Earlham's First Year Students

This is a summary report of data from the 2001 CIRP survey and from earlier years. This report also includes comparison information from a group of our peer schools provided by the Higher Education Data Sharing consortium (HEDS).

Prepared January 2002 by Mary Ann Weaver

Revised to include HEDS Peer Report April, 2002

Click here for links to tables within this report

The Cooperative Institutional Research Program survey is given to entering students at Earlham and many other colleges and universities each fall. This year 207 of Earlham's first-year students completed the survey. As usual, Earlham students are characterized by high academic standards with 43% of the entering first-year students who completed the form reporting an average high school grade of A or A-. They were compared with freshmen in a national sample of 281,064 new students at 421 institutions concerning their personal history, family characteristics, educational goals, values, attitudes on social issues, behavioral patterns, perceptions of their parents, and a variety of other issues.

Women comprise 58% of Earlham's first-year student sample. Ninety percent of Earlham first year students intend to pursue a Bachelor's degree. An M.A. degree is the eventual educational goal of 36% of Earlhamites; 34% plan to seek an Ed.D. or Ph.D. (versus 17% nationally); an additional 5% of these entering students expect to earn a doctorate in a medical field. According to HEDS, 10.9% of students at our peer institutions plan to get a medical degree.

In religious preference, 11% are Quaker (versus 0.2% nationally), 5% are Catholic, 3% Baptist, 3% Methodist, and 3% Jewish. There were 9% who responded that they are "other Christian" and 12% who said "other religion." The most common religious preference among entering Earlham students was "none," cited by 39% compared to 16% of the national sample. Seven percent of the students consider themselves born again Christians compared to 25% nationally.

The proportion of African-American students in the class is 7.5%. The proportion at the national level this year for all institutions is 11% and for our peer institutions is 5%. Although 82% identified themselves as White/Caucasian, the minority categories, including African-Americans totals 20%. This reflects students' indicating more than one racial category.

Parental income below $25,000 was reported by 15% of these new students at Earlham; income of $50,000 or more by 61%. Thirty percent of these student's parents are divorced or separated compared to 24% nationally and 19% from our peer institutions. Death has claimed at least one parent of 2% of the entering class at Earlham this year.

About 2.5% of the class lives within five miles of Earlham; 13% report living 6 to 100 miles away. Forty-one percent live within 101 and 500 miles of the college, and 43% are more than 500 miles away from home. These figures confirm that Earlham continues to be a "national" institution. Nationwide, a mere 12% of students attend an institution more than 500 miles from their home.

How did students spend their time in the last year? We see that the biggest block of time was spent socializing with friends. More than three-quarters (79%) of Earlham's entering students spent six or more hours per week socializing, while 32% spent sixteen or more hours per week. Thankfully, only 0.5% of students reported spending no time socializing. More than half of students (57%) spent more than six hours a week studying or doing homework. Thirteen percent of these students spent more than sixteen hours a week studying. These figures are much higher than the national percentages yet almost identical to our peer group. Only 29% of students nationally reported spending more than six hours studying, and a mere 5% spent over sixteen hours a week on homework. Many of the Earlham students held a job during the last year. Seventeen percent of the soon-to-be Earlham students spent sixteen or more hours working for pay each week while 41% spent six or more hours doing the same. Students also spent time in extracurricular activities. Sixty-six percent of the Earlham students spent one or more hours in student organizations compared to 69% of the peer group students and 58% nationally.

Earlham students tend to come from well-educated families. Forty-five percent of the fathers of entering students hold graduate degrees (compared to 23% nationally and 50% of peer group). Sixteen percent of the fathers have had a formal education of high school or less (the figure is 28% for the national group and 11% for the peer group). A total of 12% are educators; 7% are college teachers. Sixteen percent have jobs in the helping professions (such as clergy, health care workers, social workers, and lawyers). For the mothers of entering students, 42% hold graduate degrees (17% nationally and 29% of peer group) and 11% a formal education of high school or less (28% nationally and 10% of peer group). Mothers' careers are varied -- 5% are full-time homemakers, whereas 26% work in the field of education as college teachers/administrators, in elementary education, or in secondary schools. Elementary Education was the most common career for the mothers (14%). An additional 19% are employed in the helping professions listed previously.

Table 1

Political Views

Political Views
Earlham
Peer Group
All Institutions
Male
Female
Total
Far left
17%
12%
14%
9.9%
4%
Liberal
51%
68%
61%
51.7%
25%
Middle of the road
22%
18%
20%
28.9%
47%
Conservative
11%
2%
6%
8.7%
22%
Far right
0%
0%
0%
.9%
2%

As usual, Earlham students tend to be much more liberal than their national counterparts. The number of students reporting "far left" or "liberal" political views is very high, while the percentage of "middle of the road" responses is less than half the national figure but more in line with our peer group. Not surprisingly, few new Earlham students report being conservative and none indicated they were "far right".

Table 2

Probable Career Occupation

Occupation
Earlham
 Peer Group
All Institutions %
Male %
Female %
Total %
Accountant or actuary
0
0
0
.4%
2
Actor or entertainer
1
0
.5
1.5%
2
Architect or urban planner
4
1
2
.5%
1
Artist
1
4
3
1.7%
2
Business executive (management)
4
0
2
4.9%
8
Business owner or proprietor
4
0
2
1.4%
3
Business sales representative or buyer
0
0
0
.4%
1
Clergy (minister, priest)
3
0
1
.3%
.2
Clinical psychologist
3
1
2
2.1%
2
College teacher
3
2
2
2.0%
.5
Computer programmer or analyst
9
0
4
2.4%
5
Conservationist or forester
1
1
1
.6%
.3
Dentist (including orthodontist)
0
0
0
.3%
1
Engineer
1
1
1
2.1%
7
Farmer or rancher
0
0
0
.1%
.2
Foreign service worker
4
5
5
2.8%
.6
Homemaker (full-time)
0
0
0
.1%
.1
Lawyer (attorney) or judge
4
4
4
6.3%
4
Musician (performer, composer)
3
1
2
2.2%
2
Nurse
0
0
0
.2%
2
Physician
1
7
5
8%
6
School counselor
0
1
.5
.1%
.3
Scientific researcher
1
5
4
5.2%
2
Social, welfare, recreation worker
1
4
3
.8%
1
Teacher (elementary)
3
1
2
1.5%
6
Teacher (secondary)
7
5
6
4.4%
4
Therapist (physical, occupational, speech)
0
0
0
1.1%
2
Veterinarian
0
1
.5
.9%
1
Writer or journalist
4
6
5
4.8%
2
Skilled trades
1
0
.5
.1%
.3
Other career
8
11
10
6.4%
8
Undecided
22
33
29
28.8%
15

Earlham students are more likely to want to be foreign service workers or secondary/college teachers than those in the national sample. Much like our peer group, Earlham students are more interested in careers as writers or journalists. Business executive and engineer are popular career goals for the national sample but are not as common among the Earlham sample. Earlham students as well as students from our peer group are about twice as likely as their national counterparts to be undecided about a career. Gender differences in several career areas - business executive, computer programmer, social welfare and physician - fit traditional norms. The relatively equal number of males and females opting for careers in foreign service, conservation, and law reflect changing sex roles. Another indication of changing sex roles is seen in the fact that more females than males are choosing careers in medicine.

Table 3

Reasons Noted as Very Important in Deciding to Attend College

Reasons
Earlham
Peer Group
All Institutions %
Male %
Female %
Total %
To learn more about things
86
97
92
89
78
To gain general education
77
88
83
83
66
To become a more cultured person
49
75
64
63
42
To get a better job
54
45
49
54
70
To improve reading and study skills
38
48
43
47
42
To make more money
44
29
35
45
70
Parents wanted me to go
26
20
22
27
33
Wanted to get away from home
29
15
21
23
21
Role model/mentor encouraged me
12
7
9
11
13
Nothing better to do
6
4
5
5
4
Could not find a job
0
3
2
2
5

As we restructure the General Education program at Earlham, we need to take note that 83% of the incoming students came to college to gain a general education compared to 66% nationwide. Earlham students are also much more likely than their national counterparts to be in college to learn more about things and to become a more cultured person. They are much less interested in the benefit of making more money which was more important to students in the peer group and national sample. This trend has varied somewhat over the years as can be seen by the CIRP trends chart at http://www.earlham.edu/~ir/cirp_trends/college_reason.htm and yet has remained well under the national average.

Table 4

Reasons Noted as Being Very Important in Choosing Their College

Reasons
Earlham
Peer Group
All Institutions %
Male %
Female %
Total %
College has a very good academic reputation
55
66
62
74
56
Wanted to go to a school the size of this college
51
61
57
59
35
Offered financial assistance
44
48
46
47
33
Graduates get good jobs
40
33
36
46
51
Good social reputation
23
42
34
28
28
I was offered a merit scholarship
27
35
32
36
22
Graduates go to top graduate schools
29
33
31
42
30
I was offered a need-based scholarship
25
35
31
31
12
College offers special educational programs
22
32
28
18
22
Religious affiliation/orientation of college
12
21
17
3
6
Admitted through early action/decision
10
17
14
19
8
Information from a Web site
5
9
7
12
9
Not offered aid by first choice
7
4
5
6
6
Relatives wanted me to come
6
3
5
5
8
Friends are attending
10
2
5
1
6
Teacher advised me
7
3
5
5
4
Rankings in national magazines
5
3
4
18
11
High School counselor advised me
4
4
4
8
6
Private college counselor advised me
2
4
3
4
2
College has low tuition
4
3
3
4
21
Not accepted anywhere else
5
2
3
2
3
Wanted to live near home
2
3
3
6
17

The two things which seem to have inspired most students to come to Earlham are its good academic reputation and the size of the college. Sixty-six percent of Earlham students noted Earlham's good academic reputation as a very important reason for choosing Earlham, whereas 56% of the national sample of students considered academic reputation an important reason for choosing their college. An even greater percentage of students from our peer group (74%) considered their school's academic reputation a very important reason for choosing their college. The small size of Earlham was very important to 57% of the incoming students in choosing to come here. Only 35% of the national sample felt the size of the college was very important in choosing a college. Financial assistance was also important to students. The early-action program, religious affiliation, and scholarships were more important for students in choosing Earlham than for students in the national sample. A much greater percentage of students from our peer group felt that rankings in national magazines was a very important reason for choosing their institution. Low tuition, the desire to live close to home and the fact that graduates get good jobs were more important to students in the national sample than to students at Earlham. Students from our peer group were more influenced by their school's web site and less influenced by special educational program offerings. Interestingly, more women were influenced by information on Earlham's web site (women 9.2%; men 5%) and that percentage was equivalent to the overall national norm (9%).

To compare these responses with previous year responses, see CIRP trends at http://www.earlham.edu/~ir/cirp_trends/earlham_reason.htm

 

Table 5

Probable Major Field of Study (Percentage of Students)

Probable Major '76 '78 '80 '82 '84 '86 '88 '90 '92 '94 '96 '98 '00 '01
English
5
4
4
4
4
4
5
9
6
5
9
7
6
6
Fine Arts
5
4
4
5
2
2
5
5
2
3
1
6
5
7
Language or Lit.
--
4
4
6
--
4
4
5
3
2
3
4
3
5
Philosophy
--
0
1
2
--
2
3
3
1
1
0
3
3
3
Theology/Religion
--
1
2
1
--
0
1
0
2
0
1
1
2
2
Humanities Total
18
14
16
21
--
17
19
22
14
11
14
34
19
23
Biological sciences
23
15
17
8
6
13
7
7
15
14
7
10
18
13
Engineering
2
3
5
3
5
3
2
1
1
2
3
1
1
1
Health professions
2
9
1
7
8
5
2
7
4
7
7
5
2
5
Math/Comp. Sci.
1
0
2
1
3
1
0
1
1
1
3
4
6
4
Physical sciences
5
5
6
8
2
4
2
3
3
3
3
8
2
3
Other nat. sciences
1
1
1
3
2
0
1
1
1
0
1
0
2
0
Natural sciences total
34
33
42
30
26
27
14
21
25
27
24
28
31
26
Anthropology/Sociology
--
2
3
3
--
1
4
5
3
9
5
2
3
3
Business
2
4
3
5
5
5
3
4
3
3
5
7
2
4
Economics
--
1
2
2
--
0
1
1
0
0
0
0
1
1
Education
7
3
2
3
4
3
5
6
4
7
5
9
4
3
History
0
3
0
2
--
4
2
5
2
1
3
3
2
3
Political science
5
7
6
9
--
11
12
7
8
6
4
3
10
8
Psychology
--
8
5
10
--
6
9
5
8
9
8
9
6
6
Other social sciences
15
4
2
3
--
4
5
5
2
2
3
6
5
6
Social sciences total
29
32
23
37
--
34
41
38
30
37
33
39
33
34
Other fields
6
4
6
2
5
2
5
3
3
1
3
2
3
2
Undecided
16
18
12
11
15
17
22
14
17
18
17
11
15
14

In terms of probable majors of this group of entering students, the social sciences continue to make a strong showing here. Humanities remain a less frequent choice. Notable major preferences this year include Biology, Fine Arts, and Political Science.

Table 6

Objectives Considered to be Essential or Very Important

 

Earlham %'s
Peer Group
 Nat'l %'s
Objective
'69
'74
'78
'82
'86
'90
'92
'94
'96
 '98 '00
'01
'01
'01
Help others in difficulty
77
66
75
80
67
75
79
76
72
 72 78
71
64
61
Develop a meaningful philosophy of life
 87 78 73 71 68 71 74 71 61 69 75 68
63
43
Raise a family
66
41
54
51
55
59
58
55
57
 67 55
57
61
72
Influence social values
54
40
38
49
46
67
60
56
50
 48 65
56
42
38
Help to promote racial understanding
--
--
58
69
55
73
78
60
58
 56 61
55
44
32
Become an authority in my field
57
55
65
65
63
57
64
59
46
 56 49
53
54
60
Keep up to date with political affairs
68
52
47
--
--
73
65
49
48
 44 50
52
47
31
Integrate spirituality into my life
--
--
--
--
--
--
--
--
--
 -- 61
45
39
43
Obtain recognition from colleagues for contributions
33
27
37
--
--
39
47
42
35
 41 39
42
44
51
Participate in a community action program
21
36
41
--
--
48
56
46
46
 44 46
42
32
23
Be involved in programs to clean up the environment
--
35
46
46
38
63
57
44
40
 37 41
41
27
17
Becoming a community leader
--
--
--
--
--
--
36
--
33
 36 33
39
34
32
Influence political structure
34
23
19
--
--
41
45
30
23
 30 43
35
27
19
Be very well off financially
23
20
30
29
28
28
30
34
35
 40 28
33
45
74
Create artistic work
26
30
28
26
22
25
31
31
25
 26 29
31
20
15
Write original works
29
26
25
--
--
29
34
31
37
 32 37
27
26
15
Become successful in own business
20
19
32
25
23
20
26
19
19
 29 20
20
24
40
Become accomplished in one of the performing arts
19
22
22
20
18
21
24
25
20
 19 22
19
21
15
Make a theoretical contribution to science
10
15
14
--
--
14
21
17
17
 18 17
17
19
17
Have administrative responsibility for others' work
12
9
17
--
--
16
21
16
11
 27 13
13
21
37

Helping others in difficulty is the most important life goal for the first year students at Earlham. This goal is also important to the students in the national sample and our peer group, but somewhat less so. Influencing social values and being involved in programs to clean up the environment are goals of Earlham students which are not nearly as important to students in the national and peer group samples. Helping to promote racial understanding has always been considered of greater importance to Earlham students compared to the national average, though recent years show there has been less importance place on this issue than in the early 1990's. Being very well off financially is much more important to the national sample of students and somewhat more important to the peer group sample than to the Earlham sample though we are beginning to see a trend towards more importance being placed on financial status. Raising a family was somewhat more essential to students on the national level. Although integrating spirituality into their lives was equally important to students at Earlham and the national sample, averaging the percentage of students in the last three years indicates that 53% of the entering Earlham students felt it was important to integrate spirituality into their lives compared to 44% from the national sample for the last three years. In general, the importance of each goal to the Earlham students was much different than the importance to the national sample, once again confirming the distinctiveness of the Earlham population. Trends for past years can be found at http://www.earlham.edu/~ir/cirp_trends/objectives.htm

Table 7

Views on Social Issues: Government and Institutions

Agree strongly or somewhat that...
Earlham
National
Peer Group
Male %
Female %
Total %
Male %
Female %
Total %
Total %
The Federal government should do more to control the sale of handguns
84
96
91
72
88
81
86
Wealthy people should pay a larger share of taxes than they do now.
78
77
77
51
52
52
64
The death penalty should be abolished
61
76
70
28
36
32
56
Employers should be allowed to require drug testing of employees or job applicants.
51
47
49
72
78
75
62
Colleges should prohibit racist/sexist speech on campus
36
53
46
55
65
60
50
Abolish affirmative action in college admissions
46
30
37
55
44
49
47
There is too much concern in the courts for the rights of criminals
33
25
28
66
63
64
41
Realistically, an individual can do little to bring about changes in our society.
19
15
17
30
23
26
20

Earlham students' views on the death penalty are quite different from those of the national sample. Forty-six percent of Earlham's entering students in 2001 felt that colleges should prohibit racist/sexist speech on campus compared to 59% of the Earlham entering students in 2000. Comparing students views on this issue over the last four years, 52% of Earlham students felt racist/sexist speech should be prohibited on campus compared with the average national percentage of 62%. Earlham students in general have very liberal views on issues of government and institutions. Females in the Earlham sample tend to be even more liberal than their male counterparts, but both sexes are more liberal than their national peers. The Earlham sample is more in line with the peer group sample, yet it remains clear that the Earlham students have more liberal attitudes than even their peer group..

Table 8

Views on Social Issues: Lifestyles

Agree strongly or somewhat that...
Earlham
National
 Peer Group
Male %
Female %
Total %
Male %
Female %
Total %
Total %
Same sex couples should have the right to legal marital status
86
91
89
49
65
58
81
Abortion should be legal
85
86
85
55
55
55
76
Marijuana should be legalized
66
62
64
43
31
37
60
If two people really like each other, it's all right for them to have sex even if they've known each other only a short time
67
50
57
55
32
42
53
Racial discrimination is no longer a major problem in America
12
7
9
24
16
20
13
It is important to have laws prohibiting homosexual relationships
8
7
7
34
18
25
10
The activities of married women are best confined to home and family
7
2
4
29
16
22
9

Although 89% of Earlham students agree that same sex couples should have the right to legal marital status, just 58% of the national sample agree with this idea. The majority of the new Earlham students also agree that abortion and marijuana should be legalized. These views contrast sharply with the national group. In issues regarding homosexual relationships and sex with a short-term partner, there are very little gender differences among the Earlham students, unlike the national sample. This can result in more opportunity for misunderstandings and confusion about behavior among the Earlham male students. Previous year data on this topic can be seen on a CIRP trends chart at http://www.earlham.edu/~ir/cirp_trends/agree.htm

Table 9

Activities Engaged in by Students in the Past Year

Activity
Earlham
 Peer Group
All Institutions %
Male %
Female %
Total %
Attended recital or concert
91
92
92
88
80
Studied with other students
86
93
90
90
87
Performed volunteer work
85
94
90
87
83
Visited art gallery or museum
84
89
87
81
60
*Socialized with a different ethnic group
74
76
75
70
70
Attended a religious service
75
75
75
74
83
Came late to class
69
69
69
65
65
*Used the Internet for research or homework
70
64
67
74
75
Drank wine or liquor
55
73
65
61
54
Tutored another student
50
61
56
61
56
Participated in organized demonstrations
57
51
53
36
48
Played a musical instrument
56
51
53
55
42
Drank beer
52
52
52
52
47
Performed community service as part of a class
52
50
51
54
57
*Discussed politics
53
43
47
39
21
Was a guest in a teacher's home
41
48
45
37
28
*Discussed religion
43
42
42
37
31
*Was bored in class
45
32
37
40
41
*Felt overwhelmed by all they had to do
20
45
35
31
28
*Asked a teacher for advice after class
32
36
35
32
25
Overslept and missed class or appointment
35
32
33
33
36
*Voted in a student election
23
25
24
25
25
*Felt depressed
13
12
12
10
8
*Smoked cigarettes
16
5
10
7
9

*Percentage reporting frequently only. Other percentages are responses of "frequently" or "occasionally".

The most common activities among Earlham students during the past year were attending a recital or concert, studying with other students, performing volunteer work, and visiting an art gallery or museum. Earlham students were much more likely to have discussed politics than their national counterparts. Fifty-three percent of the Earlham sample indicated that they participated in an organized demonstration compared to 36% of the peer group sample and 48% of the national sample. Earlham students were guests in teachers' homes or asked a teacher for advice, performed volunteer work, and played a musical instrument more frequently. Fifty-two percent of both men and women drank beer, whereas 55% of the men and 73% of the women consumed wine or liquor. The gender difference in the national sample is much less significant with 53% of men and 54% of women consuming wine or liquor. A smaller percentage (75%) of Earlham students attended a religious service compared to the national sample (83%); however 42% of Earlham students discussed religion compared to 31% of the national sample. There were fewer Earlham students (67%) who frequently used the internet for research or homework compared to 75% nationally and 74% of the peer group sample. Frequent smoking is more common among Earlham men than women.

 

 

Table 10

Areas in Which Student Rated Self Above Average or Top 10%

Area
Earlham
Peer Group
All Institutions %
Male % Female % Total %
Academic ability
73
81
78
86
68
Cooperativeness
78
75
76
71
72
Understanding of others
72
74
73
70
66
Creativity
77
67
71
66
57
Drive to achieve
57
74
67
73
71
Self understanding
66
65
65
63
55
Leadership ability
67
58
62
61
60
Self-confidence (intellectual)
69
55
61
66
59
Writing ability
59
61
60
46
Persistence
60
54
56
66
62
Physical health
64
44
53
55
55
Emotional health
55
48
51
51
53
Self-confidence (social)
49
48
49
44
51
Spirituality
41
51
47
40
39
Artistic ability
40
50
46
40
31
Public speaking ability
49
39
43
43
37
Competitiveness
51
26
37
49
56
Popularity
45
28
35
33
39
Mathematical ability
36
27
31
50
44
Computer skills
41
11
24
29
34
Religiousness
20
26
24
24
32

Self-ratings of academic abilities continue to remain high among the Earlham students, though not as high as the peer group sample. They also rated themselves considerably higher than the national sample in their writing ability, artistic ability and creativity. They see themselves as fairly uncompetitive in comparison to the national sample, but similar to the national norm in cooperativeness. Earlham men saw themselves better in mathematics and computer skills. Earlham women reported themselves as far less competitive than the men. The women also rated themselves as having a greater drive to achieve than the men and were more in line with the national norm. Data on academic and mathematical self ratings from previous years may be seen on a CIRP trends charts at http://www.earlham.edu/~ir/cirp_trends/academicability.htm

Table 11

Students Estimate chances are Very Good That They Will...

Activity
Earlham
Peer Group
All Institutions %
Male %
Female %
Total %
Socialize with someone of another racial/ethnic group
87
92
90
81
67
Get a bachelor's degree
73
82
78
84
77
Make at least a "B" average
60
68
65
64
58
Participate in student clubs/organizations
50
69
61
61
44
Be satisfied with college
49
62
57
61
49
Perform volunteer or community service work
33
60
49
40
24
Get a job to help pay for college expenses
45
51
49
49
45
Participate in student protests or demonstrations
33
32
33
16
5
Play varsity/intercollegiate athletics
35
23
28
28
15
Change career choice
17
36
28
28
14
Change major field
18
27
23
24
15
Graduate with honors
17
23
20
22
21
Seek personal counseling
4
9
7
9
7
Transfer to another college before graduating
5
5
5
3
7
Need extra time to complete their degree requirements
2
7
5
3
6
Drop out temporarily
2
3
3
1
1
Work full time while attending college
2
1
2
2
6
Join a social fraternity or sorority
2
1
2
2
11
Drop out permanently
0
0
0
1
1

The new Earlham first-year students think they are more likely than the national sample to participate in volunteer work. They are also more likely than the national sample or the peer group sample to participate in student protests or demonstrations. Students in the national survey are less likely to change their major or career choice than Earlham students or the peer group. As usual, gender differences are striking here.

Earlham was the first choice for 65% of these students. Interestingly, some students (3%) already think that there is a "very good chance" that they will drop out temporarily (the survey was given during New Student Week). Only 57% believe that the likelihood is very good that they will be satisfied with Earlham. Fortunately there were no students who felt the chances were very good that they would drop out of college permanently.

Looking at diversity issues, it was encouraging to find that 75% of the entering Earlham students had frequently socialized with a different ethnic group during the past year. It was troubling to find that only 55% of Earlham first-year students considered helping promote racial understanding an essential or very important objective. However, only 32% of the national sample and 44% of the peer group sample considered promoting racial understanding an essential objective. Nine percent of Earlham students agreed that racial discrimination is no longer a major problem in America compared to 20% nationally. Earlham will need to continue to find ways to promote diversity on campus.

CONCLUSION

These data provide a baseline picture of the 2001 entering group of Earlham students. And once again, this group stands out as very distinctive from the national comparison sample. It will be very important to follow up this group of students to ascertain the ways in which this distinctiveness continues to graduation and beyond.

 

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Created by Mary Ann Weaver
weavema@earlham.edu
February 5, 2002

Updated April 30, 2002