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Campus Racial Climate and the Adjustment of Students to College: A Comparison Between White Students and African-American Students
Abstract
This study examined the impact of prejudice and discrimination on the adjustment of students to college. Results indicated perceived discriminatory behavior negatively affected minority student academic/intellectual development, social experiences, and institutional commitment. Although differential effects were noted for minority and non-minorities, exposure to discriminatory behavior impinged upon the cognitive/affective development of all students.
Throughout history, people have united to demand change and accountability in the face of injustice. Although freedom of speech and assembly rights have been essential in uplifting and empowering marginalized communities throughout history, it is important to name the existence of speech that seeks to expand rights and speech which aims to restrict rights. Hate speech occurrences have increased dramatically since 2016 and many scholars cite college campuses as a specialized place for hate and social movements. Despite this increase in incidents and scholarly attention focused on on-campus hate speech, there is a gap in knowledge regarding those staff members who oversee hate speech incidents as people of color, especially those who work in community colleges. Utilizing a Critical Race Study lens, this study explored how student affairs professionals of color in California community college settings experience and navigate hate speech and White supremacy. Through eight collective counter-narratives, educators provided insight into White supremacy incidents on campus and the biased federal policy that affects their day-to-day work with students. Their collective stories re-imagine the post-pandemic community college what it means to be safe in community colleges through the twin pandemics and how the community college campus as a whole can come together to challenge White supremacy and support highly vulnerable and marginalized community college students. Their exploration of experiences also paints a picture of coalitions that must be built and sustained within the community. And finally, this study provides insight into the navigation and radical re-imagining of hate speech education and healing together as community colleges reopen during the COVID-19 pandemic and escalation of racial injustice.
This article reports on a study that investigated the relationship between three dimensions of campus racial climate and faculty satisfaction with a large, nationally representative faculty sample (N = 29,169), using a multilevel structural equation model. Results indicate that campus racial climate has a large and highly significant effect upon faculty satisfaction at the individual level.
This study focused on the cultural differences faced by African American students transitioning to a predominantly White institution and the protective factors that aided them with these transitions. In-depth individual interviews were conducted and used as the primary method of data collection for this study. In addition, a focus group session provided member checking opportunity and served to strengthen the trustworthiness of the study. The focus group was also used as a secondary data source to corroborate the key findings from the individual interviews. Analysis revealed participants were exposed to several risk factors in the university context. Students developed coping strategies to combat these risk factors and promote successful transitions from the home to the university.
This study examines autistic and non-autistic college students’ experiences of discrimination and harassment and identifies protective and risk factors. A nationwide survey was used to match autistic students (N = 290) and non-autistic students (N = 290) on co-occurring diagnoses and demographic characteristics. Multiple regression and interaction analysis revealed that faculty support was protective against discrimination and harassment regardless of autism status. Habits of mind was particularly protective for autistic students against harassment. Any student who engaged in school-facilitated events was more likely to experience discrimination and harassment, but the risk was heightened for autistic students. Findings highlight the importance of faculty support in fostering positive interpersonal experiences on campus, and demonstrate the need to address deeper college campus issues with respect to neurodiversity.
This article presents a standards‐aligned, strategy‐driven leadership development model for equipping engineering students with skills to appreciate differences in the workplace and to collaborate and lead inclusively.
This narrative study examined the mentor-mentee relationship from the positioning of 31 minoritized STEM postdocs at a research-intensive institution. Seeking to enhance the current body of literature on mentoring and minoritized STEM postdocs to encourage institutions to adopt culturally responsive practices and cultivate sustainable research environments, the researchers conducted individual, in-depth interviews with women, people of color, and international postdocs who spanned 17 different STEM departments at a large, research-intensive university in the southeast United States. Using Braun and Clarke’s (2006) thematic analysis, findings revealed four themes: (1.1) Postdocs’ observations of faculty roles, responsibilities, and leadership styles influenced their decisions to pursue or depart a career path to academia; (1.2) postdocs cited poor communication from mentors and misaligned position expectations versus realities as major challenges; (1.3) postdocs described few productive exchanges and felt many exchanges directly benefited mentors; and (1.4) postdocs observed and experienced mentors’ mistreatment of minoritized postdocs (i.e., women, people of color, and individuals with international status).
Although several theories have been advanced to explain the college persistence process [6, 39, 44, 46], the two theories that provide a more comprehensive theoretical framework on college departure decisions are Tinto's [44, 46] Student Integration Model and Bean's [5] Model of Student Departure [18]. These two theories have re-ceived considerable attention in the literature [see, for example, 13. 21, 22, 24, 26]. However, no research exists on the extent to which these two theories converge and diverge in explaining decisions to leave college. The purpose of this article was to examine, empirically, the convergent and discriminant validity between these two theories and document the extent to which the two theories could be merged to illuminate better our understanding of the college persistence process.
Predictions about changes in racial attitudes offered by Gunnar Myrdal's An American Dilemma are tested using responses to questions on school desegregation from 16 surveys between 1954 and 1977. A flow graph model
for difference equations involving categorical variables is used to organize responses from the survey pool totaling 22,505
respondents. Although there has been about a 30 percent increase in tolerance of school desegregation over time, cohort and
education subgroups maintain consistent differences among themselves; and regional differences dissipate at a rate that can
be approximated using a linear equation. Contrary to Myrdal's predictions, other findings indicate (1) only about 5 percent
of the increase in tolerance is due to cohort replacement; (2) less than .4 percent of the increased racial tolerance is due
to increased educational attainment; (3) cohort effects on educational attainment depress tolerance about .4 percent; and
(4) more than 20 percent of the change in tolerance is due to increases among all educational and cohort groups.
This article reviews previous studies of financial aid packaging policies and explains how institutions package aid for eligible students. An analysis of national data for aid to Hispanic students reveals a pattern different from that of other students; the implications of various packaging policies are discussed.
Among 1972 high-school graduates, having a two-year college education culminating in a degree or certificate (as compared to entering the labor market with no postsecondary education) improved individuals' occupational outcomes (income and/or job status). But two-year college education left patterns of inequality between groups unchanged at best.
Using a model of retention, this study focused on minority and nonminority students' adjustment to college. Data were collected via mailed questionnaire from 799 freshmen at a residential, public research university in the Midwest. Path analysis was used to test the model. Results indicated that perceived quality had significant effects on intent to persist for minorities but not for nonminorities, and academic achievement had significant effects on intent to persist for nonminorities but not for minorities. Similarities between the two groups, however, clearly overshadowed differences. For instance, perceived racial discrimination exerted equivalent effects (although weak) on intent to persist for minorities and nonminorities.
In this article, we provide guidance for substantive researchers on the use of structural equation modeling in practice for theory testing and development. We present a comprehensive, two-step modeling approach that employs a series of nested models and sequential chi-square difference tests. We discuss the comparative advantages of this approach over a one-step approach. Considerations in specification, assessment of fit, and respecification of measurement models using confirmatory factor analysis are reviewed. As background to the two-step approach, the distinction between exploratory and confirmatory analysis, the distinction between complementary approaches for theory testing versus predictive application, and some developments in estimation methods also are discussed.
I review the debate over multicultural education in this article, state that all knowledge reflects the values and interests of its creators, and illustrate how the debate between the multiculturalists and the Western traditionalists is rooted in their conflicting conceptions about the nature of knowledge and their divergent political and social interests. I present a typology that describes five types of knowledge and contend that each type should be a part of the school, college, and university curriculum.
The dropout process from higher education is examined from a variety of operational definitions and intellectual perspectives. A methodological analysis, critique, and synthesis of the empirical literature suggest that a more rigorous interdisciplinary approach must be attempted. A model based on Durkheim's theory of suicide provides a fruitful vehicle for summarizing a large proportion of current research, and focusing future attention on the interaction between student attributes (i.e., dispositions, interests, attitudes, and skills) and the influences, expectations, and demands imposed by various sources in the university environment. Both the academic and social systems of the university are regarded as important frameworks from which the dropout process must be examined. An empirical analysis operationalizing the variables in the model will be presented in the sequel to this paper.
This multi-institutional study sought to determine the factors influencing students' openness to diversity and challenge during the first year of college. Controlling for student background characteristics and other confounding influences, a nondiscriminatory racial environment, on-campus residence, participation in a racial or cultural awareness workshop, and extent of involvement with diverse peers had positive effects on openness to diversity/challenge. Conversely, Greek affiliation had a negative effect.
A five-scale instrument developed from a theoretical model of college attrition correctly identified the persistence/voluntary withdrawal decisions of 78.5 percent of a sample of freshmen in a large, residential university. Particularly important discriminators of freshman year persisters and voluntary dropouts were scales assessing the quality of relationships with faculty.