Differing Perceptions: How Students of Color & White Students Perceive Campus Climate for Underrepresented Groups

     In the article, "Differing Perceptions:  How College Students of Color and White Students Perceive the Campus Climate for Underrepresented Groups" Rankin and Reason (2005) conducted a study to determine if students from different racial groups experienced their campus climate differently.  Results of the study indicated that students of color experienced harassment at higher rates than their white peers.  Interestingly, female white students reported higher rates of gender harassment.  The study also concluded that students of color perceived the campus climate as more racist and less accepting that white students, even though white students recognized racial harassment at similar rates as students of color.  Students of color were more likely to believe that the campus climate was racist, and disrespectful.  Campus environments are comprised of human aggregates.  As a result, major changes in student race will likely change the campus climate.  Research indicates that an increase in student diversity will provide students a greater chances of interacting with other students from different racial background, but it is quality of interactions a student has with others not like them that is much more important than the quantity of interactions.  Intentional educational programming and quality interactions must be encouraged both inside and outside the classroom in order to result in positive educational outcomes related to race.  Also, institutional support for diversity must go beyond the espoused value of including diversity in the college or university mission statement.  Rankin and Reason (2005) concluded from their study that a many more students of color than white students viewed the classroom climate as less welcoming for minority students.  Students of color also suggested that the campus climate was worsening and less accepting, whereas white students indicated that the climate was improving and more accepting.  These different perceptions of campus climate may indicate that white students are more able to overlook negative behaviors because of a concept called epistemic privilege.  This refers to being unaware of the challenges and benefits of race.  Students of color in this study were more likely to believe that focusing more on race, both inside the classroom and outside the classroom, would improve the campus climate.  Students of color were also more likely to believe that interventions such as workshops and required courses or training sessions for students and staff would bring more attention to racial issues.  Recognizing that different student groups on campus perceive and experience the campus environment differently must result in intervention strategies specifically aimed at individual student concerns.

Rankin, S. R. & Reason, R. D. (2005). Differing perceptions: How students of color and white students perceive campus climate for underrepresented groups. Journal of College Student Development, 46(1), 43-61.