Department of Educational Administration
Date of this Version
Fall 2019
Citation
The Review of Higher Education 43:1 (Fall 2019), pp. 483–517.
doi: 10.1353/rhe.2019.0103
Abstract
The campus climate literature obscures the complexity of individuals’ perspectives in relation to multiple dimensions of the broader learning environment. Unexamined are the ways students from marginalized backgrounds may respond to oppressive dimensions of the campus climates in unique ways that moderate observed outcome differences. To fill this gap, we leverage survey data to reveal multiple latent facets of the campus climate perceptions and explore how they potentially relate to students’ development of a transformational impetus, proposed as an agentic measure of students’ responses to perceived oppression in the form of a desire to change the world in the interest of social justice.
Included in
Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons, Educational Sociology Commons, Indigenous Education Commons, Race, Ethnicity and Post-Colonial Studies Commons, Social Justice Commons
Comments
Copyright © 2019 Johns Hopkins University Press. Used by permission.