Advertisement

The Effect of Student Perception of Campus Climate for Diversity and Inclusion on Overall University Experience: A Race/Ethnicity Comparison Study

  • Thapelo Ncube
  • Wayne Jacobson
  • Tilden Whitfield
  • Conor McNamara
Chapter

Abstract

Diversity and inclusion are critical factors that help us determine the strength of an institution’s campus climate. In order to accurately examine underrepresented students’ experiences, we must measure where, when and how a given institution champions diversity and inclusion. It is not only necessary for universities to track the number of students on campus from underrepresented groups, but they should also be fully aware of the necessity to provide a climate of inclusiveness at their institution. For this chapter, the authors used the 2016 Student Experiences in the Research University (SERU) survey to explore students’ perception of respect towards their race on campus, students’ satisfaction with campus climate for diversity, and the relationship between these factors and students’ overall satisfaction with their educational experience.

References

  1. Alon, S. (2015). Race, class, and affirmative action. In Race, class, and affirmative action (pp. 233–258). Russell Sage Foundation. Retrieved from http://www.jstor.org/stable/10.7758/9781610448543.17.
  2. American Council on Education. (2012). On the importance of diversity in higher education. Retrieved from http://www.acenet.edu/news-room/Pages/ACE-Board-Statement-on-Diversity.aspx.
  3. Brint, S. (2015). Research university spaces: Multiple purposes of an undergraduate education. CSHE Research & Occasional Paper Series, 9(16). Retrieved from https://cshe.berkeley.edu/publications/research-university-spaces-multiple-purposes-undergraduate-education-steven-brint.
  4. Carnevale, A. P., & Strohl, J. (2013). Separate and unequal: How higher education reinforces the intergenerational reproduction of White racial privilege. Washington, DC: Georgetown Public Policy Institute.Google Scholar
  5. Christie, N., & Dinham, S. (1991). Institutional and external influences on social integration in the freshman year. The Journal of Higher Education, 62(4), 412–436. https://doi.org/10.2307/1982003.CrossRefGoogle Scholar
  6. Guillory, R., Wolverton, M., & Appleton, V. (2008). American Indian/Alaska Native voices in the model of institutional adaptation to student diversity. Journal of American Indian Education, 47(2), 51–75. Retrieved from http://www.jstor.org/stable/24398558.
  7. Harper, S. R., & Hurtado, S. (2007). Nine themes in campus racial climates and implications for institutional transformation. In S. R. Harper & L. D. Patton (Eds.), Responding to the realities of race on campus: New directions for student services (Vol. 120, pp. 7–24). San Francisco, CA: Jossey-Bass.CrossRefGoogle Scholar
  8. Helm, E., Sedlacek, W., & Prieto, D. (1998). The relationship between attitudes toward diversity and overall satisfaction of university students by race. Journal of College Counseling, 1(2), 111–120. https://doi.org/10.1002/j.2161-1882.1998.tb00130.x.CrossRefGoogle Scholar
  9. Inkelas, K. (2003). Diversity’s missing minority: Asian Pacific American undergraduates’ attitudes toward affirmative action. The Journal of Higher Education, 74(6), 601–639.CrossRefGoogle Scholar
  10. King, B., & Ford, T. (2003). African-American student perceptions of predominately White campuses: The importance of institutional characteristics relating to racial climate. Journal of Applied Sociology, 20(2), 65–76.CrossRefGoogle Scholar
  11. Park, J. J. (2009). Are we satisfied? A look at student satisfaction with diversity at traditionally White institutions. The Review of Higher Education, 32(3), 291–320. https://doi.org/10.1353/rhe.0.0071.CrossRefGoogle Scholar
  12. Park, J., Denson, N., & Bowman, N. (2013). Does socioeconomic diversity make a difference? Examining the effects of racial and socioeconomic diversity on the campus climate for diversity. American Educational Research Journal, 50(3), 466–496.CrossRefGoogle Scholar
  13. Pewewardy, C., & Frey, B. (2004). American Indian students’ perceptions of racial climate, multicultural support services, and ethnic fraud at a predominantly white university. Journal of American Indian Education, 43(1), 32–60.Google Scholar
  14. Rankin, S., & Reason, R. (2005). Differing perceptions: How students of color and White students perceive campus climate for underrepresented groups. Journal of Student College Development, 46(1), 43–61.CrossRefGoogle Scholar
  15. Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). Chicago, IL: University of Chicago Press.Google Scholar
  16. Tinto, V. (1997). Colleges as communities: Exploring the educational character of student persistence. Journal of Higher Education, 68, 599–623.Google Scholar
  17. Tinto, V. (2016). How to improve student persistence and completion. Inside Higher Ed. Retrieved from https://www.insidehighered.com/views/2016/09/26/how-improve-student-persistence-and-completion-essay.

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Thapelo Ncube
    • 1
  • Wayne Jacobson
    • 1
  • Tilden Whitfield
    • 2
  • Conor McNamara
    • 2
  1. 1.University of IowaIowa CityUSA
  2. 2.University of West FloridaPensacolaUSA

Personalised recommendations