Campus Racial Climate and Student Academic Outcomes: A Critique of Prior Research and Recommendations for Future Study

2012 ◽  
Vol 14 (2) ◽  
pp. 265-277 ◽  
Author(s):  
Edward L. Lascher ◽  
Jeremy L. Offenstein
Keyword(s):  
Future Study ◽  
Academic Outcomes ◽  
Racial Climate ◽  
Campus Racial Climate

Perceptions matter: faculty caring, campus racial climate and academic performance

2016 ◽  
Vol 72 (4) ◽  
pp. 864-877 ◽  
Author(s):  
Marivic B. Torregosa ◽  
Marcus Antonius Ynalvez ◽  
Karen H. Morin
Keyword(s):  
Academic Performance ◽  
Racial Climate ◽  
Campus Racial Climate ◽  
Faculty Caring

Campus Racial Climate Perception Scale

2013 ◽  
Author(s):  
Ezhar Tamam ◽  
Fazilah Idris ◽  
Wendy Yee Mei Tien ◽  
Mona Alkauthar Ahmad
Keyword(s):  
Racial Climate ◽  
Campus Racial Climate ◽  
Climate Perception

“You’re Either One of Us or You’re Not”: Racial Hierarchy and Non-Black Members of Black Greek-Letter Organizations

2016 ◽  
Vol 3 (4) ◽  
pp. 552-565
Author(s):  
Wendy M. Laybourn ◽  
Devon R. Goss ◽  
Matthew W. Hughey
Keyword(s):  
Historically Black ◽  
Racial Diversity ◽  
The United States ◽  
Racial Climate ◽  
Greek Letter ◽  
Campus Racial Climate ◽  
Racial Hierarchy ◽  
Positive Effects ◽  
Black Greek Letter Organizations ◽  
Greek Letter Organizations

Colleges and universities across the United States tout the importance of racial diversity, yet highly public racialized incidents persist. Historically, Black Greek-letter organizations (BGLOs) were created in the early twentieth century in response to the racism Black students experienced on college campuses. While previous literature provides evidence for the positive effects of BGLOs for Black members, less is known about if and how these effects of BGLO membership extend to non-Black members. Drawing on 34 in-depth interviews with non-Black members of BGLOs, we seek answers to three yet unasked questions: First, why do non-Blacks come to identify with BGLOs? Second, what are the responses and reactions to this identification process and experience? And finally, how does this identification relate to larger shifts in the United States’s racial hierarchy? We find that campus racial climate acts as a catalyst for BGLO membership and that BGLOs continue to serve their purpose as a necessary counter-space but that also, non-Blacks come to identify with these organizations in order to develop meaningful interracial solidarity and oppose their hostile campus climates.

scholarly journals Campus Racial Climate, Boundary Work and the Fear and Sexualization of Black Masculinities on a Predominantly White University

2021 ◽  
pp. 1097184X2110390
Author(s):  
Quaylan Allen
Keyword(s):  
Predominantly White ◽  
Black Men ◽  
Social Relations ◽  
Boundary Work ◽  
Gender And Sexuality ◽  
Racial Climate ◽  
Campus Racial Climate ◽  
Predominantly White Universities ◽  
Predominantly White University ◽  
The University

This article presents data from a study of Black men and masculinities at a predominantly White university. I argue that the campus racial climate on predominantly White universities are important sites of boundary work where fear and sexualization of Black masculinities are normalized in ways that shape Black men’s social relations on college campuses. In doing so, I will share narrative data of how Black male college students perceive the campus racial climate, with a focus on how they are feared and sexualized in predominantly White spaces. I also analyze the ways in which they managed race, gender, and sexuality within school spaces, and situate their gendered performances within the context of the boundary work of the university. Attention will be given to their agency in how they respond to White fears and sexualization of Black men.

Critical Race Theory, Racial Microaggressions, and Campus Racial Climate for Latina/o Undergraduates

2009 ◽  
Vol 79 (4) ◽  
pp. 659-691 ◽  
Author(s):  
Tara Yosso ◽  
William Smith ◽  
Miguel Ceja ◽  
Daniel Solórzano
Keyword(s):  
College Students ◽  
Critical Race Theory ◽  
Racial Microaggressions ◽  
Racial Climate ◽  
Critical Race ◽  
Race Theory ◽  
Campus Racial Climate ◽  
Selective Universities ◽  
Building Community ◽  
Three Stages

In this article, Tara Yosso, William Smith, Miguel Ceja, and Daniel Solórzano expand on their previous work by employing critical race theory to explore and understand incidents of racial microaggressions as experienced by Latina/o students at three selective universities. The authors explore three types of racial microaggressions—interpersonal microaggressions, racial jokes, and institutional microaggressions—and consider the effects of these racist affronts on Latina/o students. Challenging the applicability of Vincent Tinto's three stages of passage for college students, the authors explore the processes by which Latinas/os respond to racial microaggressions and confront hostile campus racial climates. The authors find that, through building community and developing critical navigation skills, Latina/o students claim empowerment from the margins.

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