ABSTRACT This study investigates how students' views toward undocumented immigrants&#... more ABSTRACT This study investigates how students' views toward undocumented immigrants' access to public education change during college. A multilevel analysis among a national sample of 12,388 undergraduates, drawn from the Cooperative Institutional Research Program's (CIRP) Freshman Survey and College Senior Survey, revealed that significant predictors of senior-year views include various student characteristics and predispositions, political contexts, college experiences, and institutional contexts. Given the often-hostile debates over undocumented immigrants' participation in American education, the findings have broad implications for college access, campus climate, and the way institutions of higher education think about their role in shaping students' understanding of this compelling issue.
Students of color remain severely underrepresented in many science, technology, engineering, and ... more Students of color remain severely underrepresented in many science, technology, engineering, and mathematics (STEM) disciplines, including environmental fields. Although there is a growing body of research on predictors of selecting a STEM major, generally, much less is know about factors, especially at the program level, that predict the enrollment of students of color into specific STEM degree programs. Additionally, theoretical frameworks and higher education research on college major choice have yet to consider whether the climate for racial/ethnic diversity specifically within academic degree programs may affect the enrollment of students of color in those programs. Given this theoretical and empirical gap, this study set out to investigate whether an inclusive climate for diversity within a degree program may contribute to an increasing enrollment of students of color in interdisciplinary environmental and sustainability (IES) degree programs. Using a national sample of 343 IES degree programs and extending dimensions of an inclusive campus climate for racial/ethnic diversity to degree programs, findings show that IES degree programs with a more inclusive curriculum and greater student compositional diversity are significantly more likely to report an increasing enrollment of students of color. Implications of the findings for broadening participation and understanding diverse students’ college major/career choice are examined.
ABSTRACT Despite popular claims that the United States has reached a “post-racial” era—one in whi... more ABSTRACT Despite popular claims that the United States has reached a “post-racial” era—one in which race no longer matters for determining one’s life chances—college students continue to have strong views toward whether or not racial discrimination is still a major problem in this country. Utilizing multilevel modeling on data merged from the Cooperative Institutional Research Program’s (CIRP) 2005 Freshman Survey (TFS) and 2009 College Senior Survey (CSS), as well as the Integrated Postsecondary Educational Data System (IPEDS) and the Office of Postsecondary Education Campus Safety and Security database, this study examined individual and institutional predictors of white male and female college students’ senior-year views on whether racial discrimination is still a major problem in the United States, with a particular focus on campus racially biased incidents and hate crimes. Results show that having a reported hate crime on campus did not have a significant association with white students’ senior-year views, while a higher level of news coverage of campus racially biased incidents significantly predicted white women’s senior-year views on racial discrimination. Implications of the findings with respect to higher education research, policy, and practice are discussed.
Providing undocumented immigrants access to public education remains a pertinent issue facing bot... more Providing undocumented immigrants access to public education remains a pertinent issue facing both institutions of higher education and state governments. While instate resident tuition (ISRT) has remained a contentious policy, little is known about how such policies, as well as other state contexts, influence college students’ attitudes toward unauthorized immigrant students’ educational access. Using three-level multilevel models, we sought to understand how political, economic, and demographic contexts at the institutional and state level affect the development of US citizen students’ views toward undocumented immigrants’ access to public education during their undergraduate years. After controlling for student-level effects, findings show that institutional variables such as selectivity, control, and percentage of low-income students enrolled contribute to students’ attitude development. At the state level, findings show that students who attend institutions within states that have ISRT policies have more positive views towards undocumented immigrants’ access to public education at the end of college. This research highlights the critical need for higher education researchers, institutional leaders, and policy makers to better understand how institutional and state contexts shape students’ understanding of larger sociopolitical issues.
Research on American universities’ involvement in slavery has primarily been historical. We drew ... more Research on American universities’ involvement in slavery has primarily been historical. We drew upon Critical Race Quantitative Inquiry, or QuantCrit, to devise a methodology to measure various ways Black college students respond to their institution’s history of slavery, and to explore factors that may relate to these responses. Data were collected from 93 students of African descent at a Southern US institution historically involved in slavery. Multiple linear regression models accounted for 35.9% of the variance in students’ emotional responses, 27.3% in behavioral responses, and 13.6% in psychological responses to the institution’s enslavement history. Statistical results show the relevance of background characteristics and contemporary racialized experiences in predicting student responses. Based on the findings of this exploratory study, we recommend that as leaders of institutions with histories of slavery consider ways to address their respective histories through higher education reparations, that they consider the impact of this violent history on contemporary Black students. Next steps to expand the study and further explore the impact of university histories of slavery are proposed.
Journal Committed to Social Change on Race and Ethnicity, 2020
Increasing the success of Underrepresented Students of Color (USC) in science, technology, engine... more Increasing the success of Underrepresented Students of Color (USC) in science, technology, engineering, and mathematics (STEM) is a central concern to many researchers, policymakers, and educators. To help understand STEM college student success, many studies have utilized Holland’s (1966, 1973, 1985, 1997) person-environment fit framework applying it uncritically to all students. Using Quantitative Criticalism, this study engages the racial realities of USC while investigating several assumptions of Holland’s theory and their implications for USC pursuing STEM fields. Utilizing a national, longitudinal dataset of 5,564 STEM bachelor’s degree recipients drawn from the Cooperative Institutional Research Program’s 2004 Freshman Survey and 2011 Post-Baccalaureate Survey, this study specifically examines students’ interest in making a positive impact on society through socio-political action, or social agency, which Holland’s typology suggests is incongruent with STEM environments. Findings show that USC may be more likely to be described as “incongruent” with Holland’s classification of STEM environments, that the congruence assumption may not be fully applicable for understanding the long-term success of USC in STEM, and that the social agency of USC did not significantly change over the seven years while white students’ significantly decreased. Implications for broadening participation and promoting equity in STEM fields are discussed.
Journal of Women and Minorities in Science and Engineering, 2020
While addressing racial inequality in the higher education curriculum and promoting an inclusive ... more While addressing racial inequality in the higher education curriculum and promoting an inclusive curriculum in science, technology, engineering, and math (STEM) remain contentious issues, little is known about the processes by which racial inequality in the curriculum manifests. Theory and higher education research on curricular development indicate that faculty values play a critical role in the curricular decision-making process, influencing what content is or is not included in the curriculum. However, research has yet to examine how faculty members' values toward diversity content translate into the actual inclusion of that content in comparison to other subject areas in degree programs, and whether that relationship varies across institutional factors. To address this theoretical and empirical gap in the literature this study focuses on environment/sustainability programs, a growing interdisciplinary STEM field. Using frameworks of curriculum development and campus climate along with a national sample of 227 interdisciplinary environmental and sustainability (IES) programs within 149 higher education institutions, findings show that the strength of the relationship between faculty subject values and curricular inclusion is lower for diversity content (i.e., environmental justice, EJ), business, and engineering and technology compared to chemistry, biology, and natural resources management. Additionally, the relationship between faculty values toward diversity content and its inclusion is greater at master's colleges and universities. Implications of the findings for research, policy, and practice as well as for increasing STEM curricular diversity and inclusivity are discussed.
Students of color remain severely underrepresented in many science, technology, engineering, and ... more Students of color remain severely underrepresented in many science, technology, engineering, and mathematics (STEM) disciplines, including environmental fields. Although there is a growing body of research on predictors of selecting a STEM major, generally, much less is know about factors, especially at the program level, that predict the enrollment of students of color into specific STEM degree programs. Additionally, theoretical frameworks and higher education research on college major choice have yet to consider whether the climate for racial/ethnic diversity specifically within academic degree programs may affect the enrollment of students of color in those programs. Given this theoretical and empirical gap, this study set out to investigate whether an inclusive climate for diversity within a degree program may contribute to an increasing enrollment of students of color in interdisciplinary environmental and sustainability (IES) degree programs. Using a national sample of 343 IES degree programs and extending dimensions of an inclusive campus climate for racial/ethnic diversity to degree programs, findings show that IES degree programs with a more inclusive curriculum and greater student compositional diversity are significantly more likely to report an increasing enrollment of students of color. Implications of the findings for broadening participation and understanding diverse students’ college major/career choice are examined.
Despite the importance of preparing socially responsible graduates in science,
technology, engin... more Despite the importance of preparing socially responsible graduates in science,
technology, engineering, and mathematics (STEM) to address the current state of poverty and inequality, very few studies in higher education have examined the development of STEM students’ outcomes critical to promoting a more equitable society, typically focusing on the impact of one program or course. To address this gap in the literature, this study used frameworks of undergraduate socialization as well as social justice perspectives in STEM education to examine the undergraduate experiences and institutional contexts that predict STEM bachelor’s degree recipients’ development of two democratic educational outcomes seven years after college entry: social agency and values toward conducting research that will have a meaningful impact on underserved communities. The study utilized multilevel modeling on a national longitudinal sample of 6341 STEM bachelor’s degree recipients across 271 institutions. Longitudinal student data from the 2004 Cooperative Institutional Research Program’s (CIRP) Freshman Survey and 2011 Post-Baccalaureate Survey were merged with institutional data from the Integrated Postsecondary Educational Data System and CIRP Faculty Surveys. Various undergraduate socialization experiences and institutional contexts were found to predict STEM bachelor’s degree recipients’ democratic educational outcomes, including academic majors, participation in student organizations and research, experiences with faculty, and peer and STEM faculty normative contexts. Implications of the findings for research, policy, and practice are discussed.
Providing undocumented immigrants access to public education remains a pertinent issue facing bot... more Providing undocumented immigrants access to public education remains a pertinent issue facing both institutions of higher education and state governments. While instate resident tuition (ISRT) has remained a contentious policy, little is known about how such policies, as well as other state contexts, influence college students’ attitudes toward unauthorized immigrant students’ educational access. Using three-level multilevel models, we sought to understand how political, economic, and demographic contexts at the institutional and state level affect the development of US citizen students’ views toward undocumented immigrants’ access to public education during their undergraduate years. After controlling for student-level effects, findings show that institutional variables such as selectivity, control, and percentage of low-income students enrolled contribute to students’ attitude development. At the state level, findings show that students who attend institutions within states that have ISRT policies have more positive views towards undocumented immigrants’ access to public education at the end of college. This research highlights the critical need for higher education researchers, institutional leaders, and policy makers to better understand how institutional and state contexts shape students’ understanding of larger sociopolitical issues.
This study investigates how students' views toward undocumented immigrants' access to public educ... more This study investigates how students' views toward undocumented immigrants' access to public education change during college. A multilevel analysis among a national sample of 12,388 undergraduates, drawn from the Cooperative Institutional Research Program's (CIRP) Freshman Survey and College Senior Survey, revealed that significant predictors of senior-year views include various student characteristics and predispositions, political contexts, college experiences, and institutional contexts. Given the often-hostile debates over undocumented immigrants' participation in American education, the findings have broad implications for college access, campus climate, and the way institutions of higher education think about their role in shaping students' understanding of this compelling issue.
Utilizing a national sample of over 6,100 undergraduates, drawn from the Cooperative Institutiona... more Utilizing a national sample of over 6,100 undergraduates, drawn from the Cooperative Institutional Research Program's (CIRP) Freshman Survey and College Senior Survey, this study investigates differences between STEM and non-STEM students at the end of college on the values they place on helping to create a more equitable society. Findings show that, on average, STEM students view the importance of working for social change as less important to their career goals, yet differences between Underrepresented Students of Color and their non-underrepresented counterparts emerge. The multilevel analysis revealed that majoring in a STEM discipline has a significant negative relationship with social agency outcomes, and that there are important differences in social agency outcomes among students who aspire to work in different STEM-related careers. Given the intellectual debates over the purpose of STEM education, the findings have broad implications for STEM education scholars, policymakers, and practitioners interested in promoting STEM students’ social and civic outcomes at institutions of higher education.
Environmental justice (EJ) issues and perspectives, which emphasize the disproportionate environm... more Environmental justice (EJ) issues and perspectives, which emphasize the disproportionate environmental hazards experienced by low-income communities and communities of color, are often excluded from higher education sustainability discourses and curriculum. Utilizing a national sample of 297 interdisciplinary environmental and sustainability (IES) degree programs, this study identifies program-level values and student racial/ethnic demographics, as well as institutional structural characteristics influencing the inclusion of EJ content in IES curriculum. The findings have important implications for IES curriculum and program development, and racial/ethnic and class dynamics in this emerging field.
Journal of Student Affairs Research and Practice, 2011
Racially themed parties are all-too-common occurrences on college campuses. Using critical race t... more Racially themed parties are all-too-common occurrences on college campuses. Using critical race theory as a lens, this article provides a contemporary overview of these events and deconstructs these incidents as examples of overt forms of racism often emanating from subtle, everyday occurrences of covert racism or racial microaggressions. Implications for future empirical research and professional practice are provided in hopes of better responding to and prevention of racially themed parties.
ABSTRACT This study investigates how students' views toward undocumented immigrants&#... more ABSTRACT This study investigates how students' views toward undocumented immigrants' access to public education change during college. A multilevel analysis among a national sample of 12,388 undergraduates, drawn from the Cooperative Institutional Research Program's (CIRP) Freshman Survey and College Senior Survey, revealed that significant predictors of senior-year views include various student characteristics and predispositions, political contexts, college experiences, and institutional contexts. Given the often-hostile debates over undocumented immigrants' participation in American education, the findings have broad implications for college access, campus climate, and the way institutions of higher education think about their role in shaping students' understanding of this compelling issue.
Students of color remain severely underrepresented in many science, technology, engineering, and ... more Students of color remain severely underrepresented in many science, technology, engineering, and mathematics (STEM) disciplines, including environmental fields. Although there is a growing body of research on predictors of selecting a STEM major, generally, much less is know about factors, especially at the program level, that predict the enrollment of students of color into specific STEM degree programs. Additionally, theoretical frameworks and higher education research on college major choice have yet to consider whether the climate for racial/ethnic diversity specifically within academic degree programs may affect the enrollment of students of color in those programs. Given this theoretical and empirical gap, this study set out to investigate whether an inclusive climate for diversity within a degree program may contribute to an increasing enrollment of students of color in interdisciplinary environmental and sustainability (IES) degree programs. Using a national sample of 343 IES degree programs and extending dimensions of an inclusive campus climate for racial/ethnic diversity to degree programs, findings show that IES degree programs with a more inclusive curriculum and greater student compositional diversity are significantly more likely to report an increasing enrollment of students of color. Implications of the findings for broadening participation and understanding diverse students’ college major/career choice are examined.
ABSTRACT Despite popular claims that the United States has reached a “post-racial” era—one in whi... more ABSTRACT Despite popular claims that the United States has reached a “post-racial” era—one in which race no longer matters for determining one’s life chances—college students continue to have strong views toward whether or not racial discrimination is still a major problem in this country. Utilizing multilevel modeling on data merged from the Cooperative Institutional Research Program’s (CIRP) 2005 Freshman Survey (TFS) and 2009 College Senior Survey (CSS), as well as the Integrated Postsecondary Educational Data System (IPEDS) and the Office of Postsecondary Education Campus Safety and Security database, this study examined individual and institutional predictors of white male and female college students’ senior-year views on whether racial discrimination is still a major problem in the United States, with a particular focus on campus racially biased incidents and hate crimes. Results show that having a reported hate crime on campus did not have a significant association with white students’ senior-year views, while a higher level of news coverage of campus racially biased incidents significantly predicted white women’s senior-year views on racial discrimination. Implications of the findings with respect to higher education research, policy, and practice are discussed.
Providing undocumented immigrants access to public education remains a pertinent issue facing bot... more Providing undocumented immigrants access to public education remains a pertinent issue facing both institutions of higher education and state governments. While instate resident tuition (ISRT) has remained a contentious policy, little is known about how such policies, as well as other state contexts, influence college students’ attitudes toward unauthorized immigrant students’ educational access. Using three-level multilevel models, we sought to understand how political, economic, and demographic contexts at the institutional and state level affect the development of US citizen students’ views toward undocumented immigrants’ access to public education during their undergraduate years. After controlling for student-level effects, findings show that institutional variables such as selectivity, control, and percentage of low-income students enrolled contribute to students’ attitude development. At the state level, findings show that students who attend institutions within states that have ISRT policies have more positive views towards undocumented immigrants’ access to public education at the end of college. This research highlights the critical need for higher education researchers, institutional leaders, and policy makers to better understand how institutional and state contexts shape students’ understanding of larger sociopolitical issues.
Research on American universities’ involvement in slavery has primarily been historical. We drew ... more Research on American universities’ involvement in slavery has primarily been historical. We drew upon Critical Race Quantitative Inquiry, or QuantCrit, to devise a methodology to measure various ways Black college students respond to their institution’s history of slavery, and to explore factors that may relate to these responses. Data were collected from 93 students of African descent at a Southern US institution historically involved in slavery. Multiple linear regression models accounted for 35.9% of the variance in students’ emotional responses, 27.3% in behavioral responses, and 13.6% in psychological responses to the institution’s enslavement history. Statistical results show the relevance of background characteristics and contemporary racialized experiences in predicting student responses. Based on the findings of this exploratory study, we recommend that as leaders of institutions with histories of slavery consider ways to address their respective histories through higher education reparations, that they consider the impact of this violent history on contemporary Black students. Next steps to expand the study and further explore the impact of university histories of slavery are proposed.
Journal Committed to Social Change on Race and Ethnicity, 2020
Increasing the success of Underrepresented Students of Color (USC) in science, technology, engine... more Increasing the success of Underrepresented Students of Color (USC) in science, technology, engineering, and mathematics (STEM) is a central concern to many researchers, policymakers, and educators. To help understand STEM college student success, many studies have utilized Holland’s (1966, 1973, 1985, 1997) person-environment fit framework applying it uncritically to all students. Using Quantitative Criticalism, this study engages the racial realities of USC while investigating several assumptions of Holland’s theory and their implications for USC pursuing STEM fields. Utilizing a national, longitudinal dataset of 5,564 STEM bachelor’s degree recipients drawn from the Cooperative Institutional Research Program’s 2004 Freshman Survey and 2011 Post-Baccalaureate Survey, this study specifically examines students’ interest in making a positive impact on society through socio-political action, or social agency, which Holland’s typology suggests is incongruent with STEM environments. Findings show that USC may be more likely to be described as “incongruent” with Holland’s classification of STEM environments, that the congruence assumption may not be fully applicable for understanding the long-term success of USC in STEM, and that the social agency of USC did not significantly change over the seven years while white students’ significantly decreased. Implications for broadening participation and promoting equity in STEM fields are discussed.
Journal of Women and Minorities in Science and Engineering, 2020
While addressing racial inequality in the higher education curriculum and promoting an inclusive ... more While addressing racial inequality in the higher education curriculum and promoting an inclusive curriculum in science, technology, engineering, and math (STEM) remain contentious issues, little is known about the processes by which racial inequality in the curriculum manifests. Theory and higher education research on curricular development indicate that faculty values play a critical role in the curricular decision-making process, influencing what content is or is not included in the curriculum. However, research has yet to examine how faculty members' values toward diversity content translate into the actual inclusion of that content in comparison to other subject areas in degree programs, and whether that relationship varies across institutional factors. To address this theoretical and empirical gap in the literature this study focuses on environment/sustainability programs, a growing interdisciplinary STEM field. Using frameworks of curriculum development and campus climate along with a national sample of 227 interdisciplinary environmental and sustainability (IES) programs within 149 higher education institutions, findings show that the strength of the relationship between faculty subject values and curricular inclusion is lower for diversity content (i.e., environmental justice, EJ), business, and engineering and technology compared to chemistry, biology, and natural resources management. Additionally, the relationship between faculty values toward diversity content and its inclusion is greater at master's colleges and universities. Implications of the findings for research, policy, and practice as well as for increasing STEM curricular diversity and inclusivity are discussed.
Students of color remain severely underrepresented in many science, technology, engineering, and ... more Students of color remain severely underrepresented in many science, technology, engineering, and mathematics (STEM) disciplines, including environmental fields. Although there is a growing body of research on predictors of selecting a STEM major, generally, much less is know about factors, especially at the program level, that predict the enrollment of students of color into specific STEM degree programs. Additionally, theoretical frameworks and higher education research on college major choice have yet to consider whether the climate for racial/ethnic diversity specifically within academic degree programs may affect the enrollment of students of color in those programs. Given this theoretical and empirical gap, this study set out to investigate whether an inclusive climate for diversity within a degree program may contribute to an increasing enrollment of students of color in interdisciplinary environmental and sustainability (IES) degree programs. Using a national sample of 343 IES degree programs and extending dimensions of an inclusive campus climate for racial/ethnic diversity to degree programs, findings show that IES degree programs with a more inclusive curriculum and greater student compositional diversity are significantly more likely to report an increasing enrollment of students of color. Implications of the findings for broadening participation and understanding diverse students’ college major/career choice are examined.
Despite the importance of preparing socially responsible graduates in science,
technology, engin... more Despite the importance of preparing socially responsible graduates in science,
technology, engineering, and mathematics (STEM) to address the current state of poverty and inequality, very few studies in higher education have examined the development of STEM students’ outcomes critical to promoting a more equitable society, typically focusing on the impact of one program or course. To address this gap in the literature, this study used frameworks of undergraduate socialization as well as social justice perspectives in STEM education to examine the undergraduate experiences and institutional contexts that predict STEM bachelor’s degree recipients’ development of two democratic educational outcomes seven years after college entry: social agency and values toward conducting research that will have a meaningful impact on underserved communities. The study utilized multilevel modeling on a national longitudinal sample of 6341 STEM bachelor’s degree recipients across 271 institutions. Longitudinal student data from the 2004 Cooperative Institutional Research Program’s (CIRP) Freshman Survey and 2011 Post-Baccalaureate Survey were merged with institutional data from the Integrated Postsecondary Educational Data System and CIRP Faculty Surveys. Various undergraduate socialization experiences and institutional contexts were found to predict STEM bachelor’s degree recipients’ democratic educational outcomes, including academic majors, participation in student organizations and research, experiences with faculty, and peer and STEM faculty normative contexts. Implications of the findings for research, policy, and practice are discussed.
Providing undocumented immigrants access to public education remains a pertinent issue facing bot... more Providing undocumented immigrants access to public education remains a pertinent issue facing both institutions of higher education and state governments. While instate resident tuition (ISRT) has remained a contentious policy, little is known about how such policies, as well as other state contexts, influence college students’ attitudes toward unauthorized immigrant students’ educational access. Using three-level multilevel models, we sought to understand how political, economic, and demographic contexts at the institutional and state level affect the development of US citizen students’ views toward undocumented immigrants’ access to public education during their undergraduate years. After controlling for student-level effects, findings show that institutional variables such as selectivity, control, and percentage of low-income students enrolled contribute to students’ attitude development. At the state level, findings show that students who attend institutions within states that have ISRT policies have more positive views towards undocumented immigrants’ access to public education at the end of college. This research highlights the critical need for higher education researchers, institutional leaders, and policy makers to better understand how institutional and state contexts shape students’ understanding of larger sociopolitical issues.
This study investigates how students' views toward undocumented immigrants' access to public educ... more This study investigates how students' views toward undocumented immigrants' access to public education change during college. A multilevel analysis among a national sample of 12,388 undergraduates, drawn from the Cooperative Institutional Research Program's (CIRP) Freshman Survey and College Senior Survey, revealed that significant predictors of senior-year views include various student characteristics and predispositions, political contexts, college experiences, and institutional contexts. Given the often-hostile debates over undocumented immigrants' participation in American education, the findings have broad implications for college access, campus climate, and the way institutions of higher education think about their role in shaping students' understanding of this compelling issue.
Utilizing a national sample of over 6,100 undergraduates, drawn from the Cooperative Institutiona... more Utilizing a national sample of over 6,100 undergraduates, drawn from the Cooperative Institutional Research Program's (CIRP) Freshman Survey and College Senior Survey, this study investigates differences between STEM and non-STEM students at the end of college on the values they place on helping to create a more equitable society. Findings show that, on average, STEM students view the importance of working for social change as less important to their career goals, yet differences between Underrepresented Students of Color and their non-underrepresented counterparts emerge. The multilevel analysis revealed that majoring in a STEM discipline has a significant negative relationship with social agency outcomes, and that there are important differences in social agency outcomes among students who aspire to work in different STEM-related careers. Given the intellectual debates over the purpose of STEM education, the findings have broad implications for STEM education scholars, policymakers, and practitioners interested in promoting STEM students’ social and civic outcomes at institutions of higher education.
Environmental justice (EJ) issues and perspectives, which emphasize the disproportionate environm... more Environmental justice (EJ) issues and perspectives, which emphasize the disproportionate environmental hazards experienced by low-income communities and communities of color, are often excluded from higher education sustainability discourses and curriculum. Utilizing a national sample of 297 interdisciplinary environmental and sustainability (IES) degree programs, this study identifies program-level values and student racial/ethnic demographics, as well as institutional structural characteristics influencing the inclusion of EJ content in IES curriculum. The findings have important implications for IES curriculum and program development, and racial/ethnic and class dynamics in this emerging field.
Journal of Student Affairs Research and Practice, 2011
Racially themed parties are all-too-common occurrences on college campuses. Using critical race t... more Racially themed parties are all-too-common occurrences on college campuses. Using critical race theory as a lens, this article provides a contemporary overview of these events and deconstructs these incidents as examples of overt forms of racism often emanating from subtle, everyday occurrences of covert racism or racial microaggressions. Implications for future empirical research and professional practice are provided in hopes of better responding to and prevention of racially themed parties.
Uploads
Papers by Juan Garibay
enrollment of students of color in interdisciplinary environmental and sustainability (IES) degree programs. Using a national sample of 343 IES degree programs and extending dimensions of an inclusive campus climate for racial/ethnic diversity to degree programs, findings show that IES degree programs with a more inclusive curriculum and greater student compositional diversity are significantly more likely to report an increasing enrollment of students of color. Implications of the findings for broadening participation and understanding diverse students’ college major/career choice are examined.
technology, engineering, and mathematics (STEM) to address the current state of poverty and inequality, very few studies in higher education have examined the development of STEM students’ outcomes critical to promoting a more equitable society, typically focusing on the impact of one program or course. To address this gap in the literature, this study used frameworks of undergraduate socialization as well as social justice perspectives in STEM education to examine the undergraduate experiences and institutional contexts that predict STEM bachelor’s degree recipients’ development of two democratic educational outcomes seven years after college entry: social agency and values toward conducting research that will have a meaningful impact on underserved communities. The study utilized multilevel modeling on a national longitudinal sample of 6341 STEM bachelor’s degree recipients across 271 institutions. Longitudinal student data from the 2004 Cooperative Institutional Research Program’s (CIRP) Freshman Survey and 2011 Post-Baccalaureate Survey were merged with institutional data from the Integrated Postsecondary Educational Data System and CIRP Faculty Surveys. Various undergraduate socialization experiences and institutional contexts were found to predict STEM bachelor’s degree recipients’ democratic educational outcomes, including academic majors, participation in student organizations and research, experiences with faculty, and peer and STEM faculty normative contexts. Implications of the findings for research, policy, and practice are discussed.
enrollment of students of color in interdisciplinary environmental and sustainability (IES) degree programs. Using a national sample of 343 IES degree programs and extending dimensions of an inclusive campus climate for racial/ethnic diversity to degree programs, findings show that IES degree programs with a more inclusive curriculum and greater student compositional diversity are significantly more likely to report an increasing enrollment of students of color. Implications of the findings for broadening participation and understanding diverse students’ college major/career choice are examined.
technology, engineering, and mathematics (STEM) to address the current state of poverty and inequality, very few studies in higher education have examined the development of STEM students’ outcomes critical to promoting a more equitable society, typically focusing on the impact of one program or course. To address this gap in the literature, this study used frameworks of undergraduate socialization as well as social justice perspectives in STEM education to examine the undergraduate experiences and institutional contexts that predict STEM bachelor’s degree recipients’ development of two democratic educational outcomes seven years after college entry: social agency and values toward conducting research that will have a meaningful impact on underserved communities. The study utilized multilevel modeling on a national longitudinal sample of 6341 STEM bachelor’s degree recipients across 271 institutions. Longitudinal student data from the 2004 Cooperative Institutional Research Program’s (CIRP) Freshman Survey and 2011 Post-Baccalaureate Survey were merged with institutional data from the Integrated Postsecondary Educational Data System and CIRP Faculty Surveys. Various undergraduate socialization experiences and institutional contexts were found to predict STEM bachelor’s degree recipients’ democratic educational outcomes, including academic majors, participation in student organizations and research, experiences with faculty, and peer and STEM faculty normative contexts. Implications of the findings for research, policy, and practice are discussed.