Understanding Advocacy Behaviors of Undergraduate Students: Who Advocates for Whom? CENTER FOR EXCELLENCE IN DISABILITIES Valerie Frey-McClung1, Lesley Cottrell1, Jeralynn S. Cossman2, Cris Mayo3 West Virginia University, 1Center for Excellence in Disabilities, Department of Sociology and Anthropology, and 3WomenŐs and Gender Studies Background Ą Advocacy is a mechanism to promote social justice and inclusion. Ą From a social justice viewpoint, minority students include people of color; gay, lesbian, bisexual, transgender, or questioning students; women; and students with disabilities. Ą Few colleges have examined studentsŐ advocacy behaviors. Objectives Ą Explore studentsŐ advocacy behaviors and support of the rights of minority groups. Ą Examine factors associated with student advocacy engagement and types of advocacy performed. Ą Investigate the degree to which students report confronting statements that are sexist, racist, homophobic, intolerant of a specific religion, and put down people with disabilities. Methods Ą Online survey collected information about studentsŐ experiences, attitudes, and perceptions regarding advocacy. The survey also collected exposure to diversity. Ą 108 undergraduate students participated. Created Scales Advocacy Behaviors Scale (Cronbach Alpha=.55): Have you ever stood up for others in the following situations: in a classroom, at work, at a social or sporting event, and while hanging out with friends Perceptions Scale (Cronbach Alpha=.87): Ą It is my responsibility to advocate for others, if needed Ą It is my responsibility to confront colleagues who discriminate against individuals with disabilities Ą It is my responsibility to confront colleagues who discriminate against minority groups (racial, ethnic, or religious groups) Attitudes Scale (Cronbach Alpha=.82): Ą Growing up, advocating for oneself was supported in my family Ą My close friends support advocating for oneself Ą The university community supports advocating for oneself Ą Advocating for others is something my family supports Ą Advocating for others is something my close friends support Ą The university community supports advocating for others Percent Who Reported They had Confronted Jokes, Statements, or InnuendoesthatÉ 40.0% 36.3% 20.0% 1.3% 2.5% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% Nearly all students were the same as me Most students were the same as me About half the students were the same as me Most students were a different race/ethnicity as me Nearly all students were a different race/ethnicity as me Racial/Ethnic Diversityof High School 90.8% 75.3% 69.7% 62.4% 0.0% 20.0% 40.0% 60.0% 80.0% 100.0% While Hanging Out with Friends At Social or Sporting Event In a Classroom At Work Undergraduate Student Advocacy Behaviors: Perecent Who Stood Up for Self or Others Put Down People with Disabilities Were Intolerant of a Specific Religion WereHomophobic Were Racist 81.3% 70.3% 80.2% 83.5% 87.9% Were Sexist 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0% 6.3% 16.5% 45.6% 27.8% 3.8% Socio-Economic Background Poor/Low Income Working Class Middle Class Upper Middle orProfessional Class Upper Class/Wealthy Most participants were female (79.0%), white (88.6%), Christian (54.3%), and straight (79.0%). Advocacy Behaviors Most students reported they had stood up for themselves or others in several situations: Ą71.4% reported they had intervened with someone who was being verbally abusive to another person. Ą48.3%, reported they had intervened with someone being physically abusive to another person. Advocacy Perceptions Conclusions Ą A majority of students agreed or strongly agreed it is Ą Further study is warranted to their responsibility to: develop a richer understanding of the factors associated with student Ą Advocate for others if needed - 72.8% advocacy engagement. Ą Confront colleagues who discriminate against Ą Understanding the characteristics individuals with disabilities - 86.4% that affect college studentsŐ Ą Confront colleagues who discriminate against advocacy behaviors may suggest minority groups - 86.4% ways to change social inequalities Ą Advocacy attitudes are correlated with perceptions in and assist groups at risk for a positive direction (rs = .341, p < .025). exclusion. Ą Socio-economic background is related to advocacy attitudes (rs = .343, p < .025), with those having more affluent backgrounds more likely to report positive References advocacy attitudes. Smith, D.G. (1990). WomenŐs colleges Ą Advocacy behaviors were not correlated with and coed colleges: Is there a difference perceptions or advocacy attitudes, nor were for women? Journal of Higher behaviors correlated with exposure to diversity. Education, 61(2), 181-197. Ą No differences in advocacy behaviors were found Watson, L. (2002). How minority based on disability. students experience college: Implications for planning and policy. Sterling, VA: Stylus. The work was funded through support from ACL grant number 90DDUC0027-02-00