Relationships among Structural Diversity, Informal Peer Interactions and Perceptions of the Campus Environment

Pike, Gary R.; Kuh, George D.

doi:10.1353/rhe.2006.0037

Cited by 122 publications

(99 citation statements)

References 49 publications

(39 reference statements)

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“…Third, as noted previously, most studies are finding that more interactions across race/ethnicity take place in increasingly diverse environments (Chang, 1999;Chang, Astin, & Kim, 2004;Pike & Kuh, 2006); however, the quality of those cross-racial interactions during college is often determined by whether students had informal interactions with various groups before college (Sáenz, 2005;Sáenz et al, 2007). These findings about the quality of contact experiences and "perpetuation effects" in college were only made possible when researchers began to work longitudinally, assessing initial predispositions and behaviors in high school or at college entry, intergroup behaviors during college, and behaviors and beliefs after college (Jayakumar, 2007;Sáenz, 2005).…”

Section: The Behavioral Dimension Of the Climatementioning

confidence: 85%

Assessing the value of climate assessments: Progress and future directions.

Hurtado¹,

Griffin²,

Arellano³

et al. 2008

Journal of Diversity in Higher Education

221

185

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The authors synthesize existing climate research and climate instruments, as well as introduce several frameworks to help educators understand how institutions and researchers have assessed diversity in the college environment. Over 90 instruments were reviewed and examined for their attention to multiple dimensions of the campus climate, diversity initiatives, and outcomes measures that capture students' values, skills, and knowledge for participation in a diverse society. Frameworks presented include a broad definition of the campus climate, a typology of campus initiatives based on an inventory of campus practice, and a typology of representative outcomes that capture cognitive, socio-cognitive, values/attitudes, and preparation for a multicultural society. Campuses that strive to become functional multicultural learning environments can now rely on a body of empirical information to guide practice and critical self-assessment to deepen their commitment to diversity. The authors recommend that campuses integrate their assessment of the climate with the evaluation of student outcomes and campus practice. Keywords: campus climate, assessment, frameworksExamining the climate for diversity is an important part of campus-based assessment activity, especially as postsecondary institutions enter an era of "evidence-based" practice and aim to identify areas for improvement to achieve educational goals for an increasingly diverse student body. Early efforts to assess climate arose out of a need to attend to a myriad of campus diversity issues, most significant of which were recurring racial incidents that sparked media attention. Over time, campuses began climate assessments as a proactive initiative rather than a reactive attempt to deal with significant issues affecting women, racial/ethnic minorities, disabled students, and LGBT students (Michigan Student Study, 2008). As a result of both institutionally based and multicampus surveys on a national level, a body of research emerged that began to link the campus climate with key educational outcomes.The purpose of this paper is to synthesize existing climate research and introduce several frameworks that help us better understand how institutions and scholars have begun to think about the climate and its assessment. We begin with a review of research that served to document climate as more than a part of the perception of marginalized individuals, but rather a multidimensional environmental factor with real effects on educational outcomes. That is, the campus climate is part of an intricate web of relations, socially constructed by individuals in an environment. Campus climate research has been synthesized by multiple authors (e.g.,

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Section: The Behavioral Dimension Of the Climatementioning

confidence: 85%

Assessing the value of climate assessments: Progress and future directions.

Hurtado¹,

Griffin²,

Arellano³

et al. 2008

Journal of Diversity in Higher Education

221

185

View full text Add to dashboard Cite

show abstract

“…Universities are substantially more diverse than primary and secondary schools, but diversity alone does not guarantee the development of meaningful social relationships across racial/ethnic boundaries [40,47]. Much of the existing research finds that, on college campuses, micro-level segregation is high, and that White students have the most segregated friendship networks [40,48].…”

Section: Discussionmentioning

confidence: 99%

Intercultural Dating at Predominantly White Universities in the United States: The Maintenance and Crossing of Group Borders

Keels

Harris

2014

Societies

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Abstract:The increased representation of minority students on the campuses of predominantly White universities in the United States presents increased opportunities for intercultural contact. Studying dating experiences across racial and ethnic lines has been used to determine the existence of a post-racial America. While most previous research has examined general racial/ethnic and gender differences in intercultural college dating experiences, this study analyzes precollege and college-going friendship diversity and skin tone as factors accounting for romantic distance between racial/ethnic groups among a recent cohort of college students. Hierarchical linear modeling analyses were conducted on a 4-year longitudinal sample of 2804 undergraduate students from 24 colleges and universities. Results confirm that White students continue to be the group most likely to engage in intragroup dating relationships, Latino/a students were the most likely to date interculturally, and that Black men were significantly more likely to date interculturally than Black women. For Black students there were significant within group differences in intercultural dating based on skin tone.

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“…Using path analytic methods on 1,343 freshmen in a highly selective private residential research I university, the authors showed that in addition to individual background characteristics, initial institutional commitment, social integration, subsequent institutional commitment, and organizational attributes (e.g., a student's opinion regarding institutional communication, fairness in policy and rule enforcement, and the ability to participate in decision making) influence not only social integration, but also intent to reenroll. Evaluating 45,000 seniors at 305 institutions in spring of 2001 using the National Survey of Student Engagement, Pike and Kuh (2006) examined the relationship among structural diversity, informal peer interactions and perceptions of the campus environment and concluded that institutional characteristics and initiatives can have direct and powerful effects on student behavior (Pike and Kuh 2006).…”

Section: Background and Literature Reviewmentioning

confidence: 99%

The Influence of Institutional Retention Climates on Student Persistence to Degree Completion: A Multilevel Approach

Oseguera

Rhee

2009

Res High Educ

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Using multi-institutional data from the Cooperative Institutional Research Program's (CIRP) annual survey of entering freshmen, the Higher Education Research Institute's (HERI) Faculty Surveys, campus registrars' offices, and IPEDS data, we evaluated the extent to which peer institutional retention climates and faculty perceived campus climates influenced individual 6-year retention rates. We used hierarchical generalized linear models (HGLM) to examine the extent to which institutional climate (as measured by peer institutional retention climate and faculty perceived climate), net of students' ability, expectations, and family socioeconomic status, influence students' persistence behavior. We found that institutional retention climate, as defined by a student body's aggregated report of withdrawal intentions, did independently determine whether a student would persist or not. While past research has overlooked peer and faculty climates, the results from this work call for the attention of peer institutional retention climates.

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Relationships among Structural Diversity, Informal Peer Interactions and Perceptions of the Campus Environment

Cited by 122 publications

References 49 publications

Assessing the value of climate assessments: Progress and future directions.

Assessing the value of climate assessments: Progress and future directions.

Intercultural Dating at Predominantly White Universities in the United States: The Maintenance and Crossing of Group Borders

The Influence of Institutional Retention Climates on Student Persistence to Degree Completion: A Multilevel Approach

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