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ERIC Number: EJ1180154
Record Type: Journal
Publication Date: 2018-Jun
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1938-8926
Racially Inclusive Climates within Degree Programs and Increasing Student of Color Enrollment: An Examination of Environmental/Sustainability Programs
Garibay, Juan C.; Vincent, Shirley
Journal of Diversity in Higher Education, v11 n2 p201-220 Jun 2018
Students of color remain severely underrepresented in many science, technology, engineering, and mathematics (STEM) disciplines, including environmental fields. Although there is a growing body of research on predictors of selecting a STEM major, generally, much less is know about factors, especially at the program level, that predict the enrollment of students of color into specific STEM degree programs. Additionally, theoretical frameworks and higher education research on college major choice have yet to consider whether the climate for racial/ethnic diversity specifically within academic degree programs may affect the enrollment of students of color in those programs. Given this theoretical and empirical gap, this study set out to investigate whether an inclusive climate for diversity within a degree program may contribute to an increasing enrollment of students of color in interdisciplinary environmental and sustainability (IES) degree programs. Using a national sample of 343 IES degree programs and extending dimensions of an inclusive campus climate for racial/ethnic diversity to degree programs, findings show that IES degree programs with a more inclusive curriculum and greater student compositional diversity are significantly more likely to report an increasing enrollment of students of color. Implications of the findings for broadening participation and understanding diverse students' college major/career choice are examined.
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
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A