Racial Differences in the Effects of Campus Racial Climate on Degree Completion: A Structural Equation Model

Samuel D. Museus; Andrew H. Nichols; Amber D. Lambert; Amber D. Dumford

doi:10.1353/rhe.0.0030

Racial Differences in the Effects of Campus Racial Climate on Degree Completion: A Structural Equation Model

Samuel D. Museus, Andrew H. Nichols, Amber D. Lambert, Amber D. Dumford

Research output: Contribution to journal › Article › peer-review

Abstract

Racial minority student persistence is of paramount importance to higher education policymakers and practitioners. This study was aimed at understanding racial differences in the direct and indirect effects of campus racial climate on degree completion using structural equation modeling techniques and a nationally representative sample. The findings of this analysis highlight the importance of examining conditional effects and indicate that students from disparate racial backgrounds may experience and react to their campus racial climates in different ways. Implications for research and practice are discussed.

Original language	American English
Journal	The Review of Higher Education
Volume	32
DOIs	https://doi.org/10.1353/rhe.0.0030
State	Published - Oct 1 2008

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abstract = " Racial minority student persistence is of paramount importance to higher education policymakers and practitioners. This study was aimed at understanding racial differences in the direct and indirect effects of campus racial climate on degree completion using structural equation modeling techniques and a nationally representative sample. The findings of this analysis highlight the importance of examining conditional effects and indicate that students from disparate racial backgrounds may experience and react to their campus racial climates in different ways. Implications for research and practice are discussed.",

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AB - Racial minority student persistence is of paramount importance to higher education policymakers and practitioners. This study was aimed at understanding racial differences in the direct and indirect effects of campus racial climate on degree completion using structural equation modeling techniques and a nationally representative sample. The findings of this analysis highlight the importance of examining conditional effects and indicate that students from disparate racial backgrounds may experience and react to their campus racial climates in different ways. Implications for research and practice are discussed.

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Racial Differences in the Effects of Campus Racial Climate on Degree Completion: A Structural Equation Model

Abstract

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