Dissertation Information for Mikyong Minsun Kim NAME: - Mikyong Minsun Kim
DEGREE:
- Ph.D.
DISCIPLINE:
- Education
SCHOOL:
- University of California, Los Angeles (USA) (1995)
ADVISORS: - None COMMITTEE MEMBERS: - None
MPACT Status: Incomplete - Not_Inspected
Title: Organizational effectiveness of women-only colleges: The impact of college environment on students' intellectual and ethical development
Abstract: This study seeks to identify the effectiveness of women-only colleges in advancing female students' intellectual and ethical development. In order to understand the reasons for differences in effectiveness between coeducational and women-only colleges, this study also explores the characteristics of entering students as well as the institutional characteristics of both types of institution.
Two longitudinal student data sets based on national surveys were obtained from the Cooperative Institutional Research Program. The sample consisted of 2,472 women students in 201 private four-year colleges (392 in 28 women-only colleges and 2,080 in 173 coeducational colleges) who responded to both a 1987 freshman survey and to the 1991 follow-up survey. An additional data set consisting of faculty characteristics was obtained from the Higher Educational Research Institute at the University of California, Los Angeles.
Organizational effectiveness of women-only colleges was evaluated by examining the association between women-only colleges and six dimensions of students' intellectual and ethical development--intellectual self-confidence, critical thinking and problem-solving skills, cultural awareness, tolerance and acceptance of differences, the value of promoting racial understanding, and the value of influencing society. Cognitive and ethical development theory guided the selection of outcome variables and the interpretation of results. Hierarchical linear models (i.e., multi-level modeling techniques) were used to examine both the statistical and practical significance of attending a women-only college.
Women-only colleges demonstrated greater organizational effectiveness than coeducational colleges by their positive contributions to three dimensions of students' intellectual and ethical development (intellectual self-confidence, cultural awareness, and the value of influencing society). No significant differences were observed between women-only colleges and the three other dimensions of student development (growth in critical thinking and problem-solving skills, in tolerance and acceptance of differences, and in the value of promoting racial understanding). The faculty climate (liberal and oriented toward social and community activism) at women-only colleges partially explains the positive effect these institutions have on student growth along the intellectual and ethical dimensions. Student peer environments (socially active and altruistic) within women-only colleges contribute an additional partial explanation for their positive effect on student development. Students' participation in diversity awareness programs was a strong positive predictor for all dimensions of intellectual and ethical development. The impact of Black colleges on student development was discussed as having implications for future research.
| |
MPACT Scores for Mikyong Minsun Kim A = 0
C = 1
A+C = 1
T = 0
G = 0
W = 0
TD = 0
TA = 0
calculated 2010-03-28 20:15:42
Advisors and Advisees Graph
|