Browsing by Subject "campus climate"
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Item Big 10 Transgender Inclusive Policies and Practices(2020-12-22) Transgender Advisory Action Team; Maldonado, BrizaTransgender students across spaces of higher education face particular adversities both inside and outside of the classroom which translates into lower levels of graduation and higher levels of mental distress. Transgender faculty and staff face social stigma, wage disparities, and challenges in updating legal documents resulting in their misrepresentation in the workplace. Additionally, transgender university members across the country have reported higher rates of harassment and fear of their physical safety on their campuses. Given that transgender university members across the country face varying levels of stigma and adversity, this report aims to discuss the current policies and practices in place that enhance campus climate for transgender university members across institutions in the Big 10 collegiate conference.Item Living On Campus: Benefits for First-Generation Students from Low-Income Backgrounds(University of Minnesota, 2020) Soria, Krista M.; Roberts, Brayden J.The results of this research suggest that first-generation students from low-income backgrounds may experience some benefits from living on campus during their first year of enrollment. Specifically, we found that living on campus is positively associated with students’ feelings of belonging on campus and their resilience. We also found that living on campus was associated with a reduction in students’ beliefs that their campus was discriminatory, hostile, or unwelcoming.Item What Matters for Black Students? A Question of Sense of Belonging, Campus Climate, Perceived Discrimination, Gender, and Institutional Satisfaction(2015-07) Dade, ShariIn an effort to understand what matters for Black students attending predominately White educational institutions, the purpose of this study was to predict relationships among psychosocial factors, person factors, and environmental factors, and institutional satisfaction within this population. I hypothesized that Black students' sense of belonging, perceptions of campus climate for diversity and diverse perceptions, witnessed discrimination, experienced discrimination, and gender would be predictive of their institutional satisfaction. Additionally, I hypothesized there would be significant differences in Black students' sense of belonging, perceptions of campus climate, witnessed discrimination, experienced discrimination, and institutional satisfaction as a function of gender. Participants in this study were comprised of 228 Black undergraduate students who were representative of students at various stages of their undergraduate careers ranging from 1st semester (incoming) first year to 2nd semester (graduating) senior, from a Midwestern public research university. Of the participants, 43.8% (n = 74) were male, and 56.2% (n = 95) were female, with ages ranging from 18-54, and with a mean age of 21.22. Data consisted of a secondary analysis of an archival dataset. Procedures used to collect the data that were analyzed are described in this section. Data regarding social belonging, perceptions of campus climate, students' witnessed discrimination, students' experience of discrimination, and students' institutional satisfaction were measured by scales from the Diverse Learning Environments (DLE) Core Survey created by the Higher Education Research Institute (HERI; http://www.heri.ucla.edu/dleoverview.php) at the University of California, Los Angeles (Hurtado & Guillermo-Wann, 2013). Results of a standard multiple regression suggested that 55% of the variance in institutional satisfaction was predicted by sense of belonging, perceptions of campus climate, witnessed discrimination, experienced discrimination, and gender; with campus climate shown to have the strongest relationship to institutional satisfaction. Results of a one-way multivariate analysis of variance revealed no significant differences in sense of belonging, perceptions of campus climate, witnessed discrimination, experienced discrimination, and institutional satisfaction by gender. In discussing and describing needed interventions, critical race theory was utilized to highlight the role race and racism plays in the experiences and perceptions of Black college students within the educational system. Limitations, implications, and recommendations for future research and practice are also outlined.