table E2: CANR respondents’ ratings of beliefs and attitudes toward diversity. Mean“ Statmneet 7 , Rank f $2 I I would welcome an opportunity to work alongside l 5.7 0.48 females. I welcome an opportunity to work alongside racial groups. 5.5 0.72 I I would welcome an opportunity to work alongside ethnic 5.5 0.72 groups I would welcome an opportunity to work alongside 4 5.5 0.59 different religious groups. I would welcome an opportunity to work alongside males. 5.5 0.51 It’s good for our children to learn a second language, other 6 5.4 0.97 than English. , Cultural diversity is a valuable resource. 7 5.4 0.71 ~ » I would feel quite comfortable talking to females. 8 5.3 0.76 , I would feel quite comfortable talking to males. 9 5.3 0.75 . Women are as capable as men in American society. 9 5.3 0.75 I would feel quite comfortable talking to religious groups. 11 5.2 0.76 * Cultural diversity should be preserved. 12 5.1 1.2 . The ability to speak another language is a valuable skill in 1.3 5.1 1.1 this country. c . 1 would feel quite comfortable talking to racial groups. 14 5.1 0.88 w E I would feel quite comfortable talking to ethnic groups. 15 5.1 0.80 . I appreciate the difl‘erences that exist among females. 16 5.1 0.78 l I would welcome an opportunity to work alongside 17 5.0 1.1 l physically disabled people. 3 I appreciate the difl‘erences that exist among ethnic groups. 18 5.0 0.89 w y I appreciate the difl‘erences that exist among males. 19 5.0 0.81 * , I would feel quite comfortable talking to physically disabled 20 4.9 1.2 . ‘ people. i I appreciate the differences that exist among racial groups. 21 4.9 1.1 i I enjoy being around people who speak more than one 22 4.8 1.3 ‘ language. 156 Table E2: Continued. Statement 3’ Rank Mean"l SD I appreciate the differences that exist among religious 23 4.8 1.2 groups. While in middlefiunior high school, I wish I had interacted 23 4.8 1.2 more with minority students. I appreciate the difl’erences that exist among physically 25 4.8 1.1 disabled people. I appreciate the differences that exist among mentally 26 4.7 1.2 retarded people. While in high school, I wish I had interacted more with 26 4.7 1.2 minority students. I would feel quite comfortable talking to mentally retarded 28 4.8 1.2 . people. While in high school, I wish I had interacted more with 29 4.6 1.2 ' minority teachers. While in high school, I wish I had interacted more with 29 4.6 1.2 minority administrators. - While in elementary school, I wish I had interacted more 29 4.6 1.2 1. with minority students. " While in middle/junior high school, I wish 1 had interacted 32 4.6 1.1 more with minority teachers. I While in high school, I wish I had interacted more with 33 4.5 1.2 ~ minority counselors. While in middle/junior high school, 1 wish I had interacted 34 4.5 1.1 more with minority counselors. While in middlefiunior high school, I wish I had interacted 34 4.5 1.1 more with minority administrators. ‘ People who are the opposite sex fi'om me make me feel 36 4.5 0.72 * . uncomfortable. ‘ : An understanding of diversity is important for everyone 37 4.4 2.2 . whether they live in diverse communities or not. I appreciate the differences that exist among different sexual 38 4.4 1.6 orientation groups. . I would welcome an opportunity to work alongside 38 4.4 1.6 different sexual orientation groups. 157 Table E2: Continued. Statement Mean‘ SD 1 would welcome an opportunity to work alongside 40 4.4 1.4 mentally retarded people. While in elementary school, I wish I had interacted more 41 4.4 1.1 with minority teachers. While in elementary school, I wishI had interacted more 41 4.4 1.1 with minority counselors. People who have a learnln' g disability are as intelligent as 43 4.4 1.1 other people. » People who are religiously different fio me make me feel 44 4.4 0.82 ' uncomfortable. ‘ Each minority cu1ture has something positive to contribute 45 4.3 0.83 I to American society. . We should try to elimrna' te cultural differences between 46 4.3 1.4 , racial minorities and Whites in our society. ‘ While in elementary school, I wish I had interacted more 47 4.3 1.1 ‘ with minority administrators. , Women should not work outside the home unless the family 48 4.3 0.96 - I really needs the money. . . People who are ethnically different from me make me feel 49 4.2 1.2 , uncomfortable. : People who are culturally different from me make me 50 4.2 0.93 ~ uncomfortable. ‘ i People who are racially different from me make me feel 51 4.2 1.1 l uncomfortable. I I would feel quite comfortable talking to difference sexual 52 4.1 1.6 orientation groups. This country would be much better ofl’ if people who live in rural communities would learn to live more like people in 53 4.1 1.2 gm communities. People who are physically different fi'om me make me feel 54 4.0 1.4 uncomfortable. This country would be much better ofl‘ if people who live in rural communities would learn to live more like people in 55 4.0 1.1 m communities. 158 Table E2: Continued. harder than people who live in urban communities. Statement Mean‘ Immigrants should be expected to give up their own 56 3.9 1.3 cultures and adapt to American ways. This country would be much better ofl‘ if people who live in suburban communities would learn to live more like people 57 3 .9 1.2 in urban communities. This country would be much better ofl‘ if people who live in 58 3.8 1.4 urban communities would learn to live more like people in [Ed communities. This country would be much better ofl‘ if people who live in 59 3.8 1.2 urban communities would learn to live more like people in mbgrban communities. People of diverse groups are treated difl’erently because 60 3.8 1.0 they act difl‘erent. ‘ I feel comfortable talking about difl‘erences in religious 61 3.7 2.4 beliefs. This country would be much better off if people who live in 62 3.7 1.3 suburban communities would learn to live more like people in mm! communities. People in nlral communities make better neighbors. 63 3.6 2.0 People who live in M communities work much harder 64 3.6 1.3 than peOple who live in urban communities. Minorities should conform to the dominant American 65 3.5 1.7 cultural standards if they want to be accepted. Children get a better “sense of community” growing up in 65 3.5 1.7 rural communities. ll People in suburban communities make better neighbors. 65 3.5 1.7 I I find myself thinking, “Why don’t they act like us?” 68 3.5 1.7 People who live in Mar; communities work much 69 3.5 1.1 harder than people who live in rural communities. I am comfortable with the ability to speak grlly English. 70 3.4 1.4 I get kind of irritated when I’m around people who do not 71 3.3 1.7 speak English. People who live in m communities work much 72 3.3 1.1 159 Table E2: Continued. Statement Mean‘ suburban communities. I often feel uneasy when I am around people who are _n_ot 73 3.3 1.3 » like me. People who live in Lug! communities work much harder 73 3.2 1.3 than people who live in suburban communities. If members of ethnic groups want to keep their own culture 75 3.0 1.7 they should keep it to themselves. Children get a better “sense of community” growing up in 76 3.0 1.3 urban communities. I appreciate the similarities that exist among racial groups. 77 2.9 2.2 I appreciate the similarities that exist among physically 77 2.9 2.2 disabled. I appreciate the similarities that exist among different sexual 79 2.9 2.1 orientation groups. , People in urban communities make better neighbors. 80 2.9 1.6 I appreciate the similarities that exist among physically 80 2.8 2.2 disabled. . Most school subjects are equally appropriate for girls and boys. 82 2.8 2.1 A person who doesn’t speak English has no right to expect 83 2.8 1.7 to get ahead in America. Having lots of different cultural groups in this country 84 2.8 1.3 causes lots of problems. People who live in urbgg communities work much harder 85 2.8 1.2 ,. than people who live in suburban communities. I appreciate the similarities that exist among males. 86 2.7 2.2 I appreciate the similarities that exist among religious 86 2.7 2.2 groups. L I need training in diversity because the groups I will be 88 2.7 1.9 , working with are going to be fi'om diverse groups. » I appreciate the similarities that exist among mentally 89 2.6 2.1 ' retarded people. Children get a better “sense of community” growing up in 90 2.5 1.5 160 Table E2: Continued. Statement Rank Mean‘ 512 People who live in m communities work much harder 91 2.5 1.1 than people who live in rural communities. I appreciate the similarities that exist among females. 92 2.4 2.3 I do not need training in diversity because the groups I will 93 2.2 1.5 be working with will be all white. Women's emotions interfere with their ability to do a good 94 2.0 1.4 job. America would be a better place if we all assimilate into one 95 1.9 1.2 culture. People who live in suburban communities M know 96 1.9 1.0 what real work is. * People who live in urban communities dong; know what 97 1.8 1.0 real work is. People who live in rural communities 119.1121 know what 98 1.5 .72 real work is. 15g: 6 = Strongly agree 3 = Slightly disagree 5 = Agree 2 = Disagree 4 = Slightly agree 1 = Strongly disagree *If the means were the same, the ranking was determined by the standard deviation. 161 Table E3: Non-CANR respondents’ ratings of beliefs and attitudes toward diversity. Statement ,, Mean" .52 I would welcome an opportunity to work alongside l 5.5 0.79 1 females. 1 I would welcome an opportunity to work alongside males. 2 5.5 0.77 ‘ , I welcome an opportunity to work alongside racial groups. 3 5.5 1.1 Women are as capable as men in American society. 3 5.3 1.1 , I would welcome an opportunity to work alongside ethnic 5 5.3 0.95 , groups. . It’s good for our children to learn a second language, other 6 5.3 0.92 . than English. 1 l I would feel quite comfortable talking to females. 7 5.3 0.82 . ' I would feel quite comfortable talking to racial groups. 7 5.3 0.82 l , I would welcome an opportunity to work alongside 9 5.1 1.2 different religious groups. ? I would welcome an Opportunity to work alongside 10 5.1 1.1 .‘ physically disabled people. ; The ability to speak another language is a valuable skill in 11 5.1 0.99 l } this country. , j Cultural diversity is a valuable resource. 12 5.1 0.98 ; i I appreciate the differences that exist among females. 13 5.0 0.93 ' ‘ I would feel quite comfortable talking to ethnic groups. 14 5.0 1.1 i i I would feel quitecomfortable talking to males. 14 5.0 1.1 l I appreciate the differences that exist among males. 16 5.0 0.94 People who have a learning disability are as intelligent as 16 5.0 0.94 l other people. ‘ Cultural diversity should be preserved. 18 4.9 1.2 I would feel quite comfortable talking to religious groups. 18 4.9 1.2 I would feel quite comfortable talking to physically 20 4.9 1.1 disabled. I appreciate the differences that exist among racial groups. 21 4.8 1.1 I appreciate the differences that exist among ethnic groups. 21 4.8 1.1 162 Table E3: Continued. Statement Rank Mean" 5]; I appreciate the differences that exist among religious 23 4.7 1.2 groups. I appreciate the difl‘erences that exist among physically 24 4.7 1.1 disabled people. I would welcome an opportunity to work alongside 25 4.6 1.5 difl‘erent sexual orientation groups. I appreciate the differences that exist among mentally 26 4.6 1.3 retarded people. I would feel quite comfortable talking to mentally retarded 27 4.5 1.3 , people. I would welcome an opportunity to work alongside 27 4.5 1.3 mentally retarded people. * Women should not work outside the home unless the family 29 4. 5 1.0 really needs the money. I I would feel quite comfortable talking to different sexual 30 4.4 1.5 orientation group. l I appreciate the differences that exist among different sexual 31 4.4 1.4 ' orientation groups. While in middle/junior high school, 1 wish 1 had interacted 32 4.3 1.5 ‘ more with minority students. While in high school, I wish 1 had interacted more with 32 4.3 1.5 , minority students. I enjoy being around people who speak more than one 34 4.3 1.4 . language. While in high school, I wish I had interacted more with 34 4.3 1.4 minority teachers. While in elementary school, I wish I had interacted more 36 4.3 1.4 ‘ with minority students. 3 While in middle/junior high school, I wish I had interacted 36 4.3 1.4 more with minority teachers. People who are the opposite sex from me make me feel 38 4.3 0.92 c . uncomfortable. . While in elementary school, I wish I had interacted more 39 4.2 1.4 l with minority teachers. 163 Table E3: Continued. People who are religiously difl‘erent fro me make me feel 40 4.2 0.92 ; uncomfortable. People who are physically different from me make me feel 41 4.2 0.91 , uncomfortable. While in middle/junior high school, I wish I had interacted 42 4.1 1.5 more with minority administrators. While in elementary school, I wish I had interacted more 42 4.1 1.5 . with minority administrators. While in high school, I wish I had interacted more with 42 4.1 1.5 , minority administrators. ‘ While in high school, I wish I had interacted more with 45 4.1 1.3 , minority counselors. While in middle/junior high school, I wish I had interacted 45 4.1 1.3 more with minority counselors. While in elementary school, I wish I had interacted more 45 4.1 1.3 with minority counselors. a This country would be much better off if people who live in 48 4.1 1.1 1 rural communities would learn to live more like people in suburban communities. 1 This country would be much better off if people who live in 49 4.1 1.0 rural communities would learn to live more like people in m communities. . , People who are racially difl‘erent from me make me feel 50 4.1 0.97 . uncomfortable. People who are ethnically different from me make me feel 50 4.1 0.97 uncomfortable. This country would be much better off if people who live in 52 4.0 1.1 l suburban communities would learn to live more like people in urban communities. This country would be much better off if people who live in 52 4.0 1.] urban communities would learn to live more like people in ' Mn conununities. An understanding of diversity is important for everyone 54 3.9 2.4 Statement Mean“ §_‘ . whether they live in diverse communities or not. 164 Table E3: Continued. Statement Mean“ SD , People who are culturally different from me make me 55 3.9 1.1 uncomfortable. ‘ This country would be much better off if people who live in 56 3.8 1.3 suburban communities would learn to live more like people in m communities. _ This country would be much better off if people who live in 56 3.8 1.3 urban communities would learn to live more like people in 3331 communities. , Immigrants should be expected to give up their own 58 3.8 1.2 ~ cultures and adapt to American ways. People who live in giburban communities work much 59 3.8 0.91 * harder than people who live in rural communities. . Each minority culture has something positive to contribute 60 3.7 2.4 to American society. l 1 am comfortable with the ability to speak my English. 61 3.7 1.6 People who live in gburban communities work much 62 3.7 1.1 harder than peOple who live in urban communities. . People in rural communities make better neighbors. 63 3.6 1.7 ~ We should try to eliminate cultural differences between 64 3.6 1.6 w ' r racial minorities and Whites in our society. Minorities should conform to the dominant American 65 3.6 1.4 ~ cultural standards if they want to be accepted. ; I find myself thinking, “Why don’t they act like us?” 66 3.6 1.2 5 People in suburban communities make better neighbors. 67 3.5 1.6 :- People of diverse groups are treated differently because 68 3.5 1.3 7 they act different. I I often feel uneasy when I am around people who are got 69 3.5 1.2 . like me. '- People who live in mral communities work much harder 70 3.4 1.4 ! than people who live in urban communities. ‘f People who live in mm communities work much harder 70 3.4 1.4 : than people who live in suburban communities. 165 Table E3: Continued. Statement Mean“ ‘ than people who live in rural communities. I feel comfortable talking about differences in religious 72 3.2 2.1 ; beliefs. I need training in diversity because the groups I will be 72 3.2 2.1 working with are going to be from diverse groups. Most school subjects are equally appropriate for girls and 74 3.1 2.1 boys. I appreciate the similarities that exist among different sexual 75 3.1 2.0 orientation groups. . Children get a better “sense of community” growing up in 76 3.1 1.8 _ rural communities. , People in urban communities make better neighbors. 77 3.1 1.5 . A person who doesn’t speak English has no right to expect 78 3.0 1.5 i to get ahead in America. 3 I appreciate the similarities that exist among racial groups. 79 3.0 2.2 , I get kind of irritated when I’m around people who do not 80 3.0 1.4 * speak English. ' I appreciate the similarities that exist among males. 81 2.9 2.2 I. I appreciate the similarities that exist among females. 81 2.9 2.2 3" I appreciate the similarities that exist among ethnic groups. 81 2.9 2.2 . I appreciate the similarities that exist among physically 84 2.9 2.1 - disabled. ; I appreciate the similarities that exist among religious 84 2.9 2.1 . groups. I I appreciate the similarities that exist among mentally 86 2.9 2.0 . retarded people. } Children get a better “sense of community” growing up in 87 2.9 1.5 urban communities. ; Children get a better “sense of community” growing up in 88 2.6 1.6 . suburban communities. ; People who live in urban communities work much harder 89 2.5 1.2 , than people who live in suburban communities. , People who live in grban communities work much harder 90 2.3 1.1 166 Table E3: Continued. Statement Rank Mean" S_l_)_ ~ Women emotions interfere with their ability to do a good 91 2.0 1.3 job. I America would be a better place if we all assimilate into one 92 2.0 1.2 , culture. . People who live in suburban communities do not know 92 2.0 1.2 what real work is. People who live in urban communities do not know what 94 1.8 0.96 ‘ real work is. People who live in rural communities do not know what 95 1.6 0.81 . real work is. Having lots of different cultural groups in this country 96 2.0 1.9 3 causes lots of problems. ' Ifmembers of ethnic groups want to keep their own culture 97 2.0 1.6 ' they should keep it to themselves. I do not need training in diversity because the groups I will 98 1.5 0.91 ' 1: be working with will be all white. I_(_ey: 6 = Strongly agree 3 = Slightly disagree 5 = Agree 2 = Disagree 4 = Slightly agree 1 = Strongly disagree ‘If the means were the same, the ranking was determined by the standard deviation. 167 APPENDD( F ADDITIONAL RESPONSES TO SURVEY ITEMS 168 Additional Responses to Surveimltm Women are as capable as men in American society. In what? Our society doesn’t allows is to be but I do believe. I am as capable as a man but in society does not allow me to. Diversity means difl‘erences, whether it is between people or cultures etc. Diversity allows people to know the difference between people of different cultures, learn about them and accept them for who they are. People who live in rur_____al communities work much harder than people who live in: a. urban communities b. suburban communities Define work People who are different from me make me feel uncomfortable. Nobody makes me feel uncomfortable. I appreciate the similarities that exist among the following. What is meant by this? Are we comparing racial groups or people of a specific racial group? I answered with comparing groups in mind. This country would be much better off if people who live in urban or suburban communities would learn to live more like people in rural communities. That’s a stupid comment! People who live in rural communities work harder than people who live in urban and suburban communities. Physically or intellectually? I appreciate the differences that exist among different people. I don’t fully understand questions 11 and 12. People who have a learning disability are as intelligent as other people. They are emotionally intelligent. Having lots of different cultural groups in this country causes lots of problems. People cause the problems, not the culture. It’s not the cultural difierences that cause the problems. I get kind of irritated when I am around people who do not speak English. Ifthey live in America, yes. Foreigners, no. Most school subjects are equally appropriate for girls and boys. All school subjects are equally appropriate for girls and boys. 169 I find myself thinking, “Why don’t they act like us?” This is an ignorant question. People in ? communities make better neighbors. You can’t say this; all neighbors are different. I don’t think it matters! I need training in diversity because the groups I will be working with are going to be from diverse groups. Mostly white. While in elementary high school, I wish 1 had interacted more with: We did not have minorities in our community; it was a small faring community, and only had two adopted students who were not white and were raised by whites. All I had were minority teachers, counselors, students, and administrators. I wish I had interacted with more culturally sensitive people. I did interact with these groups primarily. I am from an all white community with no minorities. I wish I had the chance to interact with more. Didn’t have too much interaction with these groups in elementary. Females, whites. I did. Other Whites, Hispanics, and Asians. Majority teachers, etc. Disadvantaged. Friends. Students. Male teachers. White students. I did. While in middle/junior high school, I wish I had interacted more with: Women. Whites, Asians, and Hispanics. Majority teachers, etc. Women teachers. Disadvantaged. Students. 1 am fiom an all white community with no minorities. I wish I had the chance to interact with more white teachers. Didn’t have too much interaction with these groups in elementary I did. While in high school, I wish I had interacted more with: Women. Whites, Asians, and Hispanics. 170 Majority teachers, etc. I did interact with minorities, and I have friends of all difi‘erent backgrounds. Disadvantaged. ' . I am from an all white comnnmity with no minorities. I wish I had the chance to interact with more. I interacted with all. White students. Never really had contact with administrative people. I did. Other groups that I am least comfortable with: Vampires. Ethnic/racial group Bi-racial (White & Black) European American American. I believe we all come from difl‘erent places and race is not important. I was born here. I am an American. Ifyou attend a social activity and were seated next to a person of a different racial group than your own, how would you react to them? Depends if one person or group(s) are harder to face alone for any culture. I do not know b/c I am not in the situation! Ifa person is a jerk no matter what race he/ she is, I would base my decision on that!!! Please put an “M” next to the group with which you are most comfortable, and an “L” next to the group with which you are least comfortable. Racists. Please describe the type of community in which you come from. Largest agricultural producing county in Michigan. Please indicate the number of times you have interacted with different groups and settings over the last year. I don’t know! I see and interact with people like this on a daily basis at MSU. I fly associate with minorities and physically disabled persons in a professional setting. I My associate with person of different sexual orientation at home. Everyday I interact with minorities at home and social events. Many times I have associated with minorities and physically disabled persons at home, professional settings, church, social events, and etc. 1 any interact with minorities, physically disabled people, and persons of different sexual orientation in professional settings. I have interacted with minorities, mentally retarded and physically disabled persons a few times at home. I have never interacted with persons of different sexual orientation at home before. On several occasions, I have interacted with minorities and physically disabled persons in professional settings, church, and social events. A few times I have interacted with persons of different sexual orientation and mentally retarded persons in professional settings, church, and social events. 171 Lots of times I have interacted with minorities at professional setting and social events. Only a few times have I interacted with persons of different sexual orientation at professional settings and social events. Minorities at home, professional setting, and social events - daily; different sexual orientation groups- home, professional setting, and social events. I live with a minority. I cannot count the number of times that I have interacted with minorities and physically disabled persons. Minorities - home, church, social event, and school = millions; minorities in professional setting = some; physically disabled in professional settings and social events = few; physically disabled in school = some; difl‘erent sexual orientation groups and mentally retarded = none. I don’t keep track of stupid, irrelevant happenings such as people that are different than me coming is to my home. Usually don’t count. I don’t usually ask them what their preference is. Haven’t been home much Haven’t gone to church much. Don’t go to church. In class. Dorms. Other settings that I have interacted with different groups are: At least 1,000 times I have interacted with minorities at school I have all of these gropes in my life everyday. Work. Classes. A positive event or experience with a person of a different race, color, religion, sex, national origin, sexual orientation or disability. I was riding my bike in a parking lot next to a church with my fiiends when a group of girls approached us. They explained to us about God and being saved. They pleaded and persuaded us to come into church. We did that to listen to the session and then went to a different room where we repeated a prayer that, according to them, enabled us to be saved. At the time we didn’t take the experience very seriously. Today, I do believe in God and believe that experience had positive input on that. Recently, I visited a fiiend in St. Louis, Missouri and one of his fiiends is a lesbian. I went with them to a gay/lesbian night club, and it totally opened my eyes to a different group of people. Every day at work of a difi‘erent race, religion, background, language, etc. brings a lot of new, fun emotions to my life. I won a basketball tournament with my friend who was of a difierent race. He and I interact fi'equently so I really don’t have many preconceived feelings toward minorities. 172 I recently attended a Latino supper club. I went with my fiiends one is Colombian, another Puerto Rican, once the others is from India. I had a great time. College has Opened my eyes. I used to be afraid of other cultures but now I realize they are just like me except for skin color. My best fiiend is fiom India and practices the Sikh religion. He has taught me a lot. One of my best fiiends is physically handicapped. He as completely changed my attitude. He work hard, never gives up, and makes me happy when I am around him However, since he is on crutches, he has a hard time getting around at times and when he falls he wants to get up himself Well, I get the weirdest looks fiom people when I daily help him. This experience made me feel how the public feels about handicap figuring that they can’t do nothing do on their own. My dad’s cousin is disabled and in a wheelchair. When I was a little kid, I used to be “' afraid to talk to him, but he would joke with me and made me comfortable to be around him Now I’m not as afraid to talk to people in similar situations. 1“ .’ . ' I came from an all white comnnmity and my parents are prejudiced so when I got here I was not sure how to act because of some of the stufi‘ my parents said. In one of my classes we were put in groups and I was in a group that was too large so the professor put me with 3 blacks. It was the best group I ever worked with. I realized that my parents were very wrong. At work, my supervisor was black. He was nice and treated me equally even though I was white and ahnost everyone was blacks. He was good to me and I would call him a true fiiend. This event made me realize that racial barriers can be broken and people can be treated equal. I became good friends with a Black person at work. We later moved into an apartment together and had great times. We threw parties. I invited my white fiiends, and he invited his Black fiiends; the parties worked out well The number of times that I played basketball, it was with persons of difl‘erent race/color. I have friends and family in many of these groups. I have grown up with this, and I guess it makes me a very lucky person. One experience that does stick out is when one of my older cousins admitted to the family that she was a lesbian. My asked me how I felt about it. I told her that I loved my cousin for who she is not her sexual preference. That made me realize that this is how it should be for everyone that is gay or bisexual. This fall, I was involved with International Interactions, a campus service pairing American students with International students. I was paired with a Japanese graduate student. Going in, I didn’t think I was prejudiced against Japanese people, but I realized I was. The relationship dismissed these prejudices as I became more enlightened. I have several floor mates who are either gay or bi-sexual. Due to my interactions with them throughout the year, I feel more comfortable with this group. 173 I live with a person who was born in Korea. I have had countless firn times with him, partying, studying , and etc. I am coached by and participate with people of a different race. I am around my coaches and friends everyday and have the best times together. My coach has been known to cheat, lie, etc. from her teammates in the past, but this does not affect my relations with others of this race. I know people of my own race who do these things. Sometimes I work for my mom as an elderly home assistant. I became really close with Lillian, an elder woman who had had a stroke and was confined to a wheelchair. Before I though people with disabilities were helpless, but I realize it’s not true now. Because of her determination, she can walk on her own now. I was privileged to have two exchange students from Turkey and South Afiica live at my house. Although they were a lot like my selfin race and socioeconomic status, I still was able to learn from the experience. I learned that people from other parts of the world are a lot like myself This experience changed my views fiom “them” to “us”. This experience dismissed many pre—conceived feelings I had about these countries. Not all people from the Middle East are terrorists or interested in harming others. South Afiicans don’t sleep in trees and chase cheetah. Their towns and cities are very developed and technologically advanced. This experience has taught me that America is quite a bit egocentric. I come from a town where race does not seem to be a big issue or I did not notice it. I’ve always been an athlete and I have always interacted with Afiican-Americans, and I have had a ton of positive experiences. I feel sports is one way where people learn to put aside any difference they may have in opinions in order to work towards a common goal. I also feel this way as a future teacher. As a teacher we are taught not only to see the difl‘erences in races and in culture but to celebrate our diversity and find out more about each others cultures. This year in one of my Education classes we spent a lot of time discussing diversity. This really opened my eyes, and I started asking people who were different from me questions. Basically just questions about things that I just don’t understand about their race, religion, or culture. I know that this isn’t one event but this in general really made me a better individual. Performed a lab in biology with two Caucasian girls. I worked with them as if they were African-Americans. I didn’t treat them any different. They respected me, and I respected them When I was in high school, I was president of the Farmington/Farmington Hills Multi- cultural/multi-racial committee, which involved the mayor of Farmington Hills and other professional people. We had people of all races, religions, sexes, and so on in our group. Before coming to college I did not know anyone from an Indian or Filipino ethnic group. I now have a roommate from each and am learning a lot about their cultures. We all get along great and are going to room together next year. Also my dad is now married to a Chinese woman before that the only experience I had with Chinese people was going to a Chinese restaurant. I love learning about different cultures. 174 I am currently tutoring a six-year old first grader who is an African-American male from Lansing. He needs help with reading and math. The entire experience has been positive for me other than the fact that when I am done tutoring him for the day I am exhausted. I worked with a guy who a no natural legs and only one natural arm. He was on the greatest assets to the company. I later took a class with him and discovered him to be highly intelligent. I worked and coordinated exercised for a boy who was autistic one summer. It didn’t change feelings about disabled because I didn’t have feelings toward except neutral. One experience I had was when I want to Germany for a foreign exchange program and stayed with a German family for two weeks. I really had not preconceived feelings. Although it did show me how similar that American teenagers and German teenagers are. I am pretty good fiiends with my old RA who is Afiican-American and because of having classes together we have had a chance to bond more this semester. It has not changed my feelings. I once attended a seminar that was led by a physically disabled man. He was one of the most inspirational people I have ever encountered. His attitudes towards life and the humor he used to get through the day was awe-inspiring. Made fiiends with a girl of Native American background. I had the misconception that since she had a tuition waiver to attend school that she was only in college because it was free but I learned she had some of the same academic expectations as I had. I live near many Hispanics on our farm and get along with them well. Also because of my sorority at MSU I have been able to become fiiends with many girls of different races and religions. I do not judge them because of this because I know they are my fiiends. Once when I hadn’t been around in a while one of these girls, of a different religion, called just to see how I was doing and if everything was okay, and that was really nice. When I lived in a dorm, I was coming back from a weekend at home while I was walking up the stairs, I dropped an envelope full of money for the month my father had given to me. It had both cash and a check in it. When I realized it was missing I ran out to search for it, but I could not find it. About 15 minutes later the fiont desk called and a black female had turned it all in. I was surprised to get back the money (not because she was black) but because there was a lot of money to be found in a college dorm I have a co-worker from Iran. Over the years, we have become close and taught each other the differences between cultures. The experience has just enlightened me! My African-American friend and I won a bowling tournament together. I’ve never had preconceived feelings toward any race, color, etc. I grew up in a predominately white town with 3,500 people. So when I came here, I didn’t have any preconceived notions of people of difl'erent race, color, etc. Now I work in a mostly Black office, and I formed my own opinion of them I always knew they weren’t the way the media and my grandparents depict them through stereotypes. I think 175 I get along well with Black people. I sometimes think that some of the Black people I interact with don’t like me based on the fact that I am white and that makes it hard. This past year I met this guy, and we have all our classes together. He is a different color from me. We have become very good friends, and I wouldn’t trade the experiences for anything. I think we will be friends forever. I live across the street from a deaf and mentally retarded boy. He would always come outside and play tag with us when we were younger. He is always happy and pleasant to be around It made me feel more comfortable around disabled people realizing they are not so different from us. I found out our next door neighbor who has been a life-long fiiend of the family is gay. It did not bother me at all Well I ball for MSU. and were out at there this handicap guy in a wheel chair and he always watched us practice and then I noticed that he attends all of our wrestling matches. It just made me realize that people can talk interest in things that don’t really concern them I have many fiiends of difierent races, and I have come to find that it is cool learning their specific view and standpoints on subjects depending on their background. I do not have any prejudices against races. I compete on the track team so half of the team is made up of Afiican-Americans. So on trips we usually interact and it is interesting to hear their stories because most of them have grown up in Flint or Detroit. As a person coming from a rural background, 99% white population, it teaches you to appreciate some of the hardships that go along with living in a city in the United States. I went to a party at MSU and almost everyone there was an exchange student. There weren’t very many people that spoke English. Every time I visit my grandmother is a positive experience. She is disabled. Even though she always seems so happy when I am around. I met and married my wife who is from the Orient. Most of the last 10 years I have lived in mixed comnnmities that are predominately minority. I had a great girlfiiend who was half Oriental My place of employment has a good mix of races and ethnic backgrounds, and I enjoy working and talking with them I was at a grocery story waiting in line to buy my groceries, and I was talking with a fiiend of mine ( from China). The groceries was buying was like crap or bird food, no substance (steaks, chicken) but it is his culture and I understand that he enjoys that kind of food. No comment. 176 An Afiican gentleman from Liberia lived in my home for several months. I had several chances to meet his male and female fiiends from Afiica. I learned a lot about Afiica, the culture including cuisine and family structures. An experience I had was with a group of black guys playing basketball I was the only white guy on the team, and they treated me just like a “normal” person not a minority. I remember falling proud to be on their team, and I respected them and that race a lot more after that granted, there are times when blacks would treat whites unfairly and whites do the same thing but this erqrerience was great and made no overlook the bad situations that much more. I work with a man who is in a wheel chair and has muscular dystrophy. He cannot speak or take care of himself He sits in his chair and drools or spits a lot and makes grufi‘ throaty sounds. At first I was a little scared because I had never interacted with someone who had such extensive disabilities. But come to find out, this man is very intelligent and has master’s degree. He can comnnmicate using a board with different letters and words on it, by pointing to them He can hear perfectly fine and as I have said is very intelligent but people still talk extra loud to him and talk like he is a child. I know better now, not to judge anyone by their physical disabilities. Having a father paralyzed with muscular dystrophy had had the most positive impact in my life. Dealing with this disability made me not only deal with this disease in a positive manner, but to also learn how to accept and love other people for who they are. To me, there is not enough time or energy to be spent helping people realize the beauty of different people and situations. The other day while walking from a class with a fiiend two Afiican-American girls started a conversation with us about a quiz that we had all just taken in the class. My senior year in high school I spend the entire year for one hour of the day working with the Special Education classes. I was inspired by them and also learned a lot fiom them One thing I wish was offered at MSU was a program ofi‘ered to students to work with the handicapped, but only as a major but as a minor. Also, my father is totally disabled, and I have had many hard times and good times throughout the years. I still wouldn’t take him or it for the world. I went to a fiiend’s sister’s quinciera (15th birthday party in Mexican comnnmity). It was very insightful. I grew up in an all white commrmity and was very racial. I never knew any minorities personally when I graduated high school. I moved to Florida and began working with many Afi'o-Americans and that’s when I lost my racism 1 reached a football match with a white guy. He was very inquisitive and did not display any apparent negative attitude toward my black men. I think everyone needs to walk in someone’s shoes before they can even begin to understand how one thinks or what one’s background is like. I realized that people base their hatred on stereotypes and don’t see that every single person is different. 177 I don’t know. During one of my classes I was in a group with an African-American male and also a female. They were very nice and fiiendly to me. I really didn’t expect that. I had the opportunity to attend Bible Study with a group of people which was good. I worked here on campus with a minority student. I’m Caucasian; she was Afiican- American. I believe this experience dismissed a lot of preconceived feelings I had. Her personality and behavior had a great impact on how I felt or viewed her racial group. As a fieshman here at MSU I was placed in an all girls dorm with a white girl fiom Oconomowoc, Wisconsin. Since I was from Detroit it had been hard for me to believe that I would have to live with someone other than myself Although I had attended schools with other races this would be a change. We got along well and are still fiiends. Interacting with Black Caucus and predominately white fraternities and Greek social groups. Acceptance among all races at a rmited way firnction over Christmas break. Last week I was vacationing in Thailand. A Thai family took my family out dinner. It was delicious. These people went out of the way to make my family feel comforted in their country. Since I’ve come to MSU, I have met many people of different race, color, religion, sex, etc. However, I have become really good friends with a guy from Hong Kong. He has taught me a lot about his culture, and I at the same time taught him a lot about mine. He teaches us words in other languages (Cantonese), customs, tells us about the people, and I find it really interesting. He even makes us some foods from Hong Kong. My brother’s best fiiend is Afiican-American and though their fiiendship he has become like another member of our family. I feel as close to him as I do my own brother. Summer of the 11th grade, I worked at my old Girl Scouts camp. Although my best fiiend and I were the only two minorities there, we learned to live together with the others. Now, still to this day, I am still good fiiends with my co-workers after five years. We learned a lot fi'om each other and that meant a lot to me. I remember being in the military and a particular individual was from the state of Georgia and had never been around Blacks in his entire life. My Field Sergeant made me responsible for this person’s training was getting properly done from that experience of a racial difference, we became the best of fiiends, and it changed by belief about all white people are devils. This girl who lives down the hall fiom me is disabled. She needed help one day to get out of a bank of snow because her wheel chair had gotten stuck. Without hesitation, I helped her and we got to talking and she is really nice. I mean I had never had any preconceived notions about her, but it just nice to know she was like me. After this incident, I realized how rough some people have it and I thanked God for many blessings. The person that made me who I am today was Afiican-American, my ex—boyfiiend. He understood me and made me understand that I was worth something. For that I am 178 grateful He could see through all the barriers that I had built inside of me. It is now because of him that I have gained a deeper insight into life and myself I have not had any bad ewerience with minority groups. Everyone is the same, I feel you treat people how you want to be treated. I had a computer class with another student who was Black, and we had a good time working together and screwing ofi‘ together in that class. I work with a person of a different sexual orientation. He doesn’t flirt, and he acts pretty normal but I still don’t agree with his lifestyle. I am a student employee on campus and where I work, there are people (students and i faculty) who are physically impaired. Even though they may not be able to verbally talk to you, they can comnnmicate. They are no different because they are human and have the same concerns as you. Just because they are physically impaired does not mean that they 1 are not human. At first, I was scared when I had to comnnmicate, now we talk all the time. I have never really had a bad experience with any of these. I have a class, The American Racial and Ethnic Experience, and there are many different groups of people in it. They are all very nice! None. My experiences in traveling have brought me in contact with many people of different backgrounds. I have found almost all of these experiences to be beneficial because it presents me with a new and different outlook of life overall I worked last summer with people of difierent races and had a great time. It made me lose some uncomfortable feelings about different people. I don’t really feel that I can pick out one single experience that was positive. I am married to a Hispanic man who is a wonderfirl husband and father, and I have 2 beautiful daughters who are Hispanic. Many of my closest fiiends are Mexican American and Afiican- American and many are gay or lesbian. I work with minority children on a daily basis. I consider this a positive experience. I really enjoy it. Living here I have two Black roommates. It has been quite a change coming fiom an all white town, but I have enjoyed it. Playing football at the First Christmas Jar was a great experience of people of difi‘erent national origins. Some of us were White, and some of them had tans. At work, half of the men are gay. They are nice, treat me well, and are my fiiends. They have ofi‘ered me promotions. Before I was uncomfortable about being around 179 homosexuals, but now I have gone out with them to “gay” bars, even though I am straight and had a good time. I can now talk comfortably with them about their social life/relationships openly. I look past their homosexuality and see the person. I was in Detroit, a minority because I am white. Learned a lot. Have a lot of diverse experiences with other ethnic groups and values. I feel I have an edge with understanding others. Ifanything, perhaps I am wary of whit suburbia and favor minorities and lower middle class. I had a chance to work with a variety of individuals from another country; it added to my experience of camp and gave me a chance to learn about my knowledge of the United States. I have volunteered at the Special Olympics for the past 5 years. I enjoyed working with these disabled adults. Up here at MSU, I interacted and hung out with a Black guy, and we became good fiiends but he had to move back after last semester due to a medical emergency in his family. I was a counselor for five summers at a camp for kids with Muscular Dystrophy. It dismissed my preconceived notions. I have a very good fiiend back home that is physically disabled. She is a wonderful person. None. I dated a girl of a different race. She showed me that all whites were not out to get me. She was a very nice girl, and she opened my eyes and made me‘ believe that Blacks and Whites and any other ethnic group can live together. My best fiiend I have know for my entire life is White. I recently was assigned a seat next to a homosexual male in my workplace. At first I had all of the stereotypical thoughts and some (a few) prejudices, now the man has become a good fiiend of mine. Through this experience I learned to accept diversity. Being involved with APASO. None. None. None. None. My best friend is an Afiican-American fiom an all Black comnnmity in Detroit. 180 When my sister brought home her husband, and he was White. This experience made more acceptable of white people. At the time I was young and immature, but he helped me learn a lot about his race. My high school was very diverse. Over 100 different races/religions, and I think that made me better prepared for college and the “real world.” I interest will people of difi‘erent race, color, religion, sex, etc. all the time because 1 have fiiends who I hung out with who are all of these. Yes, these do dismiss some feelings because you get to know these people from a different view. None. None. I was a poor kid who went to a rich private schools and all the people were snobs and made my life hell I turned into white trash every weekend. I hate MSU I have no fiiends because most people are also rich snobs. Life sucks and I don’t care about diversity. L I had a chance to work for a blind person at a rehabilitation center for disabled workers. This exposed me to physically disabled people on a daily basis. An opportunity I had never had before. None. This question is strange for me. I have had good experiences and positive experiences ahnost everyday of my life. Last summer, I volunteered at a school in Howell for physically and mentally disabled people aged 2 to 26. It was the most rewarding experience I have ever had!! I love every minute of it. The students and staff learned to love me and I them I shared many special moments with them that I could never forget. When I look back at the experience, it makes me smile. I now look at disabled people (children especially) differently. I see a whole new wonderful side to them that I didn’t see before. One of my best friends is of a different race. So I have had many of positive experiences with this person. We take care of each other and watch out for each other. I also have many fiiends of the opposite sex and that have different religious beliefs and we all get along great. I dated a gentleman of a different race for 10 months. He’s a great guy, and I’m still very close fiiends. I never thought I would actually ever date anyone mostly White neighborhood. I used to claim that I thought everyone was equal but then I never had to come face to face with it rmtil I cam to college. Then, I just happened to meet, date, and fall in love with a Black guy. Now I realize that I can work with people of different races and ethnic backgrounds like I had always claimed, and I can really tmderstand some of the things that upset minorities because I got the change to see it through his eyes. 181 None. I work with a man that is a homosexual The experience of working with him did not bother me because he was comfortable with himself the way he was. I didn’t feel as though he was trying to push his sexual orientation off onto me. He discuss it openly and didn’t need to continue me that it was okay. In most situations, I don’t care what you are. I just don’t want it shoved down my throat. I don’t mind things being talked about in a sense. I don’t really care. I usually go about my business and don’t push off my beliefs or culture on others and hope they do the same. None. None. None. None. In work (high school); working at Green Field Village, I was introduced to a more varied crowd - each with their own unique talents and abilities. I’m still friends with quite a few of them My work lets me be able to work with people of difl‘erent races and religions! One of my very best fiiends from junior high and high school is Black. She and I grew up in a relatively white and Asian community where my high school of 700 had like 20 Black students. We neighbored on a town which was mixed, but had many more Black students, and Holly had a lot of fiiends in the comnnmity. Often times she would invite me to church-related or other comnnmity functions where I would be the only white person there. I really enjoyed it. I got to know a lot of people and find out about different sorts of celebrations and what not like attending events on Martin Luther King Day. It took a little getting used to because everyone would be staring at me, but I liked the cotillions and other dance events and parties. It’s the same thing with my Asian fiiends. I have been to a lot of Asian cultural events and was even a member of the Asian-American Club. I like learning about other cultures, but I think it was different because I grew up in an upper-middle class East Coast suburb. My sister is marrying a Black man, and I work with several Black people at work. I don’t tend to think of them as Black, no more than I think of someone else as white. If] like someone, I like the person from them, not for the color of their skin. When I first came to the U. S., I asked for directions fiom some Blacks. Most of them were very fiiendly It changed my opinion about Blacks. At first, I thought most of them were lazy and dirty but I think they are kind and fiiendly and I feel comfortable to make fiiends with them 182 fir?“ “fl:'e_. .' -"-r...-. I went to a school sponsored trip to DC. to learn about government, and I had a really intelligent intense conversation about basic human rights of a kid named Jason, he was Black. It had to do with student rights and school newspapers. Deep fiiendship with Black girl I’m foreigner and I haven’t interacted with other racial groups a lot. It has shown me that we are all the same but we are different also. I’ve got an extremely open mind. I have fiiends and family members of all of the above groups, so there is not one specific event 1 am able to pinpoint. Yes, I may not agree with a person’s religious orientation or not able to directly relate to my physically disabled fiiends or mentally disabled fiiends, but they are no different from anybody else. Mr. Eilard’s class. I am white and currently engaged to a black men. I’d say that’s a pretty positive event! ! !! Being president of the Society of Newspaper Design in its second year. The whole group is majority white female and a couple of white males. I am respected and can bring up minority/ethnic issues in the design field. My encounter with my last boss was a very positive one ( He is of a different race). During this past year he has been promoted to Chicago and have given me a call and offered me a position in Chicago with him When I went to London, they are very fiiendly and they try to tell something if I don’t know. A really hard worker at work it surprised me, coming fiom an area I come from Dated a Catholic girl. Dismissed preconceived feelings. Last year at a job. I no longer have, not because of this incident, I had a gay supervisor. I wasn’t aware he was gay until afier we became fiiends. When I found out though, at first it made me some what uncomfortable. Yet after a while I was fine. I have a very close fiiend of another race and also a few of different race/ethnicity. They all have been great in fiiendship and I have learned alone their backgrounds from then and I have found that they can teach me things of my interest about their culture. I but aside things of my background that may have caused prejudice of that race or culture. Also I work with the physically and mentally disable which brings me to a better understanding of how others live. This also makes me stop worrying and mulling over all my problems by seeing what they have to go through in everyday life. Reported to a white director. He was very understanding of my feelings in situations but never overemphasized what had happened. Allowed me to deal with and discuss it with him. He was also an advocate of seeing me ( a minority) reach my full potential by allowing me to set my area of responsibility according to my abilities, even though minimum standards were equal to or greater than my white counterparts. He also took the time and asked questions about my comment and events, even when he didn’t agree. 183 Coming to school at MSU opened my eyes to all the different cultures. Coming from an all white community it was nice to see that people different from ourselves are very similar. Learning fiom the girls in my freshman dorm hall was a great experience. I have never had a positive experience with another race were my preconceived feelings were changed. My experience in Dr. Betts MGT 414 class. A positive experience I had with a disability was last summer. I was teaching swimming lessons to a mentally retarded boy. It made me very proud to see him swimming by himself at the end of the summer because at the beginning he couldn’t swim at all! This is a general question. I had many occasions where I spent (mixed) with different colors, religion, sex, national origin or disabled people. There is positive aspect to it and also had aspect to it. A great experience I had with people who were from different background was Summer Business Institute (SBI). SBI was a program for prospective MSU freshmen to spend a week at MSU with other minority business students to learn about corporate America and about MSU. During that time I got to meet many other different minorities that I had previously not interacted with much in the past. I learned a lot and felt good to make many new fiiends. Diversity is the acceptance of difference in one’s life everyday. It is the realization that people think, act and are different in all facets of life. At the same time, it is similarities which should also be included in the definition of diversities for without similarities you won’t have differences. Diversity is a group of individuals that represent unique characteristics. These characteristics could include, race, gender, nationality origin, religion, age, etc. or even diversity from say different levels in an organization. I was in a study group with an African American and a Philippine and I learned more than the class material had to offer which was minority studies. I guess just in the classroom, interacting with different race, color, sex, etc. And learning similarities and differences. Also, someone from a different sexual orientation-it cleared up a lot of questions I had, but I still don’t prefer to see actions displeased in public. But for that matter, female and male actions displayed in public is usually too much, also. The last two summers I interned with General Motors here in Lansing. My closest fiiend was a Caucasian female. We both learned a lot from each other. Example, certain likes and dislikes, morals, values, etc. Basically we talked about everything including men and sexual issues. Neither one of us were scared to ask questions, and that helped us to understand each other cultures and beliefs. I thought all white people were evil, untrustworthy and 184 “backstabbers”. But after meeting her and a bunch of other Caucasians, I can now say I am very comfortable around them And till this day, we are still good fiiends. Upon moving into my new room this year, I met a girl who lived a couple floors down from me. We became fiiends and we hang out when time permits. Later she told me that she was homosexual or gag. Until then, I never really had a fiiend who was so open. I think that this just clarified that everyone really is different but yet we are so similar. Even though our schedules are much busier now, we still keep in touch and talk. The internship I completed this past summer familiarized me with each of the above categories. I have never been uncomfortable around any of these. I was not brought up not knowing how to handle diverse atmospheres. The only area I will never fell completely comfortable is working in a small ofice with a lesbian supervisor. This was extremely uncomfortable. Especially when she inquired about my boyfiiend! ! !! Work-My co-worker whom I shared an oflice with is a white women. Based on our jobs we had to rely on each other. We gave each other different perspectives daily and earned mutual respect for each other. Being in a social relationship from people from other countries allows me to learn about their culture and beliefs. I talked to a homosexual male and he answered all my stereotypical questions for me. Recently my cousin came out of the closet. I’ve always been comfortable with that. However, he brought his “husband” home for X-mas. Iwasrr’t sure what it would be like to see them together. Turns out he’s great, I love them together and my boyfiiend and I have got together with them on our own. In high school I always hung out with difl‘erent groups it was how I was raised. All of these people are still my fi'iends! Race isn’t a factor! Most of my relatives are Italian. I enjoy seeing them as much as possible. I have had many foreign TA ’5 and have really learned their culture and way of life through interacting with them on a daily basis. I consider learning about a new culture a good experience for me. I had a girlfiiend in high school who was a different color than me. We are still very good fiiends to this day. I have had a great life with my best fiiend at home who’s also my next door neighbor. We’ve lived next to each other since birth and she’s Afiican American and I’m Caucasian. Some of my best fiiend’s in high school were of Black culture because we liked the same music, atmosphere, movies, etc. Had a great time working with someone of the opposite sex and also someone of a different race. She was a very good influence on me and still is. She is one of the nicest peopleI know. 185 My roommates all have different religions- I love them to death- we get along great. I work with a lot of Afiican-American people and I like them One of my dearest fiiends is gay. I have positive experiences when I go to nnrlti-cultural program within the residence hall. It sometimes helps to dismiss stereotypes. I had a fi'iend who was gay and nothing changed between us as fiiends. My first extended social interaction with African Americans. It was when I was a sophomore in high school at a basketball camp. I was the minority. I lived, ate, slept and played basketball with these guys for a week. I learned a lot and will never forgot it. I don’t think I could just pick out one event or experience. There really isn’t anyone time that was an overwhelming experience. Overall, with lack of these groups honest, non- confrontation discussions, whether in a classroom setting, at work at the bar, or on the telephone about race, sex, religion, etc. I find extremely positive and insightful I was waiting for my food at the drive-thru at McDonald’s when a mentally retarded woman, who was waiting for a ride home from work, began talking to me. She was kind and certainly not shy, and when I asked her how she was doing, she enthusiastically told me of all the little things in her day that made her happy. In turn, she made me happy. I began baby-sitting for a child with a mental handicap about 5 years ago. Prior to this experience. Ihad many preconceived notions about individuals with any sort of disability. This experience has changed me and help me to realize that a disability is just a physical characteristic and doesn’t change the person within. When I was in sixth grade. I was sitting at a group of desks dining first day of class by myself Then a Black girl walked in and I had recognized her from my neighbors. she came and sat with me and we started talking. We have been best fiiends since then and I’m about to graduate from MSU. I guess this dismissed some preconceived feelings, but I had been raised to see everyone as equal and to give everyone a fair chance. I’m glad she sat with me that day because I gained a lifetime fiiend, not a Black fi'iend. I have had classes, roommates, lunches, dinners and have gone out with people of an opposite race. I have no preconceived feelings when I am with my opposite race fiiend’s. I am fi'iends with a gay male and a lesbian female- we hang out sometimes. I have known both people for 6 years, we attend the same church. They are very nice and easy to be around. I take every experience as a learning experience. I try not to judge people because I know that one day I could be in that person’s shoes or in a situation that can be good or bad depending on my own mood or tone. A negative event or experience with a person of a different race, color, religion, sex, national origin, sexual orientation or disability. 186 My mom used to have a drug problem When I was a kid and came from jrmior-high school, there would be black people in my house. I knew they sold drugs. It gave me a bad impression that took a while to kick because my mom ended up in jail for 2 years. I find that on campus the black population is extremely rude. When I am walking or riding my bike, they will run right into you if you don’t move. While volunteering in Detroit at a soup kitchen, an Afiican-American yelled at me for being ‘Vvhite and rich” because of my position in Detroit. Then he beat up the guy I was working with. I was at the bar and was “hit on” by a man. This added to my feelings toward gay people because it kind of scared me when he would not leave me alone. One time at dinner, a white cafeteria worker dropped a tray of food and this African- American girl laughed at her and kept laughing and yelling at her to clean up the mess she had made. I have a hard time respecting a person who is that mean. I was hanging out with my fiiend that is disabled and people were giving him dirty looks L and laughing at him I livein a house with a lot of prejudiced people in it. Ofien they joke about minorities and although I admit that I do have some prejudices of my own, I would never talk about them in public, let alone joke about them I feel ashamed when they can joke so freely. A fiiend was dating a colored man and when she broke up with him, he came back and shot her parents and kidnapped their child. This did not make scared of black men; I was scared of all men. I rode along with Phoenix Police Department in Phoenix, Arizona overspring break. Every stop we made and every crime committed was by Hispanics. This added to the way I feel about Mexicans in Phoenix A fiiend and I went down to Atlanta, and we were walking to our hotel after dinner, and we got mugged by a Black man. This happened about 2 years ago. Another incident is when me and a few fiiends got into a fight with a group of blacks at a high school game. This was a while ago when I was in high school Last year, I was involved in a relationship with an Indian man. It became very violent because he blamed me for his anger because I wouldn’t have sex with him I cannot rmderStand some foreigners and the beliefs they have been raised on. I realize they are from another country and compromise should be at hand. A negative experience was my fieshman year in the dorm when girls of different race claimed racism against our RA. and others on our floor. They were mad they were asked to turn their radio down. I thought this was dumb! 187 I was in the store one day when two white teenage boys walked past me and pretended they were speaking Chinese. I know they were making fim of me but I let it go reasoning that people who were that ignorant weren’t worth my time. The first guy I was sexually involved with was fiom another race. I felt he took advantage of me. 1 don’t feel the whole race is like that - just him as an individual Being an athlete I have had some difi‘erences with people of other races but it has never turned into a race or color issue. In down town Detroit where this Caucasian lady grabbed her purse when she saw my brother and I walking her way. Then she said, “Honey, do you have your purse, make sure your purse is on your side.” That king of pissed me off Just because we were Black, she assumed that we were thieves. I have plenty of reasons to believe that I have been the subject of discrimination in hiring. Being a white male, this is a new experience for me; however, I am trying to look at it as . positively as I can and learn as much as possible fiom it. I think that this discrimination t has been afl‘ected by people of different ethnic groups and an organization here on campus that values diversity. The problem is that they would rather fill job positions with people of diversity than people who are qualified for the positions. I was sexually harassed, assaulted and stalked by a man who happened to be Black I found out a year later that he had been let go from three or four other departments but was accepted in another because they needed minorities. He should have never been given the chance to do that to me. My job in the residence balls as a desk receptionist lets me watch people go through the lobby. I have noticed that some Afiican-American people can be very loud and inconsiderate. Not all obviously and whites are also but not to the same degree from what I have witnessed. In high school I had a conversation with a fiiend who was a strong Catholic and believed whole-heartedly in creationism about evolution. I am a science major believing in the Big Bang theory not creationism, and she couldn’t or wouldn’t understand my viewpoint at all but I was trying to understand hers. She no longer speaks to me because of this discussion. Driving down the highway a man of a different race acted like a maniac. He sped up and slowed down, swerving in and out of lanes and one time came just inches fi'om hitting us off the road. This made me think that many men of this race acted crazily and maybe he just did it because we weren’t of the race. One time a Black man followed me ofl’ the expressway all the way to my hall trying to communicate with me through the cars. I was scared! When trying to comnnmicate with someone fiom a different language and all they want to do is speak their own language. 188 I have never had one! I worked at a clothing store with a couple of Black people. They would always tell “inside” jokes and pick on me for being white. Someone at school called me a racist because I called her a bitch. I am Hispanic, but I look white, and she was Black. I live in Detroit and have lots of Black fiiends. I called her a bitch because she was one. When I was in grade school, this white girl and I would sit by each other all the time, but one day her parents came up to the school for some reason an told the teacher that they didn’t want their child to sit by no nigger. So of course the girl and I did not understand because as long as we got along then there should be no problem None Just a couple of weeks ago, I engaged in a argument with man my age. He was a Jehovah Witness, and I think that is a silly religion. I argued with him about their viewpoints. I was in Detroit a few months ago at a party store, and I was getting into my car, and some Black guys came up to me with guns and held me up. They stole all my stufl‘; this makes me even more scared than ever of going to Detroit. I’ve had a good fiiend born paralyzed fi'om the neck down. It’s hard to see him like that. I was once called a racist, based upon my being or appearing to be Caucasian. This individual was suffering from previous discrimination and only needed to vent. We eventually became fi'iends. I could understand his pain. My mixed marriage has created difficulties for less open-minded individuals. We have suffered fiom the ignorance of bigotry. Rudeness and racism from other races. None. My family and I have had several negative experiences with white people, but I will only recall one. My family and I were stopped by the police for no apparent reason. We were not speeding, and we all were wearing our seat belts. The reason he gave for stopping us was that we were tailgating a semi-truck. Racism still nms rampant in America today. It is not as blatant as in years past, but it still goes on at an alarming pace. I am really tired of it. Men can be selfish and naive and not willing to commit to family in this country; mostly white, American men but women too and men of color. A negative event/experience I had was when I was looked down upon for my values and beliefs. I had to get up early one morning to go to a fimeral and as I was getting ready, the guy that lived next to me (who was of another national origin) knocked on the door and said I was making goo much noise. Granted, I wasn’t being the most quiet but I didn’t have anything too loud or anything. Then he called me stupid for getting up so 189 '_ ._LI early to go to what he called a “dumb funeral” That really made us lose some respect for that nationality and it really made me feel bad. At my place of work, I deal solely with students of all races. Unfortunately I am in a position that I must ask people to leave for various reasons. Many times this leads to me being called racists because they think I am forcing them to leave because they are a certain race. Some people use the word racist way too nnrch, as an excuse and it makes me sick. There are no excuses for the way they act and then use racism as the excuse. Last summer I worked as a house helper at St. Mary’s college in South Bend, Indiana. Working with mostly older women, there was one in particular-a Puerto Rican woman who believed that everyone was against her because of her origin. I tried to behind her, but she always felt that everyone hated her. It also hurt me because I had never really had my kindness thrown back in my face. Tonight while eating in the cafeteria, one of the stafi‘ members dropped a tray of dessert. The table behind me started laughing and making rude comments to her like “good jog” and being extremely loud. I found the group of Afiican American very rude and obnoxious. I didn’t like the judgment that I put on them as being Afiican-American because I know other Afiican-Americans that are some of the nicest people I know, and I also know some white people that are just as loud and rude as the group of people that sat at the table behind me. I do not like the fact that I place judgment on people, but I really can’t stop it totally because I was never exposed to different races and religions. The only difi’erences my little town had was a Catholic church and a Methodist church! The one negative experience is coming from a town that was totally white and not having much contact with minorities. Haven’t really had any. None. I applied for a place in an apartment complex of which was denied accurate information so as to prevent my acceptance to the place. I didn’t really take anything away but showed me people could be ignorant. Someone of a different color broke into my car and stole things. I saw them but did not catch them My neighbors next door to me were two Afiican-American females who really like to intimidate me. They called me ‘Vvhite girl” and were very noisy all the time. Different race in class I’ve felt uncomfortable by the way I was being treated by a group of people. It added to my preconceived notion that the group was rude or unfiiendly towards my race. It was a case where the minority hurt the majority. When I went to the market place in Thailand because I was a foreigner or “perurony”, I was charged a nnrch higher price than my local fiiends. This exists because it is quite obvious they are going to charge a high price if they can. 190 I do not consider myself as being homophobic because I have several homosexual fiiends that I talk to and do things with on a regular basis. However, I just don’t like to see them making out on the sidewalk or things like that. I feel sexual orientation is your choice, but it should not be displayed in public. The part, I think, that may have sparked this is that they have their own “Gay Pride” day or something and run around campus with chalk writing all over the place that gay is better and other such stuff. They write on buildings or windows and basically write things that degrade people who are straight. Up until that point, I respected them, now I think they should grow up and consider the feelings and beliefs of other when they discriminate. They expect respect, but don’t give it. It doesn’t work that way, and I hope sometime soon they realize this. At a soup kitchen I worked at one Thanksgiving with my family some big Afiican- American women grabbed my butt and made very rude gestures. While growing up in Chicago, I was attacked by a group of Whites with my girlfiiend at the time and that experience by me being so young (only 14). I developed a great Hatred for all White people but I have since changed my attitude. My fiiend is of a different religion from me. We totally disagree on many of her ideals as well as mine. However we have remained fiiends but I look very negatively at this particular denomination. Do not really have one. None. None. None. The event I would use would have to be from the trial of the century, 01 Simpson. People did not look at the evidence but at the color of his skin and the victim’s skin. No one was saying when 0. J. was scoring touchdowns. There have been a lot of disagreements with people of other races. I have never really had a bad experience with any of these. I have a class, The American Racial and Ethnic Experience, and there are many different groups of people in it. They are all very nice! None. None. I was downtown Detroit with my boyfiiend driving home fiom a concert when someone of a different race yelled out a racial comment to us, and I just felt it was very unnecessary seeing we only drove by and hoped everyone would get over it someday. 191 In one of my minority group’s classes, there was an Afiican-American student that felt the white comnnmity owed her an education because of her race. I feel if she worked her butt ofl’ and earned it then yes she did deserve it, but if it was solely based on the color of her skin then no. I am taking a class right now (where I am the minority). I sometimes feel as if people are asking, “Why is she in here?” It makes me feel very uncomfortable. I have not had one. I do not interact with people enough to have a one on one bad experience. All the crap around campus about how great diversity is enough to keep groups from interacting. People do not regard positively to forceful situations. I never had any Blacks or minorities in school One time I was at academic competition and some Black girl (my opponent) called me “White gir ” treating her how I’d like to be treated. It made me wonder if some Blacks were unfairly prejudiced against Whites as Whites were against Blacks. One of my Black fiiends was threatened by another Black acquaintance that would “beat him up if he saw him talking to any more white girls”. It ended up all right and by senior year the third fiiend had learned to tolerate Whites. More of a learning experience, a bit uncomfortable but worked out in the end. MSU seems a bit segregated to me. I feel like I am part of the ‘Vast white majority” and am uncomfortable with that. Have not dealt with this issue yet. ‘ None. In a dorm a few years ago I was riding up in the elevator with 3 girls of a different race. They made rude comments about me out loud the whole time. Yes, it did add to my preconceived feelings. When the 2 gay guys got mad at a fiiend for looking at them They were sitting there talking, and we walked in, and we looked for too long because the one guy yelled at us. There is a mentally retarded man that comes into my place of work. He is constantly needing special care and attention. I am very frustrated and slightly disgusted by him I feel that the Afiican-American population still is segregated, but they segregate themselves - especially on the MSU campus. None. None. I was pulled over by police. My car was torn apart by police. They said it was because my car looked like it had been stolen. I knew it was only because there were three Black people in the care. 192 None. None. None. None. Living in the dorms showed me how segregated MSU really is. I feel that instead of whites being racists it is always the minorities. Blacks always accusing us of giving them a hard time because they are Black None. None. I was attacked by a Black when I was ten. I was beat and left. At McDonald’s in Meijers up here in East Lansing about a couple of weeks ago, my fiiends and I saw 4 gay men, and started laughing. That laughing caused an argument between us and the men, and same feelings got hurt. Its not nice to talk about people or to judge people because of their diflerences. In my high school my fiiends had many bad encounters with a group of Chaldeans. It escalated into a lunch time fight at a nearby fast food place and one of my fiiends was stabbed. This has caused me to be very wary around other Chaldeans, and I sometimes feel uncomfortable around them I went to high school where there were many different cultures, and they were to he know causing problem So we would have negative confrontation at time but that was then. None. None. None. None. None. We all have negative experiences with negative people. It is the person not the characteristics you have mentioned. None. None. 193 I really haven’t had any experiences that I would call negative. None. Again this has to do with my neighbors who are homosexuals. I was supposed to watch their pets when they returned, they didn’t want to pay me the money. We talked about if made me mad. I didn’t think this situation had anything to do with their homosexuality. None. None. None. None. I have been confronted and attacked for being the wrong color in the wrong place. I have had guns pulled on me by people that I have been in disagreements with just stupid things. Because when I met people fiom inner city Detroit out here, it was like culture shock. My freshman year I experienced several negative experiences especially with “reverse racism” I found myself being judged on what whites in the South did in the 18005. On several occasions I had people telling me they deserved better from me because “my people oppressed theirs.” It drove me crazy because people here automatically assuming I was racist because I was white and more well-off than them I remember waiting for the bus my freshman year, and it was a particularly cold day. There was a huge line for the bus, and I was at the end of it. These two girls in front of me were complaining about the wait, and one said to the other - “We have to stand here in the back, just because we’re Black. Look at all those white people in front.” I wanted to deck her. I was appalled that in 1994 this girl thought she was being oppressed because she got stuck at the end of the line. In reality, I was at the very end, and I was white. Who cares? I have found the Blacks I group with possess very difl‘erent attitudes fiom those (but not ALL). I have come in contact here at MSU. There are a lot more militant and bitter people out here when it comes to oppression, but bitter people out here when it comes to oppression, but I didn’t find that in New Jersey. But like I said that doesn’t go for everyone I knew but a lot more here than at home. I have had instances at school where minority students, often Black, will make remarks about whites. And some classes have even focused on how whites are terrible racists today. Last semester, 3 white girls and 1 formed a group to do some papers. However, they didn’t invite me when they had discussions. They even ignored me during in-class discussions. It made me very angry. Now I am not willing to speak to my classmates who are white because I think they look down on me. I was in a car with my fiiend and we offered a Black man a ride; he held us up and took my fiiends radio. 194 Didn’t think of myself as racist before but worked for women of Indian decent and I regret to say her behavior drove me to form opinions. The first 2 years of our relationship. Neither of our parents agreed and did everything they could to keep us apart. Many people (in school, walking in the mall) have said mean things and given many mean looks. I find that it’s mostly black women and elderly people. I graduated fiom high school w/Tommy Frazier, and during one game while I was taping for the high school TV show I hosted, TJ came over and I asked him how he had liked the highlights and we talked a while and he told me his fiiends called him TJ and for me to call him that on air. Since then we were casual fiiends. He dismissed my notions of black sports star, both adult and adolescent, of not being down to earth and being arrogant. Well, he was arrogant but a good guy. A white male speaker at a Public Relation Student Society of America (PRSSA) meeting said that women in PR or advertising should NEVER turn down a secretary job because that is the way women can work up in a company. I was very offended. I did not say anything at the time nor address him later. I wish I did. I was in a hurry though. This man was a professor at U of M or some college in Ann Arbor. Because the people who lives in America has pride, sometimes they ignore other people. I has a roommate who stole my 14 carat gold watch. Yes because I was fiom a small town and when I got here I hadn’t been subjected to them to know any better. I feel that this questionnaire is very poorly written. It attempts to “lead” the person answering the questions to either choose ‘yes” I am racist about this question or “no” I am not. It doesn’t allow them the option of choosing ‘ho comment, or no preference”. Playing basketball with all Afiican-Americans, I was talked down to and called names because I was the only white player. Added to preconceived feelings. Why do these surveys always have the underlying meaning of analyzing blacks/whites. How am I supposed to know now how I will be feeling in the future? The money spent on this survey is a waste of the taxpayers/schools funds! Stop trying to judge everyone’s behavior- it is a waste of time. On a job a few summers ago I was supervising many small generations. While at one stop, remind you this was food service, I found a black worker smoking a cigarette. This isn’t the problem though, when a customer came up to get something the employee said I be with you when I finish. When I finished helping the customer I talked to the employee about it and they told to firck off I don’t have to listen to you. That was really the only time I had contact with a black person and it greatly affected my out look on them Now though it has changed. Was passed over for a promotion in favor of a white male- was later formd out to be incompetent. Since they were white, they struggled with what to do in order to confront the situation and deal effectively with the (white) decision-maker. I lefi the company because I had no faith in this belief to be equitable in this hiring practice. 195 As an RA- many different ethnic groups have perceived notions that in there to document them because of their race. I felt many times people want to blame that issue when I’m only documenting the behavior-not the people behind the door. People of Arabic decent or Chaldean people once got in a fight with me because they thought they were better, richer and stronger than me and we got in an argument over it and from then on I look at them with a totally different out look. N/A When a different color was saying things like “how their ‘color’ was dominant” and etc. It didn’t sit well with me. I don’t believe any “colors” should strive to be dominant but just accepting. Summer of ‘94. I worked at General Motors in Flint, Michigan. My supervisor was white women. We had a great working relationship and lots of times instead of doing work, we chatted about her and husband. Throughout the internship, she always complemented me on my work and said I was very efficient and that I was always finishing my work ahead of schedule. But at the end of the summer, when she had to evaluate my performance, she gave me a “B”. I had a fit and I confronted her by memo (the professional way) but she never responded! Anyway, that really hurt me to think she would --ck me over after always complementing me. I work with a gentleman who has a mental disability. And sometimes it is hard to determine when I should offer help. Again the Lesbian supervisor! It actually added to the preconceived notion I had of them Things I expected that occurred regularly! Male bashing comments, disliked several male employee, completely disregarded reports of sexual harassment between male-female employees whom she supervised, violent temper, visits fiom her lover at the office, and phone calls to and from the lover on a daily basis. On campus I was walking with my girlfiiend on a Friday night on Grand River and a group of guys (white) yelled “niggers” out of the car to us. People that are different will obviously have differences but it does not bother me. I adopt to it and ignore what is not relevant to me. I had a homosexual male advisor who told me I had pretty eyes and told others I was cute. It made me very uncomfortable. I live downstairs from Middle Eastern people and they smell!! I worked with a minority and she had a bad attitude and shot down every idea I had. I took it personally and my work and attitude projected the negative feelings I had toward this person. 196 I was beat up and hospitalized by a group of minority students after playing basketball outside IM East. I haven’t. Got mugged in Middle school by a group of 6 minorities but no harsh feelings to their people. At work-sometimes people of different race, sex, can be rude-l waitress! None. I don’t have one. An incident my hall where white students were calling black niggers to their faces. No I was not surprised!! Some man from a different race were making me uncomfortable with their advances once. As far as mental disability, I have worked with people who have threatened to kill me. As well as having one mentally retarded male feeling it was okay to grab my chest after a brief conversation crossing a street. I was assaulted years ago by an Afiican-American man because I was white- I know this because he told me so; I certainly made no assumptions. For a long time I avoided this group of individuals for fear of encountering another violent episode. I’ve learned since, only through much interaction with other members of this group, that this particular man is an asshole and certainly, by no means, an adequate representative of any human being regardless of color. Nothing specific really, but I can recall initially feeling very uncomfortable around the black comnnmity when I initially came to this university. In Jamaica, my parents and I were harassed by several native Jamaicans who threatened us and the women we were with. Not only were we offered drugs, but they wouldn’t leave us alone and continued to try and start a fight with my dad. This turned me off to the country as a whole but I wasn’t sure what to expect to begin with so I’m not sure if my preconceived feelings were added to or not. 197 APPENDIX G I-TEST RESULTS FOR COLLEGE ENROLLED IN AND GENDER 198 Table G1: T-Test Results for CANR and Non-CANR t-test for Equality of Means CANR versus Non-CANR g Mean t-value Sig (2-tail) Gender Equality CANR= 1.00 98 3.0918 1.314 .190 Non-CANR 2.00 122 3.1783 Assimilation v. 1.00 98 2.6213 2.245 *.026 Cultural Pluralism 2.00 122 2.5470 Need for Diversity Training 1.00 98 1.3707 .052 .959 2.00 122 1.3743 More Minority Interaction 1.00 98 2.2596 .580 .563 2.00 122 2.3212 Multilingualism v. 1.00 98 3.0221 .505 .614 English-Only 2.00 122 3.0451 Rural v. 1.00 98 2.7901 1.015 .311 Other Communities 2.00 122 2.7381 Comfort with Difi‘erence 1.00 98 3.2323 .529 .597 2.00 122 3.2087 199 Table GZ: T-Test Results for Gender. t-test for Equality of Means Gender 1.00 - males 3 Mean t-value Sig 2.00 = females (2-tai1) Gender Equality 1.00 92 3.0353 2.745 ‘.007 2.00 128 3.2148 Assimilation v. 1.00 92 2.5661 .715 .475 Cultural Pluralism 2.00 128 2.5901 Need for Diversity Training 1.00 92 1.4457 1.750 .082 2.00 128 1.3203 More Minority Interaction 1.00 92 2.1651 2.083 9.038 2.00 128 2.3862 Multilingualism v. 1.00 92 3.0091 .969 .333 English-Only 2.00 128 3.0534 Rural v. 1.00 92 2.7277 1.117 .265 Other Communities 2.00 128 2.7853 Comfort with Difl‘erence 1.00 92 3.0941 4.800 ‘.000 2.00 128 3.3092 200 REFERENCES 201 REFERENCES Ajzen, I. 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