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Research Questions and Hypotheses

Research Questions and Hypotheses. How do white males compare to non-white and female peers with respect to their perspectives on race? H1: There is a difference in the way that white males perceive race when compared to their peers.

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Research Questions and Hypotheses

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  1. Research Questions andHypotheses • How do white males compare to non-white and female peers with respect to their perspectives on race? • H1: There is a difference in the way that white males perceive race when compared to their peers. • H0: There is no difference in the way that white males perceive race when compared to their peers. • What relationship (if any) exists between racial diversity and relationships between students? • H1: There is a relationship between racial diversity and relationships between students. • H0: There is no relationship between racial diversity and relationships between students.

  2. Descriptive Statistics • The number of white students: Out of 39,989 cases, 80% (32, 009) of the student population were identified as white. • The number of white males: 30.2% of the student population were identified as white males. • The number of non-white males and females: 69.8% of the student population were identified as non-white males and females.

  3. Inferential StatisticsData for Hypotheses

  4. Results • We computed a one-way ANOVA comparing college students’ views on racism by white male versus other groups (i.e. non-white males, White females, and non-white females). A significant difference was found among groups (F(2,38068) = 806.76, p < 0.01). Bonferroni post-hoc test revealed statistically significant differences across multiple groups. For example, white male students (M=1.94, SD 0.80) scored significantly higher than non-white males/females (M=1.68,SD=0.73), and significantly higher than non-white females (M=1.46,SD=0.75). Results suggest that white males are more likely to disagree somewhat that racial discrimination is no longer a problem than their peers who have a stronger disagreement that racial discrimination is no longer a problem. Also, minority students have stronger beliefs about problems with racism on campus than non-white males and females. • We computed a one-way ANOVA comparing white male college students’ ability to get along with different races/cultures. A significant difference was found among white male groups and the non-white female groups(F(2,38068) = 806.76, p < 0.01). Bonferroni and Tukey post-hoc test revealed statistically significant differences across white male groups in comparison to non-white females. For example, White male students (M=3.72, SD 0.78) scored significantly lower than non-whit females (M=3.85,SD=0.82). Results suggest that non-white female view themselves to have a stronger ability to get along with people of different races/cultures than white males.

  5. Findings • For both questions, we reject the null hypotheses and therefore state the following: • There is a difference in the way that white males perceive race when compared to their peers. • There is a relationship between racial diversity and relationships between students. Statistical significance was only found between white males and non-white females.

  6. Recommendations Bases on this study, the team of Sosa, Ware, Williams, and Wofford recommend that East Evergreen University offer programs to increase racial awareness. In addition, the school administration should increase opportunities for interracial activities among the students.

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