Department of Educational Administration

 

Document Type

Article

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

Comments

Copyright © 2019 Johns Hopkins University Press. Used by permission.

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.

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