Extending Notions of Campus Climate and Diversity to Students' Transition to College

Abstract

This study builds upon previous research on the effect of diversity on college students by examining and modeling the effects of diversity experiences for students of color and White students' transition to college. Specifically, structural equation modeling (SEM) is used to examine the direct and indirect effects of interactions with diverse peers and their sense of belonging in the second year at public universities. Positive interactions with diverse peers result in a greater sense of belonging to the campus community for all students, extending the link between the campus climate for diversity and transition to college.

Sense of Belonging in Computing: The Role of Introductory Courses for Women and Underrepresented Minority Students

“…The model addresses sense of belonging for college students as a function of the social spaces and contexts of the institution and outlines outcomes related to positive and negative experiences with sense of belonging. Multi-dimensional in nature, a student's sense of belonging is the result of a variety of individual and institutional factors including those related to incoming values and orientations, academic engagement, peer and faculty relationships, and departmental and campus climate (Freeman et al 2007;Johnson et al 2007;Locks et al 2008;Nuñez 2009;Strayhorn 2008). The present study focuses specifically on sense of belonging in the field of computing.…”

Increasing Access for Economically Disadvantaged Students: The NSF/CSEM & S-STEM Programs at Louisiana State University

“…Minority students who have participated in studies on this topic have cited campus and classroom climate as well as the lack of mentoring as major factors leading to STEM attrition (Hausmann et al 2007;Locks et al 2008). Additional studies have found that students' academic selfefficacy and precollege preparedness both play roles in student success and persistence in STEM disciplines (Braxton et al 2004).…”

International student adjustment : does the size of the population dictate the experience?

“…Student to student interactions and the ability to form positive relationships with a diverse group of peer students is important to the cultural adjustment experience of international students (Locks, Hurtado, Bowman, & Oseguera, 2008). The more positive the interactions an international student has with other students the likelihood the international student will experience a heightened sense of belonging to the campus community.…”

“…These three groups help form the "campus climate" of the institution, which plays a significant role in the adjustment experiences of students matriculating at the university (Astin, 1993). Campus climate for a newly arrived international student can be determined by how many positive or negative interactions they have with the other members of the community (Locks, Hurtado, Bowman, & Oseguera, 2008) as they get accustomed to their surroundings. The next four themes take a look at the campus climate for the participants in this study, examining the similarities and differences in the adjustment experiences of the students from China and other countries of origin.…”

“…The cultural adjustment experiences of students, particularly those of students from a diverse background, can be largely dictated by the amount of positive interactions these students have with their peers (Locks, Hurtado, Bowman, & Oseguera, 2008). The interactions diverse students have with their peers represent the most central element of the campus climate.…”