Campus Climate Research Articles

Housing Insecurity Among College Students: Associations with Interpersonal Violence Victimization.

One of the most significant economic impacts of sexual and dating violence across the lifespan is housing insecurity and homelessness. However, research on the association between housing instability and interpersonal violence among college students is limited. As such, the purpose of this study is to better understand the association between sexual and dating violence victimization and housing security among college students using data from a campus climate assessment administered on two campuses of a large, urban public university in the northeast. To reduce response burden there were rotating survey modules used so participants were assigned to either the sexual violence (n = 2,672) or dating violence (n = 1,645) module. Bivariate and multivariate logistic regression analyses were used to examine the association between sexual violence victimization or dating violence victimization since coming to college and past year housing insecurity among college students and which types of housing insecurity were associated with sexual violence victimization. Student-survivors who experienced sexual violence had 2.5 times greater odds of experiencing housing insecurity compared to students who had not experienced sexual violence since coming to the university. Similarly, students who experienced physical or psychological dating violence since entering college had four times greater odds respectively of experiencing housing insecurity compared to students who did not experience dating violence. Campus and community-based services for college students are impactful at addressing academic and safety concerns and should incorporate supportive services related to housing.

Bowing to External Pressures: How the Threat of Lawsuits Dilutes Bias Response in Higher Education

Bias response teams (BRTs) have proliferated in colleges and universities as administrative mechanisms to respond to hate and bias incidents on campuses. Advocacy groups have positioned BRTs within contemporary antidiversity culture wars and pressured institutions to abandon BRTs, alleging that they violate First Amendment protections. Through theoretical lenses anchored by repressive and creeping legalism, this multiple case study examined emerging alternatives to BRTs that are responsive to these external pressures. Administrator interviews and institutional documents reveal four emerging approaches: bias support resource, campus climate resource, free-speech resource, and informal/ad hoc resource. The designs of these alternatives demonstrate the outsize influence of external groups—particularly the threat of lawsuits from Speech First—and how institutions weakened and decentralized bias response functions to avoid external scrutiny. Implementation of these models prioritizes free-speech absolutism and can overshadow the initial need for creating bias response mechanisms on campus.

How racial microaggressions impact the campus experience of students of color

Racism can take many forms, including explicit racism as well as subtle or covert racism, such as microaggressions. Research has shown that long-term and consistent exposure to racial microaggressions can lead to detrimental health outcomes such as stress, anxiety, depression, PTSD, and negative physical health outcomes, particularly among Black, Indigenous, and other People of Color (BIPOC). This study explores how racial microaggressions impact the psychological well-being and sense of belonging of BIPOC students at a large Canadian urban university. Additionally, it examines whether different BIPOC groups experience differential effects of racial microaggressions. A total of 403 self-identified BIPOC students were recruited through the School of Psychology subject pool, university-wide emails, social media, and campus organizations. A cross-sectional survey design was employed, with participants completing an online survey that included both investigator-developed questions about the campus climate and the following measures: the Racial Microaggressions Scale (RMAS), Racial Microaggressions in Higher Education Scale (RMHES), and Perceived Cohesion Scale (PCS). Statistical analyses assessed correlations between racial microaggressions, psychological distress, and belonging, with comparative analyses examining group differences. The findings revealed significant associations between racial microaggressions and negative emotional states. Black students reported the highest levels of racial microaggressions and trauma symptoms, highlighting their disproportionate burden. The results suggest that racial microaggressions contribute to heightened distress and reduced belonging among BIPOC students. These findings align with previous literature highlighting the harmful effects of subtle racism in academic settings. Addressing racial microaggressions is essential for improving inclusive and supportive academic environments.

Experiencing and subsequently reporting sexual victimization among U.S. college students with disabilities.

We examined whether U.S. college students across multiple disability types were at an increased risk for sexual victimization (compared with students without disability) and whether disability type or registration with the accessibility office was associated with odds of reporting sexual victimization experiences to any campus-designated program/resource. We predicted (a) students with disabilities will have higher odds of sexual victimization than students without disabilities, (b) student survivors with disabilities will have higher odds of reporting than student survivors without disabilities, and (c) student survivors with disabilities who are registered with the accessibility office will have higher odds of reporting than student survivors with disabilities who are not registered. This study used the 2019 Association of American Universities campus climate survey data (N = 163,190) to examine experiences with and reporting of sexual victimization through a series of mixed-effects logistic regression models. We expected that students with disabilities would be more likely to experience and report sexual victimization and that registration with accessibility services would further increase reporting. Students across disability types were more likely than students without disabilities to experience sexual victimization. Among student survivors, students with disabilities were more likely to report their victimization to at least one program/resource than students without disabilities. Student survivors who were registered with the campus accessibility office had a higher likelihood of reporting to each program/resource examined. Findings reinforce the importance of collaboration across programs/resources to ensure care to student survivors irrespective of students' points of contact. Given that student survivors with disabilities are reporting, institutions should unpack "what's working" and tailor strategies to encourage reporting among student survivors who are less likely to report. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Unpacking Student-Facing Rationales for University Required Diversity Coursework

ABSTRACT While much attention has been paid to the outcomes associated with required diversity coursework, less research has been conducted on institutional frameworks which argue for the necessity of curricular diversity requirements. This work aims to fill this gap by analyzing the rhetoric institutions use to describe the role of diversity in the undergraduate general education core. This project analyzes the rationales for diversity coursework provided in 80 public-facing course descriptions of 249 universities with required diversity courses in their general education curriculum. These rationales were most likely to align with the diversity rationale that is used in conjunction with legislation around affirmative action cases. Universities highlight the importance of these courses for living and working in a pluralistic society, the value of awareness of diverse others, as well as justifications rooted in social justice and improving campus climate. This piece argues that universities over-rely on the benefits of diversity for all students and risk advancing an “interest convergence” based agenda that may only benefit marginalized students so long as it also benefits the dominant majority.

Open Letter to College Campuses on How to Create Humanizing Campus Climates for Undocumented College Students

Open Letter to College Campuses on How to Create Humanizing Campus Climates for Undocumented College Students

Exploring faculty retention at community colleges

This quantitative cross-sectional survey study investigates the relationships between demographic characteristics, campus climate perceptions, and retention plans of faculty at community colleges in the North Atlantic Region of the United States. Data were collected from 335 faculty members across three institutions using the "Faculty Retention Questionnaire". Findings indicate that age, ethnicity, relationships with students, and personal satisfaction significantly influence faculty retention plans. Younger faculty reported higher satisfaction levels across campus climate, role clarity, and personal satisfaction, while faculty of color scored lower in campus climate satisfaction and role clarity compared to their White counterparts. Key factors influencing retention include salary, job security, and career advancement opportunities, while geographical location and visa sponsorship had minimal impact.

Black Female Counseling Students’ Experiences of Racial Microaggressions

Discrimination and racism are factors identified in previous studies, but there is little research on the experiences of Black women in counseling programs in the U.S. This qualitative, phenomenological study examined the experiences of racial microaggressions at a Southern university of Black female counseling graduate students. The study recruited five women through purposive sampling. Themes revealed the impact of racial microaggressions on the individual participants, as well as illuminated the greater impact of racial microaggressions upon campus climate. Findings suggest training opportunities and mentor programs for counselor educators and students would improve campus experiences for Black female graduate counseling students. The authors conclude by discussing the implications of these findings through the lens of the current socio-cultural context.

Rural Students’ Sense of Belonging: The Influence of Academic Campus Climate

ABSTRACTPulling from a sample of students from rural backgrounds (n = 1847), multilevel modeling was used to explore how the academic campus climate can predict sense of belonging for rural students. Findings offer insights into how certain perceptions, behaviors, and institutional characteristics may influence sense of belonging. For instance, higher perceptions of one's academic abilities and the campus diversity, participation in academic advising and intergroup dialogue, and attending a campus located in less urban locations and with higher proportions of racially similar peers all positively influence sense of belonging for rural students. The implications and significance of the study are discussed.

Using the age-friendly inventory and campus climate survey at a Canadian university: process and outcomes

ABSTRACT The Age-Friendly Inventory and Campus Climate Survey (ICCS) is the most comprehensive instrument available to empirically examine age inclusivity in higher education. While widely used in the United States, it had not been used in Canada. The purpose of this article is to share our experience and outcomes from using the ICCS at a Canadian post-secondary institution – the University of Calgary. The inventory was completed by 10 administrators to determine the presence of age-friendly campus practices and environmental features at the university. The survey was completed by 178 faculty, 608 staff, and 1,167 students to understand their awareness and perceptions of age-friendly practices and features covered by the inventory. We found that the ICCS was transferrable to our national and institutional context with minor modifications. Some challenges were experienced in the administration of the instrument, particularly the survey due to administrative complexities in conducting a survey at a large institution. The results of the assessment indicated that our university is moderately age-friendly, but most survey participants were unaware of its age-friendly elements. The findings from this baseline assessment provided valuable insights that will inform the development of an action plan to enhance the University of Calgary’s age-friendliness.

Well-Being as a Function of LGBTQIA+ Campus Climate and Identity: A Case Study at a Non-Affirming Religiously Affiliated University

ABSTRACT Environmental contexts likely influence the extent to which LGBTQIA+ individuals, compared to their cisgender, heterosexual counterparts, experience poorer physical, mental, and behavioral health outcomes. This case study was conducted within a non-affirming, religiously affiliated university. A Qualtrics-hosted survey was completed by 596 students, of whom 63% identified as White, 37% as BIPOC, and 36% as LGBTQIA+. We examined perceptions of LGBTQIA+ college non-responsiveness and LGBTQIA+ stigma as mediators between LGBTQIA+ identity and affective well-being, and the role of BIPOC identity as a moderator of this effect. Consistent with existing literature, LGBTQIA+ students reported lower affective well-being (B = -0.236, p < 0.001) and perceived greater college non-responsiveness (B = 1.255, p < 0.001) and stigma (B = 1.226, p < 0.001) than their cis-hetero counterparts. College non-responsiveness mediated the relationship between LGBTQIA+ identity and affective well-being; however, this effect was not moderated by BIPOC identity. Conversely, LGBTQIA+ stigma did not serve as a parallel mediator. Compared to their BIPOC peers, White LGBTQIA+ students perceived greater LGBTQIA+ stigma. We conclude with recommendations for the university to revise policies and cultivate a more LGBTQIA+-affirming culture, and we advise those who counsel prospective students to share these findings with their clients.

Black Female Counseling Students’ Experiences of Racial Microaggressions at a Southern University

This phenomenological study examined Black female counseling graduate students’ experiences of racial microaggressions at a Southern university. Themes revealed the impact of racial microaggressions on the individual participants, as well as illuminated the greater impact of racial microaggressions upon campus climate. Findings suggest implications for clinical counselors, training opportunities for counselor education students and counselor educators, and mentor programs for students and faculty that would improve campus experiences for Black female graduate counseling students.

Pa’lante: How Does a Latino Association “Serve” Latinos at a Hispanic-Serving Institution

ABSTRACT The purpose of this paper is to understand how a Latino Association serves as a structure for supporting Latino faculty, staff, and students within the Hispanic-serving community college context. The Association was founded at a community college in 2003 by Latino faculty and staff in need of guidance and a vision to support the increasing Latino students attending the college. An anonymous survey was administered to Association members in March 2022. Benefits of participating in the Association include networking with colleagues, reducing feelings of isolation, improving campus climate and multicultural respect, and having a safe space. We provide recommendations on how HSIs can develop their own Association that can support, advocate, and retain Latino faculty, staff, and students.

How to Alleviate Students' Academic Burnout? Using Latent Profile Analysis and Network Analysis to Explore the Positive Impact of School Climate and Achievement Goal Orientation

ABSTRACTAcademic burnout, triggered by a combination of external factors and internal psychological characteristics, significantly impacts secondary school students' academic performance and psychological well‐being. We use achievement goal orientations, including mastery approach, mastery avoidance, performance approach, and performance avoidance, to identify distinct motivational profiles, in 1137 middle school students. Subsequently, we used regression mixed models and network analysis to examine between‐subgroup differences in the relationship between school climate, an external factor, and academic burnout. Latent profile analysis (LPA) revealed three typical patterns of goal pursuit: success‐oriented (17.8%), characterized by motivation across various goals; moderated motivation (70%), lacking a salient dominant goal and clear motivational tendency; and unmotivated (12.8%), showing a lack of interest and motivation in learning. Among the success‐oriented subgroup, academic burnout was most strongly associated with campus climate. Network comparison results showed stronger links between “student‐student support” and “exhaustion,” as well as “autonomy” and “efficacy reduction,” among students in the success‐oriented subgroup compared to those in the unmotivated subgroup. Therefore, educational or counseling programs should be developed, tailored to different goal‐seeking models and the specific school climate.

Victimization Experienced by LGBTQIA+ Students in Academic Institutions: A Qualitative Exploration in India

ABSTRACTVictimization is a common experience encountered by sexual and gender minorities across domains of life, including academic institutions. The present study aims to explore the forms and consequences of victimization experienced by LGBTQIA+ students, along with the coping strategies adopted by them to deal with such experiences. To address these research objectives, the present study adopts a qualitative approach. In‐depth semi‐structured interviews are conducted with thirty‐three college students (age 19–32 years, M = 24.24 years) belonging to diverse gender identities and sexual orientation, predominantly from middle and upper socioeconomic backgrounds. The qualitative data was analyzed through thematic analysis (a hybrid of inductive and theoretical thematic analysis) method. The analysis led to the generation of the following themes: bullying, interpersonal and environmental microaggression, queer battle fatigue, avoidance/approach coping, disclosure dilemma, and campus climate. The result shows that LGBTQIA+ students experience diverse forms of victimization at both, the school and college/university levels. However, bullying is more common in schools whereas microaggression is more prevalent at the college/university level. Victimization leads to negative mental health and inhibited/partial disclosures. Additionally, the experiences of victimization are aggravated through negative campus climate and unhealthy coping. The implications of the research are discussed.

“Not camouflaging anything”: The influence of ROTC affiliation on campus climate and sense of belonging.

“Not camouflaging anything”: The influence of ROTC affiliation on campus climate and sense of belonging.

SEXUAL MISCONDUCT AMONG HIGH SCHOOL STUDENTS IN VIETNAM.

Sexual misconduct is a global problem. Adolescents 15-19 years face the highest risk of sexual misconduct, however, studies on school-based sexual misconduct in low and middle-income countries (LMICs) are limited. We aimed to determine the prevalence of sexual misconduct, including sexual harassment, stalking, dating violence, and sexual violence experiences among students at three high schools in Vietnam since their enrollment. Between February and May 2023, 754 students in three high schools in Ho Chi Minh City completed the adapted Administrator-Researcher Campus Climate Collaborative online. Overall, 54.5% of students reported any sexual misconduct since enrolling in high school. The prevalence of sexual harassment victimization was 40.2% perpetrated by staff and 30.2% perpetrated by students. Stalking prevalence was 18.3%, and 13.1% of students reported experiencing dating violence. Nearly 1 in 10 (8.7%) of students reported sexual violence victimization. Sexual coercion prevalence was highest in the middle-ranked school (6.2%) and lowest in the high-ranked school (1.6%) (p=0.028). Compared to girls, boys reported a higher prevalence of unwanted sexual attention (18.7% vs. 10.9%) and sexual coercion (10.1% vs 4.6%) by staff (p=0.001). Girls reported a higher prevalence of dating violence victimization than boys (14.9% vs. 9.9%, p=0.029). Sexual misconduct prevalence among high school students in Ho Chi Minh City is high with notable gender differences in victimization. Awareness raising among parents, school administrators, and youth is needed to develop contextually appropriate preventive and response programs to address sexual misconduct in high schools across Vietnam. We assessed sexual misconduct among students in three high schools in South VietnamWe assessed experiences of sexual harassment, stalking, dating violence, and sexual violenceBoys experienced higher sexual harassment victimization by faculty/staff than girlsGirls experienced a higher prevalence of dating violence victimization than boysFindings inform future research and prevention efforts for high schools in South Vietnam.

Emeriti professors’ perceptions: qualitative research exploring involvement in university activities

ABSTRACT In 2020, the UMass Lowell (UML) Age-Friendly University (AFU) campus administered the Age-Friendly Inventory and Campus Climate Survey (ICCS) in partnership with UMass Boston. The results identified a need for campus improvement related to “involving retired faculty in university activities” (AFU Principle 9). In response to this finding, an IRB-approved follow-up survey was distributed to UML retired faculty and emeriti professors, the end of which invited respondents to participate in one-hour virtual qualitative interviews to explore the research question: What are the perceptions of retired faculty and emeriti professors regarding AFU Principle 9? Emeriti professor interviews (n = 19) were held in 2021. Four researchers completed the content analyses, which revealed six major themes: promoting intergenerational learning (IGL) activities; considering emeritus group; being proactive; supporting continued UML relationships; meaning of emeritus and preferred engagement; actual and perceived benefits. The findings offer guidance as to how AFU principles can serve as a guide to benefit both retired faculty and emeriti professors, students, and the UML community through understanding of this untapped resource.

Institutional Support and Sexual Assault: A Campus Comparison Study on the Relationship Between Victimization and Perceived Support

ABSTRACT Sexual assaults are traumatic events disproportionately affecting young adults and college populations, with one in five American students experiencing sexual assault during their college years. Sexual assault affects feelings of institutional support post victimization; however, no study has investigated whether institution type affects the relationship between victimization and perceived support. Four-year institutions offer a more immersive college experience and as such might feel more supported by their institutions than their two-year college peers. Using multiple linear regression, we hypothesized that experiencing sexual assault would affect institutional support more at four-year campuses compared to two-year campuses. Controlling for relevant demographic factors, we found significant simple effects and an interaction in predicting campus climate perceptions. Students at the four-year campus and students who had experienced sexual reported less institutional support than their two-year peers. Opposing our hypothesis, two-year campus sexual assault survivors felt less supported than their four-year campus peers. Historically, two-year campuses have fewer support options such as health centers and campus police post assault. Future research should seek to replicate whether these findings represent other institutions and explore how to better support assault survivors on campuses with fewer resources.

The Future of Diversity, Equity and Inclusion in Higher Education in United States

In order to address historical inequities and promote inclusive academic settings, diversity, equity, and inclusion (DEI) efforts have taken center stage in American higher education. By examining empirical data, institutional reports, and case studies from universities with well-established DEI programs, this study investigates the efficacy of DEI policies. The findings indicate that universities with structured DEI strategies—such as targeted financial aid, mentorship programs, and inclusive hiring practices—experience higher retention and graduation rates, greater faculty diversity, and improved campus climates. This paper also acknowledges enduring difficulties such as uneven DEI evaluation standards structural impediments in faculty recruitment and advancement, and political opposition to affirmative action regulations. The research highlights the importance of state and federal money in maintaining DEI initiatives, with institutions that get targeted funding showing higher levels of success in accomplishing diversity objectives. The report also emphasizes the necessity of accountability frameworks and defined DEI evaluation measures in order to properly track progress. In order to achieve long-lasting and significant change, the study emphasizes the need for long-term policy interventions, such as required DEI reporting, bias-free hiring practices, and the incorporation of DEI principles into accrediting requirements. This study offers policymakers, educators, and administrators a data-driven basis for implementing and maintaining successful DEI projects in higher education, despite challenges relating to data availability, institutional heterogeneity, and changing political settings.