2018
DOI: 10.1080/15507394.2018.1519629
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Classroom Climate, Academic Success, and Intent to Persist among Non-Christian and Christian Undergraduate Students

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Cited by 3 publications
(7 citation statements)
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“…For instance, research suggests that a more substantial proportion of Christian students report supportive spaces and resources on campus than their peers who hold different religious, spiritual, or non-religious perspectives (Rockenbach, Mayhew, Kinarsky, & Interfaith Youth Core, 2014). Also, previous analyses of the data used for this study revealed that Christian students at one midwestern, research university were more likely to report feeling comfortable with their classroom climate, valued by their instructors, and valued by students in the classroom than were students of other religious or non-religious identities (Craft & Yang, 2019). Findings such as these are not surprising to many who write about Christian privilege in higher education (e.g., Siefert, 2007).…”
Section: Christian Students In Higher Educationmentioning
confidence: 57%
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“…For instance, research suggests that a more substantial proportion of Christian students report supportive spaces and resources on campus than their peers who hold different religious, spiritual, or non-religious perspectives (Rockenbach, Mayhew, Kinarsky, & Interfaith Youth Core, 2014). Also, previous analyses of the data used for this study revealed that Christian students at one midwestern, research university were more likely to report feeling comfortable with their classroom climate, valued by their instructors, and valued by students in the classroom than were students of other religious or non-religious identities (Craft & Yang, 2019). Findings such as these are not surprising to many who write about Christian privilege in higher education (e.g., Siefert, 2007).…”
Section: Christian Students In Higher Educationmentioning
confidence: 57%
“…As described earlier, the variable Academic Experiences was measured using seven items including "Many of my courses this year have been intellectually stimulating, " "I am satisfied with my academic experience, " and "My academic experience has had a positive influence on my intellectual growth and interest in ideas. " In previous analyses using this same dataset, findings suggested that Christian students, both those in faith-based student organizations and those not in such organizations, were more comfortable with the overall classroom climate, felt more valued by their instructors in the classroom, and felt more valued by other students in the classroom than non-Christian students (Craft & Yang, 2019). The positive perceptions of the classroom climate could be one reason why the Christian students in this study have more favorable views of their academic experiences.…”
Section: Discussionmentioning
confidence: 81%
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“…For instance, research suggests that a more substantial proportion of Christian students report supportive spaces and resources on campus than their peers who hold different religious, spiritual, or non-religious perspectives (Rockenbach, Mayhew, Kinarsky, & Interfaith Youth Core, 2014). Also, previous analyses of the data used for this study revealed that Christian students at one midwestern, research university were more likely to report feeling comfortable with their classroom climate, valued by their instructors, and valued by students in the classroom than were students of other religious or non-religious identities (Craft & Yang, 2019). Findings such as these are not surprising to many who write about Christian privilege in higher education (e.g., Siefert, 2007).…”
Section: Christian Students In Higher Educationmentioning
confidence: 57%
“…In fact, cultivating positive classroom environments that are both supportive and inclusive (Gay, 2002; Larke, 2013) is likely to produce better student engagement and learning outcomes (e.g., Reyes, Brackett, Rivers, White, & Salovey, 2012). Such positive effects may be particularly pronounced for students from a variety of underrepresented backgrounds, including low socioeconomic status students (Berkowitz, Moore, Astor, & Benbenishty, 2017) and religiously affiliated students (Craft & Yang, 2019). Moreover, a recent study found that queer students who had better perceptions of the campus climate reported higher ratings of academic success than those who perceived poorly their campus environments (Garvey, Squire, Stachler, & Rankin, 2018).…”
mentioning
confidence: 99%