Campus climate comparisons in academic pursuits: How race still matters for African American college students
Abstract
Perceptions of social estrangement felt by African American college students can account for group-based inequalities evident in a wide range of educational outcomes. Moreover, racial incidents, occurring on and off college campuses, make race more salient for African American students and influence emerging identity development. By recruiting African American students enrolled at predominantly White institutions (PWIs) as well as at historically Black college and universities (HBCUs), this study examined how individual differences in sensitivity to racial status related to self-reported scores of students’ academic success and satisfaction. African American participants ( N = 352) contributed to a longitudinal study surveying the daily life experiences of African American college students. We predicted that across the participant groups, assessed outcomes would be similar, but not identical due to varying campus climates. Results indicated that at both HBCU and PWI institutions, race matters at the individual level and campus climate impacts groups differently.
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At PWIs, Black students may report more discrimination, more hostile campus climates, and less institutional support than HBCU peers.
“at PWIs, Black students may be more likely to report discriminatory experiences, perceive more hostile campus climates, and endorse lower feelings of support from their institution, relative to their HBCU peers (e.g., Campbell et al., 2019; Smith et al., 2016).”
From Impostor Phenomenon and Psychological Well-Being: The Moderating Roles of John Henryism and School Racial Composition Among Black College Students (2020) · cites this paper as Campbell et al., 2019
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Bernard, D. L., Jones, S. C. T., & Volpe, V. V. (2020) · Journal of Black Psychology · doi:10.1177/0095798420924529 · Cited by 66 · see citing works
“For example, at PWIs, Black students may be more likely to report discriminatory experiences, perceive more hostile campus climates, and endorse lower feelings of support from their institution, relative to their HBCU peers (e.g., Campbell et al., 2019; Smith et al., 2016).”
Background
- Authors
- Campbell, S. D., Carter-Sowell, A. R., & Battle, J. S.
- Affiliations
- Bennett College (US)
- Texas A & M University, USA
- Texas A&M University (US)
- ORCID
- Campbell, Santiba D.
- Venue
- Group Processes & Intergroup Relations
- Publisher
- SAGE Publications
- Published
- 2019-04
- Volume
- 22
- Issue
- 3
- Pages
- 390-402
- ISSN
- 1368-4302 (ISSN-L)
- 1461-7188
- OpenAlex
- W2936985796
- Cited by
- 42
- References
- 0
- Citations by year
- 2026: 6 · 2025: 6 · 2024: 5 · 2023: 9 · 2022: 6 · 2021: 5 · 2020: 4 · 2019: 1
- FWCI
- 10.78
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Group Processes & Intergroup Relations (publishedVersion)
- Funders
- national science foundation (HRD - 1308144, 1308163, 1308149, 1308080, & 130820)
- national institute of mental health (NIMH 5 PO1 MH58565-03)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Social Sciences › Sociology and Political Science › Racial and Ethnic Identity Research
- Keywords
- African American college students, campus climate, racial identity development, academic performance, academic satisfaction, predominantly white institutions, historically Black colleges and universities, racial incidents, social alienation, group-based inequality
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