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ERIC Number: EJ1049482
Record Type: Journal
Publication Date: 2014-Dec
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1938-8926
Investigating the Role of a Racially Biased Incident on Changes in Culture and Climate Indicators across Targeted and Non-Targeted Groups
Yeung, Fanny P.; Johnston, Marc P.
Journal of Diversity in Higher Education, v7 n4 p252-264 Dec 2014
This study explored the influences of a racially biased incident targeting Asian students at a compositionally diverse public research institution on the U.S. West coast after an unplanned incident that occurred during data collection of the Diverse Learning Environments survey. This occurrence created a unique opportunity to explore how 2 cohorts of students (before and after incident) respond to campus culture and climate indicators. General linear models (GLM) were utilized to take into account changes in overall perceptions of campus culture and climate among multiple racial groups. Specific attention was given to comparing students from the targeted group (Asian students) and nontargeted groups pre- and post-incident to gauge the direct and indirect effects on the broader campus community. Statistically significant differences in reports of negative cross-racial interactions and conversations across differences suggest unfavorable secondary effects of racially biased incidents on Black students' perceptions of climate. Results also revealed that indicators of campus culture appeared to be less affected by a single incident, whereas climate indicators were more malleable. Results highlight implications for institutional responses and future research to support targeted and nontargeted students of racially biased incidents.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A