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 EDITED BY KRISTA M. SORIA

EVALUATING CAMPUS CLIMATE

AT US RESEARCH UNIVERSITIES
OPPORTUNITIES FOR DIVERSITY AND INCLUSION
Evaluating Campus Climate at US Research
Universities
 Krista M. Soria
Editor

Evaluating Campus
Climate at US
Research Universities
Opportunities for Diversity and Inclusion
Editor
Krista M. Soria
University of Minnesota
Minneapolis, MN, USA

ISBN 978-3-319-94835-5 ISBN 978-3-319-94836-2 (eBook)

https://doi.org/10.1007/978-3-319-94836-2

Library of Congress Control Number: 2018947187

© The Editor(s) (if applicable) and The Author(s) 2018

This work is subject to copyright. All rights are solely and exclusively licensed by the
Publisher, whether the whole or part of the material is concerned, specifically the rights
of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction
on microfilms or in any other physical way, and transmission or information storage and
retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology
now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publication does not imply, even in the absence of a specific statement, that such names are
exempt from the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and
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Neither the publisher nor the authors or the editors give a warranty, express or implied,
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Cover image: © Masanobu Chen/EyeEm/gettyimages

Cover design by Tom Howey

This Palgrave Macmillan imprint is published by the registered company Springer Nature
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For Michael Paradise, ever my rainbow in the dark.
 Contents

1 Campus Climate at Research Universities: 2012–2017 1

Krista M. Soria

2 Effects of Campus Climates for Diversity on College

GPA Among Latinx Students at Selective Universities:
An Examination by Gender, First-Generation College
Status, and Immigrant Status 25
Marla A. Franco and Young K. Kim

3 A Meta-analysis of Queer-Spectrum and Trans-Spectrum

Student Experiences at US Research Universities 49
Maren Greathouse, Allison BrckaLorenz, Mary Hoban,
Ronald Huesman Jr., Susan Rankin and Ellen Bara
Stolzenberg

4 Perceptions of Campus Climate at the Intersections

of Disability and LGBTQIA+ Identities 77
Ryan A. Miller and Sandra L. Dika

5 Students’ Perceptions of Campus Climate by Social

Class Background 103
Deborah M. Warnock, Allison L. Hurst, Will Barratt
and Jocelyn G. Salcedo

vii
viii    Contents

6 Campus Climate for Students with Disabilities 125

Andrew L. Zehner

7 “Mi Familia”: Counterstories of First-Generation

Latina/x Students Navigating a Racially Hostile
Campus Climate 151
Stephen Santa-Ramirez

8 Reframing Campus Climate Data to Advocate for

Institutional Transformation, Praxis, and Activism
for LGBQQ+ College Students 169
Garrett D. Hoffman and Jonathan T. Pryor

9 The Effect of Student Perception of Campus Climate

for Diversity and Inclusion on Overall University
Experience: A Race/Ethnicity Comparison Study 185
Thapelo Ncube, Wayne Jacobson, Tilden Whitfield
and Conor McNamara

10 Perceptions of Campus Climate and Sense

of Belonging Among Non-immigrant,
First-Generation, and Second-Generation Students 209
Valera K. Hachey and Leigh S. McCallen

11 Racial Differences in the Effects of Campus Climate

on Sense of Belonging at Public Research Universities 233
Young K. Kim, Oscar Espinoza-Parra, Liz A. Rennick,
Marla A. Franco, Marie Christie Dam and Melody
Rensberger

12 International Students’ Experiences with Campus

Climate at Large, Public Research Universities 251
Krista M. Soria and G. Blue Brazelton

13 Vulnerable Populations at Public Research Universities:

Centering Sexual Violence Prevalence and Perceptions
of Campus Climate 277
Krystle Palma Cobian and Ellen Bara Stolzenberg
 Contents    ix

14 Campus Climate for Diversity as Dialogue: Using

an Equity Lens to Center Students 307
Daniel W. Newhart and Emma L. Larkins

15 Patterns and Impacts of Racial and International

Student Disparities in Experiences of Campus
Climate, Academic Support, and Financial Conditions 327
Sarah K. Bruch, Inga Popovaite, Elizabeth Felix and
Matthew Anson

16 “It’s Cold in Here”: First-Generation Students

at American Research Universities 353
Seth C. Snyder and Jennifer Trost

17 Necessary yet Insufficient: Contextualizing Trans*

Identities in Campus Climate Research 373
finn j. schneider, Qui D. Alexander and Tania D. Mitchell

18 Much Discussion, Not Much Change: Perceptions of

Campus Climate Continue to Differ Along
Racial Lines 395
Arien B. Telles and Tania D. Mitchell

19 High-Impact Practices for Student Engagement

in the Research University 409
Bryant L. Hutson and Lynn E. Williford

20 Learning About Difference in the Classroom and

Students’ Views of the Campus Climate for Diversity 433
Eugene T. Parker III and Teniell L. Trolian

21 Learning to Change Campus Climate: Insights from

an Action Research Study 451
Leonard Taylor, Sasānēhsaeh Pyawasay, LaTecia Yarbrough,
Ricky Urgo and Jenna Hensley
x    Contents

22 Exploring the Relationship Between Service-Learning

and Perceptions of Campus Climate 471
Isabel Lopez, Wei Song, Anthony Schulzetenberg,
Andrew Furco and Geoffrey Maruyama

Index 487
 Notes on Contributors

Qui D. Alexander is a doctoral student in Education, Curriculum, and

Instruction with a focus on Culture and Teaching at the University of
Minnesota. With a background in community education and organizing,
his scholarship focuses on the impacts of carceral logic in the criminaliza-
tion of queer and trans youth of color.
Matthew Anson serves as the Assistant Director for Academic Planning
and Analysis and Ph.D. student in the Higher Education and Student
Affairs program at the University of Iowa. His office supports cam-
pus-wide efforts to include institutional information in decision-making
processes. His office supports the administration, coordination, and anal-
ysis of the SERU survey at the University of Iowa.
Will Barratt is Professor of Educational Administration at Roi Et
Rajabhat University, Thailand, and Coffman Distinguished Professor
Emeritus, Department of Educational Leadership, Indiana State
University. He has been researching, writing, presenting, and blogging
about social class issues in higher education since 2006. His service activ-
ities have been to use campus data sets to inform recruiting and reten-
tion practices on campuses, with a focus on diversity. He is the author
of Social Class on Campus (2011) and a blog of the same name. He cur-
rently teaches Bachelor’s, Master’s, and Doctoral students about research
and leadership in education.
G. Blue Brazelton is an Assistant Professor in the Department of
Educational Leadership at Northern Arizona University. Dr. Brazelton
xi
xii    Notes on Contributors

has been researching and serving underrepresented student groups

through various lenses of social justice, including technology and soci-
oeconomic status in various roles since 2005. His continued research
agenda focuses on the intersection of technology, success, and college
students as higher education continues toward an increasingly digital
environment.
Allison BrckaLorenz is the Project Manager for the Faculty Survey
of Student Engagement and a research analyst for the National Survey
of Student Engagement. In her work at the Center for Postsecondary
Research, she helps people use data to make improvements on their cam-
puses, uses data to highlight the experiences of traditionally marginalized
subpopulations, and provides professional development opportunities
and mentoring to graduate students. Her research interests focus on the
teaching and learning of college students and the accompanying issues
faced by faculty, and the experiences of small and understudied popula-
tions with an emphasis on the engagement of queer and gender variant
students.
Sarah K. Bruch is an Assistant Professor in the Department of Sociology
and Director of the Social and Education Policy Research Program at
the Public Policy Center at the University of Iowa. Her research focuses
broadly on social stratification and public policy. In particular, she focuses
on integrating theoretical insights from relational and social theorists into
the empirical study of inequalities. She is also the principal investigator
leading a research-practice partnership with the Iowa City Community
School District. Using a research-practice model, this partnership lever-
ages social science and education policy research and practitioner knowl-
edge to improve the equitability of school experiences and outcomes for
students by providing research expertise and capacity to conduct data col-
lection and analysis, and assisting in the design, implementation, and eval-
uation of research-based solutions to existing disparities.
Krystle Palma Cobian is a Research Analyst at the Higher Education
Research Institute and a Ph.D. student in the Higher Education and
Organizational Change program at the University of California, Los
Angeles. Prior to the doctoral study, Krystle worked in student affairs
for a number of years and served on the advisory board for the National
Association of Student Personnel Administrators (NASPA) Northwest
 Notes on Contributors    xiii

region. Krystle’s research interests include understanding the impact of

intersectional identities on STEM career aspirants, career and leadership
trajectories for women of color, public scholarship in higher education,
and college sexual violence for vulnerable populations.
Marie Christie Dam is a current student in the doctorate program
in higher education at Azusa Pacific University (APU). She works as
an Assistant Professor in the Business and Public Services Department
at Los Angeles Trade Technical Community College, and is an elected
member of the executive committee for the college’s Academic Senate.
She also serves in various capacities on her campus overseeing commu-
nity programs and partnerships for economic development, academic
engagement, and social mobility for the community she serves. Her
research agenda focuses on student success measures for nontraditional
students, underserved and underrepresented populations, and specifically
Southeast Asian American students.
Sandra L. Dika is Associate Professor of Educational Leadership
(Educational Research) at the University of North Carolina at Charlotte.
Her scholarship contributes to the discussion about the utility of pre-
vailing theories of higher education access, engagement, and success to
represent the experiences of students from underrepresented and under-
served groups; including students of color, first-generation college stu-
dents, and transfer students; that increasingly make up the college
student body in the United States. Her research has appeared in out-
lets including Research in Higher Education, Journal of College Student
Development, Journal of College Student Retention, Equity & Excellence
in Education, Journal of Research in Science Teaching, and Journal of
Hispanic Higher Education.
Oscar Espinoza-Parra is a Ph.D. graduate from Azusa Pacific University
in the Higher Education program. He is employed at the College of the
Desert as Dean of Enrollment Services. His research agenda includes
the role of institutional research in student and educational outcomes,
student learning, campus climate, cognitive development, international
students, sense of belonging, and Latina/o students.
Elizabeth Felix is a current graduate student at the University of Iowa
in the Department of Sociology. Her research interests include medical
sociology, social networks, and social stratification.
xiv    Notes on Contributors

Marla A. Franco serves as the Director of Assessment and Research

for the Division of Student Affairs, Enrollment Management, Academic
Initiatives, and Student Success at the University of Arizona. Dr.
Franco’s research focuses on examining the effects of perceived campus
climates for diversity on the outcomes of Latinx college students, with
attention given to exploring how outcomes differ based on students’
intersectional identities. Her work has been published in the Journal of
Hispanic Higher Education and by the National Resource Center for
First-Year Experience and Students in Transition. Dr. Franco also serves
on the editorial board for the Journal of Student Affairs Inquiry.
Andrew Furco is an associate professor of higher education at the
University of Minnesota, Twin Cities where he also serves as associate
vice president for public engagement and director of the International
Center for Research on Community Engagement.
Maren Greathouse serves as Director of the Tyler Clementi Center at
Rutgers University (New Brunswick). The center conducts research on
the impact of bias, peer aggression, and campus climate on students
with marginalized and/or stigmatized identities. Prior to assuming this
role, Ms. Greathouse served as the inaugural Director of the LGBTQ
and Intercultural Resource Center at Rutgers University-Newark and
Director of LGBT Student Development at Towson University. She
is currently pursuing a Ph.D. in Higher Education with the Rutgers
Graduate School of Education. Her research interests include equity and
diversity, student affairs praxis and class dynamics in higher education.
Valera K. Hachey received her Ph.D. in Organizational Leadership,
Policy, and Development with an emphasis in Higher Education from
the University of Minnesota-Twin Cities. Dr. Hachey is currently
employed at Walden University as an Academic Advisor. Her research
focuses on engagement in online learning.
Jenna Hensley earned her master’s degree in Higher Education
Leadership and Student Affairs Administration at Mississippi State
University. While studying, she served as a residence director in the
office of Housing and Residence Life. She also served as an intern to
the Collegiate Recovery Community, an office that supports students in
recovery from addiction as they earn their degrees.
 Notes on Contributors    xv

Mary T. Hoban is the Chief Research Officer with the American

College Health Association. Dr. Hoban oversees all research efforts
of the Association including the ACHA National College Health
Assessment, which is used to collect data about health status and behav-
iors from more than 100,000 college students annually. Dr. Hoban is
interested in understanding health disparities among college students
and has trained college health professionals in providing optimum care
for diverse populations, particularly for queer-spectrum and trans-spec-
trum students. Dr. Hoban has held adjunct faculty appointments at
the University of Maryland University College, University of Maryland
Baltimore County, and Howard Community College, teaching courses in
human sexuality and personal health.
Garrett D. Hoffman is a Visiting Assistant Professor of Higher
Education and Student Affairs at the University of Southern Mississippi.
Working from a poststructural perspective, Dr. Hoffman’s research
agenda and extant scholarship focus on the impact of neoliberalism on
diversity, equity, and minoritized student success in higher education.
His work has been published in outlets including The Journal of Diversity
in Higher Education, The Journal of LGBT Youth, and Critical Questions
in Education.
Ronald L. Huesman, Jr. is the Managing Director of the Student
Experience in the Research University-Association of American
Universities Consortium (SERU-AAU). SERU-AAU is an academic and
policy research partnership between the Center for Studies in Higher
Education at the University of California—Berkeley and the University
of Minnesota. Ron is currently the Director of Institutional Assessment
at the University of Minnesota. In that capacity, he works collaboratively
with many diverse units (e.g. Student and Academic Affairs) to design
research studies, collect data, provide analysis, and report results to
inform assessment efforts, policy development, and decision-making. He
also works closely with other institutions to develop comparable data for
benchmarking purposes.
Allison L. Hurst is an Associate Professor of Sociology at Oregon State
University, where she teaches courses on theory, qualitative research
methods, and the sociology of education. She has written two books on
the experiences and identity reformations of working-class college stu-
dents, The Burden of Academic Success: Loyalists, Renegades, and Double
xvi    Notes on Contributors

Agents (2010) and College and the Working Class (2012). She was one of
the founders of the Association of Working-Class Academics, for which
she also served as president from 2008 to 2014. She is currently serving
as Chair of the Subcommittee on Survey and Interview Construction for
the newly formed American Sociological Association (ASA) Taskforce on
First-Generation and Working-Class Persons in Sociology.
Bryant L. Hutson is Director of Assessment in the Office of Institutional
Research and Assessment at the University of North Carolina at Chapel
Hill. He has conducted research and published extensively in the areas
of faculty development, academic advising, student retention, and the
use of assessment to support student success. He is recipient of the 2013
North Carolina College Personnel Association Distinguished Scholar
Award in recognition of his research contributions to the field of Student
Development and Student Affairs.
Wayne Jacobson serves as Assessment Director in the Office of the
Provost at the University of Iowa. His office supports campus efforts to
assess and improve student learning and success. He holds a Ph.D. in
Adult Education from the University of Wisconsin—Madison.
Young K. Kim is an Associate Professor of Higher Education at Azusa
Pacific University. She received her Ph.D. in Higher Education at the
University of California, Los Angeles. Her research interests include col-
lege student development, conditional effects of the college experience,
and diversity and educational equity in higher education. In her scholarly
work, she has been extensively utilizing large national or statewide data-
sets including the CIRP, UCUES, and NLSF along with advanced quan-
titative methods. Her work has been published in Research in Higher
Education, Review of Higher Education, Journal of College Student
Development, Journal of Diversity in Higher Education, and Journal of
Hispanic Higher Education.
Emma Larkins serves in the Student Affairs Research, Evaluation,
and Planning department at Oregon State University. She serves as the
Associate Editor for the Journal of Student Affairs Inquiry. Her research
interests are in qualitative methodologies, applied feminist theories, and
promoting equity in higher education.
Isabel Lopez is a current graduate student and research assistant at the
University of Minnesota in the Department of Educational Psychology.
Her research interests include community engagement within higher
 Notes on Contributors    xvii

education and social-psychological interventions in education. She is cur-

rently working on a federally funded project aimed at promoting student
educational success through community engagement.
Geoffrey Maruyama is Professor and Chair of the Department of
Educational Psychology at the University of Minnesota. His research
focuses on achievement processes in schools, research methods for
educational and other applied settings, and action research approaches
and engaged scholarship in challenged communities. He has written
Research Methods in Social Relations (8 th Edition, with Carey Ryan,
2014), Basics of Structural Equation Modeling (1998) and Research in
Educational Settings (with Stanley Deno, 1992), and numerous articles
and chapters. His engagement activities have included four years direct-
ing the Research, Evaluation, and Assessment office of the Saint Paul
Public Schools, and a year co-directing the University of Minnesota
Urban Research and Outreach/Engagement Center. He has held a
number of central administration positions at Minnesota, including Vice
Provost and Associate Vice President, and has been president and secre-
tary treasurer of the Society for the Psychological Study of Social Issues
(SPSSI).
Leigh S. McCallen is the Director of Research and Evaluation at
College Access: Research and Action (CARA), an organization based at
the City University of New York (CUNY) focused on equitable higher
education access and success in New York City. Her research uses the
mixed method and participatory approaches to understand the develop-
ment and success of low-income, first-generation in college, and students
of color in the context of broad-access public higher education institu-
tions. Dr. McCallen holds a Ph.D. in Educational Psychology from The
CUNY Graduate Center and has worked in various capacities across the
CUNY system, including as an analyst at Institutional Research and as
a research associate at the Center for Teaching and Learning at Queens
College.
Conor McNamara provides education counsel, academic support, and
mentorship to TRiO students at the University of West Florida. Serving
as the program’s Lead Tutor, he works with students to reach their full
potential. In 2014, he earned an MFA in Creative Writing from the Otis
College of Art and Design in Los Angeles.
xviii    Notes on Contributors

Ryan A. Miller is Assistant Professor of Educational Leadership

(Higher Education) at the University of North Carolina at Charlotte.
His research agenda focuses on student development and the conditions
for creating inclusive campus cultures in higher education. Dr. Miller’s
study on the intersectional identities of LGBTQ students with disabili-
ties received the 2016 Melvene D. Hardee Dissertation of the Year award
from NASPA. He has published research in outlets including The Review
of Higher Education, Journal of College Student Development, Journal
of Student Affairs Research and Practice, The Educational Forum, and
Community College Journal of Research and Practice.
Tania D. Mitchell is an Associate Professor of higher education in the
College of Education and Human Development at the University of
Minnesota. Her teaching and research focuses on service-learning and
other campus interventions to explore civic identity, social justice, stu-
dent learning and development, race and racism, the engagement of
minoritized students, and community practice. Her scholarship has been
published in numerous books and journals and she is the editor (with
Krista Soria) of Educating for Citizenship and Social Justice: Practices for
Community Engagement at Research Universities (Palgrave Macmillan,
2018) and Civic Engagement and Community Service at Research
Universities: Engaging Undergraduates for Social Justice, Social Change,
and Responsible Citizenship (Palgrave Macmillan, 2016).
Thapelo Ncube is a Ph.D. student and ACT fellow at the University
of Iowa in the Educational Measurement and Statistics Program. Her
research interests include assessment in higher education, prediction of
student success and retention, and measurement invariance of assess-
ments.
Daniel W. Newhart serves as Assistant Vice Provost for the Division
of Student Affairs at Oregon State University, as well as the Director
of Student Affairs Research, Evaluation, and Planning. He is also an
Assistant Professor of Practice in the College of Liberal Arts, where he
teaches in the College Student Services Administration program as well
as the Graduate Certificate in College and University Teaching pro-
gram. Dr. Newhart is the founder (with the Student Affairs Assessment
Leaders) and Editor-in-Chief for the Journal of Student Affairs Inquiry.
His scholarship focuses on the politics and philosophy of methodology,
as well as critical approaches to assessment in higher education.
 Notes on Contributors    xix

Eugene T. Parker III is Assistant Professor of Educational Leadership

and Policy Studies at the University of Kansas. Dr. Parker’s research
centers on college impact and diversity experiences, diversity-minded
leadership and organizational behavior. Dr. Parker holds a doctoral
degree in Educational Policy and Leadership Studies from the University
of Iowa, and his work has been published in the Journal of College
Student Development, Research in Higher Education, Journal of Diversity
in Higher Education, and Journal of Student Affairs Research and
Practice.
Inga Popovaite is a current graduate student at the University of Iowa
in the Department of Sociology. Her research interests include sociologi-
cal social psychology and quantitative methods.
Jonathan T. Pryor is an Assistant Professor in the Higher Education,
Administration, and Leadership Pathway in the Department of
Educational Leadership at California State University, Fresno. Prior
to Fresno State, Dr. Pryor managed the University of Missouri-Kansas
City LGBTQIA Programs and Services, where he advocated to enhance
LGBTQ+ equity in institutional policy and practice. As a practitioner,
he received recognition from Campus Pride and the ACPA Coalition
for Sexuality and Gender Identities for his work in the field of LGBTQ+
student affairs. Dr. Pryor’s research explores LGBTQ+ campus climate
and higher education leadership, critically exploring how higher edu-
cation and student affairs challenges and upholds inequities toward the
LGBTQ+ community. His work has been published in outlets includ-
ing The Journal of College Student Development, The Journal of Student
Affairs Research & Practice, The College Student Affairs Journal, The
Journal of LGBT Youth, and Critical Questions in Education.
Sasānēhsaeh Pyawasay an enrolled member of the Menominee Nation
of Wisconsin. She has worked in education for 10 years both with college
and high school students and currently serves as the Assistant Director
of Diversity & Inclusion for the College of Science & Engineering at the
University of Minnesota. As a Native scholar, Sasānēhsaeh uses Critical
Indigeneity to interrogate and address systemic social change in higher
education. Through an interdisciplinary approach, infusing Indigenous
studies, sociology, and education, her scholarship focuses on explor-
ing and interrogating institutional policies, practices, and structures to
xx    Notes on Contributors

understand and bring about transformative change establishing a more

equitable and accessible higher education institution. She received a
Ph.D. in Organizational Leadership, Policy, and Development from the
University of Minnesota—Twin Cities.
Susan Rankin retired from the Pennsylvania State University in 2013
after a 36-year career. She most recently served as an Associate Professor
of Education and Associate in the Center for the Study of Higher
Education. Dr. Rankin has presented and published widely on the inter-
sections of identities and the impact of sexism, genderism, racism and
heterosexism in the academy and in intercollegiate athletics. Dr. Rankin’s
most recent publications include the 2010 State of Higher Education for
LGBT People, The Lives of Transgender People, the 2011 NCAA Student-
Athlete Climate Study, and the 2016 United States Transgender Survey.
Dr. Rankin has collaborated with over 170 institutions/organizations in
implementing climate assessments and developing strategic initiatives.
Liz A. Rennick serves as an Assessment & Research Analyst in the
Division of Student Affairs, Enrollment Management, Academic
Initiatives & Student Success at the University of Arizona. Her main
focus at the UA is on the collection and analysis of data concerning post-
graduate outcomes and campus climate. Prior to this roll, she coordi-
nated student government and leadership programs at three community
colleges in Southern California. Ms. Rennick’s research interests include
civic engagement and development, equity in higher education, and stu-
dent development among underrepresented and underserved college stu-
dents, including Latina/o, transfer, and community college students.
Melody Rensberger is a current student in the doctorate program in
higher education at Azusa Pacific University (APU). She is employed
at Fuller Theological Seminary as a Team Leader in the Department of
Vocation and Formation. Her research focuses on the intersections of
spiritual and ethnic minority identities.
Jocelyn G. Salcedo is an undergraduate student at Bennington College.
Her current research focuses on the cultural mismatch between first-gen-
eration, working-class, and low-income college students and American
institutions of higher education.
Stephen Santa-Ramirez is a Ph.D. student and Research Assistant at
Arizona State University, studying educational policy and evaluation.
 Notes on Contributors    xxi

Stephen has worked professionally in student affairs in various func-

tional areas and has taught courses on leadership and social justice issues
at higher education institutions across the country. Stephen’s research
agenda centers on racialized student experiences and campus racial cli-
mate, first-generation student support systems for persistence to gradu-
ation, and social justice issues in higher education. Stephen’s work and
scholarship are guided by his scholar-activist identity. His approach to
scholarship centers on ensuring liberation for marginalized populations.
finn j. schneider is a doctoral student in the higher education program
at the University of Minnesota. Their research interests include critical
whiteness studies, antiracist pedagogy and teaching practice, and com-
munity engagement among queer and trans* students.
Anthony J. Schulzetenberg is a Ph.D. student in Educational
Psychology at the University of Minnesota studying stereotype threat
interventions in higher education. Identifying as an applied social psy-
chologist, Anthony works to translate theory into real-world applications
that address performance and psychological belonging in both formal
education and the workplace. For the past three years, Anthony has
also been a researcher on a federally funded grant by the Department
of Education that is investigating the impact of community engagement
on the academic outcomes of underrepresented students in higher edu-
cation. He seeks to break down barriers for those from marginalized or
stigmatized groups to help create a more equitable society.
Seth C. Snyder serves as the Associate Director for Student Leadership in
the Center for Community and Civic Engagement at Carleton College. He
received his Ph.D. in Organizational Leadership, Policy, and Development
from the University of Minnesota. Dr. Snyder is interested in research and
practice in student leadership development, community and civic engage-
ment for students and campuses, student enrollment and persistence
decision-making, sense of belonging and community on campus, and the
experiences of college students from first-generation, low-income, work-
ing-class, and other minoritized identities. Seth’s work centers on increas-
ing equity in higher education and developing an ethic of active lifelong
civic and community membership and participation for undergraduates.
Wei Song is a Ph.D. candidate in the Department of Educational
Psychology at the University of Minnesota. Her research focuses on
exploring how adolescent social relations and capital facilitate or hinder
xxii    Notes on Contributors

adolescent social and emotional learning, especially capacity of self-con-

trol and social competencies. Recently, she has been actively engaged in
community-based research and investigating the impact of different com-
munity-based programs on students success in higher education.
Krista M. Soria works as a Research Analyst with the Office of
Institutional Research at the University of Minnesota, Twin Cities. Dr.
Soria is interested in researching high-impact practices that promote
undergraduates’ development and success, the experiences of first-gen-
eration and working-class students in higher education, and program-
matic efforts to enhance college students’ leadership development, civic
responsibility, and engagement in social change. Dr. Soria has worked
as an adjunct faculty at the University of Minnesota, St. Cloud State
University, Hamline University, and the University of Alaska Anchorage.
Ellen Bara Stolzenberg is the Assistant Director for Research at the
Higher Education Research Institute at UCLA. Dr. Stolzenberg’s
research interests include students in transition, faculty-student relation-
ships, disciplinary culture, and doctoral education. Her recent work has
focused on newly collected data on aspects of student identity, such as
sexual orientation, gender identity, atheist and agnostic beliefs, and fos-
ter care status. Prior to her current position, Dr. Stolzenberg spent 9
years working in institutional research, within both graduate education
and central administration. Dr. Stolzenberg serves on the Editorial Board
of the Journal of the First-Year Experience and Students in Transition
and she presents HERI data at research, practitioner, and accreditation
conferences nationwide. She holds a Ph.D. in Higher Education and
Organizational Change from UCLA.
Leonard D. Taylor, Jr. is an Assistant Professor of Educational
Leadership at Mississippi State University. Dr. Taylor’s award-winning
dissertation research focused on how institutional actors use research
knowledge, institutional data, and promising practices from the field
to enhance campus-level student success efforts. More recently he has
begun to explore the impact that economic logics such as academic cap-
italism, marketization, and neoliberalism have on the student success
efforts. He received a Ph.D. in Organizational Leadership, Policy, and
Development from the University of Minnesota—Twin Cities.
Arien Telles is a Ph.D. student of higher education in the College of
Education and Human Development at the University of Minnesota.
Her research interests include community engagement and engaged
 Notes on Contributors    xxiii

scholarship, educational equity, and issues of race, racism, and racialized

space in the context of higher education institutions. Arien is currently
working on research projects related to place-based research centers at
anchor institutions, student perceptions of self in higher educational con-
texts, and is a part of a National Science Foundation grant looking at the
experiences of students of color in STEM fields.
Teniell L. Trolian is Assistant Professor of Educational Policy and
Leadership at the University at Albany, State University of New York.
Dr. Trolian’s research focuses on the educational experiences that influ-
ence college choice and college outcomes, with an emphasis on two pri-
mary areas: students’ higher education experiences and outcomes, and
the influence of K-12 experiences on students’ college choice decisions.
She holds a Ph.D. in Educational Policy and Leadership Studies from
the University of Iowa, and her work has been published in The Journal
of Higher Education, Research in Higher Education, Journal of College
Student Development, Journal of Student Affairs Research and Practice,
and Teaching in Higher Education.
Jennifer Trost is Clinical Faculty in Sociology at Dougherty Family
College at the University of St. Thomas in Minnesota. Dr. Trost
researches the educational success of college students who have experi-
enced or are experiencing homelessness and the institutional supports
available. Dr. Trost also conducts research on dual enrollment courses
and how students, specifically students of color, access opportunities to
higher education within the K-12 system. Dr. Trost focuses on increas-
ing equity in higher education and increasing the access and success
of underrepresented students in postsecondary. She holds a Ph.D. in
Organizational Leadership, Policy, and Development from the University
of Minnesota-Twin Cities.
Ricky A. Urgo is a Residence Director and second year Masters student
in the Educational Leadership program at Mississippi State University.
Ricky is interested in researching access, assessment, retention, policy,
organizational behavior, positive psychology, and multicultural affairs.
Ricky worked to produce an action research project with a first-year tran-
sition program that was presented in poster style at ACPA 2018, as well
as a publication addressing masculinity and prosocial behaviors relating
to relational aggression. Ricky received his Bachelors in Psychology, con-
centration in Child Behavioral Services, from Rowan University in 2016.
xxiv    Notes on Contributors

Deborah M. Warnock is Sociology Faculty at Bennington College

and holds a Ph.D. in Sociology from the University of Washington.
Dr. Warnock’s research focuses on access to, and experiences of, higher
education for working-class and first-generation college students. She is
particularly interested in students’ efforts to organize around social class
on campus, as well as how institutions can better support students from
low-SES backgrounds. Her work has appeared in Journal of Diversity
in Higher Education, Journal of College Student Development, and
Innovative Higher Education. Prior to joining the faculty at Bennington,
she taught at SUNY Cortland, University of Louisville, Skidmore
College, and the University of Washington.
Tilden Whitfield is a Program Specialist for the University of West
Florida’s TRiO program. The main objective of Tilden’s program is to
provide intrusive and developmental academic advising, counseling and
other support services that increase the retention and graduation rates
of the students he serves. Tilden holds a B.A. in Interdisciplinary Social
Science with a Minor in Special Education.
Lynn E. Williford leads the Office of Institutional Research and
Assessment for the University of North Carolina at Chapel Hill. She
received her Ph.D. in Educational Psychology from UNC-Chapel Hill.
She also holds Bachelor of Arts, Master of Arts, and Master of Education
degrees from Carolina.
LaTecia Yarbrough is a Residence Director and second-year Master
student in the Educational Leadership program at Mississippi State
University. LaTecia is interested in research in multiracial and multicul-
tural identity development. Currently, LaTecia is working on an action
research project on data analysis. LaTecia received his Bachelors of Art
and Letter with a concentration in Public Relations, from California
State University, San Bernardino.
Andrew L. Zehner is a Research Analyst in the Office of Institutional
Research, Assessment and Effectiveness at Purdue University. His
research activities focus on retention and other student academic out-
comes, campus climate, and student engagement. Much of his work is
special project reporting for senior administrators at his university. He
holds a Master of Public Policy from Georgetown University.
 List of Figures

Fig. 5.1 Perceptions of campus climate by social class: personal

dimension (distance from mean) 113
Fig. 5.2 Perceptions of campus climate by social class: institutional
dimension (distance from mean) 116
Fig. 5.3 Perceptions of classed interactions by social class
(distance from mean) 119
Fig. 13.1 Proportion of students who reported experiencing unwanted
sexual contact and sexual assault, by gender identity
(**p < .01 for trans-spectrum students) 286
Fig. 13.2 Proportion of students who reported challenging others on
issues of discrimination, by gender identity 287
Fig. 13.3 Proportion of students who reported discussing issues
related to sexism, gender differences, or gender equity, by
gender identity 288
Fig. 13.4 Proportion of students in low, average, and high groups for
critical consciousness and action, by gender identity 291
Fig. 13.5 Proportion of students who reported unwanted sexual
contact and sexual assault, by sexual orientation (**p < .01) 292
Fig. 13.6 Proportion of students who reported frequently challenging
others on issues of discrimination, by sexual orientation 294
Fig. 13.7 Satisfaction with campus atmosphere for differences in sexual
orientation, by sexual orientation 296
Fig. 13.8 Proportion of students in low, average, and high groups for
critical consciousness and action, by sexual orientation 297

xxv
xxvi    List of Figures

Fig. 13.9 Proportion of students in low, average, and high groups for
social agency, by sexual orientation 298
Fig. 15.1 Perceptions of respect 339
Fig. 15.2 Perceptions of belonging, academic involvement,
and financial strain 339
 List of Tables

Table 1.1 Students’ demographics by year of SERU survey

administration 5
Table 1.2 Students’ agreement with the item “students of my race/
ethnicity are respected on campus” 9
Table 1.3 Students’ agreement with the item “students of my
socioeconomic status are respected on campus” 11
Table 1.4 Students’ agreement with the item “students of my
gender are respected on campus” 12
Table 1.5 Students’ agreement with the item “students of my
religious beliefs are respected on campus” 13
Table 1.6 Students’ agreement with the item “students of my
political beliefs are respected on campus” 14
Table 1.7 Students’ agreement with the item “students of my sexual
orientation are respected on campus” 15
Table 1.8 Students’ agreement with the item “students of my
immigration status are respected on campus” 17
Table 1.9 Students’ agreement with the item “students with a
physical, psychological, or learning disability like mine are
respected on campus” 18
Table 2.1 Factor loadings and internal consistency on negative
climate for diversity factor scales 31
Table 2.2 Variable definitions and coding schemes 32
Table 2.3 Percentages of Latinx college students who experienced
negative campus climates by comparison group 35

xxvii
xxviii    List of Tables

Table 2.4 Results of hierarchical multiple regression analyses on

GPA by aggregate Latinx sample, gender, first-generation
status and immigrant background 38
Table 3.1 Queer-spectrum survey respondents 53
Table 3.2 Disaggregated queer-spectrum survey respondents 53
Table 3.3 Disaggregated trans-spectrum survey respondents 54
Table 3.4 Emotional well-being by sexual orientation 56
Table 3.5 Self-appraisal of emotional health 56
Table 3.6 Comparison of substance use of straight/heterosexual,
queer-spectrum students, cisgender, and trans-spectrum
students 58
Table 3.7 Comparison of mental/emotional health and self-­
injurious behaviors of straight/Heterosexual, queer-
spectrum students, cisgender, and trans-spectrum students 59
Table 3.8 Comparison of academic impediments of straight/
heterosexual, queer-spectrum students, cisgender, and
trans-spectrum students 60
Table 3.9 Comparison of feelings of safety of straight/heterosexual,
queer-spectrum students, cisgender, and trans-spectrum
students 60
Table 3.10 Unstandardized regression coefficients for academic
engagement and campus environment measures by sexual
orientation 63
Table 3.11 Unstandardized regression coefficients for academic
engagement and campus environment measures by
gender identity 64
Table 3.12 Overall satisfaction with social and academic experiences 67
Table 4.1 Undergraduate participants 80
Table 4.2 Gender identification and sexual orientation for
LGBTQIA+ students at SRU with a psychological
disability (n = 405) 89
Table 4.3 Experiences related to gender identification for
LGBTQIA+ students at SRU with a psychological
disability 90
Table 4.4 Experiences related to sexual orientation for LGBTQIA+
students at SRU with a psychological disability 92
Table 4.5 Experiences related to nature of disability for LGBTQIA+
students at SRU with a psychological disability 93
Table 5.1 Demographic identification information of sample
(45,239) 108
Table 5.2 Differences between students’ perceptions of campus
climate by social class, personal dimension 112
 List of Tables    xxix

Table 5.3 Differences between students’ perceptions of campus

climate by social class, institutional dimension 115
Table 5.4 Differences between students’ perceptions of classed
interactions by social class 118
Table 6.1 Disability and accommodation 129
Table 6.2 Variation in campus climate measures, no disability versus
disability 136
Table 6.3 Campus climate measures, by type of disability 138
Table 6.4 Campus climate measures: physical disability:
accommodated v. not accommodated 141
Table 6.5 Campus climate measures: learning disability:
accommodated v. not accommodated 142
Table 6.6 Campus climate measures: psychological disability:
accommodated v. not accommodated 143
Table 6.7 Campus climate measures: disability and socio-economic
class 144
Table 7.1 Participant profiles 157
Table 9.1 Demographic data 191
Table 9.2 Mean (SD) response to survey questions by race/ethnicity 193
Table 9.3 Dunn test for pairwise differences between groups for
SERU item: “Students of my race/ethnicity are respected
on this campus” (study variable) 194
Table 9.4 Dunn test for pairwise differences between groups for
SERU item: “Overall, I feel comfortable with the climate
for diversity and inclusiveness at my University” 195
Table 9.5 Dunn test for pairwise differences between groups for
SERU item: “How satisfied are you with your social
experience [on campus]” 196
Table 9.6 Dunn test for pairwise differences between groups for
SERU item: “I feel that I belong at this [University
Name]” 197
Table 9.7 Dunn test for pairwise differences between groups for
SERU item: “How satisfied are you with your academic
experience [on campus]” 198
Table 9.8 Correlation between SERU items 200
Table 9.9 Regression models for the three outcome variables with
“Students of my race/ethnicity are respected on this
campus” 202
Table 9.10 Regression models for the three outcome variables with
“Overall, I feel comfortable with the climate for diversity
and inclusiveness at [University Name]” 203
xxx    List of Tables

Table 10.1 Frequency of participant demographics by immigration

background 218
Table 10.2 Comparison of means for perceptions of campus ­climate
and sense of belonging among non-immigrant and
first-generation students 220
Table 10.3 Comparison of means for perceptions of campus climate
and sense of belonging among non-immigrant and
second-generation students 221
Table 10.4 Comparison of means for perceptions of campus climate
and sense of belonging among first-generation and
second-generation students 222
Table 10.5 Comparison of means for perceptions of campus climate
and sense of belonging among non-immigrant white
students and students of color 222
Table 10.6 Comparison of means for perceptions of campus climate
and sense of belonging among first-generation white
students and students of color 223
Table 10.7 Comparison of means for perceptions of campus climate
and sense of belonging among second-generation white
students and students of color 223
Table 10.8 Regression models predicting sense of belonging
(“I feel valued as an individual”) among non-immigrant,
first-generation, and second-generation students 224
Table 10.9 Regression models predicting sense of belonging
(“I feel that I belong”) among non-immigrant,
first-generation, and second-generation students 225
Table 11.1 Variable definitions and coding schemes 238
Table 11.2 Results of ANOVA on sense of belonging and perceptions
of campus climate for diversity by race/ethnicity 240
Table 11.3 Results of hierarchical multiple regression analyses on
sense of belonging by aggregate sample and by race/
ethnicity 243
Table 12.1 Students’ agreement with the item “students of my race/
ethnicity are respected on campus” 256
Table 12.2 Students’ agreement with the item “overall, I feel
comfortable with the climate for diversity and
inclusiveness at this university” 258
Table 12.3 Students’ agreement with the item “this university is a
safe and secure campus” 259
Table 12.4 Students’ agreement with the item “this university is a
welcoming campus” 260
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