69
Educational Trends of Filipino, Hawaiian, and Other Students as Related to the Strategic Plan of the University of Hawai)i at M~noa Joan Y. Harms, Ph.D. Office of the Dean of Students University of Hawai)i at M~noa July 2003

Educational Trends of Filipino, Hawaiian, and Other ...studentaffairs.manoa.hawaii.edu/downloads/reports/cse02ethnicrpt4.pdf · Educational Trends of Filipino, Hawaiian and Other

  • Upload
    others

  • View
    13

  • Download
    0

Embed Size (px)

Citation preview

Educational Trends of Filipino, Hawaiian, and Other Students as Related

to the Strategic Plan of the University of Hawai)i at M~noa

Joan Y. Harms, Ph.D. Office of the Dean of Students University of Hawai)i at M~noa

July 2003

This report was made possible by a Diversity and Equity Initiative Grant.Acknowledgment also goes to Teague Jim, Student Assistant,

for assistance in this project

Cover photo by Franco Salmoiraghi

i

Executive Summary Educational Trends of Filipino, Hawaiian and Other Students

as Related to the Strategic Plan of the University of Hawai)i at M~noa

This study highlights certain college experience trends as reported by undergraduate Filipino,Hawaiian, and Other students at the University of Hawai'i at M~noa. Cross sectional surveystudies were conducted in 1996, 1999, and 2002 using the College Student ExperiencesQuestionnaire (CSEQ).

This report focuses on trend data related to the five themes of the strategic plan of UH-M~noaas follows: research; educational effectiveness; social justice; place, economicdevelopment/career development; culture, society and the arts; and technology/computers.The report supports the WASC emphasis on “continuous improvement.” As such, theemphasis is on whether UH-M~noa is improving (upward trend) in its strategic efforts.

It is also important to note the amount or level of student engagement in their collegeexperiences while looking at trends to understand the results more fully. For example, thetrend may be upward but the amount of involvement may be low as is the case of student-faculty engagement in research activities described below under “Research.” For this reasonline or bar graphs and data tables are included in this report along with the report narrative. Additionally, “F1" means you can find the graph and data table in “Figure 1" in this report.

Only a few indicators are highlighted per strategic plan category. Interested readers areencouraged to view the full report for a broader range of supporting results.

Research

• All groups report an upward trend in working with faculty on a research project, but thepercentage of undergraduates engaged in this manner is low. (F1)

• Although there is a growing involvement of students in research activities, all groupsdisplay a gradual downward trend in aspiration to earn graduate degrees. (F5)

Educational Effectiveness

Student-Faculty Interaction

• All groups report an upward trend in many areas of student-faculty interactions, suchas talking about a course, discussing term papers or projects, and discussing careerplans. Upward trends are also noted in outside of class discussions and socialactivities although the amount of involvement is low. (F9-10, F14-16)

• Filipino and the Other group report a modest upward trend while Hawaiian students aslight downward trend in asking faculty for feedback about their academic

ii

performance (F11)

• There is a decline by all groups in working harder as a result of instructor feedback. Alarger percentage of Filipino students work harder as a result of feedback compared tothe other two groups. (F12)

• In respect to students meeting standards set by instructors, about half of Filipinostudents and slightly more than a third of Other and Hawaiian students report workingharder than they imagined to meet faculty expectations. (F13)

Course Learning

• The Other group and Filipino students show an upward trend in using various courselearning strategies, such as summarizing major points from class notes, explainingmaterial from a course to someone else, fitting facts and ideas together, andintegrating ideas from various sources. Hawaiian students report downward trends orlittle change. (F17-20)

• Filipino and Hawaiian students display a downward trend and the Other group anupward trend in participating in class discussions. Filipino students are least likely toengage in class discussions. (F21)

Library

• All groups demonstrate a downward trend in the use of the library as a place to studyand to read reserved readings. All groups show a decrease in use of computerizedsearches in the library and an increase in judging the quality of materials found in thelibrary, World Wide Web or other sources. (F6-8)

Writing

• All groups show an upward trend in gain in writing effectively and clearly. (F22)

• All groups report upward trends in asking others to read what they have written and tocheck clarity. Only half of the students in each group, however, sought suchfeedback. (F23)

• The Other group shows a gradual upward trend and Filipino and Hawaiian studentslittle change in asking faculty or staff for assistance in improving their writing. Filipinoand Hawaiian students are also less likely to ask for help than the Other group. (F24 )

• All groups report upward trends in revising their paper two or more times before beingsatisfied. (F25)

Gain in Intellectual Skills

• The Other and Filipino students report upward trends in gains in critical thinking,quantitative analysis, independent learning and synthesis. (F31-34)

iii

• Hawaiian students report a slight downward trend in synthesizing ideas and little changein independent learning trends. (F33-34)

• A larger percent of Filipino students compared to Hawaiians and Others report gains inintellectual skills. (F31-34)

• All groups report an upward trend in the emphasis the University is placing ondeveloping critical, evaluative and analytical qualities (F35)

Gain in General Education, Literature, Arts, and Social Science

• All groups report upward trends in gain in general education, literature and the arts.(F36-38)

• Hawaiian and Other students report upward trends while Filipino students downwardtrends in gains in understanding other cultures, the importance of history, andexpressing ideas effectively through speech. (F39-41)

Gain in Personal Development and Social Competence

• Other students report consistent upward trends in personal and social growth. (F42-49)

• Filipino students report a higher percentage of involvement in activities of personal self-improvement than the other two groups. Conversely, Hawaiian students report a lowerpercentage of engagement in personal growth in most of the activities measured. (F42-49)

Campus Clubs and Organizations

• Filipino and Other students report upward trends and Hawaiian students a downwardtrend in attending a meeting of a club, organization or student government group or onworking on a committee, student organization or project. (F51-52)

• About 10 percent of students in all groups interacted with faculty or staff advisor todiscuss the activities of a group or organization. The Other group displays a slightupward trend in this area with little or slight change for Filipino and Hawaiian students. (F54)

Quality of Student Relationships

• All groups report an upward trend in the quality of relationships between students andother students and students and faculty. (F55-56)

• Filipino students demonstrate a slight upward trend and Hawaiian and Other studentsdownward trends in their relationships with administrators. (F57)

iv

Satisfaction with College

• Filipino students report a downward trend in liking college and an upward trend in selectingUH-M~noa if they could start college again. (F59-60)

• Hawaiian students report a downward trend in liking college and in selecting UH-M~noa ifthey could start college again. (F59-60)

• Other students report little change in liking college and an upward trend in selecting UH-M~noa if they could start college again. (F59-60)

Social Justice/Diversity

• All groups perceive an increase in the emphasis the University places on the developmentof an understanding of human diversity. (F61)

• Other students report upward trends and Filipino and Hawaiian students downward trendsor little change in becoming acquainted with students different from themselves in ethnicity,interest, socio-economic background, and country of origin. An upward trend is noted for allgroups in becoming acquainted with students of a different age. (F62-66)

• Although Filipino and Hawaiian students have not shown great increases over the years inacquaintanceships with students different from themselves, Filipinos are still the highestpercentage of students who become acquainted with students different from themselves andHawaiians the lowest. (F62-65)

• Hawaiian and Other students report upward trends and Filipino students little change or adownward trend in gain in awareness of other philosophies, cultures, and ways of life andknowledge about other parts of the world and other people. (F67-68)

• Filipino and Hawaiian students report little change or a downward trend and the Other groupan upward trend in gain in developing ones own values and ethical standards and in gain inability to get along with different kinds of people. (F69-70)

Place

• All groups report upward trends in using the campus lounge to relax or study. (F77)

• All groups report an increase in using recreational facilities, such as the pool, fitness center,and tennis courts. (F78)

• About 5 in 10 Filipino students, and 4 in 10 Hawaiian and Other met with other students at acampus location for a discussion. These 2002 ratios are similar to 1996 ratios. (F79)

• About 20 percent of Filipino students consistently attend a cultural or social event at the

v

campus center or other campus location. Fewer Hawaiian (13 percent) and Other (11percent) students do the same. (F80)

• All groups report little change or a decrease of use of campus facilities to attend a lecture orplay a team sport, such as intramural, club or intercollegiate activities. (F81-82)

Economic Development/Career Development

• Upward trends are noted for all groups in career development, such as student-facultydiscussions on career plans; the emphasis the University places on developing vocationalcompetence; and gain in vocational competence, furthering ones education, and adapting tochange. (F84-86, F88-89)

Culture, Society and the Arts

• All groups report an upward trend in the enjoyment of literature and the arts. (F90-91)

• All groups report an upward trend in talking about art although Filipino students experienceda sharp decline from 1999 to 2002. All groups report upward trends in going to an art exhibitand participating in some art activity although declines are noted from 1999 to 2002. (F92-94)

• All groups report upward trends in talking about music, attending music events, andparticipating in music activities. Hawaiian students report greater engagement in attendingmusic events than the other two groups. All groups are more engaged in music activitiesthan in art. (F95-97)

• Filipino students report an upward trend in attending cultural or social events while Hawaiianstudents report the same for attending music concerts or other music events. (F80 and F97)

Technology/Computers

• All groups report an increase in access of computers where they work or nearby that theycan use for their school work. (F99)

• All groups report an upward trend or a gain in using computers and other informationtechnologies. Hawaiian students report the sharpest increase. (F100)

• All groups report an increase in use of computers for word-processing, e-mail, spreadsheets,Internet activities, statistical analysis, and multi-media presentations. Figure 101 shows theuse of computers in 2000 for all groups.

vi

Table of Contents

Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

Highlights of Educational Trends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1IntroductionSurvey InstrumentMethodologyResults as Related to the Strategic Plan

Student TrendsResearch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Educational Effectiveness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Social Justice/Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Economic Development/Career Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Culture, Society and the Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Technology/Computers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Figures on Trend DataResearch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Educational Effectiveness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Social Justice/Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Economic Development/Career Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Culture, Society and the Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Technology/Computers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

1

Highlights of Educational Trends of Filipino, Hawaiian and Other Students

as Related to the Strategic Plan of the University of Hawai)i at M~noa

Introduction

This trend report describes the changes that have occurred in the educational experiences ofclassified undergraduates as reported by Filipino, Hawaiian and Other students at the Universityof Hawai)i at M~noa over the years 1996,1999, and 2002.

The purpose of this study is to identify key trends that will inform decision making, promotediscussions on key issues affecting Filipino and Hawaiian students, and assist programs inimproving the educational experiences of all students. Additionally the results can assist inprocesses such as accreditation and grant writing.

The results should be used with multiple measures from other sources to provide a morecomprehensive snapshot of the undergraduate experience for Filipino and Hawaiian students. Acompanion report entitled “Trends in the College Experiences of Undergraduates at theUniversity of Hawai'i at M~noa from 1990 to 2002" provides comparative undergraduate trenddata. That report can be found on the Web at the following address:

http://www.hawaii.edu/ovcaa/planning/pdf/manoa_inst_research_surveys_student_trends_experiences1990-2002.pdf

Results are presented in relation to the University’s strategic plan categories of research;educational effectiveness; social justice; place; economic development/career development;culture, society and the arts; and technology/computers. Most results fall into the educationaleffectiveness category and some results relate to several categories. Upward trends generallyimply a positive change and an improvement; a downward trend generally implies a negativechange with a need for improvement.

It is also important to note the amount or level of student engagement in their collegeexperiences while looking at trends to understand the results more fully. For example, the trendmay be upward but the amount of involvement low as is the case of student-faculty engagementin research activities described below under “Research.” For this reason line or bar graphs anddata tables are included in this report along with the narrative. “F1" means you can find thegraph and data table in “Figure 1" in this report.

This report is also available on the Web at http://www.hawaii.edu/osa by clicking on “StudentAssessment Reports.”

Survey Instrument

Students were surveyed using the College Student Experiences Questionnaire (CSEQ), a

2

nationally known assessment instrument that measures student involvement in the collegeenvironment, satisfaction, and performance gains in a variety of educational and personal areas.The CSEQ provides information on student characteristics; college activities, such as the extentof reading, writing, and other learning activities; use of facilities, such as the library and campusfacilities; satisfaction with college; student interaction with other students, faculty andadministrators; and student gain in performance. The CSEQ is an eight-page instrumentavailable as a paper-and-pencil or as a web-based survey. Twenty institutionally developedsurvey questions can be added to the CSEQ.

The CSEQ instrument was revised and updated in 1998 by authors C. Robert Pace and GeorgeD. Kuh. Copies of the 1990 and 1998 editions of the CSEQ are found on the Web at:http://www.hawaii.edu/osa/Assessment_Undergraduate.html.

Methodology

The subjects in this cross-sectional study were three independent groups of classifiedundergraduate UHM students who were administered the CSEQ in the spring of 1996, 1999,and 2002. All surveys were paper-based except for the 2002 survey which was web-based. The1996, 1999, and 2002 sample of 1,022, 944, and 1,253 respondents were selected through arandom sample process stratified proportionately by class level. The return rate was 43 percentin 1996, 37 percent in 1999, and 28 percent in 2002. The sample error was about plus/minus 3percent for the random sample sizes.

All three groups were generally representative of the UH-M~noa classified undergraduatepopulation in class level and gender, although in all cohort groups females were slightly overrepresented. This should be kept in mind when utilizing the survey results. The 1996 group wasalso generally representative of their population in ethnicity. Since the ethnicity survey item inthe 1999 and 2002 surveys was revised by the developers to allow multiple responses to theethnicity item, the degree of representativeness could not be determined from the item, but arough estimate indicates that the 1999 and 2002 random sample was also representative of thestudent body in ethnicity. The 2002 cohort was also representative in age and statisticallyweighted to be representative by class.

The survey data were scanned and the analysis conducted by using the Statistical Package forthe Social Sciences (SPSS). The tables were generated by cross tabulations of the groups(Filipino, Hawaiian, Other) by all survey items. The Other group includes all other ethnic groups.

3

Results as Related to the Strategic Plan

Research

• All groups report an upward trend in student-faculty research activities although thepercentage of involvement is low. (F1)

• All groups report an upward trend in scientific and quantitative experiences. (F2-4)

• All groups show an upward trend in talking about science.

• All groups demonstrate a steady downward trend in student aspiration to earn graduatedegrees. (F5)

• Downward trends are reported by all groups in the use of the library as a place to study, toread reserved readings, and to read documents cited by other authors. (F6)

• All groups report a decrease in the use of an index or computerized data base in the libraryto find materials. (F7)

• All groups demonstrate an increase in judging the quality of information from the library,World Wide Web or other sources. (F8)

Educational Effectiveness

Student-Faculty Interaction

• All groups report an upward trend in student-faculty interactions in talking about acourse and discussing term papers or class projects. (F9-10)

• However, students are less likely to interact with faculty in asking for feedback abouttheir academic performance. Filipino and the Other group report a modest upward trendwhile Hawaiian students a slight downward trend. (F11)

• All groups report a decline in working harder as a result of feedback from an instructor. However, a majority of Filipino students work harder as a result of feedback followed byOther and Hawaiian students. (F12)

• About half of Filipino students and slightly more than a third of Other and Hawaiianstudents worked harder than they thought they could to meet an instructors expectationsand standards. (F13)

• All groups report an upward trend in student-faculty discussions on career plans. (F14)

• All groups report an increase in student-faculty participation with other students in adiscussion outside of class as well as an upward trend in student-faculty socializingoutside of class (e.g., have a snack) although the percentage of involvement is low.

4

(F15-16)

Course Learning

• Filipino and the Other group report upward trends in the use of course learningstrategies, such as summarizing major points from class notes, explaining material froma course to someone else, trying to see how different facts and ideas fit together, andintegrating ideas from various sources. (F17-20)

• Hawaiian students report downward trends or little or no change in their engagement incourse learning strategies. (F17-20)

• Filipino and Hawaiian students report downward trends in contributing to classdiscussions. Other students report a steady upward trend. (F21)

Library

• Downward trends are reported by all groups in the use of the library as a place to study,to read reserved readings, and to read documents cited by other authors. (F6)

• All groups report a decrease in the use of an index or computerized data base in thelibrary to find materials. (F7)

• All groups also demonstrate an increase in judging the quality of information from thelibrary, World Wide Web or other sources. (F8 )

Writing

• All groups report upward trends in gains in writing clearly and effectively. Proportionatelymore Filipino students than the other two groups report gains in this area. (F22 )

• All groups report an upward trend in asking others to read what they have written and tocheck clarity. Only half of the students in each group, however, sought such feedbackfrom others. (F23)

• The Other group shows a gradual upward trend and Filipino and Hawaiian students littlechange after an increase then a decrease in asking faculty or staff for assistance inimproving their writing. Filipino and Hawaiian students are also less likely to ask for helpthan the Other group. (F24 )

• Hawaiian and Other groups report an upward trend in revising their paper two or moretimes before being satisfied. Filipino students report an increase then a decrease inrevising their papers but 2002 levels still surpassed 1996 levels. (F25)

• Filipino students demonstrate an upward trend in using a dictionary or thesaurus todetermine proper meaning of words compared to a downward trend for Hawaiian andOther students. (F26)

• The majority of students in all three groups wrote fewer than five or no essay

5

examinations during the school year. Hawaiian students report a steady upward trend inwriting less exams. (F27)

• About 35-40 percent of students in all three groups wrote fewer than five or no termpapers or written reports. (F28)

Number of Books Read

• All groups report an upward trend in reading fewer than five or no assigned or non-assigned books read. (F29-30)

Gain in Intellectual Skills

• The Other group and Filipino students report upward trends in gains in critical thinking,quantitative analysis, independent learning and synthesis. (F31-34)

• Hawaiian students report a slight downward trend in synthesizing ideas and little changein independent learning. (F33-34)

• A larger percentage of Filipino compared to Hawaiian and Other students report gains inintellectual skills. (F31-34)

• All groups report an upward trend in the emphasis the University is placing ondeveloping critical, evaluative and analytical qualities (F35)

Gain in General Education, Literature, Arts, and Social Science

• All groups report an upward trend in gain in general education, literature and the arts.(F36-38)

• Hawaiian and Other students report upward trends while Filipino students reportdownward trends in gains in understanding other cultures, the importance of history,and expressing ideas effectively through speech. (F39-41)

Gain in Personal Development and Social Competence

• All groups report upward trends in self-understanding of abilities, interest andpersonality. (F42 )

• Other students report consistent upward trends in personal and social growth.(F42-49)

• Hawaiian students report downward trends in numerous personal/social areas, such asfunctioning as a team member, getting along with different kinds of people, developingvalues and ethical standards, and health and physical fitness (F43-46)

• Filipino students report downward trends in getting along with different kinds of peopleand developing values and ethical standards although in both instances the degree ofinvolvement remains higher or similar to the other two groups. (F44-45)

6

• All groups report upward trends in taking tests to measure abilities, interests or attitudes. (F47)

• Hawaiian students report downward trends in self-improvement areas involving asking afriend to help with a personal problem, interactions with faculty, staff, and counselorsabout personal concerns, and reading articles or books about self-improvement, (F48-50)

• Filipino students demonstrate upward trends in asking a friend for help or talking with afaculty, counselor or staff about personal problems. (F48-F49)

• All groups report a decrease in reading articles or books about personal growth and self-improvement. (F50)

Campus Clubs and Organizations

• Filipino and Other students report upward trends and Hawaiian students a downwardtrend in attending a meeting of a club, organization or student government group. (F51)

• Filipino and Other students report upward trends and Hawaiian students a downwardtrend in working on a committee, student organization or project. (F52)

• About 20 percent of students in all groups provide leadership for a club or organizationon or off campus. (F53)

• About 10 percent of student in all groups interact with faculty or staff advisor to discussthe activities of a group or organization. The Other group report a slight upward trend inthis area with little or slight change for Filipino and Hawaiian students. (F54)

Quality of Student Relationships

• All groups report an upward trend in the quality of relationships between students andother students and students and faculty. (F55-56)

• Filipino students demonstrate a slight upward trend and Hawaiian and Other studentsdownward trends in their relationships with administrators. (F57)

Employment

• Filipino and Other students report a decrease in employment. Hawaiian students reporta slight increase. (F58)

Satisfaction with College

• Filipino students report a downward trend in liking college and an upward trend inselecting UH-M~noa if they could start college again. (F59-60)

• Hawaiian students report a downward trend in liking college and in selecting UH-M~noaif

7

they could start college again. (F59-60)

• Other students report little change in liking college and an upward trend in selecting UH-M~noa if they could start college again. (F59-60)

Social Justice/Diversity

• All groups perceived an increase in the emphasis the University places on the developmentof an understanding of human diversity. (F61)

• The Other group report upward trends and Filipino and Hawaiian students downward trends or little change in becoming acquainted with students different from themselves inethnicity, interest, socio-economic background, and country of origin. An upward trend isnoted for all groups in becoming acquainted with students of a different age. (F62-66)

• Although Filipino and Hawaiian students have not shown great increases over the years inacquaintanceships with students different from themselves, Filipinos still are the highestpercentage of students who become acquainted with students different from themselvesand Hawaiians the lowest. (F62-65)

• Hawaiian and Other students report upward trends and Filipino students little change or adownward trend in gain in awareness of other philosophies, cultures, and ways of life andknowledge about other parts of the world and other people. (F67-68)

• Filipino and Hawaiian students report little change or a downward trend and the Other groupan upward trend in gain in developing ones own values and ethical standards and in gain inability to get along with different kinds of people (F69-70)

• All groups report upward trends in talking about social issues and different life styles. (F71-72)

• All groups report upward trends in having serious discussions with other students with verydifferent personal values and philosophy of life, political opinions and country of origin.(F73-75)

• Filipino and Hawaiian students report upward trends and the Other group no change inhaving serious discussions with other students of a different ethnic background. (F76)

Place

• All groups report upward trends in using the campus lounge to relax or study. (F77)

• All groups report an increase in using recreational facilities, such as the pool, fitness center,and tennis courts. (F78)

8

• About 5 in 10 Filipino students, and 4 in 10 Hawaiian and Other met with other students at acampus location for a discussion. These 2002 ratios are similar to 1996 ratios. (F79)

• About 20 percent of Filipino students consistently attend a cultural or social event at thecampus center or other campus location. Fewer Hawaiian (13 percent) and Other (11percent) students did the same. (F80)

• All groups report little change or a decrease of use of campus facilities to attend a lecture orplay a team sport, such as intramural, club or intercollegiate. (F81-82)

• Hawaiian and Other students report a slight upward trend and Hawaiian students adownward trend in following a regular schedule of exercise. (F83)

• All groups report an upward trend in the quality of relationships between students and otherstudents and students and faculty. (F and F )

• Filipino students demonstrate a slight upward trend and Hawaiian and Other studentsdownward trends in their relationships with administrators. (F )

Economic Development/Career Development

• Upward trends are noted for all groups in vocational or career development, such asstudent-faculty discussions on career plans; the emphasis the University placed ondeveloping vocational competence; and gain in vocational competence, furthering oneseducation, and adapting to change. (F84-F88)

• Filipino and Other students report a decrease in employment. Hawaiian students report aslight increase.

• All groups demonstrate a downward trend in student aspiration to earn graduate degrees. (F5)

Culture, Society and the Arts

• All groups report an upward trend in the enjoyment of literature. (F90)

• All groups report a slight upward trend in the enjoyment of the arts (art, music and drama).(F91)

• All groups report an upward trend in talking about art although Filipino students experienceda sharp decline from 1999 to 2002. All groups report upward trends in going to an artexhibit and participating in some art activity although declines are noted from 1999 to 2002.(F92-94)

• All groups report upward trends in talking about music, attending music events, and

9

participating in music activities. Hawaiian students report greater engagement in attendingmusic events than the other two groups. All groups are more engaged in music activitiesthan in art. (F95-97)

• Filipino students report an upward trend in attending cultural or social events while Hawaiianstudents report the same for attending music concerts or other music events. (F80 and F97)

Technology/Computers

• All groups report an increase in the emphasis the University places on the developmentof information literacy skills. (F98)

• All groups report an increase in access of computers where they work or nearby thatthey can use for their school work. (F99)

• All groups report an upward trend or a gain in using computers and other informationtechnologies. Hawaiian students report the sharpest increase. (F100)

• All groups report an increase in use of computers for word-processing, e-mail,spreadsheets, Internet activities, statistical analysis, and multi-media presentations. Figure 101 shows the use of computers in 2000 for all groups. (F101)

• All groups report an upward trend in talking about computers and other technologieswith about half of all groups engaged in conversation. (F102)

• Filipino and Hawaiian students report a downward trend and Other students an upwardtrend in talking about social and ethical issues related to science and technology, suchas energy, pollution, chemicals, genetics, and military use. (F103)

10

Research Engagement

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 5 6 9Hawaiian 7 8 11

Other 3 6 9

Worked with a faculty member on a research project.

Figure 1

Percent Often & Very Often

Gains in Science and Technology

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 36 44 48Hawaiian 21 36 44

Other 31 38 38

Understanding the nature of science and experimentation.

Figure 2

Percent Quite a Bit & Very Much

Figures on Trend Data

11

Gains in Science and Technology

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 29 54 49Hawaiian 29 37 45

Other 29 39 39

Figure 3

Percent Quite a Bit & Very Much

Becoming aware of the consequences of new applications in science and technology.

Gains in Science and Technology

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 28 48 54Hawaiian 21 36 44

Other 27 40 41

Figure 4

Percent Quite a Bit & Very Much

Understanding new development in science and technology.

12

Expect to Earn Graduate Degrees

79 76 7273 72 696873

68

Filipino Hawaiian Other0

20

40

60

80

100

1996 1999 2002

Figure 5

Percent

Time Spent in Library Use the library as a quiet place to read or study materials you brought with you.

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 30 32 23Hawaiian 28 23 19

Other 31 31 24

Figure 6

Percent Often & Very Often

13

Library

5752 5047 47

39

Filipino Hawaiian Other0

20

40

60

80

100

1999 2002

Figure 7

Used an index or database (computer, card catalog, etc.) to find material on some topic.

Percent Very Often and Often

Library

29

1826

31 3530

Filipino Hawaiian Other0

20

40

60

80

100

1999 2002

Figure 8

Judged quality of information obtained from library, Web or other sources.

Percent Very Often and Often

14

Student-Faculty Interaction

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 44 59 54Hawaiian 48 57 54

Other 45 52 53

Percent Often & Very Often

Figure 9

Talked with your instructor about information related to a course you were taking.

Student-Faculty Interaction

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 20 34 34Hawaiian 26 27 37

Other 19 27 32

Percent Often & Very Often

Figure 10

Discussed ideas for a term paper or other class project with a faculty member.

15

Student-Faculty Interaction

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 20 27 23Hawaiian 23 21 20

Other 19 20 23

Percent Often & Very Often

Figure 11

Asked your instructor for comments and criticisms about your academic performance.

Student-Faculty Interaction

64

45 4757

42 46

Filipino Hawaiian Other0

20

40

60

80

100

1999 2002

Figure 12

Worked harder as a result of feedback from an instructor.

Percent Very Often and Often

16

Student-Faculty Interaction

4738 40

50

37 38

Filipino Hawaiian Other0

20

40

60

80

100

1999 2002

Figure 13

Worked harder than you thought you could to meet an instructor's expectations and standards.

Percent Very Often and Often

Student-Faculty Interaction

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 14 26 30Hawaiian 20 30 27

Other 11 20 25

Percent Often & Very Often

Figure 14

Discussed your career plans and ambitions with a faculty member.

17

Student-Faculty Interaction

15 12 1322

1319

Filipino Hawaiian Other0

20

40

60

80

100

1999 2002

Figure 15

Participate with other students in a discussion outside of class.

Percent Very Often and Often

Student-Faculty Interaction

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 4 1 12Hawaiian 8 10 13

Other 3 7 11

Percent Often & Very Often

Figure 16

Socialized with a faculty member outside of class.

18

Course Learning

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 54 68 66Hawaiian 65 67 66

Other 57 66 64

Percent Often & Very Often

Figure 17

Summarized major points and information from your class notes or readings.

Course Learning

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 53 68 75Hawaiian 69 75 71

Other 52 65 67

Percent Often & Very Often

Figure 18

Tried to explain the material from a course to someone else.

19

Course Learning

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 63 61 67Hawaiian 69 64 66

Other 63 64 66

Percent Often & Very Often

Figure 19

Tried to see how different facts and ideas fit together.

Course Learning

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 63 70 68Hawaiian 67 67 67

Other 61 70 72

Percent Often & Very Often

Figure 20

Worked on a paper or project where you had to integrate ideas from various sources.

20

Course Learning

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 51 45 46Hawaiian 71 68 56

Other 54 57 58

Percent Often & Very Often

Figure 21

Contributed to class discussions.

Writing

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 63 71 71Hawaiian 55 59 62

Other 49 59 60

Figure 22

Gain in writing clearly and effectively.

Percent Quite a Bit & Very Much

21

WritingAsk others to read what you wrote to see if it was clear to them.

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 48 57 52Hawaiian 48 49 50

Other 44 53 52

Figure 23

Percent Often & Very Often

WritingAsk faculty or staff for advice and help to improve your writing.

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 25 41 26Hawaiian 23 37 25

Other 25 28 31

Figure 24

Percent Often & Very Often

22

Revising of Papers

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 52 67 56Hawaiian 47 51 53

Other 41 54 54

Percent Often & Very Often

Figure 25

Revised a paper or composition two or more times before satisfied with it.

WritingUse of a dictionary or thesaurus to determine proper meaning of words.

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 78 76 81Hawaiian 60 63 55

Other 71 70 62

Figure 26

Percent Often & Very Often

23

WritingWrote Fewer Than 5 or No Essay Exams During the School Year

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 55 52 55Hawaiian 42 46 52

Other 59 50 56

Figure 27

WritingWrote Fewer Than 5 or No Term Papers or Other Written Reports During the School Year

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 36 46 41Hawaiian 38 43 35

Other 33 46 43

Figure 28

24

ReadingRead Fewer Than 5 or No Textbooks or Assigned Books During the School Year

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 25 37 38Hawaiian 32 38 46

Other 34 39 42

Figure 29

ReadingRead 5 or Fewer Non-Assigned Books During the School Year

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 64 74 74Hawaiian 64 71 73

Other 68 79 70

Figure 30

25

Intellectual Skills

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 55 59 72Hawaiian 49 60 70

Other 51 57 63

Percent Often & Very Often

Figure 31

Thinking analytically and logically.

Intellectual Skills

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 30 49 52Hawaiian 37 38 46

Other 39 41 44

Percent Often & Very Often

Figure 32

Analyzing quantitative problems.

26

Intellectual Skills

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 61 73 77Hawaiian 70 65 66

Other 56 63 68

Percent Often & Very Often

Figure 33

Putting ideas together, seeing relationships, similarities, and differences between ideas.

Intellectual Skills

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 70 81 84Hawaiian 70 72 71

Other 65 68 74

Percent Often & Very Often

Figure 34

Learning on your own, independent learning.

27

Emphasis on Developing Critical, Evaluative and Analytical Qualities

1996 1999 20021

1.52

2.53

3.54

4.55

5.56

6.57

Filipino Hawaiian Other

Filipino 4.5 4.9 5.2Hawaiian 4.6 4.6 4.9

Other 4.7 4.7 4.8

Figure 35

1 = Weak Emphasis7 = Strong Emphasis

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 64 73 75Hawaiian 66 64 72

Other 61 66 67

Percent Very Much & Quite a Bit

Figure 36

Gaining a broad general education about different fields of knowledge

Gain in General Education, Literature, Arts, and Social Science

28

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 32 38 42Hawaiian 26 39 42

Other 24 29 35

Percent Very Much & Quite a Bit

Figure 37

General Education, Literature, Arts, and Social Science

Broadening your acquaintance and enjoyment of literature.

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 34 41 37Hawaiian 33 36 36

Other 25 30 34

Percent Very Much & Quite a Bit

Figure 38

General Education, Literature, Arts, and Social Science

Gain in developing an understanding and enjoyment of art, music, and drama.

29

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 71 66 64Hawaiian 64 61 66

Other 53 57 62

Percent Very Much & Quite a Bit

Figure 39

General Education, Literature, Arts, and Social Science

Gain in becoming aware of different philosophies, cultures, and ways of life.

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 55 55 50Hawaiian 53 47 64

Other 44 41 45

Percent Very Much & Quite a Bit

Figure 40

General Education, Literature, Arts, and Social Science

Gain in seeing the importance of history for understanding the present and past

30

70

51 55

66 6557

Filipino Hawaiian Other0

20

40

60

80

100

1999 2002

Figure 41

Gain in Presenting ideas and information effectively when speaking to others.

Percent Very Much & Quite a Bit

General Education, Literature, Arts, and Social Science

Personal Growth

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 77 85 89Hawaiian 70 72 80

Other 53 70 75

Figure 42

Gain in self-understanding of abilities, interests and personality.

Percent Very Much & Quite a Bit

31

Personal Growth

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 71 75 77Hawaiian 69 62 66

Other 51 61 64

Figure 43

Gain in developing the ability to function as a team member.

Percent Quite a Bit & Very Much

Personal Growth

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 81 83 78Hawaiian 81 65 67

Other 62 72 74

Figure 44

Gain in developing the ability to get along with different kinds of people.

Percent Very Much & Quite a Bit

32

Gain in Developing Your Own Values and Ethical Standards

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 72 78 70Hawaiian 70 69 70

Other 53 62 67

Figure 45

Personal GrowthGain in developing your own values and ethical standards.

Percent Quite a Bit & Very Much

Personal Growth

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 34 48 46Hawaiian 40 46 34

Other 29 37 39

Figure 46

Gain in developing good health habits and physical fitness.

Percent Very Much & Quite a Bit

33

Personal Growth

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 24 35 38Hawaiian 22 27 26

Other 18 22 32

Percent Often & Very Often

Figure 47

Taken test to measure abilities, interests or attitudes.

Personal Growth

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 56 75 66Hawaiian 45 62 47

Other 49 60 58

Percent Often & Very Often

Figure 48

Asked a friend to help with a personal problem.

34

12 168

148 11

Filipino Hawaiian Other0

20

40

60

80

100

1999 2002

Figure 49

Percent Often & Very Often

Personal GrowthTalked with faculty, counselor or staff about personal concern.

44

33 3332 29 28

Filipino Hawaiian Other0

20

40

60

80

100

1999 2002

Figure 50

Percent Often & Very Often

Personal GrowthRead articles or books about personal growth and self-improvement..

35

Clubs and Organizations

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 16 20 25Hawaiian 20 16 17

Other 12 16 22

Percent Often & Very Often

Figure 51

Attended a meeting of a campus club, organization or student government group.

Clubs and Organizations

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 13 15 16Hawaiian 13 14 12

Other 9 8 16

Percent Often & Very Often

Figure 52

Worked on a Campus Committee, Student Organization or Project (Publications, Student Government, Special Events, etc.).

36

1423

1421 23

18

Filipino Hawaiian Other0

20

40

60

80

100

1999 2002

Figure 53

Percent Often & Very Often

Managed or provided leadership for a club or organization on- or off-campus.

Clubs and Organizations

Clubs and Organizations

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 11 9 11Hawaiian 6 10 8

Other 4 5 8

Percent Often & Very Often

Figure 54

Met with a faculty member or staff advisor to discuss the activities of a group or organization.

37

Student Relationship with Other Students

1996 1999 20021

1.52

2.53

3.54

4.55

5.56

6.57

Filipino Hawaiian Other

Filipino 5.4 5.6 5.5Hawaiian 5.3 4.8 5.4

Other 5 5.4 5.5

Figure 55

1 = Competitive, uninvolved, sense of alienation7 = Friendly, supportive, sense of belonging

Student Relationship with Faculty

1996 1999 20021

1.52

2.53

3.54

4.55

5.56

6.57

Filipino Hawaiian Other

Filipino 3.9 5 5.3Hawaiian 3.7 4.3 4.9

Other 4 4.8 5.2

Figure 56

1 = Remote, discouraging, unsympathetic7 = Approachable, helpful, encouraging

38

Student Relationship with Administration

1996 1999 20021

1.52

2.53

3.54

4.55

5.56

6.57

Filipino Hawaiian Other

Filipino 4.8 4.6 4.9Hawaiian 4.7 4.2 4.4

Other 4.8 4.3 4.6

Figure 57

1 = Rigid, impersonal, bound by regulation7 = Helpful, considerate, flexible

Employed Students

79 77 7873 76

69

Filipino Hawaiian Other0

20

40

60

80

100

1999 2002

Figure 58

Percent

39

Student Satisfaction with CollegeHow well do you like college?

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 69 69 65Hawaiian 78 68 68

Other 68 64 69

Percent Like It and Enthusiastic

Figure 59

Student Satisfaction with CollegeIf you could start over again, would you go to the

same institution you are now attending?

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 66 74 76Hawaiian 77 68 71

Other 67 72 71

Percent Yes Definitely and Yes Probably

Figure 60

40

Emphasis on Developing an Understanding and Appreciation of Human Diversity

1999 20021

1.52

2.53

3.54

4.55

5.56

6.57

Filipino Hawaiian Other

Filipino 5.3 5.4Hawaiian 5 5.4

Other 5 5.2

Figure 61

1 = Weak Emphasis7 = Strong Emphasis

Students Acquainted with Students of Different Ethnicity

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 83 88 77Hawaiian 78 78 72

Other 65 76 74

Percent Often & Very Often

Figure 62

41

Students Acquainted with Students with Different Interests

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 56 59 57Hawaiian 56 55 50

Other 44 52 56

Percent Often & Very Often

Figure 63

Students Acquainted with Students of Different Socio-Economic Background

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 71 74 70Hawaiian 61 70 62

Other 52 66 68

Percent Often & Very Often

Figure 64

42

Students Acquainted with Students of Different Country

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 48 43 46Hawaiian 39 38 39

Other 34 45 48

Percent Often & Very Often

Figure 65

Students Acquainted with Students of Different Age

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 73 81 76Hawaiian 63 77 70

Other 52 72 74

Percent Often & Very Often

Figure 66

43

Gain in Awareness of Different Philosophies,Cultures and Ways of Life

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 71 68 64Hawaiian 64 61 66

Other 53 57 62

Percent Often & Very Often

Figure 67

Gain in Knowledge About Other Parts of the World and Other People

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 53 48 53Hawaiian 42 39 58

Other 43 44 56

Percent Often & Very Often

Figure 68

44

Gain in Developing Your Own Values and Ethical Standards

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 72 78 70Hawaiian 70 69 70

Other 53 62 67

Percent Often & Very Often

Figure 69

Gain in Ability to Get Along with Different Kinds of People

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 81 83 78Hawaiian 81 65 67

Other 62 72 74

Figure 70

Percent Very Much & Quite a Bit

45

Talk About Social Issues Such as Justice, Equality, Race Relations and Human Rights

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 28 53 51Hawaiian 39 55 60

Other 30 42 48

Percent Often & Very Often

Figure 71

Talk About Different Life Styles, Customs and Religions

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 51 61 59Hawaiian 49 59 65

Other 44 51 60

Percent Often & Very Often

Figure 72

46

Students Having Serious Discussions with Students with Very Different Personal Values and Philosophy of Life

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 37 41 44Hawaiian 39 32 41

Other 30 37 40

Percent Often & Very Often

Figure 73

Students Having Serious Discussions with Students Whose Political Opinions Differed From Yours

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 23 28 31Hawaiian 27 27 37

Other 20 25 30

Percent Often & Very Often

Figure 74

47

Students Having Serious Discussions with Students From a Country Different From Yours

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 22 24 28Hawaiian 19 20 25

Other 18 26 32

Percent Often & Very Often

Figure 75

4840 42

49 45 42

Filipino Hawaiian Other0

20

40

60

80

100

1999 2002

Figure 76

Percent Often & Very Often

Students Having Serious Discussions with Students Whose Ethnicity Was Different From Yours

48

Used a Campus Lounge to Relax or Study by Yourself

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 20 34 35Hawaiian 18 26 23

Other 15 26 23

Percent Often & Very Often

Figure 77

Used Recreational Facilities

2114

19

31

21 23

Filipino Hawaiian Other0

20

40

60

80

1999 2002

Figure 78

Percent Often & Very Often

49

Met Other Students at a Campus Location (Campus Center, etc.) for a Discussion

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 50 52 50Hawaiian 39 30 42

Other 35 39 38

Percent Often & Very Often

Figure 79

Attended a Cultural or Social Event in the Campus Center or Other Campus Location

21 2013

2216

11

Filipino Hawaiian Other0

20

40

60

80

1999 2002

Figure 80

Percent Often & Very Often

50

Went to a Lecture or a Panel Discussion

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 12 14 12Hawaiian 10 18 11

Other 6 13 9

Percent Often & Very Often

Figure 81

To Play a Team Sport

12 13 1312 10 10

Filipino Hawaiian Other0

20

40

60

80

1999 2002

Figure 82

Percent Often & Very Often

51

Follow a Regular Schedule of Exerciseor Practice in Some Sports On-Campus

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 23 27 27Hawaiian 26 34 23

Other 18 28 26

Percent Often & Very Often

Figure 83

Discussed Your Career Plans and Ambitions with a Faculty Member

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 14 26 30Hawaiian 20 30 27

Other 11 20 25

Percent Often & Very Often

Figure 84

52

Emphasis on Developing Vocational Competence

1996 1999 20021

1.52

2.53

3.54

4.55

5.56

6.57

Filipino Hawaiian Other

Filipino 4.3 4.7 4.9Hawaiian 4.4 4.2 4.6

Other 4.2 4.3 4.5

Figure 85

1 = Weak Emphasis7 = Strong Emphasis

Gain Vocational or Career Training

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 38 65 73Hawaiian 41 48 55

Other 38 50 57

Figure 86

Percent Quite a Bit & Very Much

53

Gain a Range of Information That May Be Relevant to a Career

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 61 68 77Hawaiian 68 69 67

Other 54 58 65

Figure 87

Percent Quite a Bit & Very Much

Gain Background and Specialization for Further Education In Some Professional, Scientific or Scholarly Field

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 45 59 75Hawaiian 58 51 72

Other 45 53 67

Figure 88

Percent Quite a Bit & Very Much

54

Learning to Adapt to Change (New Technologies, Different Jobs, etc.)

78

62 63

82

66 69

Filipino Hawaiian Other0

20

40

60

80

100

1999 2002

Figure 89

Percent Quite a Bit & Very Much

Gain in Enjoyment of Literature

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 32 38 42Hawaiian 26 39 42

Other 24 29 35

Figure 90

Percent Quite a Bit & Very Much

55

Talked About Art

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 13 39 23Hawaiian 12 30 39

Other 13 32 34

Percent Often & Very Often

Figure 92

Gain in Enjoyment of Art, Music and Drama

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 34 41 37Hawaiian 33 36 36

Other 26 30 34

Figure 91

Percent Quite a Bit & Very Much

56

Went To An Art Event

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 7 27 15Hawaiian 11 29 24

Other 10 25 24

Percent Often & Very Often

Figure 93

Participated In An Art Activity

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 10 23 15Hawaiian 14 27 21

Other 13 25 21

Percent Often & Very Often

Figure 94

57

Went To A Music Event

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 14 32 26Hawaiian 12 44 45

Other 10 31 27

Percent Often & Very Often

Figure 96

Talked About Music or Musicians

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 30 56 55Hawaiian 31 57 58

Other 27 49 52

Percent Often & Very Often

Figure 95

58

Participated In A Music Event

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 8 21 16Hawaiian 9 19 23

Other 8 16 19

Percent Often & Very Often

Figure 97

University Emphasis on Developing Information Literacy Skills

5.24.8 4.9

5.35 5

Filipino Hawaiian Other1

2

3

4

5

6

7

1999 2002

Figure 98

59

Access to Computers

96 94 96100 98 97

Filipino Hawaiian Other0

20

40

60

80

100

120

1999 2002

Figure 99

Percent

Gain in Using Computers and Other Information Technologies

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 60 77 73Hawaiian 50 56 77

Other 52 67 66

Figure 100

Percent Quite a Bit & Very Much

60

Use of Computers2002

92

87

86

63

41

41

35

20

15

92

82

82

62

41

34

31

21

12

92

84

84

57

38

32

30

17

12

Word processing

E-mail

Internet/WWW

Graphics, Spreadsheets

Statistical analysis

Retrieve data non-

Web pages, multi-

Tutorials

Class discussions

0 20 40 60 80 100

Filipino Hawaiian Other

Percent

Figure 101

university library

media presentation

Talk About Computers and Other Technologies

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 41 46 51Hawaiian 31 49 53

Other 42 49 49

Percent Often & Very Often

Figure 102

61

Talk About Social and Ethical Issues Related to Science and Technology

1996 1999 20020

20

40

60

80

100

Filipino Hawaiian Other

Filipino 32 36 32Hawaiian 32 48 45

Other 24 28 39

Percent Often & Very Often

Figure 103