Skip to main content
SpringerLink
Log in

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

  • Chapter
  • First Online:
Evaluating Campus Climate at US Research Universities

Abstract

The authors examine the impact of negative campus climates for diversity on the grade point average of 4299 Latinx students attending selective institutions and also investigated whether such impact differed by students’ gender, first-generation status, and immigrant background. Franco and Kim investigated climate for racial/ethnic diversity, socioeconomic diversity, gender diversity, and immigrant backgrounds, with particular emphasis on examining the origins of negative climates (e.g., faculty, staff, and students). The results suggest that students were the most frequently identified source of negative campus climates for diversity. The perceived negative climates for diversity had a significant effect on GPA for female, US born, first-generation, and non-first-generation Latinx college students; yet, the directional effect on GPA differed depending on the type of negative campus climate for diversity.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 109.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 139.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 139.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Arbelo-Marrero, F., & Milacci, F. (2016). A phenomenological investigation of the academic persistence of undergraduate Hispanic nontraditional students at Hispanic serving institutions. Journal of Hispanic Higher Education, 15(1), 22–40.

    Article  Google Scholar 

  • Astin, A. W. (1993). What matters in college? Four critical years revisited. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Bauer-Wolf, J. (2017). A September of racist incidents. Inside Higher Ed. Retrieved from https://www.insidehighered.com/news/2017/09/22/racist-incidents-colleges-abound-academic-year-begins.

  • Carnevale, A. P., & Rose, S. J. (2003). Socioeconomic status, race/ethnicity, and selective college admissions. New York: The Century Foundation.

    Google Scholar 

  • Connell, R. W., & Messerschmidt, J. W. (2005). Hegemonic masculinity: Rethinking the concept. Gender & Society, 19(6), 829–859.

    Article  Google Scholar 

  • Edman, J. L., & Brazil, B. (2008). Perceptions of campus climate, academic efficacy and academic success among community college students: An ethnic comparison. Social Psychology of Education, 12, 371–383.

    Article  Google Scholar 

  • Fry, R., & Taylor, P. (2013). Hispanic high school graduates pass Whites in rate of college enrollment. Washington, DC: Pew Research Center. Retrieved from http://www.pewhispanic.org/2013/05/09/hispanic-high-school-graduates-pass-whites-in-rate-of-college-enrollment/.

  • Gloria, A. M., Castellanos, J., & Herrera, N. (2015). The reliability and validity of the cultural congruity and university environment scales with Chicana/o community college students. Community College Journal of Research and Practice, 40(5), 1–13.

    Google Scholar 

  • Gloria, A. M., Castellanos, J., Lopez, A., & Rosales, R. (2005). An examination of academic nonpersistence decisions of Latino undergraduates. Hispanic Journal of Behavioral Sciences, 27(2), 202–223.

    Article  Google Scholar 

  • Gloria, A. M., Castellanos, J., & Orozco, V. (2005). Perceived educational barriers, cultural fit, coping responses, and psychological well-being of Latina undergraduates. Hispanic Journal of Behavioral Sciences, 27(2), 161–183.

    Article  Google Scholar 

  • Gloria, A. M., Castellanos, J., Scull, N. C., & Villegas, F. J. (2009). Psychological coping and well-being of male Latino undergraduates: Sobreviviendo la Universidad. Hispanic Journal of Behavioral Sciences, 31(3), 317–339.

    Article  Google Scholar 

  • Hurtado, S., Griffin, K. A., Arellano, L., & Cuellar, M. (2008). Assessing the value of climate assessments: Progress and future directions. Journal of Diversity in Higher Education, 1(4), 204–221.

    Article  Google Scholar 

  • Hurtado, S., Milem, J. F., Clayton-Pedersen, A. R., & Allen, W. R. (1998). Enhancing campus climates for racial/ethnic diversity: Educational policy and practice. Review of Higher Education, 21, 279–302.

    Article  Google Scholar 

  • Hurtado, S., & Ponjuan, L. (2005). Latino educational outcomes and the campus climate. Journal of Hispanic Higher Education, 4, 235–251.

    Article  Google Scholar 

  • Hurtado, S., Sáenz, V. B., Santos, J. L., & Cabrera, N. L. (2008). Advancing in higher education: A portrait of Latina/o college freshmen at 4-year institutions: 1975–2006. Los Angeles: HERI, University of California. Retrieved from https://www.heri.ucla.edu/PDFs/pubs/briefs/brief-20081015-LatinoTrends.pdf.

  • Johnson, D. R., Wasserman, T. H., Yildirim, N., & Yonai, B. A. (2014). Examining the effects of stress and campus climate on the persistence of students of color and White students: An application of Bean and Eaton’s psychological model of retention. Research in Higher Education, 55(1), 75–100.

    Article  Google Scholar 

  • Lafargue, F. (2016). “Coddled” students and their “safe spaces” aren’t the problem, college officials say. Bigots are. The Washington Post. Retrieved from https://www.washingtonpost.com/news/grade-point/wp/2016/03/28/coddled-students-and-their-safe-spaces-arent-the-problem-college-official-says-bigots-are/?utm_term=.703fd682292d.

  • Langhout, R. D., Drake, P., & Rosselli, F. (2009). Classism in the university setting: Examining student antecedents and outcomes. Journal of Diversity in Higher Education, 2(3), 166–181.

    Article  Google Scholar 

  • Langhout, R. D., Rosselli, F., & Feinstein, J. (2007). Assessing classism in academic settings. Review of Higher Education, 30(2), 145–184.

    Article  Google Scholar 

  • Lascher, E. L., & Offenstein, J. L. (2012). Campus racial climate and student academic outcomes: A critique of prior research and recommendations for future study. Journal of College Student Retention, 14(2), 265–277.

    Article  Google Scholar 

  • Melguizo, T. (2008). Quality matters: Assessing the impact of attending more selective institutions on college completion rates of minorities. Research in Higher Education, 49, 214–236.

    Article  Google Scholar 

  • Milem, J. F., Chang, M. J., & Antonio, A. L. (2005). Making diversity work on campus: A research-based perspective. Washington, DC: Association of American Colleges & Universities. Retrieved from http://www.aacu.org/sites/default/files/files/mei/milem_et_al.pdf.

  • Museus, S. D. (2014). The culturally engaging campus environments (CECE) model: A new theory of college success among racially diverse student populations. In M. B. Paulsen (Ed.), Higher education: Handbook of theory and research (pp. 189–227). New York, NY: Springer.

    Chapter  Google Scholar 

  • Museus, S. D., Nichols, A. H., & Lambert, A. D. (2008). Racial differences in the effects of campus racial climate on degree completion: A structural equation model. The Review of Higher Education, 32(1), 107–134.

    Article  Google Scholar 

  • Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • PĂ©rez, P. A., & Ceja, M. (2015). What do we know about Latina/o college access and choice? In P. A. PĂ©rez & M. Ceja (Eds.), Higher education access and choice for Latino students: Critical findings and theoretical perspectives (pp. 1–7). New York, NY: Routledge.

    Chapter  Google Scholar 

  • Ramirez, J. J., & Hurtado, S. (2015). La selecciĂłn Latina: Latina/o students at selective 4-year colleges and universities. In P. A. PĂ©rez & M. A. Ceja (Eds.), Higher education access and choice for Latino students: Critical findings and theoretical perspectives (pp. 130–149). New York, NY: Routledge.

    Google Scholar 

  • Rankin, S. R., & Reason, R. D. (2005). Differing perceptions: How students of color and White students perceive campus climate for underrepresented groups. Journal of College Student Development, 46(1), 43–61.

    Article  Google Scholar 

  • Renn, K. A., & Reason, R. D. (2013). College students in the United States: Characteristics, experiences, and outcomes. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Santiago, C. D., Gudino, O. G., Baweja, S., & Nadeem, E. (2014). Academic achievement among immigrant and U.S.-born Latino adolescents: Associations with cultural, family, and acculturation factors. Journal of Community Psychology, 42, 735–747.

    Article  Google Scholar 

  • Schmitt, M. A., & Duggan, M. H. (2011). Exploring the impact of classified staff interactions on student retention: A multiple case study approach. Community College Journal of Research and Practice, 35(3), 179–190.

    Article  Google Scholar 

  • Soria, K. M., Mitchell, T. D., & Nobbe, J. (2016). Developing undergraduates’ civic capabilities: The unique contributions of American public research universities. In K. M. Soria & T. D. Mitchell (Eds.), Civic engagement and community service at research universities: Engaging undergraduates for social justice, social change and responsible citizenship (pp. 1–13). San Jose, CA: Palgrave Macmillan.

    Google Scholar 

  • Sue, D. W. (2010). Microaggressions in everyday life: Race, gender & sexual orientation. Hoboken, NJ: Wiley.

    Google Scholar 

  • Suskie, L. (2004). Assessing student learning. Bolton, MA: Anker.

    Google Scholar 

  • The Regents of the University of California. (2016). Fall enrollment at a glance. Retrieved from https://www.universityofcalifornia.edu/infocenter/fall-enrollment-glance.

  • U.S. Census Bureau. (2013). 2011–2013 American community survey 3-year estimates, Table S0201: Selected population profile in the United States. Retrieved from http://www.census.gov/programs-surveys/acs/technical-documentation/table-and-geography-changes/2013/3-year.html?cssp=SERP.

  • Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity, and Education, 8(1), 69–91.

    Article  Google Scholar 

  • Yosso, T. J., Smith, W. A., Ceja, M., & SolĂłrzano, D. G. (2009). Critical race theory, racial microaggressions, and campus racial climate for Latina/o undergraduates. Harvard Educational Review, 79, 659–786.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Arizona, Tucson, AZ, USA

    Marla A. Franco

  2. Azusa Pacific University, Azusa, CA, USA

    Young K. Kim

Authors
  1. Marla A. Franco
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Young K. Kim
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of Minnesota, Minneapolis, MN, USA

    Krista M. Soria

Rights and permissions

Reprints and permissions

Copyright information

© 2018 The Author(s)

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Franco, M.A., Kim, Y.K. (2018). 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. In: Soria, K. (eds) Evaluating Campus Climate at US Research Universities. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-94836-2_2

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-94836-2_2

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-94835-5

  • Online ISBN: 978-3-319-94836-2

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation