Researchers have unpacked the ways in which students participate in democracy through voting and other forms of civic engagement. However, very little empirical work has delved into how students develop socially progressive values, despite their unprecedented importance to young people
during their years in higher education. Rooted in a rich historical context of campus demonstration spanning the past 75 years and current events in the United States, this inspection of college students’ social progressivism was grounded by Pascarella’s model of students’
learning and cognitive development, and uses OLS (ordinary least squares) regression to investigate the phenomenon. Analyzing data collected by the Cooperative and Institutional Research Program from 159 institutions across the United States, this study explored the predictive capacity of
students’ interaction with influential agents of socialization and other variables central to undergraduates’ college experiences. Results indicate that socially progressive students tended to interact more with faculty outside of office hours and had a higher cumulative GPA. Additional
findings and implications are discussed.
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undergraduates’ social views
Document Type: Research Article
Department of Psychology, University of Saint Katherine, San Marcos, CA, USA
Graduate School of Education and Information Studies, University of California, Los Angeles, CA, USA
Department of Environmental and Ocean Sciences, University of San Diego, San Diego, CA, USA
November 2, 2018
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