The following is a list of conference papers and published articles by researchers at the University of Iowa and at Center of Inquiry on findings from the Wabash National Study of Liberal Arts Education. We have provided links, highlighted in red, to papers and articles as permitted by copyright law.
Bowman, N. A. (2007, November). The development of psychological well-being among college students from working-class and middle-class backgrounds (PDF). In R. Palmer (Chair), College Student Development. Paper presented at the annual meeting of the Association for the Study of Higher Education.
"With the substantial socioeconomic diversity of today’s college students, it is increasingly important to understand the experiences and development of students from working-class backgrounds. Most research on socioeconomic diversity—often framed in terms of first-generation status—has focused on one of three topic areas (Pascarella et al., 2004; Terenzini et al., 1996): precollege activities (e.g., college choice and academic preparation), transition from high school to college, and graduation and labor market outcomes. However, a critical area that has received little empirical attention is the development of positive psychological functioning among college students. These skills and perceptions are crucial for dealing with adversity, and they contribute to future positive emotions, successful interpersonal relationships, and mental and physical health (e.g., Lachman & Weaver, 1998; Ryff, 1989). Therefore, this study explores psychological well-being among students from working-class and middle-class backgrounds." (from first paragraph of paper)
"This study estimated the unique effects of SES and race on college students’ experiences of good practices in undergraduate education. We conducted an ordinary least square regression in two stages. In the first stage, we regressed each good practice measure on the dummy variables representing students’ SES and race/ethnicity as well as an extensive set of controls in a total effects equation. In the second stage, the direct effects equation included additional controls for college experiences. We find the two independent variables of interest (SES and race/ethnicity) uniquely influence good practices. We find students in the highest SES quartile are advantaged on seven of the nineteen good practice measures examined and White students are advantaged on ten of them." [Abstract from Authors]
"Despite scholars’ praise of liberal arts education as a model form, very little research has examined the actual impact of liberal arts education on learning outcomes. The elaborate rhetoric and anecdotal support, long used to advance liberal arts education as the premier type of education with value for all, is no longer sufficient. The practices and conditions that lead to outcomes of a liberally educated student remain an empirical black box. Guided by the work of Pascarella et al. [2005, Liberal arts colleges and liberal arts education: New evidence on impacts. ASHE Higher Education Report, 31(3)], this study examined the extent to which an institutional ethos, that values student–student and student–faculty interaction within a supportive environment characterized by high expectations for developing the intellectual arts, manifests in the lived experiences of students and predicts the development of outcomes theoretically associated with the liberal arts. Specifically, we investigated the construct and predictive validity of the liberal arts experience scale relative to liberal arts outcomes. Using data from the first phase of the Wabash National Study of Liberal Arts Education, net of student background characteristics and institution attended, we found liberal arts experiences had a positive effect on four of six liberal arts outcomes, including intercultural effectiveness, inclination to inquire and lifelong learning, well-being, and leadership." [Abstract from Authors]