Diving into the

Diversity of Upper
Level Courses
Amy Engler
Problem:
The diversity of upper level courses does
not reflect with our student body racial
diversity.
Plan:
Use the Pearson Correlation statistical
analysis to decide if there is correlation
between a students of ethnic diversity
and white students as to why there is not
more diversity in upper level courses.
Plan Rational:
By using the Pearson model, it will show it there is correlation. With the t-chart, the
sample size needs to be smaller and one may already know there is a correlation.
Walzer, M. S., & Nottis, K. E. K. (2013). The effect of undergraduates' major, gender, race/ethnicity, and school year on
teacher enmeshment. College Student Journal, 47(4), 677+. Page 10

This study looked at gender & race/ethnicity and their relationship to success at
the undergraduate level. Although there were no major outlier, something that did
affect successfulness in their school was relationships build with the faculty.
Furthermore, working with a professor related to success in undergraduate
research. To test this student an 8-item teacher enmeshment subscale of the
Separation-Individuation Test of Adolescence was used. From here students
rated themselves on this scale before it was reviewed as a research study.
Myron Kukla / The Grand,Rapids Press. (2007, Aug 21). West ottawa retools GPA standards. The Grand
Rapids Press Retrieved from page 5

A school in Michigan looks at taking changing their GPAs for students in this
school for students who take challenging courses. Their argument is that
students are punished on their GPA for taking rigorous courses and that these
courses should be celebrated for taking them. This new procedure inflates
their GPA so that these students are considered for academic scholarships.
Zhang, P., & Smith, W. L. (2011). From High School to College: The Transition Experiences of Black and White Students.
Journal of Black Studies, 42(5), 828-845. doi:10.1177/0021934710376171

This article discussed ways in which the transition to from high school to
college was different for white students versus black students. The study
went on to discuss that black students relied more on guidance counselors in
high school to get into college and once they were there the succeed more
when an orientation program was in place for them. This was in comparison
to their white peers.
Sack, J. L. (2004, October 6). UC Board Raises Minimum GPA, Student Ire; Critics Contend Blacks and Latinos to be Hit
Hardest. Education Week, 24(06), 19. Page 2

The University of California has changed their minimum grade point average
needed for acceptance. This does little to their incoming white population.
Who it does affect though is their African-American and Hispanic students.
These students tend to enter the University of California with a lower GPA and
will be hurt by this decision. They changed this as the number of students
who were eligible for the University of California was way higher than they
wanted and they wanted to keep it a prestigious University.

The prestigious University of California system has raised the minimum grade point average needed for acceptance, a move some argue will hurt
the chances of many African-American and Hispanic students to gain admission.
Mckinney, A. P., Carlson, K. D., Mecham, R. L., D'angelo, N. C., & Connerley, M. L. (2003). RECRUITERS' USE OF GPA IN INITIAL SCREENING DECISIONS:
HIGHER GPAs DON'T ALWAYS MAKE THE CUT. Personnel Psychology, 56(4), 823-845. doi:10.1111/j.1744-6570.2003.tb00241.x

The most common data plots found in 42% of the decision sets suggests that
recruiters do not use GPA in screening decisions. But a surprising 81 of 548
decision sets indicated recruiters selected against applicants with high GPAs.
GPA is not always the best tool to decide if someone will get a job after
graduation.
Virginia de Leon, S. w. (1997, Aug 14). MINORITY KIDS STILL BEHIND SPOKANE'S BLACK, LATINO STUDENTS POST LOWER GPAS. Spokesman
Review

This school did a study looking at overall GPAs of their student body. What
they discovered was not something that surprised them, it only confirmed
what they believed. A leader from their district spoke publicly saying "I think
we have a lot of courage within our district (to study the statistics). A lot of
districts don't."
News and views: Lower high school GPAs do not mean that black students cannot cope with coursework at highly selective colleges. (1997).
The Journal of Blacks in Higher Education, , 26.

While many studies have been done at the High School level regarding low GPAs
of students of color, this study went on to see that a lower High School GPAs does
not mean that black students cannot cope with and succeed at highly selective
colleges. What is important to note is that what is seen as being unsuccessful at
lower levels seems to even out once students enter college. GPAs are much
more closely related at the college level between white students and those of
color.
Hamilton, T. (2010). Understanding the black college student experience: The relationships between racial identity, social support, general
campus, academic, and racial climate, and GPA (Order No. 3415842). Available from ProQuest Dissertations & Theses Global. (734663336).

This article goes in depth as to why many Black students are failing to
complete either a 2- year or a 4-year college degree. Failing to do so places
them at a risk of earning a significantly lower annual income compared to
those with a college degree, having fewer career opportunities, being
incarcerated, and not having access to healthcare services. This study looked
closely at racial identity as a main factor to success and campus views of racial
topics.
Scafidi, B. P., Clark, C., & Swinton, J. R. (2015). Who takes advanced placement (AP)? Eastern Economic Journal, 41(3), 346-369.

This study looks at the profile of students who take Advanced Placement (AP)
Economics. What they found was there are certain demographics of students
who take this course. More specifically, African-American and Hispanic
students and students from low-income backgrounds are about half as likely
to be enrolled in AP Economics than other students.
Bavis, P. (2016). Detracked - and going strong: a diverse high school detracks its freshman courses and sees impressive gains down the road in terms of AP
attendance and achievement scores. Phi Delta Kappan, 98(4), 37.

In 2010, Evanston Township High School dramatically changed its freshman

year for incoming students. The school looked at freshman year as a pivitol
point for making choices that would get them on track for AP and CIS courses.
The school detracked freshman English, history, and biology courses for the
vast majority of students--and, by doing so, removed barriers for historically
under-represented student groups and provided greater access and
opportunity to all. Now, students have access to and succeed in the most
rigorous courses have opportunities to attend college and earn more during
their careers than those without similar access or success.
Hypothesis Testing: Sample Description
My sample included 5 different racial categories.
The racial categories include:
American Indian (1)
Asian/Pacific Islander (2)
Hispanic/Latino (3)
Black/African American (4)
Caucasian/White (5)
Data was compared with the percentage of students
in upper level courses (defined as CIS & AP courses) in
the 2015-16 school year:
American Indian (1)
Asian/Pacific Islander (2)
Hispanic/Latino (3)
Black/African American (4)
Caucasian/White (5)
Next Step:

Based on Hypothesis testing, the percentages should be similar.

Meaning, the number of students in upper level courses should represent the diversity of the school.

However, these numbers show inequity.

The next step was to find out if the GPA of students of diversity didnt allow them access to these courses.
 American Indian
Mean= 1.78
GPA of racial groups
SD= .25

Asian/Pacific Islander
Mean= 2.79
SD= .88

Hispanic/Latino
Mean= 2.31
SD= .84

Black/African American
Mean= 2.55
SD= .95
T Test = 0.38
Caucasian/White
**less than 0.5
Mean= 2.88
SD= .77
Based on Hypothesis testing, the percentages should be similar. Meaning, the number of students in upper
level courses should represent the diversity of the school. However, these numbers show inequity. The next
step was to find out if the GPA of students of diversity didnt allow them access to these courses.