Campus Climate - Annotated Bibiliography
Revised: 23 January 2002
Aragon, S. R., Ed. (2000). Beyond access: Methods and models for
increasing retention and learning among minority students. New Directions for
Community Colleges, no. 112. San Francisco, Jossey-Bass.
This volume addresses issues of assessment, career and educational goals, learning enhancement, success courses, mentoring programs, campus climate, educational technology, and the integration of nonminority instructors into the minority environment. This issue contains the following articles: "Assessing Minority Student Performance"; "Community College Students' Career and Educational Goals"; "Motivating and Maximizing Learning in Minority Classrooms"; "Using Success Courses for Promoting Persistence and Completion"; "Increasing Retention and Success through Mentoring"; "Creating a Campus Climate in Which Diversity Is Truly Valued"; "Using Technology To Facilitate Learning for Minority Students"; "Integrating Nonminority Instructors into the Minority Environment"; and "Sources and Information Regarding Effective Retention Strategies for Students of Color".
Austin, A. E. (1990). Faculty cultures, faculty values. Assessing
academic climates and cultures. W. G. Tierney. San Francisco, Jossey-Bass.
Austin, A. E. (1994). Understanding and assessing faculty cultures
and climates. Providing useful information for deans and department chairs.
M. K. Kinnick. San Francisco, Jossey-Bass.
Baird, L. L. (1990). "Campus climate: Using surveys for policy-making
and understanding." New Directions for Institutional Research 68: 35-45.
Bauer, K. W., Ed. (1998). Campus climate: understanding the critical
components of today's colleges and universities. New Directions for Institutional
Research, No. 98. San Francisco, Jossey-Bass.
This monograph explores issues and measures of campus climate for undergraduate and graduate students, faculty and staff. The chapters include "Undergraduate students today: Who are they?"; "Graduate students: Institutional climates and disciplinary cultures"; "Faculty and staff: The weather radar of campus climate"; "The climate for diversity: Key issues for institutional self-study"; "Campus climate issues to consider for the next decade"; "Measures of campus climate."
Cabrera, A. F., A. Nora, et al. (1999). "Campus racial climate and
the adjustment of students to college: A comparison between white students and African-American
students." The Journal of Higher Education 70(2): 134-160.
A study investigated the influence perceptions of prejudice and discrimination have on African-American and white students' adjustment to college processes. Data were collected from 1,454 students attending four-year institutions. It was found that even though African-American students reported having less previous preparation for college than white students, academic unpreparedness exerted at most an indirect effect on the decisions of African-American students to persist. Support and encouragement from parents facilitated the transition into the social and academic realms of the college or university, enhanced commitments to the goal of college completion and to the institution, and increased the likelihood to persist for both African-American and white students. African-American and white students were equally likely to perceive a campus climate of prejudice and discrimination, and predictors of cognitive outcomes and persistence decisions were basically the same for both groups. The implications of the findings are discussed.
Chelberg, G., W. Harbour, et al. (1998). Accessing student life:
Steps to improve the campus climate for disabled students. Minneapolis, University
of Minnesota Disability Services.
Web site: http://disserv3.stu.umn.edu/ENGAGE (available in alternate format upon request). Information in this guidebook is designed to assist student leaders and student activities staff who are involved in planning campus programming to make campus activities accessible and inclusive, increase involvement of students with disabilities in student life activities, and promote positive change in the frequency and/or nature of interaction between students with and without disabilities. Part 1 of the guidebook discusses barriers to student life. Part 2, "Planning Accessible Activities," provides guidelines for creating accessible campus activities with regard to the physical, informational, programmatic, and attitudinal environments. Part 3, "Infusing Disability Perspectives," describes new models for understanding disability and outlines strategies for including an array of disability experiences in campus programming. The following part, "Developing Access Initiatives," provides a structure to facilitate development of an Access Initiative, a concrete plan for putting newly acquired knowledge into action. The last two parts provide references, additional resources, and an index. Journal articles, and essays, resource books and literature, periodicals and journals, videotapes and other non-print media, and Internet resources are provided.
Conley, V. M. and P. B. Hyer (1999). A faculty assessment of the
campus climate for diversity. Annual Meeting of the Association for the Study
of Higher Education, San Antonio, TX.
This study reports on a multi-faceted assessment effort for diversity underway at Virginia Polytechnic Institute and State University. The four major elements of this project include: (1) archival research of the institution's history of segregation and desegregation; (2) a report on the status of women and minority faculty, staff, and students; (3) climate surveys of faculty, staff, and students; and (4) interviews with various constituents and benchmarking visits to other institutions. This paper focuses on the survey of faculty's assessment of the campus climate for diversity. The survey questionnaire, which was mailed to all 2,648 faculty members both on and off campus, included questions on professional treatment and social acceptance in the department, institutional climate, attitudes about affirmative action, level of commitment evidenced by institutional leaders, and personal experiences with discrimination and harassment. The response rate was 50 percent. The survey strongly suggests that experiences and perceptions of non-majority faculty differ in significant ways from those of majority faculty and that majority faculty are generally unaware of the extent of these differences. Both women and faculty of color expressed concern about the institutional commitment to creating a diverse faculty. The survey questionnaire is appended.
Cress, C. M. and L. J. Sax (1998). Campus climate issues to consider
for the next decade. Campus climate: Understanding the critical components of today's
colleges and universities. San Francisco, Jossey-Bass: 65-80.
Highlights findings on campus climate from 30 years of the Cooperative Institutional Research Program and significance for higher education institutions in the next decade, focusing on relationship between student characteristics and campus climate as reflected in college choice and access, financial concerns, majors and career plans, values and attitudes, gender issues, health and well-being, teaching and learning styles, and technology.
Davis, W. M. (1998). "Toward civility: Assessment as a means toward
improving campus climate." College Student Affairs Journal 18(1): 72-83.
Presents assessment as a means toward systematically gauging the climate and culture of American colleges and universities and provides a brief overview of historical factors which impact today's concept of diversity. Includes a discussion of the number and location of incidents related to race, gender, and sexual orientation as reported by the "Chronicle of Higher Education" over the past three years.
Gonzalez, G. M. (1989). "Understanding the campus community: An ecological
paradigm." New Directions for Student Services 48: 17-25.
Gregory, S. T. (2000). Selected innovations in higher education
designed to enhance the racial climate for students of color in predominately white
colleges and universities. Annual Meeting of the American Educational Research
Association, New Orleans, LA.
This paper reviews the literature on campus climate as it relates to gaps in participation rates and attainment levels among White, African American, and Latino students. The paper cites reports noting that a large number of African American students perceive racism as a problem on campus, and that a majority perceive themselves to be potential targets of discrimination. It reviews legislation in passed in California to improve campus climate, and examines studies of predominately white institutions that have developed innovative programs to address the problem. The report also examines research studies that provide contexts for inclusion; these focus, for example, on peer groups, student activities that improve racial attitudes, and how perceptions of discrimination have a negative effect on students' grades. Another section in the paper examines many innovative strategies to improve the racial climate, citing papers by Tinto and Sedlacek among others, as well as programs developed by various universities throughout the United States. Still another section cites papers that examine the role of academic institutions and states in building and maintaining a welcoming campus atmosphere.
Henry, W. J. and H. L. Nixon (1994). "Changing a campus climate for
minorities and women." Equity and Excellence in Education 27: 48-54.
A study explored the response of an institution's leadership at a Southern university to efforts of the chief academic officer (CAO) to change the campus climate in order to enhance the quality of professional life of minorities and women. In 1992, the CAO distributed a paper expressing concerns regarding the slow progress in improving and retaining the number of women and minorities on the faculty. Administrators were interviewed about the issues raised and the paper's recommendations. The findings indicated that a majority of the leadership had at least a minimal awareness of the concerns and supported many of the paper's recommendations. However, many deans and department chairs believed that race and gender inequities did not exist in their departments. With regard to their comments indicating the difficulty in recruiting and retaining minorities, Elman suggested that there seems to be a perceived conflict on the part of white males between access and quality. Administrators also indicated that they did not know how they could enhance the campus climate.
Hurtado, S. (1992). "The campus racial climate: Contexts of conflict."
The Journal of Higher Education 63: 539-569.
Hurtado, S. and D. F. Carter (1997). "Effects of college transition
and perceptions of the campus racial climate on Latino college students' sense of
belonging." Sociology of Education 70: 324-245.
A study was conducted to examine the extent to which Latino students' background characteristics and college experiences in the first and second years assist in their sense of belonging in the third year of college. Results indicate that discussions about courses with fellow students outside class and membership in religious and social-community organizations are strongly associated with students' sense of belonging. First-year experiences have positive effects on Latino students, whereas perceptions of a hostile racial climate have a direct negative impact on students' sense of belonging in the third year.
Hurtado, S., J. Milem, et al. (1999). Enacting diverse learning environments:
Improving the climate for racial/ethnic diversity in higher education. ASHE-ERIC
Higher Education Report Volume 26, No. 8. Washington, D.C., George Washington
University Graduate School of Education and Human Development.
This document is intended to provide the higher education community with information from recent and classic research studies that can serve as a guide to improving the climate for diversity on campus. The first section of the report examines the literature on campus climate for diversity, the experiences of various racial/ethnic groups, and the effect of campus climate educational outcomes. Following sections (1) set out the research framework; (2) examine the historical legacy of inclusion and exclusion; (3) examine the impact of structural diversity resulting from the increased complexity of diverse student enrollments and problems associated with diversifying faculty; (4) review the psychological climate and the impact of discrimination and perceptions of climate on students; (5) examine the behavioral dimensions of institutional climate, including student involvement and intergroup relations, classroom environment, curricular change, campus race relations and social interaction, and participation in racial/ethnic student organizations and minority support programs; (6) link institutional climate for diversity with the general learning environment; (7) provide some principles for improving campus climate for diversity; (8) give some examples of current efforts at various institutions; and (9) conclude with a plan for action in which everyone has a role in improving campus climate.
The authors identify twelve design principles for improving the climate for diversity in higher education institutions. Examples of "promising practices" are described. (Contains approximately 250 references.)
Kuh, G. (1990). "Assessing student journal." New Directions for
Institutional Research 68: 47-60.
Malaney, G. D., E. A. Williams, et al. (1997). "Assessing campus
climate for gays, lesbians, and bisexuals at two institutions." Journal of College
Student Development 38: 365-375.
A study assessed the campus climate for gay, lesbian, and bisexual (G/L/B) individuals at two institutions in the Northeast. Participants were 456 students at a large research university (RU-I) and 174 students at a small public college (BA-II). Almost identical proportions of students at both colleges reported having a G/L/B friend or relative, expressed knowledge of and interest in G/L/B history and culture, had discussed G/L/B issues with their friends and in their college classes, and were cognizant of the fact that sexually-based harassment was prohibited in their institution and by law. Similar proportions reported having learned much about G/L/B individuals since coming to college. Students' responses at both institutions were also very similar on survey items relating to campus climate. Students at BA-II were more conservative in their responses to attitudinal questions pertaining to G/L/B rights than were students at RU-I. Furthermore, men and women students at BA-II exhibited a greater level of similarity in their views than did men and women at RU-I, where women constantly exhibited more liberal responses.
Marcus, L. R. (1996). Fighting words: The politics of hateful
speech. Westport, CT, Greenwood Publishing Group.
This book explores issues typified by a series of hateful speech events at Kean College (New Jersey) and on other U.S. campuses in the early 1990s, by examining the dichotomies that exist between the First and the Fourteenth Amendments and between civil liberties and civil rights, and by contrasting the values of free speech and academic freedom in the university to the failure to provide equal protection to students.
Morrow, G. P., D. Burris-Kitchen, et al. (2000). "Assessing campus
climate of cultural diversity: A focus on focus groups." College Student Journal
34(4): 589-602.
The purpose of this study was threefold: (1) to highlight diversity related findings from quantitative survey assessment efforts on a private university campus; (2) to utilize focus groups to assess student, faculty, staff, and management perceptions and attitudes of campus diversity climate; and (3) to illustrate how focus group information can complement quantitative survey findings. Eight homogeneous and heterogeneous focus groups made up of students, faculty, staff, and senior management participated in this study. Quantitative survey findings showed that different ethnic groups on campus had overall positive but somewhat different perceptions and attitudes regarding campus diversity climate. The focus group findings confirmed and complemented the quantitative survey findings. They also helped generate action recommendations. An attempt was made to evaluate the use of focus groups in addition to use of surveys to assess campus diversity climate.
Project on the Status and Education of Women (1986). The campus climate revisited: Chilly for women faculty, administrators, and graduate students. Washington, D.C., Association of American Colleges: 28.
Rankin, S. (1999). "Queering campus: Understanding and transforming
climate." Metropolitan Universities: An International Forum 9(4): 29-38.
Increasingly, homosexual members of the academic community are being subjected to physical and psychological harassment, discrimination, and violence that obstruct the achievement of their educational and professional goals. Discussion of this phenomenon examines the importance of campus climate in providing an atmosphere conducive to maximizing knowledge creation, looks at the national climate for homosexuals on campus, and proposes change strategies.
Sedlacek, W. E. (1995). Improving racial and ethnic diversity and campus climate at 4-year independent midwest colleges: An evaluation report of the Lilly Endowment Grant Program.
In 1990 the Lilly Endowment committed $6 million to a competitive grants program for four-year independent Midwest colleges interested in enhancing racial and ethnic diversity and building a more inclusive community within their institutional settings. The initiative aimed to improve the overall campus climate, to increase the number of racial minority graduates, and to provide a higher degree of fulfillment for minority students. The Endowment funded 40 programs, 30 of which were included in this evaluation. Formative and summative evaluations were conducted. Site visits were made to 10 campuses, and a questionnaire completed at each campus provided other evaluation information. In the area of curriculum revision, schools had success with single courses for all students, making changes in specific courses, and bringing people from off-campus to teach courses. Co-curricular changes were brought about most effectively through single-event programs that involved many elements of the campus and larger community. Diversity training focusing on specific audiences tended to work better than general training for all. Some schools reported backlash against some groups when diversity programming began, but in many cases diversity initiatives begun in one area were extended to more general programs on campus. Recommendations for implementing diversity programs are made for the institutions, evaluators, and funding agencies. Appendixes list the funded schools, present the cover letter and survey questionnaires, and a table of survey results.
Shenkle, C. W., R. S. Snyder, et al. (1998). Measures of campus climate.
Campus climate: Understanding the critical components of today's colleges and universities.
San Francisco, Jossey-Bass: 81-99.
Describes a variety of current instruments to measure college campus climate, some institution-specific and some commercially designed, ranging from general surveys to instruments that measure perceptions of very specific aspects of campus climate. Some general principles and considerations in such research are discussed briefly, and the instruments and relevant World Wide Web sites are then listed.
Smith, D. G. and N. B. Schonfeld (2000). "The benefits of diversity:
What the research tells us." About Campus 5(5): 16-23.
Presents a comprehensive review of the research on diversity and its impact on students. Summarizes the findings of research in relation to four dimensions of diversity: access and success of underrepresented students; campus climate and intergroup relations; education and scholarship; and institutional viability.
Spiegel-Woodard, V. and J. M. Sims (2000). "Programmatic approach
to improving campus climate." NASPA Journal 37(4): 539-552.
This study describes one small, private, predominantly White college's model for change in its efforts to improve campus climate for racial and ethnic minority students. The college's "wedge" model outlines activities, support systems, curricular changes, and attitude work that impact the process of change.
Thrailkill, F. M. (2000). Changing the campus climate. Presidential
essays: Success stories. Strategies that make a difference at thirteen independent
colleges and universities. A. P. Splete. Indianapolis, IN, USA Group.
This essay is taken from a larger monograph in which 13 college presidents describe ways that they and their constituents have transformed their institutions. Taken together, these success stories illlustrate some of the most innovative practices occuring in small colleges today.
Valverde, L. A. and L. A. C. Jr., Eds. (1998). The multicultural
campus: Strategies for transforming higher education. Walnut Creek, CA, AltaMira
Press (http://www.netlibrary.com/index.asp).
Whitt, E. J., M. I. Edison, et al. (1999). "Women's perceptions of
a "chilly climate" and cognitive outcomes in college: Additional evidence." Journal
of College Student Development 40(2): 163-177.
Extends previous research, which investigated relationships between female students' perceptions of a "chilly campus climate" and cognitive outcomes in the first year of college, by examining those relationships through the junior year. Results, implications, and limitations of the study are discussed.
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