II. The Power of the Apfelbaum Analysis

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/67988/2/10.1177_0959353599009003005.pd

Expert Report of Patricia Gurin

A racially and ethnically diverse university student body has far-ranging and significant benefits for all students, non-minorities and minorities alike. Students learn better in a diverse educational environment, and they are better prepared to become active participants in our pluralistic, democratic society once they leave such a setting. In fact, patterns of racial segregation and separation historically rooted in our national life can be broken by diversity experiences in higher education. This Report describes the strong evidence supporting these conclusions derived from three parallel empirical analyses of university students, as well as from existing social science theory and research

Labor market experiences and expectancies

Comparisons are made of the labor market experiences of a national sample of employed Black and White men and women. While women had “invested in their human capital” nearly as often as men, they less often had tried job training or job changes, and more often had acquired additional schooling, to improve their market positions. Compared to White men, both groups of women also expressed lower work-related expectancies. Part of the White male expectancy edge can be attributed to differences in past investment strategies. Black and white women who had tried to make work changes did not differ from White men in present expectancies. While the causal relationship between experiences and expectancies needs further examination, especially in longitudinal studies, these results suggest that adult socialization in the labor market, while generally neglected, is a potentially important area of research on women's employment.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/45643/1/11199_2004_Article_BF00287585.pd

The Role of Gender in Descriptive Representation

This article broadens consideration of the gender gap from voting differ ences to the larger question of affective preferences for descriptive represen tation (Pitkin 1967). The results, based on a 1993 survey of 416 individuals, suggest that women are far more likely than men to be "gender conscious" in their evaluation of a candidate or a preferred representative. Differences among the 224 women in the sample can be traced to at least four sources. Group interests and feminist attitudes are positive sources of women's preferences for descriptive representation. Conversely, conservative political views deter some women from supporting women in politics. The results also provide partial support for Carroll's (1987) psychological and economic autonomy thesis. Finally, the results suggest that in part the "gender gap" may be a generational gap most prevalent among "baby boomers."Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Expert Report of Patricia Gurin

A racially and ethnically diverse university student body has far-ranging and significant benefits for all students, non-minorities and minorities alike. Students learn better in a diverse educational environment, and they are better prepared to become active participants in our pluralistic, democratic society once they leave such a setting. In fact, patterns of racial segregation and separation historically rooted in our national life can be broken by diversity experiences in higher education. This Report describes the strong evidence supporting these conclusions derived from three parallel empirical analyses of university students, as well as from existing social science theory and research

Diversity and Higher Education: Theory and Impact on Educational Outcomes

In the current context of legal challenges to affirmative action and race-based considerations in college admissions, educators have been challenged to articulate clearly the educational purposes and benefits of diversity. In this article, Patricia Gurin, Eric Dey, Sylvia Hurtado, and Gerald Gurin explore the relationship between students' experiences with diverse peers in the college or university setting and their educational outcomes. Rooted in theories of cognitive development and social psychology, the authors present a framework for understanding how diversity introduces the relational discontinuities critical to identity construction and its subsequent role in fostering cognitive growth. Using both single- and multi-institutional data from the University of Michigan and the Cooperative Institutional Research Program, the authors go on to examine the effects of classroom diversity and informal interaction among African American, Asian American, Latino/a, and White students on learning and democracy outcomes. The results of their analyses underscore the educational and civic importance of informal interaction among different racial and ethnic groups during the college years. The authors offer their findings as evidence of the continuing importance of affirmative action and diversity efforts by colleges and universities, not only as a means of increasing access to higher education for greater numbers of students, but also as a means of fostering students' academic and social growth

Diversity and Higher Education: Theory and Impact on Educational Outcomes

In the current context of legal challenges to affirmative action and race-based considerations in college admissions, educators have been challenged to articulate clearly the educational purposes and benefits of diversity. In this article, Patricia Gurin, Eric Dey, Sylvia Hurtado, and Gerald Gurin explore the relationship between students' experiences with diverse peers in the college or university setting and their educational outcomes. Rooted in theories of cognitive development and social psychology, the authors present a framework for understanding how diversity introduces the relational discontinuities critical to identity construction and its subsequent role in fostering cognitive growth. Using both single- and multi-institutional data from the University of Michigan and the Cooperative Institutional Research Program, the authors go on to examine the effects of classroom diversity and informal interaction among African American, Asian American, Latino/a, and White students on learning and democracy outcomes. The results of their analyses underscore the educational and civic importance of informal interaction among different racial and ethnic groups during the college years. The authors offer their findings as evidence of the continuing importance of affirmative action and diversity efforts by colleges and universities, not only as a means of increasing access to higher education for greater numbers of students, but also as a means of fostering students' academic and social growth

Diversity and Higher Education: Theory and Impact on Educational Outcomes

In the current context of legal challenges to affirmative action and race-based considerations in college admissions, educators have been challenged to articulate clearly the educational purposes and benefits of diversity. In this article, Patricia Gurin, Eric Dey, Sylvia Hurtado, and Gerald Gurin explore the relationship between students ’ experiences with diverse peers in the college or university setting and their educational outcomes. Rooted in theories of cognitive development and social psychology, the authors present a framework for understanding how diversity introduces the relational discontinuities critical to identity construction and its subsequent role in fostering cognitive growth. Using both single-and multi-institutional data from the University of Michigan and the Cooperative Institutional Research Program, the authors go on to examine the effects of classroom diversity and informal interaction among African American, Asian American, Latino/a, and White students on learning and democracy outcomes. The results of their analyses underscore the educational and civic importance of informal interaction among different racial and ethnic groups during the college years. The authors offer their findings as evidence of the continuing importance of affirmative action and diversity efforts by colleges and universities, not only as a means of increasing access to higher education for greater numbers of students, but also as a means of fostering students ’ academic and social growth. (pp. 330–366) Educators in U.S. higher education have long argued that affirmative action policies are justified because they ensure the creation of the racially and ethnically diverse student bodies essential t

Myth and reality: The causes and persistence of poverty

Policies directed at alleviating poverty rest on a set of assumptions regarding the demographic composition of the poor and the psychological dispositions of poor individuals. Evidence from a long-term study of a representative sample of low-income individuals shows that poverty is very widespread but not usually very persistent, and that the characteristics of the persistently poor do not conform to the conventional wisdom. Furthermore, the economic status of the poor does not appear to have been caused by psychological dispositions. Intergenerational data from the same study show generally weak links between the poverty or welfare status of parents and that of their children. Public policies for dealing with poverty can be properly devised without attempting to resocialize poor people and without undue concern that poverty programs will generate dependency among the majority of those they help.