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DIVERSITY MATTERS: New Directions for Institutional Research on Undergraduate Racial/Ethnic and Economic Diversity

Listed author(s):
  • Gregg Thomson
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    This paper reviews the new directions in institutional research on undergraduate racial/ethnic and socioeconomic diversity at the University of California, Berkeley. The use of SERU/UCUES and other web-based census surveys has made possible more detailed and extensive analysis of student diversity. Included is research on an expanded number of racial/ethnic groups and on multiracial students, the significance of the African American experience, implications of the new IPEDS racial/ethnic reporting requirements, and a closer examination of Pell Grant and first-generation college students. UCUES survey results are used to development a more comprehensive parental education and immigrant generation diversity (EID) typology that is then used to examine the interrelationships among student demographics and various facets of the undergraduate academic experience. Finally, an analysis of student accounts of the experience of diversity at Berkeley provides an example of how web-based census surveys afford new opportunities for cost-effective qualitative diversity research.

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    Paper provided by Center for Studies in Higher Education, UC Berkeley in its series University of California at Berkeley, Center for Studies in Higher Education with number qt0k62w21b.

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    Date of creation: 01 May 2011
    Handle: RePEc:cdl:cshedu:qt0k62w21b
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    1. N. Lesca, 2011. "Introduction," Post-Print halshs-00640604, HAL.
    2. Brint, Steven & Allison M. Cantwell & Robert A. Hannerman, 2008. "Two Cultures: Undergraduate Academic Engagement," University of California at Berkeley, Center for Studies in Higher Education qt53g8521z, Center for Studies in Higher Education, UC Berkeley.
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