STUDENT MEMBERS OF SOCIAL ORGANIZATIONS ARE MORE LIKELY THAN THEIR COUNTERPARTS TO PARTICIPATE IN BOTH FORMAL AND INFORMAL ENGAGEMENT ACTIVIITES
Stanley Gordon
Presentation: Association of Black Sociologists Conference, Montreal, Quebec, 2006
INTRODUCTION
Students who are engaged in their learning processes are more likely to complete their undergraduate degrees than those who are not. Defining student engagement, particularly as it related to classroom and community activities, is key to understanding how best to design programs that meet both students’ personal development and academic achievement. Thus, many institutions have attempted to determine and develop programs, which identify and incorporate key elements to student engagement. The purpose of this study is to examine the level of student engagement at Morgan State University (MSU). In particular, we examined gender differences, differences in class rank, and differences between students who are members of social organizations that have a primary purpose of service. To measure students’ engagement, we used the 2005 National Survey of Student Engagement (NSSE). This survey is an instrument that was used by 660,000 first-year and senior students, from 529 participating four-year colleges and universities across the country. There were approximately 245,000 students who responded to the survey (NSSE 2005). The survey was used to collect information about the students’ participation in programs and activities by which the schools provide for their learning and personal development.
METHODS
Participants/Procedures/Measures
2005 National Survey of Student Engagement (NSSE)
247 females and 101 males, (primarily African-American)
78 freshmen and 225 seniors
38 (24=females; 14=males) participants in a social organization (e.g., sorority or fraternity)
Participation in formal activity (e.g., service learning)
Participation in informal activities (e.g., community service or volunteer work)
Perceptions related to students’ ability to solve real world problems
Perceptions related to students’ contributions to the welfare of the community
Operational Definitions
Student Engagement will be defined based on items on the 2005 NSSE Survey as it relates to students involvement in community service or volunteer activities; or participation in a community-based project (e.g., service learning) as part of a regular course. The item that is curriculum based (e.g., participation in a community-based project) will be considered formal student engagement activities. Those activities based on volunteerisms (e.g., community service or volunteer work) for the purpose of this paper will be considered informal.
Perceptions of student engagement will be measured by responses to items on the NSSE related to their ability to solve real world problems, and contribution to the welfare of the community.
RESULTS / SUMMARY
Participation in community-based projects as part of a regular course (formal engagement)
Chi square analyses, which evaluated gender, social affiliation, and interaction between gender and social affiliation revealed the following. While there were no main differences between males and females involvement in formal engagement, there were main differences between those students who were members of social organization (c 2=28.4, df=3, p<. 0001). Males and females who were members of social organization and their engagement based within a regular course, indicated that there were significant differences among males’ formal engagement (c2=14.4, df=3, p=.002) and their social affiliation and females’ formal engagement (c2=15.1, df=3, p=.002) and their social affiliation. Of the males who were not members of a fraternal organization, most (52.4) never took part in a community-based project as part of a regular course and only 15.4% participated often/ very often. Of the males who were members of a fraternal organization, most (57.2) reported having often/very often being involved in a community-based project as opposed to 21.4% who reported never having been involved. Analyses revealed that there are main differences between students’ classification (x2 =42.3, df=12, p= .0001) and their participation in a community-based project. Seniors (55.1%) reported to have participated in a community-based project sometimes/often/very often.
Perception: Based on gender and their participation in a community-based project (e.g., service learning), as part of a regular course, there are no main difference in males personal development in solving complex real-world problems. However, there are main differences in females who believed that their experience at Morgan State University (MSU) has contributed to their knowledge, skills, and personal development in solving complex real-world problems (c 2=34.7, df=9, p<.0001). Approximately 57.9% of females believed very much that their participation in formal engagement has contributed to their development in solving complex real-world problems. There were main differences in females who participated in formal engagement and in their belief that their experiences at MSU has contributed to their knowledge, skills, and personal development in solving complex real-world problems (c 2=21.3, df=9, p<.011).
Community Service and Volunteer Work (informal engagement)
There were no main differences between males and females involvement in informal engagement. However, there are main differences in the interaction between gender and social affiliation in their engagement in community service and volunteer work. Males and females who were members of a social organization and their engagement in community service and volunteer work, indicated that there were significant differences among males’ informal engagement (c 2=8.2, df=3, p<.042) and their social affiliation and females’ informal engagement (c 2=11.4, df=3, p<.010) and their social affiliation. Of the males who reported to be members of a social organization, 12 (85.7) reported to have done community service or volunteer work. As for females, who were members of a social organization, 21 (87.5) reported to have done community service or volunteer work. In evaluating social memberships there were main differences in informal engagement (c 2=19, df=3, p<.0001). Based on student’s classification, there is a significant difference in informal engagement (c 2=75.9, df=12, p<.0001). Most seniors (67.3) have done community service or volunteer work, while only 30% of freshmen have done any community service or volunteer work.
Perception: There were main differences in both males’ and females’ participation in informal engagement and their belief that their engagement has helped in fostering their development in contributing to the welfare of their community. Males and females who participated in community service or volunteer work, indicated that there were significant differences among males’ belief that their involvement in informal activities helped to contribute to the welfare of their community(c2=20.1, df=9, p<.017); and female informal engagement (c 2=27.7, df=9, p<.0001). For males engaged in informal activities, 32 (64%) reported that their experience at MSU has helped quite a bit/very much to their knowledge, skills, and personal development in contributing to the welfare of their community. Approximately, 81 (59%) females engaged in informal activities, reported that their experience at MSU has helped quite a bit/very much to their development in contributing to the welfare of their community.
ACKNOWLEDGEMENTS
Morgan State University
Dr. Dorothy C. Browne, Center for Health Disparities Solutions
Dr. Pamela Scott-Johnson, Department of Psychology
Dr. Maurice St. Pierre, Department of Sociology
Dr. Estelle Young, Department of Sociology
Ms. Bonika Steward, Center for Health Disparities Solutions
Stanley R. Gordon, MUPDD
Graduate Research Assistant
Morgan State University
