Dissertations / Theses: 'Campus climate perceptions'

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Garcia-Sheets, Maria. "Perceptions of campus climate by university students of color: Implications for practice." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2369.

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This study investigated the perceptions undergraduate students of color held of their experiences while attending a private, predominately white, institution and the impact that perception had on their sense of belonging and academic experiences. This two-phase, sequential mixed methods study obtained statistical, quantitative results from a sample of students of color and then followed up with a few individuals to probe and explore those results in more depth. In the quantitative portion, the concept of stigma vulnerability was explored utilizing the Prejudice Perception Assessment Scale . A non-experimental correlational design was utilized to ascertain which variables were predictive of students' stigma vulnerability and whether differences in stigma vulnerability existed between Asian, African American, and Latino groups once gender, major, semesters on campus, and home community diversity were accounted for. In the qualitative segment, phenomenology was used to investigate student perceptions through focus group discussion. Unstructured focus group discussions were employed to investigate perceptions of the college experience between students who scored higher and lower on the PPAS. The quantitative results of the study indicated that none of the variables hypothesized to be predictive of stigma vulnerability were found to be statistically significant. However, the qualitative findings revealed interesting similarities in perception between students with higher and lower PPAS scores. The focus group interviews revealed the following themes: Stigma/Tokenism, Racism, Inequitable Treatment, White Student Insensitivity, Privilege, Competency Testing, Nature of Diversity, Insignificance of Diversity, and Uncomfortable Climate. By examining how students of color perceived the campus environment, including perceptions of social interactions, educators can begin to take progressive and proactive action toward building an inclusive environment that models meaningful diversity. Suggestions for future research and implications for practice are discussed.

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Kemp-DeLisser, Khristian Kemp-DeLisser La'Mount. "Campus Climate Perceptions of Queer College Students of Color: Disidentifying the Rainbow." ScholarWorks @ UVM, 2013. https://scholarworks.uvm.edu/graddis/1134.

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This dissertation explored the experience lesbian, gay, bisexual and queer students of col-or. Influenced by the Queer of Color theoretical framework, this dissertation employed multiple methodological traditions (namely qualitative and Scholarly Personal Narrative), to deepen the exploration and unlock multiple dimensions of experience of queer college students of color. Analysis of the student interviews produced 29 themes. The results are, framed by four categories of campus climate (behavioral, socio-historical, psychological, and structural or compo-sitional (Hurtado, Milem, Clayton-Pedersen, & Allen, 1998).), and offer a glimpse into the inter-locking dynamics of racism and homophobia that the queer students of color navigate in their efforts to make meaning of their identities as queer people of color. Reviewing the results of this study college faculty, staff, and administrators can begin to understand the unique experiences of queer college students of color. This dissertation also may contribute to theory and practice around appropriate and accurate ways to deal with complexity when measuring the campus climate for diversity.

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Foster, Devona L. King Kimberly Lenease. "A comparision of faculty perceptions of campus climate at a predominately White institution." Auburn, Ala, 2009. http://hdl.handle.net/10415/1680.

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Roy-Woods, Sabrina M. Lumsden D. Barry. "Reflections on diversity graduate perceptions of campus climate at Dallas Theological Seminary, 1996-2005 /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3621.

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Roy-Woods, Sabrina M. "Reflections on diversity : graduate perceptions of campus climate at Dallas Theological Seminary, 1996-2005 /." Thesis, connect to online resource, 2007. http://digital.library.unt.edu/permalink/meta-dc-3621.

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Williams, Stacey L., and Emma G. Fredrick. "Hot off the Press: An Update on Campus Climate (Results of Campus P.R.I.D.E. (Perceptions Regarding Identity and Diversity in the Environment: Etsu’s Climate for Gender, Sexual, Ethnic, and Religious Minorities." Digital Commons @ East Tennessee State University, 2016. https://youtu.be/c_eTlWUmbLA.

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Nersisyan, Hayarpi A. "Armenian American Student Perceptions of Campus Climate| Examining the Conditions That Support or Inhibit Their College Experience." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10263447.

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The racial classification of Armenian American college students as White leads to the lack of ethnic-specific data on their educational outcomes and experiences. This qualitative study explored the perceptions of Armenian American college students of their campus climate. The study used an interview approach to examine the conditions that supported or inhibited their college experience. Campus Climate was used as a conceptual lens to guide this study. The study revealed four themes: family influence, mainstream campus culture, Armenian campus culture, and hidden minority status. Impersonal campus conditions inhibited Armenian American students’ experience; conversely, personable campus conditions, supported their college experience. The findings demonstrated that these students constantly negotiate between their Armenian ethnic identity and American student identity while finding ways to connect to their campus environment. Policy and practice recommendations include increasing awareness, presence, and inclusion of this population on college campuses.

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Baker, Frederic Drury. "The interrelatedness of homosexual identity development and perceptions of campus climate for gay, lesbian, bisexual, and transgender students at the University of South Florida, Tampa campus." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002359.

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Canedo, Francis. "Queer Students’ Perceptions of Inclusion at ABC Community College: A Phenomenology." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3667.

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This qualitative study examined the lived experiences of Queer students at ABC Community College. Using phenomenology as its guiding framework, transcribed interviews were analyzed in order to seek the phenomenon of the experience. Examination of the literature suggested that Queer students’ experiences of discrimination could have a negative impact on academic achievement and that inclusive and affirming spaces have the opposite effect. Further, Queer students search for affirming spaces from their faculty and peers, and the engagement these spaces provide may be good prognosticator academic achievement. When students are provided with inclusive spaces, they may be more likely to come out, live openly, and represent themselves authentically (Kosciw J. G., Greytak, Palmer, & Boesen, 2014). Other researchers are encouraged to replicate the study with a larger number of participants, using a combination of qualitative and quantitative research methods.

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Williams, Jeremy Lloyd. "Students’ perceptions of the campus climate for academic integrity and ethics: a comparison of military cadets and civilian-college students." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6340.

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This study of perceptions of campus climate for Personal and Social Responsibility (PSR) evaluated the extent to which observable differences existed among campuses that had or did not have military cadets as their primary student population. Specifically, it looked at civilian colleges and universities and collegiate military academies such as the United States Military Academy at West Point (USMA) and the United States Air Force Academy at Colorado Springs (USAFA). The data sample for this study came from civilian-college students and cadets enrolled in 23 colleges and universities (which included USMA and USAFA) that were chosen by the Association of American Colleges and Universities to participate in the Personal and Social Responsibility Inventory (PSRI) during the 2007-08 school year. I measured the outcomes in this study by controlling for personal pre-college characteristics (i.e., highest level of parent’s education, race, gender, age, religious preference), structural variables of interest (i.e., campus size, campus selectivity, student class year, whether the school has a traditional honor code in place, whether the school is a military academy), and experience variables of interest (i.e., faculty/student interactions, meaningful discussions, public advocacy, efficacy of a judicial process). Results from this study revealed that cadets had an overall higher perception of campus climate for PSR than college students did. Cadets also had unique and positive communications with military academy educators compared to communications between civilian-college students and civilian educators. Finally, both student and cadet perceptions of PSR seemed to decrease as they progressed in class year.

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Garcia, Gina Ann. "The relationship of perceptions of campus climate and social support to adjustment to college for latina sorority and non-sorority members." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2656.

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Thesis (M. A.) -- University of Maryland, College Park, 2005.
Thesis research directed by: Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Jones, Jacquelyn Reneé. "College Self-Efficacy and Campus Climate Perceptions as Predictors of Academic Achievement in African American Males at Community Colleges in the State of Ohio." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1396454704.

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Davis, Daryl Christopher. "African American Faculty Perceptions of how Campus Racial Climate and the Quest for Tenure Influence Their Interaction with African American Students at Predominantly White Institutions." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1576203483313774.

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Johnson, Dawn Rene. "Sense of belonging among women of color in science, technology, engineering, and math majors investigating the contributions of campus racial climate perceptions and other college environments /." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7723.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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McCloud, Laila Ilham. "Engaging with the other: Black college students' perceptions of perspective taking at historically White colleges and universities." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6992.

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This study examines Black students’ perceptions of their campus climate for perspective taking and how their perceptions influence their participation in high impact practices. Using ordinary least squares regression, I analyzed how the psychological climate, behavioral climate, and institutional structural diversity predict Black students’ perceptions and engagement in comparison to their Asian American, Hawaiian, Latinx, Multiracial, Native American, and White peers. Results from this study revealed that Black students have a positive perception of their campus climate for perspective taking. For the most part, Black students’ perceptions of campus climate were not significantly associated with participating in high-impact practices. However, Black students that had more positive perceptions of sources of support for engaging with diverse perspectives participated in high impact practices like study abroad programs and capstone projects. There were significant differences between Black students and Latinx and Asian American students in their perceptions of the general campus climate for perspective taking. Latinx students have a more positive perception than Black students, while Asian American students have a less positive perception than Black students. Black students were also more likely to participate in study abroad and required diversity courses than were Multiracial students. Among all students, there was a relationship between perceptions of the general campus climate and engagement in several high impact practices.

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Esquivel, Sonia. "Latino/a students' perceptions of their sense of belonging at Kansas State University : mi casa es su casa . . . or is it really?" Diss., Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3895.

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Herrera, Christina M. "Expanding the Notion of Campus Climate: the Effect of Religion and Spirituality on the Perception of Campus Climate." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804898/.

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Religion/spirituality is a salient facet of identity for many college students, yet addressing issues related to spirituality/religion is contentious in many higher education institutions. Prior research has shown that various other facets of identity, including race/ethnicity, gender, and sexual orientation, affect a student’s perception of campus climate, but religious/spiritual identity has not been examined in the same manner. Using confirmatory factor analysis and structural equation modeling, this study empirically tests the addition of religion/spirituality to the campus climate theory developed by Hurtado et al. (1999). Data came from the 2010 College Senior Survey administered by the Higher Education Research Institute at the University of California, Los Angeles. Results indicate that religious and spiritual identity have significant direct effects on the perception and other aspects of campus climate. Future research is needed to extend the understanding between religious and spiritual identity and the perception of campus climate.

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Heckenberg, Rosa. "The perception of campus climate and academic experience of undocumented students in a 4-year public university." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10127179.

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This qualitative interview study explored the campus climate and experiences of 25 undocumented students at a public 4-year university. In addition, the study explored how campus climate shaped how the undocumented students utilized their community cultural wealth (CCW) while in college. Three themes define the findings based on 25 interviews with undocumented students: (1) undocumented students’ experience with a welcoming campus climate, (2) undocumented students’ experience with a unwelcoming campus climate, and (3) how campus climate shaped undocumented students’ utilization of CCW in college. For each of the themes, several subthemes helped to describe the findings.

Data analysis showed that participants who received academic support from faculty and staff in some departments and programs and from the leaders of the university experienced a welcoming climate and felt that they mattered to the campus and that the institution cared about their academic success. Participants noted the symbolization of the Dream Center at the university and the capture and understanding of how they utilized the six capitals described in the CCW conceptual frame by Tara Yosso.

These findings will help to expose challenges and struggles that undocumented students experience while trying to obtain a college degree. It is recommended that future research seek knowledge on how to alleviate the struggles that undocumented students experience in college in order to serve them more effectively. It is recommended that such research include undocumented student subgroups other than Latinos to identify the needs of this unique population of students. Furthermore, it is essential that institutions of higher education increase professional development for educators to address the educational needs of undocumented students. By educators participating in professional development, they will be able to develop best practices that will benefit the academic success of undocumented students.

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Ah, Sam Anna L. F. "Proportional representation and student perceptions of a campus climate for diversity." Thesis, 2005. http://proquest.umi.com/pqdweb?index=0&did=913513381&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1235512456&clientId=23440.

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Clifford, Karen Owings. "College students' perceptions of academic integrity and campus climate at small colleges /." 1996. http://wwwlib.umi.com/dissertations/fullcit/9708547.

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Cortez, Laura Jean. "The campus climate of a border HSI : redefining Latino student success." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3145.

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The number of Hispanic-Serving Institutions (HSIs) is on the rise. Research suggests that institutions designated as HSIs graduate over fifty percent of Latinos enrolled in college (Santiago, 2006). However, few studies have examined the campus climate of HSIs and how such climate may influence the degree attainment of first-generation, Mexican American students. Considering the instrumental role HSIs have had in advancing the number of Latinos in postsecondary education, this study investigates the campus climate of an HSI along the U.S.-Mexico Border. By utilizing the theoretical frameworks of funds of knowledge (Moll, Amanti, Neff & Gonzalez, 1992) and organizational habitus (McDonough, 1997) this qualitative study involved first-generation, Mexican American students, faculty, and administrators from the University of Texas-Pan American (UTPA). Data collection methods included: student focus groups, individual interviews, observations, reflective notes and a review of relevant documents. Instrumentation used for this study incorporated a student questionnaire as well as pre-established interview questions. Findings revealed students’ perceptions of a Border HSIs, the experiences they describe as helpful in allowing them to obtain a degree; and the institutional characteristics faculty and administrators found critical in allowing first-generation, Mexican American students to persist. This study builds upon a pilot conducted in 2009-2010, that assessed Latino students’ perceptions of HSIs. The goal of this study is 1) to contribute to the literature on first-generation, Mexican American student success and 2) to further enrich our knowledge about the campus climate of Border HSIs and their role in degree attainment of Latinos.
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Costa, Susan Therese. "Understanding African-American students' perceptions of the campus climate at a predominantly White college: A study of student affairs administrators." 1997. https://scholarworks.umass.edu/dissertations/AAI9737514.

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Higher education institutions have a responsibility to educate all. Yet, significant proportions of blacks are not being successfully reached. This, coupled with changing demographics, is forcing educators to be concerned about the future. Under-representation exists in faculty and administrative ranks as well as with students. The hostile climate for black students on predominantly white campuses has been cited as a major concern and barrier to success. Black student alienation has been attributed to a number of variables, but the root of the problem is often traced to the campus climate. It is clear that the environment has a substantial impact on a student's level of satisfaction and can make a difference in whether a student leaves or persists. As the shapers of the climate and the experts on students, student affairs administrators play a key role in campus climate. With this major responsibility, one must ask how much of an understanding of black students' problems and experiences do these administrators have? Through the process of in-depth interviewing, the study examined the perception and the level of understanding of student affairs administrators of the campus climate for black students at Easton College, a predominantly white institution. Administrators are grouped into three groups for comparative purposes: those who are knowledgeable about black students, those who know little about black students, and those who are black. It also includes the perceptions of black students who attend the college. Results of the study indicate that the climate at Easton College is hostile and unwelcoming to its black students. While all the administrators are aware of the hostile climate, the level of knowledge and specificity differed among the three groups. Easton College is doing little to create a learning environment that promotes appreciation. Social and cultural isolation is prevalent. Care and support is limited because of insufficient knowledge and inadequate exposure to black culture. To improve the climate for black students, a number of recommendations are made.

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Tu, Hong-liang, and 杜宏良. "The Perception of Senior and Vocational High School Students Regarding Campus Safety Climate and Safety Performance." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/68812637908209408384.

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碩士
國立中山大學
教育研究所
94
Abstract The main purpose of this study is to explore the perception of senior and vocational high school students regarding safety climate and safety performance in the campus. Based on the review of campus safety events, related literatures on campus safety, and the analysis of validity and reliability, a questionnaire was developed which includes 91-item campus safety climate (CSC) scale, 46-item campus safety performance (CSP) scale, 98-item campus safety event likelihood (CSEL) scale. The factor analysis of CSC located four factors including: school commitment and action, student''s commitment and perception of risk, safety attitude, response during an emergency, which explain 38.67% of the total variance. And CSP scale results in four factors: safety organization and management, safety training, safety equipment and measures, maintenance and event investigation, which explain 59.85% of the total variance. The researcher distributed 3280 questionnaires to students in 41 senior and vocational high schools in Taiwan. Of these 41 schools, 21 schools were chosen because of their poor performance in campus safety while the other 20 schools were selected due to their bright performance in campus safety. And 2837 valid questionnaires have been returned. The retrieving rate of the questionnaires is 86.49%. The independent-sample T test, one-way ANOVA, Pearson correlation and canonical correlation analysis is has been applied to the analysis of the raw data. The major findings of the research are listed below: 1. Significant positive correlation between CSC and CSP is found. The strongest positive correlation exists between school commitment and action and CSP; the second one is between student''s commitment and perception of risk and CSP. 2. School commitment and action is the best predictor to CSP, and the second one is student''s commitment and perception of risk. 3. The more score a school gets in CSEL scale, the less campus safety events happened at that school. The significant positive correlation can be found among CSEL, CSC and CSP scale. And the correlation is especially high between CSEL and safety equipment and measure, the same is happened between CSEL and CSP. 4. The most frequent campus event among senior and vocational high school students is injures during exercises and games (26.3%). The next campus event is the conflicts between teachers and students (13.2%). The third one is traffic accidents outside the campus (12%). And the fourth one is the fights among teenagers (10.9%). 5. CSC, CSP and CSEL scales can provide available information for the control of campus safety event and for the direction of prevention campaigns. Keywords: campus safety climate, campus safety performance, campus safety perception

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Lin, Wui-Wen, and 林蕙文. "The Study of Colleges Campus Security Management and Students’ Safety Climate Perception- A Case Study of Institute of Technology in New Taipei City." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/gd82tg.

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碩士
國立臺灣師範大學
公民教育與活動領導學系
104
The research topic was the relationship between Campus Security Management of colleges and Perception of Campus Safety Climate of college students. The study samples were consisted of lnstitute of Technology in New Taipei City of Taiwan, and the researcher used two kinds of self-designed instruments: Campus Security Management Scale and Perception of Campus Safety Climate Scale as research questionnaire to investigate the performances with college students' background variables. Purposive sampling method was adapted, and there were 745 effective samples left. The main findings of the present study were summarized as follows: 1. The college students showed "middle-high" agreements with the utility of Campus Security Management, and the CSM scale revealed three dimensions including Maintenance of Equipment, Management of Crisis, and Measure of Service. 2. The college students showed "middle-high" performances at Perception of Campus Safety Climate, and the PCSC scale revealed four dimensions including Support of Security, Fear of Victimization, Sentience of Safety, and Consciousness of Environment. 3. The background variables including gender, the education and training about safety, and the experience of victimization, all of them revealed significant differences in the three dimensions of campus safety management. 4. The background variables of students including gender, the education and training about safety, and the experience of victimization, all of them revealed significant differences in the four dimensions of the perception of campus safety climate. 5. The background variables of school including Environmental consciousness, Fear of Victimization, Safe Sentience, reveal significant differences in the perception of three dimensions and the campus safety climate. 6. There was a predictive effect of Campus Safety Management to Perception of Campus Safety Climate. Three dimension of Campus Safety Management including Maintenance of Equipment, Management of Crisis, and Measure of Service had significant predictive power. 7. Variables of school background, college students' personal background, and Campus Safety Management could significant predict Perception of Campus Safety Climate.

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Dissertations / Theses on the topic 'Campus climate perceptions'

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