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2015The American Freshman:National Norms Fall 2015Kevin EaganEllen Bara StolzenbergAbigail K. BatesMelissa C. AragonMaria Ramirez SuchardCecilia Rios-Aguilar
The American Freshman:National Norms Fall 2015Prepared by the Staff of theCooperative Institutional Research ProgramKevin EaganEllen Bara StolzenbergAbigail K. BatesMelissa C. AragonMaria Ramirez SuchardCecilia Rios-AguilarHigher Education Research InstituteGraduate School of Education & Information StudiesUniversity of California, Los Angeles
Higher Education Research InstituteUniversity of California, Los AngelesCecilia Rios-Aguilar, Associate Professor and DirectorHERI Affiliated ScholarsWalter R. Allen, Allan Murray Cartter Professor ofHigher EducationAlexander W. Astin, Founding Director andSenior ScholarMitchell J. Chang, ProfessorM. Kevin Eagan Jr., Assistant Professorin ResidenceSylvia Hurtado, ProfessorPatricia M. McDonough, ProfessorLinda J. Sax, ProfessorVictor B. Sáenz, Associate Professor,University of Texas at AustinThe Higher Education Research Institute (HERI) is based in the Graduate School of Education &Information Studies at the University of California, Los Angeles. The Institute serves as an inter disciplinarycenter for research, evaluation, information, policy studies, and research training in postsecondary education.3005 Moore Hall/Box 951521, Los Angeles, CA 90095-1521 www.heri.ucla.edu 310-825-1925ACKNOWLEDGEMENTS: Cover design by Escott & Associates. Page layout and text design by The Oak Co.The authors wish to thank Dominique Harrison for her incredible efforts in managing the survey administration forparticipating campuses.Published by the Higher Education Research Institute.Suggested citation:Eagan, K., Stolzenberg, E. B., Bates, A. K., Aragon, M. C., Suchard, M. R., & Rios-Aguilar, C. (2015).The American freshman: National norms fall 2015. Los Angeles: Higher Education Research Institute, UCLA.To download additional copies of this monograph, please visit www.heri.ucla.eduCopyright 2016By the Regents of the University of CaliforniaISBN 978-1-878477-60-6 (paperback)ISBN 978-1-878477-61-3 (e-book)ISBN 978-1-878477-62-0 (e-book, expanded edition)ISBN 978-1-878477-63-7 (print-on-demand)
Dr. Helen “Lena” Stavridou Astin1932–2015This 50th CIRP Freshman Survey monograph is dedicated in loving memory toDr. Helen “Lena” Astin, an exceptional scholar, teacher, colleague, mentor, andfriend. Lena’s commitment to understanding women’s experiences and her passion,strength, and kindness will be carried on by those of us who were fortunate enoughto know her and learn from her.
CONTENTSList of TablesviList of FiguresviIntroduction1The American Freshman: National Norms Fall 20155College Freshmen Signal Revival of Student Activism,Political and Civic Engagement7Pell Grants: A Necessary but Insufficient Mechanism to Pay for Collegeamong Low-Income StudentsDemographicsFinancing CollegeAcademic BackgroundChoice1010111213Women More Concerned Than Men about College Finances14Good Jobs and Graduate Schools Gain Favor in the College Choice Process16College Applications and Admission to First-Choice InstitutionVary by High School Type17Examining Connections among Sexual Orientation, Emotional andMental Health, and Expectations for Campus Involvement18Pre-College Tutoring, Remediation Drop While Expectations forRemedial Work Hold Steady20Summer Bridge Programs Offer a Supportive Pathway forIncoming College Students21Reconsidering Students’ Religious Preference: Two New Choices Added22Incoming Freshmen Continue Drifting Left Politically24References26The 2015 National NormsAll First-Time, Full-Time Freshmen by Institutional Type29Appendix A: Research Methodology57Appendix B: The 2015 CIRP Freshman Survey Instrument67Appendix C: Institutions Participating in the 2015 CIRP Freshman Survey75Appendix D: The Precision of the Normative Data and Their Comparisons83About the Authors87v
Tables1.2.3.Recent Increases in Importance of Practical and Economic Factors inStudents’ College Choice Process, 2012–201516Recent Decreases in the Importance of Practical and EconomicReasons Influencing Students’ Decision to Pursue a College Degree,2012–201517Percentage of Students Who Have Had Special Tutoring orRemedial Work in High School, 2013 and 201520Figures1.Expectations of Participating in Student Protests and Demonstrations,by Race/Ethnicity7Recent Increases in the Importance Placed on Civic Engagement,2011–201583.Personal Importance of Helping Promote Racial Understanding, by Race94.Personal Importance of Influencing the Political Structure, by Race95.Proportion of Students Receiving Pell Grants, by Race/Ethnicity106.Distribution of Parental Income, by Pell Grant Status117.Reliance upon Alternative Resources to Pay for College,by Pell Grant Status118.Differences in High School Grade Distributions, by Pell Grant Status139.Factors Influencing College Choice, by Pell Grant Status132.vi10. Students’ Likelihood of Getting a Job to Pay for College,by Parents’ Income Level1511. Students’ Financial Concerns, by Type of Institution1512. Choice of Attendance, by High School Type1813. Feeling Overwhelmed or Depressed, by Sexual Orientation1914. Expectations for Remedial Work or Special Tutoring,by High School Type2115. Differences in Students Not Affiliating with a Particular Religion,by Race/Ethnicity2316. Differences in Students Not Affiliating with a Particular Religion,by Sexual Orientation2317. Examining Students’ Political Views24
INTRODUCTIONStudent protests and the return of court casesconcerning affirmative action in admissionsranked among the top higher education storiesof 2015. Protests on one college campus—theUniversity of Missouri—led to the resignationof the institution’s president. Additionally, theSupreme Court once again heard oral argumentsin the Fisher v. University of Texas case challenging the legality of the University’s admissionspolicies. Studies out of the Higher EducationResearch Institute (HERI) analyzing datafrom surveys administered by the CooperativeInstitutional Research Program (CIRP) continueto inform these and other issues pertaining tothe lives of college students and faculty.In the fall of 2015, HERI released two criticalresearch briefs that underscore the educationalbenefits of enrolling a diverse body of students.The first brief, written by Dr. Uma Jayakumar,analyzes data from the CIRP Freshman Surveyand College Senior Survey (CSS). Jayakumar(2015) finds that increased same-race representation for students of color correlates with reducedracialized vulnerability and has no effect on thefrequency with which students of color interactwith peers from different racial or ethnic backgrounds. By contrast, White students who enrollat campuses with greater proportions of Whiteundergraduates experience a decrease in bothracialized vulnerability and the frequency withwhich they interact with peers from differentracial and ethnic backgrounds.In the fall of 2015,A second research brief,HERI released twoauthored by Drs. SylviaHurtado and Adrianacritical research briefsRuiz Alvarado, analyzesthat underscore thedata from CIRP’s Diverseeducational benefitsLearning Environmentsof enrolling a diverse(DLE) survey. Hurtadobody of students.and Ruiz Alvarado (2015)find that Black and Latinostudents who enroll atmore racially diverse campuses have lowerlikelihoods of reporting incidents of bias ordiscrimination to campus authorities comparedto their peers who attend less racially diversecampuses. Similarly, the authors note that, ascampus diversity increases, Latino studentsreport experiencing less frequent incidents ofdiscrimination and bias. Generally speaking,the same finding holds for Black students at themost racially diverse campuses compared to theirpeers at the least racially diverse campuses. Theauthors conclude by urging campuses to becomemore inclusive so that students from all backgrounds may thrive.In addition to informing court cases, CIRPdata continue to feature prominently in studiesfocused on science, technology, engineering, andmathematics (STEM) education. For example,Dr. Juan Garibay (2015) analyzes data fromthe 2004 CIRP Freshman Survey and 2008CSS to understand the factors that contributeto developing a stronger commitment to socialagency, and the study has a specific focus ondifferences between students in STEM majors1
and their peers pursuing degrees in other fields.Results show that students who start and persistas STEM majors during college have weakercommitments to social agency by the end ofcollege compared to their peers who neverpursued a STEM major. Garibay (2015) alsofinds that, although students’ aspirations formany STEM-related careers (e.g., engineer,scientific researcher, computer scientist) have anegative association with a commitment to socialagency by the end of college, students who planto work in health professions actually exhibit astronger orientation toward social agency thantheir counterparts interested in pursuing nonSTEM careers.In addition to informing courtcases, CIRP data continue tofeature prominently in studiesfocused on STEM education.In another study focused on STEM education,Sax, Kanny, Riggers-Piehl, Whang, and Paulson(2015) analyze several years of data from theCIRP Freshman Survey to examine how theimportance of students’ math self-confidencein predicting intentions to major in STEM haschanged over time. The authors find that, whilestudents intending to major in STEM tend tohave stronger confidence in their math abilitiesthan their peers intending to pursue non-STEMmajors, great variation exists with respect tomath self-confidence across the subdisciplineswithin STEM. Additionally, the strength of therelationship between students’ confidence intheir math abilities and whether they intend topursue a STEM major has changed over time,growing stronger for women intending to2pursue math/statistics but becoming weakerfor women intending to pursue other STEMrelated disciplines.HERI’s continued contributions to the studyof undergraduate STEM education extend wellbeyond studies published in 2015. For the pastyear, HERI researchers have worked closely withcampuses funded by the National Institutesof Health under the Building InfrastructureLeading to Diversity (BUILD) initiative as wellas leaders of the National Research MentoringNetwork (NRMN). Over the next severalyears, data collected through HERI’s suite ofstudent and faculty surveys will be merged withother local and national datasets to inform thenational evaluation of these initiatives, whichaim to diversify the pool of individuals workingin biomedical research careers.In addition to research on STEM education,researchers have relied upon longitudinal CIRPdata to examine the long-term effects of undergraduate experiences on civic engagement.Bowman, Park, and Denson (2015) examinecivic outcomes for students six years after theygraduated with their bachelor’s degree. Usingmultilevel propensity score analysis to examinedata from the 1994 Freshman Survey, 1998College Student Survey (now known as theCollege Senior Survey), and the 2004 follow-upsurvey that focused on civic engagement, theauthors find that students who participated inracial/ethnic student clubs and organizationsin college tend to exhibit significantly morecivic engagement across several dimensionssix years after college compared to their peerswho did not participate in such groups. Theauthors argue that these findings underscore thevalue of racial/ethnic student organizations oncollege campuses.
In a study focused on students’ racial identity,Hurtado, Ruiz Alvarado, and Guillermo-Wann(2015) analyze data from the pilot administration of CIRP’s DLE survey. The authors findthat students at two- and four-year institutionswho are more often exposed to a curriculumof inclusion and more frequently participate incocurricular diversity activities report strongerracial identity salience (i.e., thought about theirrace/ethnicity more often). Similarly, havingmore frequent conversations about race andmore frequent experiences with discriminationand bias correlate with students thinking abouttheir racial/ethnic identity more often.In addition to studies focused on students,researchers also published several studies usingdata from the HERI Faculty Survey during2015. Eagan, Jaeger, and Grantham (2015)analyze data from the 2010–11 HERI FacultySurvey to examine correlates of job satisfaction for part-time faculty. The authors findthat part-time faculty who have use of a privateor shared office space and who feel respectedby their full-time colleagues tend to expressgreater workplace satisfaction. In another studyutilizing HERI Faculty Survey data, Eagan andGarvey (2015) examine the connection amongfaculty’s social identity (race, gender), stress,and productivity. The authors describe thatthe relationship between feeling stressed due tosubtle discrimination and research productivitydepends upon faculty’s race/ethnicity. Whitefaculty tend to be unaffected in terms of researchproductivity as their levels of stress due to subtlediscrimination increase; by contrast, faculty ofcolor tend to produce significantly less researchwhen they experience greater stress due to subtlediscrimination.In addition to the dozens of peer-reviewedjournal articles, research briefs, monographs,book chapters, and conference presentationsproduced by researchers using CIRP datathroughout 2015, HERI achieved a number ofmilestones. Dr. Sylvia Hurtado stepped downin March after serving as Director of HERI for11 years. During her time as HERI Director,Dr. Hurtado brought a stronger focus on diversity and inclusion to the student and facultysurveys. She also helped to establish HERI asone of the premiere higher education researchcenters focused on undergraduate STEM education. Also of note, Dr. Hurtado added the DLEsurvey to the suite of tools campuses can use tounderstand their students’ experiences. In 2015,more than two dozen campuses participated inthe DLE survey, and more than twice as manyinstitutions are on pace to participate during the2015–16 survey cycle.In July 2015, HERI welcomed Dr. CeciliaRios-Aguilar as its new director. Dr. RiosAguilar joined HERI and the faculty at UCLAafter working several years as an associateprofessor at Claremont Graduate University.Dr. Rios-Aguilar’s research focuses on advancedquantitative methods, analysis of big data, andcommunity colleges.During the final quarter of 2015, we beganintroducing survey promotion packs, which areaimed at assisting campuses with marketing theirsurveys to students and faculty. Campuses canadapt these templates with local informationabout the timing of surveys and post advertisements and invitations around campus and onsocial media.3
As we look toward 2016, we are excited tocelebrate the CIRP Freshman Survey’s 50 yearsof data collection with several events. We willbe releasing our 50-year trends monograph thisspring at the annual forum of the Association forInstitutional Research, and we will have othercelebratory events both locally at UCLA and atother national meetings. We will again offer ourDiversity Research Institute in mid-June and theCIRP Summer Institute in July. Additionally, wewill offer our first-ever summer institute focusedon Social Network Analysis in late June. Finally,in addition to the four student surveys we offerannually, we will be administering our triennial Faculty Survey, including a new optionalmodule on faculty mentoring, beginning in latesummer 2016.Kevin EaganDirectorCooperative Institutional Research Program4
THE AMERICAN FRESHMAN:NATIONAL NORMS FALL 2015Analyses of the 50th administration of the CIRP Freshman Survey find an increased commitment to student activism and augmented interest in community and political engagementamong first-time, full-time college students. A new item asking students whether theyreceived Pell grants provides for a first-of-its-kind look with CIRP Freshman Survey data atdifferences between Pell recipients and those who do not have Pell grants across a number ofdimensions related to demographics, strategies for financing college,pre-college academic experiences, and students’ college choiceStudents who identify theirprocess. Differences in concerns for paying for college, applying tosexual orientation as lesbian,college, and choosing whether and where to enroll vary substantivelygay, bisexual, queer, orby a number of characteristics, and we examine these issues across“other” express more seriousmeasures of sex, high school type, and time.mental and emotional healthSeveral other new questions introduced on the 2015 instrumentprovide campuses and the nation with opportunities to understandconcerns compared to theirheterosexual/straight peers.the distinctiveness and diversity of their incoming cohorts. Studentscan now identify their sexual orientation and transgender identity on the survey, and findingssuggest that students who identify their sexual orientation as lesbian, gay, bisexual, queer,or “other” express more serious mental and emotional health concerns compared to their heterosexual/straight peers. A new question about participation in summer bridge programsprovides local campus researchers and social scientists with opportunities to understand theexperiences of students in these programs and the efficacy of these programs in facilitatingstudents’ success. We wrap up the report on the entering freshman class of 2015 by highlighting experiences with and expectations for remedial work and special tutoring, differencesin students who affiliate with a particular religion compared to peers who do not identifywith a religion (i.e., Agnostic, Atheist, or “none”), and students’ continued politicalleftward drift.5
The results reported in this monograph are based upon 141,189 first-time, full-time studentswho entered 199 four-year U.S. colleges and universities of varying selectivity and type.Weights have been applied to these data to reflect the more than 1.5 million first-time, fulltime undergraduate students who began college at 1,574 four-year colleges and universitiesacross the U.S. in the fall of 2015. This means that differences of one percentage point in theresults published here reflect the characteristics, behaviors, and attitudes of more than 15,000first-year students nationally. We describe the full methodology of the 2015 CIRP FreshmanSurvey administration, stratification scheme, and weighting approach in Appendix A.6
College Freshmen Signal Revival ofStudent Activism, Political andCivic EngagementThe vast majority (96.9%) of first-time, fulltime students who entered college in the fallof 2015 spent their senior year of high schoolwitnessing (and perhaps even participatingin) increased activism among high school andcollege students. Initially in response to officerinvolved shootings of Black men in places likeFerguson, MO, Charleston, SC, and Baltimore,MD, these protests have grown to bring neededattention and dialog to issues of racism andbigotry in the U.S., among other issues. Manyof the protests and outcries on college campusesand in communities have occurred in responseto local incidents of bias and discrimination andin solidarity with broader, national movements(e.g., Black Lives Matter).Although the 2015 survey instrument did notspecifically address these events or protests,for five decades, the CIRP Freshman Surveyhas asked students about their expectations forparticipating in student protests while in collegeas well as the personal importance of connectingwith their communities and influencing thepolitical structure. The entering freshman classof 2015 ranks among the most ambitious inthese areas compared to their counterparts whoparticipated in any of the previous 49 administrations of the CIRP Freshman Survey.Perhaps connected to the increased activismamong college and high school students over thepast year, first-time, full-time college students in
beyond studies published in 2015. For the past year, HERI researchers have worked closely with campuses funded by the National Institutes of Health under the Building Infrastructure Leading to Diversity (BUILD) initiative as well as leaders of t
HERI Faculty Survey HERI Sponsored by the Higher Education Research Institute Dear Faculty Member: Welcome to the HERI Faculty Survey. This project is sponsored by the Higher Education Research Institute at UCLA, a national organization that has conducted research on the college faculty experience since 1989.
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