Measuring Racial Bias and General Education Assessment

Abstract

In this article we discuss a model for assessing general education student learning outcomes related to reducing racial bias in postsecondary students. As many postsecondary institutions do, our institution attempts to address racial bias through our general education curriculum, but it is difficult to assess improvement in this area. We used the Color-Blind Racial Attitude Scale (CoBRAS) assessment tool to analyze changes in racial bias as a general education student outcome. Results of a linear regression model with a number of covariates indicated that passing a Global Awareness course (β = −0.193, p = .007) and passing a U.S. Communities course (β = −0.154, p = .021) were statistically significantly related to improved CoBRAS scores. Results of a matched pair design model revealed further evidence of an association between taking Global Awareness and U.S. Communities courses and CoBRAS scores.

Improving Institutional Evaluation Methods: Comparing Three Evaluations Using PSM, Exact and Coarsened Exact Matching

“…Students taking both a GA and a USC course had significantly lower (improved) racial bias scores (47.30, p = 0.000, Cohen's d = 0.857 indicating a large effect size) than their matched peers who did not participate in either (61.14). For science/business/math/computer science majors, there was an even larger difference (41.82 vs. 66.82 respectively; p = 0.020; Cohen's d = 1.555 indicating a very large effect size) compared to other majors (Blankenberger et al, 2017).…”

“…Evaluating student outcomes is not easy, but it can help to conceptualize the process as a type of program evaluation (Blankenberger & Cantrell-Bruce, 2016;Blankenberger et al, 2017;Blankenberger, 2020;Cantrell-Bruce & Blankenberger, 2015). The classic systems theory model has been in use for decades in organizational theory and provides a model to aid those engaged in evaluations.…”

“…The second evaluation we have included is for an upper division educational program in part intended to help reduce racial bias and improve cultural understanding. Many institutions include general education outcomes related to reducing racial bias, developing citizenship, improving cultural awareness, et al (Blankenberger et al, 2017;Cohen, 2013;Furman, 2013), but assessing these is challenging. For this program analysis, one of the authors along with several co-authors conducted an analysis of the impact of the university's upper division engaged citizenship common experience (ECCE) coursework on improving racial bias (Blankenberger et al, 2017).…”

“…Many institutions include general education outcomes related to reducing racial bias, developing citizenship, improving cultural awareness, et al (Blankenberger et al, 2017;Cohen, 2013;Furman, 2013), but assessing these is challenging. For this program analysis, one of the authors along with several co-authors conducted an analysis of the impact of the university's upper division engaged citizenship common experience (ECCE) coursework on improving racial bias (Blankenberger et al, 2017). At the university, the general education program includes ten semester hours of upper division ECCE courses: a one semester hour speakers series course, along with three courses in two of the following three categories, global awareness (GA), U.S. communities (USC), and engagement experience (mostly internships and research projects).…”

“…Higher education institutions are facing increasing pressure from accrediting bodies, and from state and federal regulatory agencies to improve accountability by creating meaningful evaluations of student success. These bodies expect institutions to provide evidence of student retention and completion (Blankenberger & Williams, 2020;Conner & Rabovsky, 2011;Heller, 2001;Ochoa, 2011;Russell, 2011;Spellings, 2006; U.S Department of Education, 2011), and of student learning (Blankenberger et al, 2017, 2020, Astin, 2012Kuh & Ikenberry, 2009;National Governors' Association, 1986;Spellings, 2006). However, measuring student performance in meaningful ways is challenging.…”