COUNSELING CENTER

UNIVERSITY OF MARYLAND

COLLEGE PARK, MARYLAND

A COMPARISON OF ATTITUDES AND BEHAVIORS OF

INCOMING HONORS FRESHMEN BY RACE AND GENDER

Denise F. Noldon and William E. Sedlacek

Research Report # 4-94

The computer time for this research has been supported in full through the facilities at the Computer Science Center of the University of Maryland, College Park. Data were collected with the cooperation of the University Honors Program and the Orientation Office, University of Maryland, College Park.

COUNSELING CENTER

UNIVERSITY OF MARYLAND

COLLEGE PARK, MARYLAND

A COMPARISON OF ATTITUDES AND BEHAVIORS OF INCOMING

HONORS FRESHMEN BY RACE AND GENDER

Denise F. Noldon and William E. Sedlacek

Research Report # 4-94

SUMMARY

The attitudes and behaviors of a sample of 325 Asian, Black, and White freshmen honors students were assessed using the University New Student Census (UNSC) as part of summer orientation program for incoming students. The sample included 68 Asian students (21%), 46 Black students (14%), and 211 White (65%) and 172 men and 153 women.

Asians had the greatest number of group differences and most often differed from Whites (10 out of 13 items). For example, Asians had greater concern about financial aid issues which indicates a need to acquaint theses students with resources about financial assistance and that there is a need to be sensitive to their concerns about how aid is awarded. The greatest number of group differences were found on academic items. This finding was in contrast to the belief that academically talented students do not have needs around academic issues.

The gender differences found in this study have been supported within the literature and thus were expected. Social issues had greater relevance for women students and women were more interested with establishing mentoring relationships.

The interaction of race and gender was greatest on social issues. In light of the fact that social issues were important for women, it seems important to investigate where are there opportunities to provide academic and social support for meeting these needs. This can mean numerous opportunities for collaboration among faculty and student affairs professionals in order to meet both the academic and social concerns of students.

An examination of the issues salient for subgroups within the honors student population has important implications for devising and revising efforts to attract and retain honors students. These findings should assist in identifying and understanding the differences that should be taken into account when developing programs for academically talented students.

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A COMPARISON OF INCOMING HONORS FRESHMEN BY RACE AND GENDER

The philosophical foundation of honors programs is the belief that academically talented students have similar scholarly and developmental needs and interests. These issues are best served by coursework and living and learning environments that specially address their needs and that differ from regular course offerings (Gerrity, Lawrence and Sedlacek, 1993). However, like other students, honors students vary in their needs and behaviors which suggests that an environment that seeks to meet the needs of a diverse student population is in order for these students (Rich, 1991).

There appears to be little research available on academically talented students in college. Hence, the subpopulations that make up this population have been largely ignored. With the increasing diversity evidenced within the general student population, one would expect that the definition of an academically talented student is expanding and the concern is to understand how to serve this increasingly heterogeneous population. As the academically talented population becomes more diverse it is necessary to look beyond the stereotypical definition of an honors student as White and male and understand how to challenge and support them once they enroll.

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Academically Talented Students

Traditional-aged college students tend to enter institutions of higher education with a similar set of developmental issues. Some of the developmental tasks faced by these students include, the fostering of good study habits, adjustment to college life, making decisions about educational and vocational choices and career and personal aspirations (Vaz, 1987). The development of the self continues throughout this period and the extent to which the student is able to receive support from the institution will largely affect their ability to resolve these issues.

Prior researchers have offered a few insights into whether subgroups within the population of academically talented students have different or additional developmental issues that they face during this period. The populations examined most often were based on race, culture, and gender and primarily academically talented high school students.

Academically Talented Students of Color

Much of the research done involving students of color has focused on the risks students face at entry to college primarily because they are disproportionately represented within student populations. Academically talented students of color face the same unique issues as White academically talented students but, in addition, face issues related their race and culture.

These students enter environments that often require them to adapt to the prevailing norms of the dominant population. "Like all adolescents they are struggling to understand themselves, to define themselves within larger society" (p. 583) (Lindstrom & Van Sant, 1986).

Smedley, Myers & Harrell (1993) identified the type of "role strains" which may be specific to students of color. According to their study, students of color at predominantly White colleges and universities experience unique stresses which interfere with their effective integration into the university community. These stresses constitute a separate and additional pathway of risk for this student group (Sedlacek, 1987).

In adapting to college life, assuming the role of student for many students of color involves "the culturation of mainstream behaviors, the correct cultural referents and involvement .in campus activities" (Vaz, 1989). Additionally, many students of color have additional adjustment issues because of the multiple identities that have to do with their ethnic and cultural identity and gender.

Colangelo & Zaffran (1979) found that the experience of "giftedness" tends to be confounded by the experiences of minority status in America. For these students, the authors point out, their gifted status is especially complex. Due to the view of some ethnic group members, academically

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talented students may be seen as "selling out" which presents these students with a particularly acute dilemma of where they fit in. They are faced with discrimination sometimes experienced by those who are gifted as well as discrimination due to their status as people of color in a society that has yet to come to grips with the issue of race.

Students of color also tend to expect that colleges will be liberal on social and political issues, and that the institution will promote a respect for cultural diversity (Martinez & Sedlacek, 1983; Vaz, 1989). "These students may require additional scholastic support in order to be successful and to persist in academically rigorous courses, and need to be acquainted with social support systems as they may be alienated from their ethnic peers due to the small numbers of students of color in honors programs" (p.161) (Garrison, 1993).

Another issue related to some groups of students of color is the fact that they are underrepresented within populations of academically talented students. one common element reported in the research on ethnically diverse populations that is constant is that they are under identified as gifted. Socioeconomic status (AAUW, 1992) and test bias (Hilliard, 1982) have been identified as reasons for this.

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Academically Talented Women

Much of the work done with academically talented women has concerned the multiple adjustments they make due to their status as women, and in the case of women of color, their ethnicity. Kelly and Cobb (1991) compared the experiences of women and students of color at entry to college and found that many women enter with career aspirations that are equal to or higher than white males but often fall short of these goals. They pointed out that for many young women, being gifted does not prevent them from being affected by those cultural forces that steer them into "gender-typical" choices.

Even though women enter may college with high aspirations they also are less likely to pursue advanced post baccalaureate education and ultimately do not advance to higher levels within chosen careers (Garrison, 1993; Kline & Short, 1991). They found that among the greatest underachievers, the postbaccalaureate plans of men were greater than those of women. Malaney and Isaac (1988) reported similar findings in that even when women had achieved greater academic performance, they were less likely to be postbaccalaureate students than lesser academically talented males.

Stockard and Wood (1984) challenged what they called the "myth of female underachievement. " They found that males were more likely than females to have grades in

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English and mathematics that were lower than might be predicted by their scores on standardized tests. They suggested that underachievement in school should not be equated with grades as it has been reported that females receive higher grades throughout school than men.

There are particular challenges faced when working with female gifted and talented students. These young women are often caught in what Hollinger (1991) called a "three-way interaction among conflicting stereotypes and expectations." The three-way interactions are "societal stereotypes" of what it means to be female and the conflict of that with expectations for the gifted to achieve great things and the fact that the majority of high-status, challenging career are masculine. "At a time when an adolescent is undergoing a critical phase in identity formation process which produces its own high levels of anxiety ...the anxiety women are faced with when they find how ambiguous that notion is ,...and the awareness of these conflicting stereotypes" that produces a great deal of ambiguity for women (p. 135).

Other barriers identified in the literature that have resulted from sex-role socialization and societal stereotypes are: fear of success (Reis, 1987); avoidance of quantitatively based majors and careers (Fox, Broady & Tobin, 1980); inability to assert themselves (Bell, 1989); lowered academic and career expectations (Arnold & Denny, 1985); attribution of success to chance rather than to

ability (Eccles, 1985; Lindley & Keithley, 1991); and that women often perceive themselves as lacking in the ability to control their destinies (Hollinger, 1983; Post-Krammer & Smith, 1985).

A recent report by the American Association of University Women (AAUW) (1992) focused on the impact of the combined factors of gender, ethnicity, and social class on education and called for increased attention to how these combinations of variables influence educational achievement. Reis (1987) also pointed out that there are certain cultural and environmental influences that have great impact on the lives of women. She noted, "we cannot measure the lost potential of gifted females without calling special attention to the problems of, disadvantaged minority females" (p. 87).

The purpose of this study was to determine whether the college adjustment of students of color and women is associated with noncognitive, contextual and sociocultural factors. It has been suggested that there are differences between ethnic and nonethnic students as well as men and women and that these differences are important to consider when developing student programs.

METHOD

Incoming freshman honors students (N=325) were administered a questionnaire containing demographic, attitudinal, and behavioral items during summer orientation

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and 100 percent participation was achieved. A description of the sample by race and gender is presented in Table 1. Race was determined by the indication of Asian (e.g. Pacific Islander, Indian), Black (e.g. African American), and white (not of Hispanic origin).

Data Analysis

Data were analyzed descriptively and by chi-square and analysis of variance (ANOVA and MANOVA) with LSD post hoc tests. Appendix A shows the Likert-type items employed in the study. The items when referenced in the text will be listed by the item number in brackets (i.e. [29]). Results of the one-way analysis of variance (ANOVA) statistics used to determine significant differences among the groups are presented in Table 1 along with means and standard deviations for each group. All differences reported below are significant at the .05 level.

Gender Academic Issues

Women indicated that they studied on average more hours than men (4-5 hours to 1-3 hours per week) [8]; math was the area women were more apt to indicate was their weakest (28%) [11] while men indicated study habits (35%). Men and women almost equally agreed that they would earn a degree prior to leaving the university [16] (45% to 43% respectively).

Men and women significantly differed on each of the following items: whether they anticipated problems getting classes [37], whether or not they expected to know faculty [38] and find a mentor (40). On whether or not they know how to use a computer [75], there were high percentages of agreement on this item (87% of men and 75% of women) but significant difference between them.

Extracurricular Activities

Women were more likely than men to feel that everyone should do volunteer work than men (70% to 50%) [35]. Participation in intramurals [36] was deemed more important by men (73%) than women (49%). More men than women also indicated that they would follow one or more teams [48] (48%) while 62% of women disagreed with this statement. More women than men expected to do community service [74] (81% to 53%). Both men and women more often indicated that intrinsic interest in the field was most important in long-term career choice [10].

Personal and Social Issues

Women were more likely than men to seek counseling for emotional concerns [46] (61% to 39%). More women expressed a preference for commuting than did men [59] (30% to 15%).

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Women had greater agreement that they could describe their own personality accurately (64%) than men (59%). Women were more concerned about their personal safety [70] (80%) than men (48%). Women had greater agreement with whether the University should offer a course on race relations [72] for this item (48%). The groups with whom students would formally identify with during the freshman year [20] were residence hall group (20%), no formal group identification (18) and racial/ethnic group identification for women. Men also indicated residence hall group (17%), campus athletic group (17%), and high school friends (16%). Race

Academic Issues

Academic Skills. Whites significantly differed from Asians and Blacks on whether they preferred to study in a group [29] with most students indicating a neutral stance. Blacks closely followed by Asians, had the highest percentage of students who were interested in improving their learning skills [34] (94% and 90%). Asians studied the greatest number of hours, with six students indicating that they studied more than 26 hours per week.

Significant group differences were found between Whites and Asians on having a hard time adjusting to college [44] with the overall mean responses close to

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neutral on this item. Groups also differed on what would be the easiest part of adjusting to college [12]. Greater numbers of Blacks selected both "being independent" and "getting to meet and to know other students" while a larger percentage Asians selected getting to meet and to know other students, and Whites selected being independent.

Familiarity with doing library research [60] was indicated by more Asian and White students that Black students (73%, 64%, and 41% respectively). Math was indicated as the weakest subject [11] by a greater percentage of Blacks (36%) while the largest percentages of Asians and Whites indicated study habits (34% and 30%).

Major. Asian students significantly differed from White and Black students on their preference for receiving more information about choosing a major [54]. About 53% of Asian students indicated that they agreed or strongly agreed with this statement. Only 35% of Blacks and 32% of Whites agreed or strongly agreed with this statement.

Whether they feel pressure on deciding a major [65] resulted in significant differences between Asians and Whites, with a greater percentage of whites indicating that they did not feel pressure. Less than 25% of the total sample agreed or strongly agreed with this statement.

Attitudes about College. There was agreement among the groups on the main reason they decided to attend the University [10], as it being relatively inexpensive and the most prestigious school in the state. About 31% of Blacks indicated their decision to attend the University was based on the advice of family and friends, which is the highest percentage of responses of any of the choices for this item.

Asian students differed from Black and White students when asked if the University was one of the best [42] as well as on whether the University was their first choice [73]. Most of the group means for these items were between agree and neutral, with higher percentages of each group disagreeing with this item.

Most students indicated that they would be fulltime students [69] (74%) and that the most likely reason for remaining at the University [14] was to complete degree requirements, needing a degree to enter a chosen career, and in order to attend graduate and professional school. About 21% of the total sample indicated their interest in obtaining a degree had to do with their interest in the pursuit of knowledge.

Social Issues. All groups indicated that the most important social problem is racism [17] (Blacks: 59%; Asians: 32%; Whites: 19%). That the University should offer a course on race relations [72] was to be significantly different for all groups. Blacks had greatest agreement with this item (mean: 1.80), while Asians and Whites were closer to neutral (means: 2.70 and 3.22 respectively).

The group that many Black and some Asian students felt they would identify with on campus was racial group [20] (48% and 18%). Most Asians and some Whites both indicated that they would not formally identify with a group (25% and 14% respectively). The highest percentage of Whites indicated residence hall group (23%).

Other Issues. More White students indicated intrinsic interest in the field as important in their long term career choice [10] (Whites: 49%; Asians: 25%; Blacks: 20%). More Asians than Blacks or Whites indicated they would seek counseling for emotional concerns [46] (means: Asians=2.62; Blacks=3.65; Whites=4.42). More Blacks indicated they expected to find a mentor [40] more so than Whites or Asians (means: Blacks=1.91; Whites=2.51; Asians=2.62).

Asians differed from Black and Whites on whether recent budget cuts would reduce the quality at the University [51] (means: Asians=2.80; Whites=3.20; Blacks=3.22). Blacks differed form Asians and Whites on whether financial aid should be based on merit [61] (means: Blacks=3.28; Asians=2.78; Whites=2.60). Asians were significantly different from Whites on whether the University should provide grants to all Maryland residents (means: Asians=2.66; Whites=3.11).

Blacks were in greater agreement with whether they expected to be involved in religious activities [41] (means: Blacks=2.72; Whites=3.24; Asians=3.28). Whites significantly differed from Asians and Blacks on whether they expected to do community service [74] (means: Blacks=1.10; Asians=2.07; Whites=2.36). Asians were significantly different from Whites on the ability to speak a language other than English well [67] (means: Asians=2.16; Whites=3.53). Race and Gender

A significant interaction by race and gender was found for the item "the University should offer a required course on race relations [72). Overall, women had greater agreement (48%) than men (30%). Differences were found for Black women, who had the lowest mean score (1.56) followed by Asian women (2.25) and Black men (2.62). This compared to Asian men, White women and White men who were neutral on this item. White males had the highest mean score (3.20).

On their interest regarding seeking counseling regarding social and emotional issues [46], White males had greater disagreement on this statement than any group (mean = 4.51). Blacks had less disagreement and were significantly different from Whites and Asians (means: Blacks = 3.65; Whites = 4.24; Asians = 4.25). Black males had the lowest mean for any group (3.36).

Men and women agreed almost equally (women = 60%; men = 61%) that they expected to see prejudice against gay and lesbian students [39]. None of the groups significantly differed from each other. Asian women agreed that they expected to see prejudice more than any other group (mean = 2.03).

There were significant differences reported for awarding more financial assistance versus need-based assistance [61]. The greatest mean difference was between White women and Black males (2.60 and 3.36) which indicated that White females had greater agreement with this item. Blacks significantly differed Asians and whites on this item (means: 3.28; 2.80; 2.60 respectively).

DISCUSSION

Understanding honors students and the subgroups of students within honors programs is important as it has been shown that these students have unique psychological, personality, and gender-related issues that may require different coping strategies in order to adjust to the college environment. Frey (1979)

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supported this notion as he found that gifted students have been profoundly affected by stereotypes based on their giftedness, gender and ethnicity.

Honors students also face the same developmental issues faced by entering traditional age college students. Major tasks faced during this time are defining their identity, relating to others, and identifying career and educational goals (Chickering, 1981). The added dimension of their giftedness may indeed create another layer of issues that may impact their adjustment to college and when the dimensions of gender and race are added, the situation often requires special attention be paid to meeting the needs of honors students who face a multiplicity of adjustment issues.

Race

This area was where the differences among the groups was most apparent. There were significant differences reported on 22 of the Likert-type items and Asians had the greatest number of items on which they significantly differed (13). Asians most often differed from Whites (10 of 11 items). The issues that seemed important for Asians were those related to finances. They were concerned about budget cuts reducing quality, felt that the university should offer grants to state residents, and that aid should be given

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based on merit. Asian students may need to be put in touch with sources of financial assistance that are not solely need-based. Efforts should be made to ensure that they receive adequate information about scholarships, particularly those that are based on merit.

Overall, academic issues provided the greatest single category of differences with eight items having significant group differences. Again, Asians had the greatest number of group differences. Some of the findings indicated significant but not surprising differences. Overall, the students were neutral on whether they felt pressure on deciding a major. This may be due to their early preparation for college and their congruence with "multipotentiality" (Frederickson, 1979) which is the ability to select and develop any number of career goals. This is particularly true of the highly talented. Asians students were more likely to agree that they wanted information on choosing a major, while the other groups were more neutral.

That honors students expect more stimulating courses was confirmed by Sanborn (1979) and Kerr and Colangelo (1988) who found that talented students preferred more challenging coursework. Kerr and

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Colangelo (1988) indicate that this is a must if colleges are to attract the most academically able.

The students indicated overall agreement with wanting to improve learning skills, with Black and Asian students indicating slightly stronger agreement with this item. This finding may be in contrast with common stereotypes that honors students do not have this type of need. Gender

The gender differences found in this study have been supported within the literature and thus were expected. One area, in particular, that has been addressed in the literature has been the underachievement of women in quantitative majors and careers. The women in this study consistently selected math as their weakest subject, which is consistent with the findings of Eccles (1985) who noted out that women are over represented in the fields of education and literature and underrepresented in science, math and engineering. On the case of weak mathematics skills, Reis and Dobyns (1991) pointed out that gifted women often have lower confidence about their abilities, which can ultimately lead to diminished career choices.

Men and women both indicated intrinsic interest in a career as the reason they felt they would enter a

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selected career. The fact that women tend to be socialized for certain roles and career choices may limit what they are "intrinsically" interested in. Reis (1991) highlighted research done on the achievement levels of gifted females and found that in most cases women were less likely to achieve than their male counterparts. These findings are important in light of the research done on what happens to women once they enter college. The issue, then, is not just one of ability, but of the confidence and lack of support provided both in the curriculum and in the classroom.

In terms of practice, Hollinger (1991) highlights the importance of identifying to women the internal and external barriers that exist and to develop strategies to cope with these barriers. Arnold and Denny (1985) found that women who had been high school valedictorians and salutatorians displayed a decline in their self reported levels of intelligence between high school and their sophomore year in college. This group also shifted in their expectations of career achievement in that they chose less demanding careers. What was important is that Arnold and Denny found that the women who maintained high levels of achievement had three common experiences: they were in a supportive college environment, they had significant contact with

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faculty and professionals in their chosen fields, and the had the opportunity to test their abilities in a nurturing environment. This information is important for program administrators and faculty to understand when working with female academically talented students.

Based on sex-role stereotyping than exists within society in general and higher education in particular, it seems reasonable to assume that opportunities do not exist equally for males and females. According to Wolleat (1986), little is done in the years of schooling that disturb the relationships between preexisting cognitive, affective and demographic characteristics (such as sex and race) and later adult achievement. "for women, sex will be as important as their intellectual abilities in determining the extent to which they will use their talents and be actualized through them" (p. 331).

One of the conclusions based on the response of women to the survey item "I expect to find a mentor on campus" is that having a relationship with a mentor is a salient issue for women. Opportunities for women to be involved in mentoring relationships is one way to increase the likelihood that women feel as is they can actualize the goals they enter the university with but often fail to actualize.

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These findings suggest some practical applications for honors programs. That women in this study felt they would have the opportunity to get to know a

faculty member well in their first year identifies the value placed on this type of interaction for women.

This is an opportune time to create contacts with women faculty and other types of role models (advisors and student affairs staff) which can change the "null

academic environment" often experienced by women when they arrive at college (Bernard, 1976).

Social issues had greater relevance for women students. That a greater percentage of women expected to do some community service during college was supported Kerr (1985). She pointed out that women are often more idealistic and this type of activity allows them the opportunity to test their values. Women had greater agreement with possessing the skills to be a leader on campus. This is again something that they arrive to college with and efforts must be made to ensure that these skills are developed and reinforced.

Other social issues that women appeared to feel quite strongly about were concerns about their personal safety, and that demonstrations were not a waste of time. That the university should offer a course on race relations was also indicated as important. The racism course identified by Roper and Sedlacek (1988)

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is a course that can be presented to the students as a way to further explore this topic. These differences were expected in light of the evidence that women tend to have greater concern for social issues.

The interaction of race and gender seemed to gain greatest significance when looking at social issues. As social issues were important for women, it seems important to investigate where are there opportunities to provide academic and social support for meeting these needs. This can mean opportunities for

collaboration among faculty and student affairs in order to meet both the academic and social concerns of students.

Conclusion

This study has provided for an examination of the issues salient for subgroups within the honors student population and that academically talented students have special needs that require specific, appropriate programs and services. The data from this study should provide a basis for devising and revising efforts to attract and retain honors students. Based on these findings, one should understand that there are differences that should be taken into account when developing programs for academically talented students.

Appendix A

Significant Likert Type Items by Race and Gender

Item

29 I prefer to study in a group rather than alone.

30 I have the skills to be a leader on campus.

34 I am interested in improving my study skills.

35 Everyone should do some volunteer work.

36 I expect to participate in some form of intramural sports at UMCP.

39 I expect to see prejudice against gay and lesbian students on campus.

40 I expect to find a mentor on campus.

41 I expect to be involved in religious activities at UMCP.

42 UMCP is one of the best universities in the country.

44 I expect to have a hard time adjusting to the academic work of college.

46 I am interested in seeking counseling regarding emotional/social concerns.

48 I closely follow one or more UMCP athletic teams.

51 I expect recent state budget cuts to reduce the quality of my education at UMCP.

54 I would like to receive more information about choosing a major.

56 UMCP should provide grants to all Maryland residents.

59 I would prefer to commute rather than to live on campus.

60 I am very familiar with how to do library research.

61 Financial assistance should be given more often based on merit (accomplishments, etc.) rather than on need.

62 I feel under pressure to decide a major.

67 I can speak a language other than English very well.

68 Demonstrations on controversial issues are a waste of time.

69 Chances are good that I will go to school part-time sometime before I complete a bachelor's degree.

70 I am not concerned about my personal

safely on campus.

71 I expect there will be many facilities and opportunities for individual creative activities on campus.

72 The University should offer a course on race relations.

73 The University of Maryland was my first choice of a school.

74 I expect to do some community service work while at UMCP.

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Table 1: Means and Standard Deviations on Attitude Items for Racial Groups
	Asian				Black				White				Significant
	Men		Women		Men		Women		Men		Women		Difference
Item	Mean	SD	Mean	SD	Mean	SD	Mean	SD	Mean	SD	Mean	SD
29	2.87	1.13	3.21	1.18	2.7	1.03	2.74	1.03	3.35	1.14	3.24	1.08	R
30	2.87	1.21	2.38	1.21	2.77	1.42	2.13	1.06	2.44	1.1	3.34	0.98	G
34	1.73	0.69	1.83	0.76	1.62	0.51	1.71	0.82	2.06	0.96	2.11	0.86	R
35	2.24	0.72	1.97	0.87	2.46	1.27	2.91	0.75	2.69	1.21	2.25	1.02	G
36	1.87	0.86	2.62	1.08	2	1.22	2.78	1.16	2.07	1.15	2.66	1.29	G
37	3.38	1.14	3.72	1.22	3	1.29	3.58	1.06	2.98	1.14	3.44	1.17	G
38	2.35	0.92	1.83	0.97	1.85	0.69	1.71	0.94	2.06	0.85	1.93	0.84	G
39	2.62	0.95	2.03	0.94	2.46	0.97	2.26	0.82	2.31	0.92	2.47	1.03	RxG
40	2.7	0.74	2.28	1.03	2.23	0.83	1.77	0.72	2.77	0.93	2.45	0.72	R;G
41	3.19	1.13	3.35	1.42	2.69	1.18	2.68	1.22	3.36	1.36	3.18	1.35	R
42	2.87	1.06	2.93	0.96	2.62	1.19	2.16	0.82	2.59	0.95	2.54	0.77	R
44	3.02	1.14	2.9	1.01	3.08	1.12	3.26	1.13	3.52	1.04	3.12	1.01	R
46	4.35	0.86	4.07	1.07	3.31	1.25	3.81	1.25	4.5	0.78	3.89	1.12	RxG;R
48	2.76	1.44	2.76	1.44	2.54	1.4	3.61	1.43	2.92	1.46	3.65	1.26	G
51	2.73	1.02	2.86	0.95	3	0.91	3.29	0.97	3.1	1.02	3.34	0.98	R
54	2.41	1.18	2.48	1.27	2.92	0.86	3.03	1.47	3.36	1.37	33.2	1.35	R
56	2.84	1.37	2.48	1.38	3.31	1.11	3.16	1.29	3.05	1.51	3.26	1.26	R
59	3.57	1.32	4.07	1.36	3.69	1.38	4.45	1	4.33	0.97	4.56	0.91	R;G
60	2.3	0.94	2.41	1.09	3.08	0.95	2.74	1.21	2.28	1	2.44	1.07	R
61	2.78	1.18	2.77	1.31	3.23	1.24	3.19	1.4	2.65	1.24	2.51	1.26	R
65	3.08	1.19	3.03	1.45	3.23	1.24	3.48	1.43	3.76	1.24	3.56	1.25	R
67	2.24	1.36	2.07	1.06	3.23	1.16	3.74	1.29	3.47	1.38	3.61	1.2	R
68	3.32	1.06	4.26	0.86	4.29	0.94	4	0.91	4.01	0.91	3.84	1	RxG
69	3.65	1.11	3.81	1.22	4.07	1.05	4.11	0.96	3.69	0.95	4.1	0.7	R
70	3.46	1.12	3.94	1.21	3.62	1.21	4.52	0.72	3.14	1.18	4.08	0.81	G
71	2.03	0.69	1.84	0.58	2.15	0.9	1.65	0.61	1.9	0.66	1.84	0.78	G
72	3.05	1	2.26	0.93	2.62	1.66	1.58	0.81	3.25	1.34	3.2	1.22	RxG;R;G
73	3.62	1.42	3.48	1.39	3	1.58	2.9	1.49	2.88	1.56	2.95	1.41	R
74	2.3	0.74	1.81	0.87	2.15	0.99	1.81	0.75	2.7	1.07	1.97	0.8	R;G

R=Race; G=Gender; RxG=RacexGender; 1=Strongly Agree to 5=Strongly disagree. P<.05