Campus Climate Research Papers - Academia.edu (original) (raw)

Public spaces of the city, where the social relations of the individuals of society take place intensively, have an important role in urban development. In addition to the cultural, economic and technological conditions in constant change... more

Public spaces of the city, where the social relations of the individuals of society take place intensively, have an important role in urban development. In addition to the cultural, economic and technological conditions in constant change and development, the understanding, necessity and usage of public space, are also affected. Along with these changing conditions, new requirements and problems arise such as the inclusivity of these spaces. Augmenting the quality of spaces by enhancing the inclusivity and hence the quality of university campuses as a public space and spreading this philosophy throughout the whole society in professional life by ensuring the awareness is settled on university students as the main campus users who will provide the development of society, is an approach that will sustain the development of societies&cities. The aim of this study is to review the literature in a wide range about conceptual of inclusive design in university campuses. In the meantime identifying the problems faced by users in university campuses, exploring the approaches and examples that will enable all users to access campus spaces and services will be handled. In addition, to use the approaches and to develope solutions to the problems will be encountered. In this study literature review based on inclusive design concepts and university design concepts will be done.

Providing undocumented immigrants access to public education remains a pertinent issue facing both institutions of higher education and state governments. While instate resident tuition (ISRT) has remained a contentious policy, little is... more

Providing undocumented immigrants access to public education remains a pertinent issue facing both institutions of higher education and state governments. While instate resident tuition (ISRT) has remained a contentious policy, little is known about how such policies, as well as other state contexts, influence college students’ attitudes toward unauthorized immigrant students’ educational access. Using three-level multilevel models, we sought to understand how political, economic, and demographic contexts at the institutional and state level affect the development of US citizen students’ views toward undocumented immigrants’ access to public education during their undergraduate years. After controlling for student-level effects, findings show that institutional variables such as selectivity, control, and percentage of low-income students enrolled contribute to students’ attitude development. At the state level, findings show that students who attend institutions within states that have ISRT policies have more positive views towards undocumented immigrants’ access to public education at the end of college. This research highlights the critical need for higher education researchers, institutional leaders, and policy makers to better understand how institutional and state contexts shape students’ understanding of larger sociopolitical issues.

Over the last few years, increasing scholarly and media attention has been paid to the plight of undocumented immigrant college students. However, only a small fraction of undocumented youth actually moves on from high school to... more

Over the last few years, increasing scholarly and media attention has been paid to the plight of undocumented immigrant college students. However, only a small fraction of undocumented youth actually moves on from high school to postsecondary opportunities. Indeed, the exclusion from financial aid eligibility and low family socioeconomic status severely limit undocumented students' ability to matriculate to institutions of higher learning. But little is known about the ways in which school experiences shape postsecondary outcomes. This article focuses on the high school experiences of a sample of undocumented young adults and examines the ways in which school structures shape access to resources needed for postsecondary matriculation. In doing so, I argue that school-based networks are critical for success. However, these networks are fundamentally shaped by the school structure. This article draws from 78 in-depth life histories of undocumented Latino young adults in the Los Angeles metropolitan area. I incorporate a sample, stratified by educational experiences. The lived experiences of these young adults shed important light on the broader world in which they live and the ways in which immigration policies interact with school practices to shape success and failure.

The present investigation of USM Campus Climate was commissioned by the University of Southern Mississippi in 2014, and has been conducted by the Research Initiative on Social Justice and Equity (RISE). RISE is a multi-institutional... more

The present investigation of USM Campus Climate was commissioned by the University of Southern Mississippi in 2014, and has been conducted by the Research Initiative on Social Justice and Equity (RISE). RISE is a multi-institutional research consortium with its origins at USM in 2013, and contributions to this report have come from multiple directors, research fellows, research associates, and student fellows of RISE. The data for this project were collected, managed, and have remained under the control and supervision of RISE personnel.We aim in this report to detail the reasons this inquiry was conducted, what we have learned from it, and what we believe are some reasonable recommendations based on the results. Throughout the process of completing this report, we have been in communication with multiple faculty, staff, and student groups to attempt to create a product that is representative of multiple viewpoints, incorporates information about ongoing and upcoming efforts, and th...

In this review of The Hunting Ground (Dick & Ziering, 2015), a feature-length documentary on campus sexual assault, I discuss how the film exposes rape as an "epidemic" on U.S. college campuses, as well as how institutions screening the... more

In this review of The Hunting Ground (Dick & Ziering, 2015), a feature-length documentary on campus sexual assault, I discuss how the film exposes rape as an "epidemic" on U.S. college campuses, as well as how institutions screening the film can address its dearth of intersectional analysis.

The current article is a qualitative study of the daily lived experiences of resilience that trans youth have as they engage in self-advocacy within their college environments. Using a phenomeno-logical research tradition and theories of... more

The current article is a qualitative study of the daily lived experiences of resilience that trans youth have as they engage in self-advocacy within their college environments. Using a phenomeno-logical research tradition and theories of liberation psychology and feminism, researchers interviewed 18 trans youth. There were four major themes in the participant data: (a) campus-wide trans-affirming language, (b) campus training on trans student concerns , (c) trans-affirming campus health care access, and (d) developing a community of trans allies on campus. In addition to study limitations, future practice, research, and advocacy implications for developing trans-affirming educational environments for trans youth are provided.

The researchers conducted a comprehensive study, 2010 State of Higher Education for Lesbian, Gay, Bisexual, and Transgender People, which was sponsored by the Q Research Institute in Higher Education of the national organization Campus... more

The researchers conducted a comprehensive study, 2010 State of Higher Education for Lesbian, Gay, Bisexual, and Transgender People, which was sponsored by the Q Research Institute in Higher Education of the national organization Campus Pride. In their results, they found that LGBTQ students, staff, faculty, and administrators remain at significantly higher risk for harassment at our colleges and universities, compared with their heterosexual and gender normative counterparts. This article details the qualitative results from that study.

Faculty and peer interactions are 2 of the most important relationships for college students to foster (Astin, 1993). Transgender college students have an increasing visible presence on college campuses (Pusch, 2005), yet limited research... more

Faculty and peer interactions are 2 of the most important relationships for college students to foster (Astin, 1993). Transgender college students have an increasing visible presence on college campuses (Pusch, 2005), yet limited research
exists on their experiences and struggles in the classroom environment (Garvey & Rankin, 2015; Renn, 2010). This study sought to understand the experiences of transgender students in the context of the college classroom and their perceptions of faculty and peer support. The experiences of 5 transgender students from a large Midwest public institution are illustrated by 4 themes that emerged: coming out, instructor interaction, peer (non)support in the classroom, and campus and course context impact college environment. Overall, participants’ experiences varied, but all reported incidents of marginalization from instructors and peers. This study provides a necessary voice to the lived experiences of transgender college students within the context of the university classroom.

This study applied critical race theory to explore the racial microaggression experiences of students of color (i.e., African American, Asian American, Latinx, and Multiracial students) at a historically White university. Using... more

This study applied critical race theory to explore the racial microaggression experiences of students of color (i.e., African American, Asian American, Latinx, and Multiracial students) at a historically White university. Using quantitative and qualitative data from an online survey (N = 1,710), we explored the relationship between the frequency of racial microaggressions and sense of belonging using multiple regression analysis. In addition, we analyzed qualitative open-ended responses to better understand students' perceptions about how the racial microaggressions they experienced affected their sense of belonging. The findings indicated that African American students reported experiencing a significantly greater frequency of racial microaggressions than Asian American, Latinx, and Multiracial students. In addition, students who reported a greater frequency of racial microaggressions also reported lower sense of belonging. We highlight implications for future research on students of color at historically White universities.

Many college campuses promote themselves as integrated multicultural spaces where students from diverse backgrounds live, study, and play together in unity. Drawing from eleven focus groups and an online survey with over 4,800 students of... more

Many college campuses promote themselves as integrated multicultural spaces where students from diverse backgrounds live, study, and play together in unity. Drawing from eleven focus groups and an online survey with over 4,800 students of color, this study reveals that many students of color experience racial hostility and exclusion in their daily routines. Using the concept of racial microaggressions, we expand the definition of racism to identify three representational spaces that reflect the lived experiences of students of color at a predominantly white institution: (1) " fortified, " a space of white dominance where students of color often experience explicit racism; (2) " contradictory, " a space of covert racial dominance where students of color regularly experience being treated as second-class citizens; and (3) " counter, " a space created as an act of resistance or survival for students of color, but also faces opposition. This study demonstrates that the inclusive, racially harmonious multicultural campus is an imaginary geography.

The purpose of this article was to examine how Whiteness functions to underwrite and maintain racially hostile campus climates. Utilizing narrative inquiry, results illuminate two rhetorical devices that White students utilized to... more

The purpose of this article was to examine how Whiteness functions to
underwrite and maintain racially hostile campus climates. Utilizing narrative
inquiry, results illuminate two rhetorical devices that White students
utilized to rationalize and justify the racial status quo: Narratives of
Campus Racial Harmony and Narratives of Imposition. Results highlight
how well-intentioned, educated White students contribute to the maintenance and reproduction of Whiteness.

Despite the importance of preparing socially responsible graduates in science, technology, engineering, and mathematics (STEM) to address the current state of poverty and inequality, very few studies in higher education have examined the... more

Despite the importance of preparing socially responsible graduates in science,
technology, engineering, and mathematics (STEM) to address the current state of poverty and inequality, very few studies in higher education have examined the development of STEM students’ outcomes critical to promoting a more equitable society, typically focusing on the impact of one program or course. To address this gap in the literature, this study used frameworks of undergraduate socialization as well as social justice perspectives in STEM education to examine the undergraduate experiences and institutional contexts that predict STEM bachelor’s degree recipients’ development of two democratic educational outcomes seven years after college entry: social agency and values toward conducting research that will have a meaningful impact on underserved communities. The study utilized multilevel modeling on a national longitudinal sample of 6341 STEM bachelor’s degree recipients across 271 institutions. Longitudinal student data from the 2004 Cooperative Institutional Research Program’s (CIRP) Freshman Survey and 2011 Post-Baccalaureate Survey were merged with institutional data from the Integrated Postsecondary Educational Data System and CIRP Faculty Surveys. Various undergraduate socialization experiences and institutional contexts were found to predict STEM bachelor’s degree recipients’ democratic educational outcomes, including academic majors, participation in student organizations and research, experiences with faculty, and peer and STEM faculty normative contexts. Implications of the findings for research, policy, and practice are discussed.

This study examines the experiences of Asian American students who are mistaken as Asian international students; it provides insight into domestic students’ perceptions of and potential racial microaggressive experiences of international... more

This study examines the experiences of Asian American students who are mistaken as Asian international students; it provides insight into domestic students’ perceptions of and potential racial microaggressive experiences of international students. Drawing from racial microaggressions survey data of Asian Americans, this study highlights the multiple layers of overt racism, microaggressions, and xenophobia directed against students who are perceived as Asian international students. The Asian American students’ narratives reveal that international students are often racialized by skin color, English proficiency, and nationality, which reflect U.S. racist framings of Asian Americans. Thus, we argue that racial experiences of Asian international students should be addressed as a part of U.S. racial ideology, notions of Whiteness, and racial microaggressions on campus.

Last Friday, fans of both Jordan Peterson and Slavoj Zizek lined up outside together in the rain to find out, shuffling their way into the Sony Centre for Performing Arts in Toronto for what some had promised would be the Debate of the... more

Sexual minority (SM) students are vulnerable to increased rates of psychological distress and harassment as a result of stigma and other forms of marginalization in the college environment. However, little research has been conducted on... more

Sexual minority (SM) students are vulnerable to increased rates of psychological distress and harassment as a result of stigma and other forms of marginalization in the college environment. However, little research has been conducted on the experiences and psychological functioning among SMs who attend non-affirming religiously affiliated universities (NARAUs) that enforce restrictive admission and conduct policies toward SM students, and/or view same-sex romantic expressions and identities as sinful. SM students (N = 213) attending NARAUs completed the Counseling Center Assessment of Psychological Symptoms (CCAPS), the Outness Inventory (OI), and the Lesbian Gay Bisexual Identity Scale (LGBIS). Results indicate that SM students who attend Mormon, Evangelical, and Non-denominational Christian NARAUs had more difficultly coming to terms with their sexual orientation than those in Catholic or Mainline Protestant schools. Furthermore, Mormon students reported significantly more incongruence between their sexual orientation and religious beliefs than other religious groups. Students who were involved with a Gay-Straight Alliance (GSA) had significantly less difficultly with their sexual orientation, less negative identities, and less religious incongruence than those students not involved with a GSA. More than one-third (37%) reported being bullied or harassed at school due to their sexual orientation. Almost one in five (17%) reported a mental health professional had attempted to change their sexual orientation. Implications and recommendations for NARAU campus communities and counseling centers are discussed.

The present study provides the first known systematic examination of the association of hookup culture endorsement and rape myth acceptance. Multivariate regression analysis was conducted to test the primary hypothesis that hookup culture... more

The present study provides the first known systematic examination of the association of hookup culture endorsement and rape myth acceptance. Multivariate regression analysis was conducted to test the primary hypothesis that hookup culture endorsement would be the primary predictor of rape myth acceptance levels among a sample of 422 U.S. college students. Findings indicated the existence of a complex relationship in which rape myth acceptance increases or decreases based upon the form of hookup culture endorsement examined. Beliefs that hookups are harmless and elevate social status increased rape myth acceptance, whereas beliefs that hookups express sexual freedom decreased rape myth acceptance. Furthermore, results supported the hypothesis that hookup culture endorsement was the largest predictor of rape myth acceptance. Consistent with previous studies, the predic-tive power of gender and religiosity in determining levels of rape myth acceptance were shown to be significant. When controlling for levels of hookup culture endorsement, the explanatory power of these variables decreased, and hookup culture endorsement had the largest effect upon rape myth acceptance levels.

In this article we challenge the notion that diversity serves as a good proxy for educational justice. First, we maintain that the story about how diversity might be accomplished and what it might do for students and society is internally... more

In this article we challenge the notion that diversity serves as a good proxy for educational justice. First, we maintain that the story about how diversity might be accomplished and what it might do for students and society is internally inconsistent. Second, we argue that a disproportionate share of the benefits that might result from greater diversity often accrues to those already advantaged. Finally, we propose that many of the most promising and pragmatic remedies for educational injustice are often rejected by liberal proponents of “diversity first” in favor of remedies that in most cases are practically impossible, and often problematic on their own terms.

This study explored undergraduate students' use of social media to engage in discussion of racial/ethnic diversity and campus climate. The purpose of the study was to better understand how students utilize social media to talk about... more

This study explored undergraduate students' use of social media to engage in discussion of racial/ethnic diversity and campus climate. The purpose of the study was to better understand how students utilize social media to talk about issues of racial/ethnic diversity and campus climate to inform how UCLA might capitalize on social media use to promote a safe, welcoming and empowering campus environment. Eighteen interviews and an in-depth content analysis of student Facebook pages were used to explore the following questions: 1) How do students describe their posting behaviors and engagement with issues of racial diversity and campus climate on social media? 2) How frequently do students use social media to discuss issues of racial diversity and campus climate in either positive or negative ways? and 3) What does participant posting behavior and engagement with issues of racial diversity and campus climate on social media say about the utility of social media in promoting a positive campus climate?

The late Stuart Hall argued depictions of race in media most appropriately should be examined as ideology, since a main sphere of media operation is the production and transformation of ideologies. These ideologies are not isolated... more

The late Stuart Hall argued depictions of race in media most appropriately should be examined as ideology, since a main sphere of media operation is the production and transformation of ideologies. These ideologies are not isolated concepts but articulations of a variety of cultural signifiers into a chain of meanings that are presented as statements of nature. Such meanings can produce troubling outcomes on U.S. college campuses when arriving international students' first and often only exposure to race in America is the nation's continued struggle with equality as portrayed in exported film and news spectacles portraying blackness as a social threat. This chapter examines how media representations can flavor cross-cultural interactions, and the implications these interactions may have for campus climate, diversity initiatives, and the increasingly multicultural and globalized work place.

Decisions That Matter is an interactive graphic novel that my students built in my and Ralph Vituccio's Morality Play class at Carnegie Mellon University. It's meant to provoke reflection on the role bystanders can play in deterring... more

Decisions That Matter is an interactive graphic novel that my students built in my and Ralph Vituccio's Morality Play class at Carnegie Mellon University. It's meant to provoke reflection on the role bystanders can play in deterring sexual assault, and our data indicates that it does just that.

When students enter into the college and university setting, they become part of a community. As they continue throughout their academic careers, students develop relationships with various stakeholders and undergo personal situations,... more

When students enter into the college and university setting, they become part of a community. As they continue throughout their academic careers, students develop relationships with various stakeholders and undergo personal situations, which can either facilitate or hinder their level of engagement and involvement with the academic communities they are a part of. The university setting provides a platform where there are multiple stakeholders in a large, complex system, which inevitably, may also come with many conflicts. The literature shows that student engagement and involvement on campus has been linked to perceived positive experiences and feeling of connectedness to their alma mater, as well as the increased likelihood that alumni will be active with their campuses. This quantitative methods dissertation consolidates the fields of conflict analysis and resolution with the study of student affairs to prove that there are certain variables that significantly prevent and significantly facilitate student engagement and involvement levels on campus. The study was built on a theoretical platform developed, titled the Hypothetical Algebraic Formula for Student Engagement (HAFSE) and used multiple regression, stepwise regression and observance of bivariate scatterplots and trend lines to discover that feeling of connectedness to student service’s staff, the student body and academic advisors; number of hours dedicated to studies, number of children, and number of hours worked, of all variables observed, have the most influence on student engagement and involvement. These 6 variables held true, across all academic levels, in a national sample of 309 students enrolled in institutions across 46 states in the US. The findings of this study can help both theorists and practitioners of conflict analysis and resolution and in the field of student affairs to identify the complex needs and wants of students of the 21st century, for the purposes of enhancing students’ experiences in the campus setting.

The emergence of university LGBTQ+ resources over the last couple of decades indicates promising movement toward fuller engagement of minoritized students in higher education. Despite this growth, LGBTQ+ communities continue to experience... more

The emergence of university LGBTQ+ resources over the last couple of decades indicates promising movement toward fuller engagement of minoritized students in higher education. Despite this growth, LGBTQ+ communities continue to experience marginalization, even on campuses with dedicated services. This critical discourse analysis advances a conceptualization of digital campus climate by exploring how three institutions represent their LGBTQ+ resources through their universitysponsored webpages. We leverage the Campus Pride Index as a lens for understanding how institutional webpages align with best practices and convey a richer understanding of digital campus climate. Findings illustrated the burden LGBTQ+ resource centers undertake as they work to serve their campus communities through intentional partnerships and institutional policies to support LGBTQ+ communities. Implications for research and practice reveal considerations for how colleges and universities may enhance their digital campus climate, as well as strategies for improving practice through purposeful applications of the Campus Pride Index and enhanced digital presence for college and university LGBTQ+ resource centers.

Black males are scarce on White campuses. Still, they experience hypervisibility and are targets of hypersurveillance. This study used focus groups and semi-structured interviews to examine the experiences of 36 Black male students... more

Black males are scarce on White campuses. Still, they experience hypervisibility and are targets of hypersurveillance. This study used focus groups and semi-structured interviews to examine the experiences of 36 Black male students attending seven ‘elite’ historically White Research I institutions. Two themes emerged: (a) anti-Black male stereotyping and marginality and (b) hypersurveillance and control directed at Black men by Whites. Participants reported stereotyping and increased surveillance by police on and off campus. They also reported being defined as ‘out of place’ and ‘fitting the description’ of illegitimate members of the campus community. As a result, students reported psychological stress responses symptomatic of racial battle fatigue (e.g. frustration, shock, anger, disappointment, resentment, anxiety, helplessness, hopelessness, and fear). The study finds the college environment was more hostile toward Black men than other
groups, exemplifying Black racial misandry.

While many may assume that all students enrolled at historically Black campuses are African American, recent trends suggest these campuses are becoming increasingly diverse. In this chapter, we challenge common perceptions about... more

While many may assume that all students enrolled at historically Black campuses are African American, recent trends suggest these campuses are becoming increasingly diverse. In this chapter, we challenge common perceptions about historically Black colleges and universities (HBCUs), highlighting both what is known and yet to be known about enrollment trends and the experiences of students from diverse backgrounds at historically Black campuses. The chapter presents data from the National Center for Education Statistics, tracking changes in enrollments over time. These data are coupled with a review of research on the experiences of non-Black students at HBCUs, largely focusing on White students, but also integrating the narratives of a growing Latina/o/x student population. HBCUs can also be ethnically diverse, and we examine the heterogeneity within the Black student experience based on ethnic identity and immigrant status. We close with recommendations for research and practice, calling for increased attention to how non-Black populations experience, navigate, and engage HBCU campus communities to promote student outcomes and opportunities for learning across difference.

Students' perceptions of the campus climate can affect their success and outcomes. Student-athletes' experiences with campus life are unique. The Student-Athletes Climate Study (SACS) is a national study of over 8,000 student athletes... more

Students' perceptions of the campus climate can affect their success and outcomes. Student-athletes' experiences with campus life are unique. The Student-Athletes Climate Study (SACS) is a national study of over 8,000 student athletes from all NCAA sports and divisions. The purpose of the study was to examine the influence of individual and institutional characteristics, as mediated by climate, on student-athletes' (a) academic success, (b) athletic success, and (c) athletic identity. Results indicated that differences in outcomes existed based on institutional and individual characteristics. It was also clear that climate mattered. Six of the seven climate scales influenced the outcomes, and differences in outcomes based on sexual identity, Division, and featured sport participation were more salient when climate was taken into account. Positive aspects of climate led to increases in outcomes in almost every relationship. Implications for researchers and practitioners are discussed, as well as specific suggestions of initiatives to improve the climate to promote the success of all student-athletes.

As rising numbers of women and faculty with culturally and linguistically diverse backgrounds (non-majority faculty) enter academia, there is increasing attention related to issues of campus climate. In this study, we explore the results... more

As rising numbers of women and faculty with culturally and linguistically diverse backgrounds (non-majority faculty) enter academia, there is increasing attention related to issues of campus climate. In this study, we explore the results of a university-wide survey designed to examine faculty perceptions of diversity and campus