To examine the relationship between social class status, experiences of classism, and psychosocial and school-related outcomes, 950 undergraduates at a liberal arts school completed a survey assessing their college experiences. Social class, race, and gender were hypothesized to predict experiences of classism, which were then expected to relate to psychosocial and school outcomes. The multivariate model was tested via path analysis. Lower social class status predicts experiences of classism. Classism is associated with lower levels of school belonging, negative psychosocial outcomes, and greater intentions of leaving school. School belonging mediates the relation between classism and both psychosocial outcomes and intentions to leave school. Additionally, psychosocial outcomes mediate the relation between school belonging and health perceptions, as well as the relation between school belonging and intentions to leave school. Implications include the importance of addressing and stopping classism in higher education.

Academic staff (n = 305) and administrative staff (n = 595) at a large urban, Catholic, and religious order teaching university completed on-line school sense of community, social desirability, and mission-identity plus mission-driven activity measures. Partial correlates (controlling for social desirability) indicated that for both faculty and staff a sense of community with co-workers and with administrators were significantly related to mission-identity characteristics of the university. Moreover, regression analyses found that for faculty and staff significant predictors of school sense of community variables were perceptions that the university was innovative and inclusive of pragmatic and risk-taking ideas. For staff but not for faculty, a feeling of Catholic pluralism on campus was a significant predictor of a sense of community with co-workers. These outcomes suggest that employees at faith-based universities may strengthen their school sense of community by institutional practices and programs that foster creating a setting for innovative, inclusive, pragmatic, and risk-taking policies, but not necessarily religious practices on campus.Keywords Mission engagement · School sense of community · Teaching faculty · Clerical staff Organizations publicly proclaim their institution's objectives, expectations, and values through a mission statement (Holland 1999). These statements define purpose, distinctiveness, the institution's future, drive operations by providing guidelines for day-to-day decision making, and help members connect and identify with the organi-

Halfway houses, often referred to as group homes or therapeutic communities, are locales where all activities and interactions may be viewed as having potentially healing, rehabilitative, and supportive properties and where all members may consciously or unconsciously contribute to therapy. Residents of these houses are halfway from institutionalization to independence. Halfway houses typically work to prepare individuals to move from institutionalized settings, where they are isolated from the community at large, to becoming able to function independently. It is also the goal of the halfway house to integrate or reintegrate former residents into independent living situations in their communities.

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