Enhancing Campus Climates for Racial/Ethnic Diversity: Educational Policy and Practice

Hurtado, Sylvia; Milem, Jeffrey F.; Clayton-Pedersen, Alma; Allen, Walter R.

doi:10.1353/rhe.1998.0003

Cited by 742 publications

(812 citation statements)

References 50 publications

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“…This experience can persist and become exacerbated if peers, faculty, and others on campus respond to underrepresented students in negative or insensitive ways. Belonging uncertainty, 'doubt as to whether one will be accepted or rejected by key figures in the social environment,' can 'prove acute if rejection could be based on one's negatively stereotyped social identity' (Cohen & Garcia 2008, 365) and can result in 'a distrust of nonminority students and university officials' (Simmons et al 2013, 2; see also Hurtado et al 1998) as well as faculty. The goal of our interview project was to foster a sense of belonging through bringing the voices of marginalized students into a classroom-based discussion of advocating diversity in higher education, showing those students that their voices and experiences matter.…”

Section: Theoretical Frames and Approachesmentioning

confidence: 99%

Articulating identities and analyzing belonging: a multistep intervention that affirms and informs a diversity of students

Cook-Sather

Des-Ogugua

Bahti

2017

Teaching in Higher Education

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This article describes a multistep intervention developed for an undergraduate course called 'Advocating Diversity in Higher Education.' The goal of the intervention was to affirm diversity and foster a sense of inclusion among students within and beyond the course. We contextualize the intervention in student protests during 2015 and 2016 regarding racial and other forms of discrimination on college and university campuses in the United States, and we describe how it is informed by several theoretical frames and associated practices: intersectionality, belonging, and radical pedagogical partnership. Co-authored by the faculty member who co-designed and co-taught the course, an undergraduate student who co-designed the course, and a recent graduate who cocreated the course when she took it, the article embodies the inclusion and radical partnership it analyzes. It is intended to offer individuals working in higher education an intervention that can be adapted across contexts.

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Section: Theoretical Frames and Approachesmentioning

confidence: 99%

Articulating identities and analyzing belonging: a multistep intervention that affirms and informs a diversity of students

Cook-Sather

Des-Ogugua

Bahti

2017

Teaching in Higher Education

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“…A framework for understanding the campus racial climate describes it as a multidimensional construct, subject to and shaped by the policies, practices, and behaviors of those within and external to colleges and universities (Hurtado, Milem, Clayton-Pedersen, & Allen, 1998, 1999. This brings attention to the potential of external forces in the larger society to impact institutions, and individuals within them, especially when it comes to the climate.…”

Section: Broadening Conceptions Of the Campus Climatementioning

confidence: 99%

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

Hurtado¹,

Griffin²,

Arellano³

et al. 2008

Journal of Diversity in Higher Education

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216

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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“…Chicana/Latina students in higher education face unique challenges and barriers in postsecondary education, including access to college admissions information (KimuraWalsh,Yamamura, Griffin, & Allen, 2008), financial aid (Perna, 2006), citizenship status (Gonzalez, 2016), and campus climate (Hurtado, Milem, Clayton-Pederson, & Allen, 1998;Solórzano, Allen, & Carroll, 2002;Villalpando, 2003).…”

Section: Latina Student Mothers In Higher Educationmentioning

confidence: 99%

Latina Student Mothers’ Trenzas de Identidades in the Community College

Jiménez¹,

Oliva²

2017

AMAE Journal

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Latinx are one of the fastest growing demographic groups in the country and their growth is visible in higher education. Using focus groups with student mothers, we examine the narratives of four Latina student mothers pursuing higher education at the community college. Using Chicana Feminist Theory as our theoretical framework, we apply trenzas de identidades (Godínez, 2006;Montoya, 1994) as a metaphorical and analytical tool to understand the experiences of Latina community college student mothers. The student mothers' trenzas de identidades demonstrate the ways their mother, student, and professional identities intersect and influence how they experience and navigate the educational pipeline. We call upon higher education faculty and administrators to reject deficit ideologies of Latina student mothers, and we offer recommendations for creating a receptive environment for them.

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Enhancing Campus Climates for Racial/Ethnic Diversity: Educational Policy and Practice

Cited by 742 publications

References 50 publications

Articulating identities and analyzing belonging: a multistep intervention that affirms and informs a diversity of students

Articulating identities and analyzing belonging: a multistep intervention that affirms and informs a diversity of students

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

Latina Student Mothers’ Trenzas de Identidades in the Community College

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