Race and Relations
Abby Owens
Sarah Peek
Rachael Robinson
Joseph Rogers
Research Questions and/or Hypotheses
 How do white males compare to their non-white and
female peers with regards to perspectives on issues
of race?
 What relationship, if any, exists between racial
diversity and relationships between students?
Descriptive Statistics
Inferential Statistics
Results
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A multiple linear regression was calculated to predict students’ views on whether affirmative action in college
admissions should be abolished based on whether or not they identified as White/Nonwhite and what gender
they indicated. A significant regression equation was found (F(2, 37069) = 2260.266, p < 0.01), with an R2 =
0.109.
Results suggest that views on whether affirmative action in college admissions should be abolished were equal
to [-.344 * gender + + .675 * White/Non-White] + 1.944. The expected affirmative action view for a White,
male student would be [-.344 (1) + .675 (2)] + 1.944 which is equal to 2.95. Both variables were statistically
significant, and percentage of variance explained by these factors would have 10.9% practical implications.
The variance explained by White/Non-White identity (B = 0. .276) is a bit less than twice as much as explained
by gender (B = -0.171).
We computed a one-way ANOVA comparing college students’ race in regards to their ability to get along with
people of different cultures. A significant difference was found among groups (F(639,462) = 49.945, p < 0.05).
Bonferroni post-hoc test revealed statistically significant differences across multiple groups. For example,
Black students (M = 3.84, SD = 0.84) scored lower than Hispanic students (M = 3.94, SD = 0.82) and higher
than students identified as two or more race/ethnicity (M = 3.71, SD = 0.82). Results suggest that Hispanic
students show the strongest ability of getting along with people from other cultures, whereas students
identified as two or more race/ethnicity show the weakest ability of getting along with people from other
cultures.
We also computed a one-way ANOVA comparing college students’ ability to work cooperatively with others. A
significant difference was found among groups (F(639,440) = 15.918, p < 0.05). Bonferroni post-hoc test
revealed statistically significant differences across multiple groups. For example, Asian students (M = 3.93,
SD = 0.70) scored lower than Hispanic students (M = 4.08, SD = 0.73) and higher than American Indian
students (M = 3.86, SD = 0.86). Results suggest that Hispanic students show the strongest ability of working
cooperatively with others, whereas American Indian students show the weakest ability of working
cooperatively with others.
Findings
 White males’ perspective on race issues was found to be
significant in terms of whether race should be a factor in
decision-making (affirmative action) as compared to
other groups.
 EEU was concerned about race relations on campus and
wanted to know if racial tension was impacting student
enrollment (students leaving or withdrawing). We found
that the ability to get along with people of other races was
dependent upon racial groups. Results suggest that
Hispanic students show the strongest ability of getting
along with people from other cultures, whereas students
identified as two or more race/ethnicity show the
weakest ability of getting along with people from other
cultures.
Implications/Recommendations
Based on this data, more than half of the
students survey reported having social interactions
with students of different races/ethnic groups over the
last year. To further research these interactions, we
recommend the following research:
 How often do these interactions occur?
 Do these interactions happen naturally? Or are they
instigated by the college?
 Do students view these interactions positively or
negatively?