Campus Climate for Diversity as Dialogue: Using an Equity Lens to Center Students

2018 ◽  
pp. 307-326
Author(s):  
Daniel W. Newhart ◽  
Emma L. Larkins
Keyword(s):  
Campus Climate

Beyond compositional diversity: Examining the campus climate experiences of Asian American and Pacific Islander students.

2018 ◽  
Vol 11 (4) ◽  
pp. 484-501 ◽  
Author(s):  
Mike Hoa Nguyen ◽  
Jason Chan ◽  
Bach Mai Dolly Nguyen ◽  
Robert T. Teranishi
Keyword(s):  
Asian American ◽  
Campus Climate ◽  
Pacific Islander ◽  
Compositional Diversity

Does Campus Climate Mediate Disability Status and Institutional Loyalty?

2016 ◽  
Author(s):  
Jeffrey G. Yeung ◽  
Roger L. Worthington ◽  
Yun Lu
Keyword(s):  
Campus Climate ◽  
Institutional Loyalty ◽  
Disability Status

Analysis of Narratives of GLBT Students: Implications for Improving Campus Climate

2007 ◽  
Author(s):  
Anita Davis ◽  
Melanie Matthews ◽  
Grayson Smith ◽  
Carla Shirley
Keyword(s):  
Campus Climate ◽  
Analysis Of Narratives

Perceptions of the LGBTQ College Campus Climate Scale

2020 ◽  
Author(s):  
Dawn M. Szymanski ◽  
Danielle Bissonette
Keyword(s):  
Campus Climate ◽  
College Campus ◽  
Climate Scale

Talking Loud and Saying Nothing

2019 ◽  
Vol 8 (4) ◽  
pp. 100-105 ◽  
Author(s):  
Elizabeth F. Desnoyers-Colas
Keyword(s):  
Campus Climate ◽  
White Privilege ◽  
White Administrators ◽  
Institutional Practices ◽  
Systemic Racism ◽  
True Nature ◽  
Predominantly White Institution ◽  
The Road ◽  
White Institution ◽  
White Allies

The road a predominantly white institution (PWI) takes to maximize diversity, inclusion, and equity can be fraught with challenges. One midsize institution learned through an assessment of its campus climate that its institutional practices and arrangements impeded diversity, inclusion, and equity despite white administrators' beliefs to the contrary. To help quell systemic racism habits, monthly campus-wide workshops focused on several key racial injustice habits and hurtful microaggressions generated from white privilege. A faux social justice allure to white allies who considered themselves advocates of nondominant people is one that should ultimately call into question the genuineness and true nature of their support. This semi-autoethnographic essay is a plaintive call to white colleagues in the academy to earnestly acknowledge white privilege and to use it to actively fight the destructive force of racial battle fatigue and institutional racism.

Heterosexual Student Leader Attitudes Regarding Lesbian, Gay, and Bisexual Students

NASPA Journal ◽  
2004 ◽  
Vol 41 (4) ◽  
Author(s):  
Sharon Horne ◽  
N. Dewaine Rice ◽  
Tania Israel
Keyword(s):  
Student Affairs ◽  
Campus Climate ◽  
Student Affairs Professionals ◽  
Student Leaders ◽  
Careful Selection ◽  
Positive Attitudes ◽  
Student Leader ◽  
Training And Supervision ◽  
And Bisexual ◽  
Lgb Students

This study examined student leaders’ attitudes towards lesbian, gay, and bisexual (LGB) students and compared resident advisors’ (RAs) attitudes to those of other student leaders. Despite careful selection, training, and supervision of RAs, results revealed no differences between RAs’ attitudes and those of other student leaders. The number of LGB family and friends reported by participants was the only factor significantly related to positive attitudes toward LGB individuals. Implications for student affairs professionals are discussed, and suggestions for improving campus climate for LGB students are provided.

Campus Diversity: Implementing the Town Hall Approach for Racial and Cultural Understanding at a Predominantly White University

NASPA Journal ◽  
2002 ◽  
Vol 40 (1) ◽  
Author(s):  
Celina Valentina Echols ◽  
Young Suk Hwang ◽  
Connie Nobles
Keyword(s):  
Predominantly White ◽  
Campus Climate ◽  
Cross Cultural ◽  
Town Hall ◽  
Campus Diversity ◽  
Predominantly White University ◽  
Attitudes And Knowledge ◽  
Race 2 ◽  
The Town ◽  
Cultural Interactions

This paper uses students’ responses from the dialogues of a town hall meeting to examine the beliefs, attitudes, and knowledge about racial and cultural diversity at a mid-size, predominantly white university in Louisiana. The four major themes that emerged from this experience were: (1) perceptions about race, (2) stereotypical beliefs about cross-cultural interactions, (3) uncomfortable campus climate, and (4) disequilibria associated with prejudicial teaching by parents. Implications and recommendations for increasing positive cross-cultural interactions among members of the campus community are discussed.

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