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Cited by 322

The DOI matches its Crossref record; 155 of the 155 references it cites were found in a registry or an index.

The Culturally Engaging Campus Environments (CECE) Model: A New Theory of Success Among Racially Diverse College Student Populations

Museus, Samuel D.·2014·Higher Education: Handbook of Theory and Research
DOI 10.1007/978-94-017-8005-6_5
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Citations

Cites

Show all 155 references

Research works printed but not linked: 19

  1. Abraham, A. (1992). College remedial studies: Institutional practices in the SREB states. Atlanta: Southern Regional Education Board.
  2. Barnett, E. A. (2011a). Faculty validation and persistence among nontraditional community college students. Enrollment Management Journal: Student Access, Finance, and Success in Higher Education, 5(2), 97–119.
  3. Braxton, J. M. (2000). Introduction. In J. M. Braxton (Ed.), Reworking the student departure puzzle (pp. 1–8). Nashville: Vanderbilt University Press.
  4. Braxton, J. M., & Lien, L. A. (2000). The viability of academic integration as a central construct in Tinto’s interactionalist theory of student departure. In J. M. Braxton (Ed.), Reworking the student departure puzzle (pp. 11–28). Nashville: Vanderbilt University Press.
  5. Burrell, L. F. (1980). Is there a future for Black students on predominantly White campuses? Integrate Education, 18, 23–27.
  6. Chancey, B., & Farris, E. (1991). Survey on retention at higher education institutions (Higher Education Abstracts No 14). Washington, DC: U.S. Department of Education.
  7. Guiffrida, D. A., Kiyama, J. M., Waterman, S., & Museus, S. D. (2012). Moving from individual to collective cultures to serve students of color. In S. D. Museus & U. M. Jayakumar (Eds.), Creating campus cultures: Fostering success among racially diverse student populations (pp. 68–87). New York: Routledge.
  8. Heller, D. E. (2003). Informing public policy: Financial aid and student persistence. Boulder, CO: Western Interstate Commission for Higher Education.
  9. Kiang, P. N. (2002). Stories and structures of persistence: Ethnographic learning through research and practice in Asian American Studies. In Y. Zou & H. T. Trueba (Eds.), Advances in ethnographic research: From our theoretical and methodological roots to post-modern critical ethnography (pp. 223–255). Lanham: Rowman & Littlefield.
  10. Kiang, P. N. (2009). A thematic analysis of persistence and long-term educational engagement with Southeast Asian American college students. In L. Zhan (Ed.), Asian American voices: Engaging, empowering, enabling (pp. 21–58). New York: NLN Press.
  11. Kuh, G. D., & Love, P. G. (2000). A cultural perspective on student departure. In J. M. Braxton (Ed.), Reworking the student departure puzzle (pp. 196–212). Nashville: Vanderbilt University Press.
  12. McEwen, M. K., Roper, L. D., Bryant, D. R., & Langa, M. J. (1990). Incorporating the development of African American students into psychosocial theories of student development. Journal of College Student Development, 31(5), 429–436.
  13. 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 and Universities.
  14. Museus, S. D. (2008a). Focusing on institutional fabric: Using campus culture assessments to enhance cross-cultural engagement. In S. R. Harper (Ed.), Creating inclusive environments for cross-cultural learning and engagement in higher education (pp. 205–234). Washington, DC: National Association of Student Personnel Administrators.
  15. Museus, S. D. (2011b). Using cultural perspectives to understand the role of ethnic student organizations in Black students’ progress to the end of the pipeline. In D. E. Evensen & C. D. Pratt (Eds.), The end of the pipeline: A journey of recognition for African Americans entering the legal profession (pp. 162–172). Durham: Carolina Academic Press.
  16. Nora, A., Urick, A., & Cerecer, P. D. (2011). Validating students: A conceptualization and overview of its impact on student experiences and outcomes. Enrollment Management Journal: Student Access, Finance, and Success in Higher Education, 5(2), 97–119.
  17. St. John, E., & Starkey, J. (1995b). The influence of prices on the persistence of adult undergraduates. Journal of Student Financial Aid, 25(2), 7–17. · doi:10.55504/0884-9153.1135
  18. St. John, E. P., Cabrera, A. F., Nora, A., & Asker, E. H. (2000). Economic influences on persistence reconsidered: How can finance research inform the reconceptualization of persistence models? In J. M. Braxton (Ed.), Reworking the student departure puzzle (pp. 29–47). Nashville: Vanderbilt University Press.
  19. Swail, W. S. (2004). The art of student retention: A handbook for practitioners and administrators. Washington, DC: Education Policy Institute.

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Metadata

Authors
Museus, S. D.
Venue
Higher Education: Handbook of Theory and Research
Publisher
Springer Netherlands
Published
2013-12-30
Pages
189-227
ISSN
0882-4126 (ISSN-L)
DOI
10.1007/978-94-017-8005-6_5
OpenAlex
W33503936
Cited by
322
References
155
FWCI
19.19
Type
book chapter
Language
en
Open access
closed
Licence

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CoChat. (2026). Citation check: The Culturally Engaging Campus Environments (CECE) Model: A New Theory of Success Among Racially Diverse College Student Populations. https://app.cochat.ai/papers/10.1007/978-94-017-8005-6_5
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Museus, S. D. (2014). The Culturally Engaging Campus Environments (CECE) Model: A New Theory of Success Among Racially Diverse College Student Populations. Higher Education: Handbook of Theory and Research. https://doi.org/10.1007/978-94-017-8005-6_5

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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.