An Intergroup Contact-Theory Framework for Evaluating Racial Climate on Predominantly White College Campuses

Abstract

This study examined the association of racial climate to social integration outcomes among 215 African American students and 144 White students from a predominantly White university. Presented is preliminary evidence regarding the utility of an ecological approach based on Allport's (1954) intergroup contact theory in examining students' climate perceptions and their impact. Responses to a racial climate scale previously used in secondary settings were collected from participants, and, through factor analysis, a revised scale was developed. The revised scale showed evidence for five subscales assessing perceived intergroup interactions on campus at individual and institutional levels, as well as individuals' personal intergroup interactions. Group differences were found for the subscales and in relationships between subscales and college integration outcomes. Findings suggest the importance of understanding college climate at interpersonal and institutional levels and of assessing impact for both majority and minority students.

When your friends matter: The effect of White students' racial friendship networks on meta-perceptions and perceived identity contingencies

“…We reasoned that, as the majority racial group on most college campuses, their friendship diversity would significantly shape the racial and social climate of a campus (Chavous, 2005;Hurtado, Milem, Clayton-Pedersen, & Allen, 1998;Rankin & Reason, 2005). Our focus on Whites' friendships, however, places some limitations on the present research.…”

School Racial Climate and the Academic Achievement of African American High School Students: The Mediating Role of School Engagement

“…Research suggests that White students and ethnic minority students at the same institution often experience different racial climates (Chavous, 2005). In general, White students tend to report more positive perceptions of intergroup relationships and diversity norms at their institutions than do African Americans (e.g., Ancis, Sedlacek, & Mohr, 2000).…”

The Associations of Intergroup Interactions and School Racial Socialization with Academic Motivation

“…For example, research on African American youth may focus on unfair treatment (e.g., Dotterer et al, 2009) or microaggressions (e.g., Solorzano, Ceja, & Yosso, 2000), while research with Asian American youth may explore their reaction to model minority stereotypes (e.g., Marinari, 2006;Tran & Birman, 2010). Other research seeks to compare racial groups, either exploring mean-level differences in climate (e.g., Hurtado, 1992;Kotori & Malaney, 2003;Mattison & Aber, 2007) or using mean differences in perceptions to explain differences in outcomes (e.g., Chavous, 2005;Green, Adams, & Turner, 1988). A third strand of research seeks to provide descriptive information on the nature of schools, such as how colorblindness is represented in the curriculum and patterns of interactions (e.g., Gusa, 2010;Lewis, 2003) and how teachers engage with multicultural education (e.g., de Waal-Lucas, 2006;Greenman & Kimmel, 1995) or culturally relevant pedagogy (e.g., Howard, 2001;Young, 2010).…”