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EXPLORING DATA FROM DIFFERENT PERSPECTIVES TO ADVANCE EQUITY
Hello!-AdeleI’m Ciji.
Assistant Director for Assessment and Strategic Initiatives for Housing and Residential Education
PRESENTATION OVERVIEW
2.So what?
3.Now what?
1.What?
1.WHAT?
What do we mean when we talk about equity and programming?
Equity compared to Equality
Equity: Is each student
that interacts with our
programs and/or
services getting what
they need from their
experience?
Equality: Is each
student that interacts
with our programs
and/or services getting
the same experience?
2.SO WHAT?
How does this connect to assessment practice?
“Assessment in higher education is uniquely positioned to transform inquiry as a more
inclusive practice in pursuit of equity because, “as an applied and interdisciplinary field of study, higher education has incredible opportunity to
draw on a wealth of scholarly traditions in order to critique the status quo, interrogate power,
theorize agency, and work toward social justice” (Pasque et al., 2012 p.17).
“At its core, assessment in higher education is “designed to help faculty and staff improve instruction,
programs, and services, and thus student learning, continuously” (Banta & Palomba, 2015, p. 3). To this
end, continued efforts to identify the impact of Student Affairs programs and services can be taken one step further by undergirding assessment practice with an
equity orientation.
In Practice…
○Are my programs and
services meeting their
learning and
operational outcomes?
○Are my programs and
services meeting their
learning and
operational outcomes
for diverse student
bodies?
3.NOW WHAT?
How can I explore data from different perspectives?
CENTERING MARGINALIZED VOICES
Break down data by different perspectives to have a better understanding of your
programs and services.
Are my programs and services meeting their learning and operational outcomes?
5.725.29
4.9
5.495.02
4.4
0
1
2
3
4
5
6
7
FeelAccepted SenseofBelong OA Learning OA Satisfaction ReturntoUNC OA Value
Overall Outcomes
How students respond to their sense of satisfaction across gender groups on a scale of 1 to 7.
How students respond to feeling accepted across gender groups on a scale of 1 to 7.
Students living on campus are more likely to return to the university in the following semester than students living off campus.
Spring
2013
Fall
2013
Spring
2014
Fall
2014
Spring
2015
Fall
2015
Resident 98.2% 97.9% 96.6% 98.0% 96.8% 98.3%
Commuter 92.7% 96.6% 94.2% 95.9% 94.0% 97.2%
Male and female students living on campus are consistently more likely to return to the university in the following semester than their
counterparts living off campus. Information for students identifying as transgender, intersex, or non-gender conforming is not available.
Spring
2013
Fall
2013
Spring
2014
Fall
2014
Spring
2015
Fall
2015
Male Resident 98.0% 97.0% 95.8% 97.9% 96.3% 97.9%
Commuter 91.2% 95.7% 92.9% 94.2% 91.9% 96.4%
Female Resident 98.3% 98.4% 97.2% 98.1% 97.2% 98.5%
Commuter 93.8% 97.3% 95.1% 97.1% 95.6% 97.8%
Males Spring
2013
Fall 2013 Spring
2014
Fall 2014 Spring
2015
Fall 2015
Black (Non-
Hispanic)
Resident 96.9% 97.1% 95.7% 97.1% 96.6% 97.0%
Commuter 76.0% 90.1% 81.3% 84.3% 81.1% 90.3%
Hispanic Resident 97.8% 96.7% 96.3% 97.6% 96.8% 99.2%
Commuter 89.9% 92.0% 87.6% 90.9% 89.6% 95.7%
American
Indian/ Alaskan
Native
Resident 100.0% 92.9% 100.0% 100.0% 94.7% 95.5%
Commuter 78.6% 81.0% 100.0% 95.2% 100.0% 100.0%
Native
Hawaiian/
Pacific Islander
Resident 100.0% 100.0% 100.0% 100.0%
Commuter 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
Asian Resident 97.6% 98.8% 98.2% 99.6% 98.8% 99.3%
Commuter 89.6% 97.6% 92.6% 96.3% 91.8% 97.7%
White (Non-
hispanic)
Resident 98.3% 96.9% 95.6% 97.8% 96.4% 97.7%
Commuter 92.6% 96.4% 94.1% 94.7% 92.6% 96.8%
Centering Marginalized Voices
Centering marginalized voices not only in data collection, but also in analysis, action planning, and reporting enriches assessment practice and enables data to be used in transformative ways in the pursuit of equity
ASSIGNING MEANING TO DATA
Understanding and mitigating how who we are influences what we see in our data
“Mental models are an individual’s conscious or subconscious understanding or conceptualization of
information and experience (Johnson-Laird, 1983) that drive action. Enacted mental models help an individual
negotiate and process information in the form of declarative knowledge (knowing what), structural
knowledge (connections between ideas), and procedural knowledge (knowing how to do) (Holland,
Holyoak, Nisbett, & Thagard, 1986).
“How professionals practice assessment is inextricably linked to the identities held by practitioner such
that,“...as individual leaders, we practice within norms, assumptions, values, beliefs, and behaviors originating
in our multiple identities...In addition, identity influences experiences and perceptions of power or
lack thereof and affects how we think about and practice within power structures of colleges and
universities.” (Chávez & Sanlo, 2013, p. 9)
COLLBORATIVE APPROACHES
Advancing equity by adding voices to the table and working together to make
meaning from the data
In Practice…
○Multicultural Advisor open-ended data○Safety on campus
In Practice…
In Practice
Men of Color
Learning Outcomes
Retrospective Pre/posttest
EBI Results Safety & Security
Disaggregate data
Revised LOs
In practice….Staff Engagement Data
○Positionality ●Lens/identities of assessment professional (mid-level)
○Centering of Voices ●Disaggregating the data
○Collaborative approach ●Discussing results
○Agency of participants ●Sharing the data●Engaging the audience ●Crowd-sourced action items
4.ADDITIONAL CONSIDERATIONS
Proactive approaches to desgining assessment tools and analyzing data for equity
Additional Considerations
○Positionality/subjectivity○Collaboration○Agency of the participant○Centering voices○Methodological diversity
CREDITS
Special thanks to all the people who made and released these awesome resources for free:
○ Presentation template by SlidesCarnival
○ Photographs by Unsplash
CREDITS
Bensimon, E. M. (2005). Closing the achievement gap in higher education: An organizational
learning perspective. New Directions for Higher Education, 2005(131), 99-111.
DeLuca Fernández, S. (2015). Critical Assessment [PDF of powerpoint slides]. Retrieved
from http://studentaffairsassessment.org/structured-conversations
Martinez-Alemán, A. M., Pusser, B., & Bensimon, E. M., Eds. (2015). Critical approaches to the
study of higher education: A practical introduction. Baltimore: Johns Hopkins University
Press.
Pasque, P. A., Carducci, R., Kuntz, A. M., & Gildersleeve, R. E. (2012). Qualitative inquiry for
equity in higher education: Methodological innovations, implications, and interventions
(6th
ed., Vol. 37). San Francisco, CA: Jossey-Bass.
