Validating the Multidimensionality of the Campus Climate for Diversity

1. Validating the Multidimensionality of the Campus Climate for Diversity Lucy Arellano, University of California, RiversideChelsea Guillermo-Wann, University of California, Los AngelesMarcela Cuellar, University of Southern CaliforniaCynthia Alvarez, University of California, Los AngelesNickie Johnson-Ahorlu, University of California, Los AngelesSylvia Hurtado, University of California, Los Angeles Association for the Study of Higher Education Charlotte, NC November 18, 2011

2. Introduction • Many colleges and universities assess campus climate for diversity to improve student experiences and outcomes • Campus racial climate framework (Hurtado, Milem, Clayton-Pedersen, & Allen, 1998,1999) • Understand how students perceive the multidimensional nature of the campus climate for diversity

3. Purpose • Develop and validate a multidimensional model of the campus climate for diversity • Model the interrelationship between four of the five dimensions of the multidimensional model • Compare models across three sub-groups • Race • Gender • Institutional Type

4. Conceptual Framework • Campus Climate for Diversity • Builds on previous campus racial climate frameworks (Hurtado et al., 1998, 1999; Milem et al., 2005) • Individual Level Dimensions (Hurtado, Alvarez, Guillermo-Wann, Cuellar, & Arellano, in press) • Psychological • Behavioral • Institutional Level Dimensions (Hurtado et al., in press) • Compositional • Historical • Organizational

5. Review of the Literature • Few research studies incorporate multiple dimensions of campus climate • Most only include a single dimension • Psychological and behavioral are most studied • Lack of clarity in operationalizing dimensions (Hutchinson, Raymond, & Black, 2008; Rankin &Reason, 2008) • Campus climate across multiple sub-populations • Limited attention to differences between different sub-groups (e.g. Cabrera & Nora, 1994; Hutchinson, et al., 2008; Jayakumar, 2008; Locks, Hurtado, Bowman, & Oseguera, 2008)

6. Data Source • Diverse Learning Environments (DLE) Survey • Contains multidimensional measures of the campus climate for diversity • Institutional sample (n = 14) • 3 community colleges, 6 public four-year institutions, 5 private four-year institutions • Student sample (n = 5,010) • Students of Color – 57.9% • Female – 68.3% • Two-year Institutions – 39.7%

7. Methods • Coding dimensions of campus climate for diversity in DLE survey • Descriptive analysis • Exploratory factor analysis • Confirmatory factor analysis • First-order factors • Structural equation modeling • Overall model for entire sample • Assess model fit for three sub-groups (6 models)

8. Multidimensional Model of Campus Climate for Diversity

9. v14 v15 v16 v17 v19 v20 v21 v13 v22 v18 Less Discrimination And Bias v12 v23 Institutional Commitment to Diversity v11 v24 v3 v10 v25 v2 v1 v26 v27 v28 Psychological Compositional Satisfaction with Diversity v42 v43 v41 v40 Harassment v29 v30 v31 v39 v9 Behavioral Organizational v8 v7 v6 v46 Negative Cross-Racial Interactions Less Positive Cross-Racial Interactions v38 v4 v5 v45 v37 v44 v36 v34 v32 v33 v35

10. Findings and Discussion

11. Model Fits Across Sub-Groups * Models did not include compositional diversity due to lack of item variability

12. Students of Color and White Students v14 v15 v16 v17 v19 v20 v21 v13 v22 v18 Less Discrimination And Bias v12 v23 Institutional Commitment to Diversity v11 v24 v3 v10 v25 v2 -.216 v1 v26 v27 v28 Psychological Compositional Satisfaction with Diversity v42 v43 v41 v40 Harassment v29 v30 v31 v39 v9 .422 Behavioral Organizational v8 v7 -.307 -.245 v6 v46 Negative Cross-Racial Interactions Less Positive Cross-Racial Interactions v38 v4 v5 v45 v37 Overall Model Students of ColorWhite Students v44 v36 v32 v33 v34 v35

13. FemaleandMale v14 v15 v16 v17 v19 v20 v21 v13 v22 v18 Less Discrimination And Bias v12 v23 Institutional Commitment to Diversity v11 v24 v3 v10 v25 v2 v1 v26 v27 v28 Psychological Compositional Satisfaction with Diversity v42 v43 .592 v41 v40 Harassment v29 v30 v31 v39 v9 Behavioral Organizational v8 v7 v6 v46 Negative Cross-Racial Interactions Less Positive Cross-Racial Interactions v38 v4 v5 v45 v37 Overall Model Males v44 v36 v32 v33 v34 v35

14. 2-yrand 4-yr Institutions v14 v15 v16 v17 v19 v20 v21 v13 v22 v18 Less Discrimination And Bias v12 v23 Institutional Commitment to Diversity v11 v24 v10 v25 -.317 v26 v27 v28 .570 Psychological Satisfaction with Diversity v42 v43 v41 v40 Harassment v29 v30 v31 v39 v9 Behavioral Organizational v8 v7 v6 v46 Negative Cross-Racial Interactions Less Positive Cross-Racial Interactions v38 v4 v5 v45 v37 Overall Model without Compositional Diversity Two-Year Institutions v44 v36 v32 v33 v34 v35

15. Discussion • Model captures four of five dimensions • Explicit operationalization of dimensions • Model fits are acceptable • Sub-group distinctions and similarities across models • Hearing Disparaging Remarks • Reporting Discrimination • Curriculum of Inclusion

16. Future Directions • Future research using multidimensional construct of campus climate for diversity • Inquiry around why White students report discrimination less frequently than SOC, and what forms groups report • Exploration of the extent to which hearing disparaging remarks is a normative aspect of college life for males and community college students • Further examination of the two-year institutional context and climate • Invariance testing across these sub-groups

17. Questions? Contact Information Lucy Arellano lucy.arellano@ucr.edu Diverse Learning Environments Website www.heri.ucla.edu/dle