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Ellen Bara Stolzenberg, Ph.D. Assistant Director for Research
Higher Education Research Institute University of California, Los Angeles
Bryce Hughes, Ph.D.
Assistant Teaching Professor Montana State University
Summary HERI & CIRP Overview CIRP Freshman Survey Sample Select Background Characteristics Finances Emotional Health Political & Civic Engagement Q&A and Discussion
Two Dimensions of HERI
Grant- Funded
Research
• HHMI • Helmsley Trust • National Institutes of Health • National Science Foundation
• Annual Student Surveys • Triennial Faculty Survey
CIRP Overview Research-based Questions
50 years of contributing to the research literature Comprehensive Survey Instruments
A broad scope allows for shifts of focus not tied to one particular theory but allows for multiple theories as we learn from previous research
Comparative Information Benchmark against peers and aspirational groups
Longitudinal Design
CIRP Student Surveys*
College Senior Survey
(CSS)
Diverse Learning
Environments (DLE)
Your First College
Year (YFCY)
Freshman Survey (TFS)
College entry End of 1st year 2nd or 3rd year or > 24 units Senior year
*Faculty Survey administered every 3 years
CIRP Freshman Survey Largest and longest running study of higher
education in the United States Started by Dr. Alexander Astin at ACE. 1966: First national administration Fall 2015 marked the 50th administration More than 15 million students Nearly 1,800 institutions
Sample 2015 CIRP Freshman Survey
1st time students were asked to report their gender identity
678 Transgender students
209 institutions
National Sample Weighted data to reflect the nearly 1.5 million first-
time, full-time students who started college in Fall 2015.
Featured in The American Freshman: National Norms Fall 2015 (Eagan et al, 2015).
Select Background Characteristics
56.5% 53.9% 53.8%
50.0%
58.7%
29.5%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
Attending college more than100 miles from home
HS GPA of A- or higher Religious preference:Agnostic, Atheist, or None
Transgender Students National Sample
Finances
Financial Background and Expectations
47.2%
18.9%
34.9%
56.3%
12.0%
28.5%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
Parent/Guardian Income 75Kor more
Major financial concern Some/Very good chance ofworking full-time while in
college
Transgender Students National sample
Types of Financial Support
35.4% 32.8%
47.8%
60.7%
20.9%
26.6%
36.6%
51.6%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
Work-study Pell Grant Need-based grants orscholarships
Merit-based grants orscholarships
Transgender Students National sample
Emotional Health
Self-rated Emotional Health
12.7%
52.1%
36.7%
24.4%
50.6%
23.5%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
National sample
Transgender students
Lowest 10%/Below average Average Above average/Highest 10%
Emotional Well-Being
54.9%
47.2%
74.6%
34.1%
9.5%
47.7%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
Frequently felt overwhelmedby all I had to do
Frequently felt depressed Some/very good chance ofseeking personal counseling
Transgender students National sample
Time Management
33.4% 39.7%
60.1%
51.8%
26.3%
45.9%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
Ability to manage your timeeffectively (Somewhat
strong/Major strength)
Online social networks (6+hours/week)
Socializing with friends (6+hours/week)
Transgender students National sample
Political & Civic Engagement
Political Views
33.5%
69.2%
44.9%
23.5%
21.6%
7.3%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
National Sample
Transgender Students
Liberal/Far Left Middle-of-the-road Far right/Conservative
Social Agency
25.6%
17.9%
45.9%
39.8%
28.4%
42.3%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
National Sample
Transgender Students
Low Average High
Civic Engagement
28.9%
15.6%
47.7%
36.9%
23.4%
47.5%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
National Sample
Transgender Students
Low Average High
Political Engagement
43.0%
52.1% 47.4%
68.7%
14.5%
32.4%
20.8%
33.1%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
Publicly communicatedmy opinion about a cause
(Frequently)
Discussed politics(Frequently)
Demonstrated for a cause(e.g. boycott, rally,
protest) in the past year(Frequently/Occasionally)
Likelihood ofparticipating in student
protests/demonstrationsin college (Some/Very
good chance)
Transgender Students National Sample
Goals (Very Important/Essential)
43.1%
55.7%
63.3% 64.6%
22.3%
40.4% 43.9%
41.2%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
Influencing thepolitical structure
Keeping up to datewith political affairs
Influencing socialvalues
Helping to promoteracial understanding
Transgender Students National Sample
Contact Information Ellen Bara Stolzenberg, PhD Assistant Director for Research
Higher Education Research Institute University of California, Los Angeles
(310) 825-6991 [email protected]