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ERIC Number: EJ941345
Record Type: Journal
Publication Date: 2011
Pages: 10
Abstractor: ERIC
Reference Count: 22
ISSN: ISSN-0897-5264
Political Bias on Campus: Understanding the Student Experience
Linvill, Darren L.; Havice, Pamela A.
Journal of College Student Development, v52 n4 p487-496 Jul-Aug 2011
The role ideology plays in the university classroom has been debated since the publication of Buckley's "God and Man at Yale" (1951). The "Chronicle of Higher Education's" Special Report (2004) found that more than half of United States citizens polled felt that U.S. colleges and universities improperly introduce a liberal political bias into the classroom. A number of states have proposed legislation aimed at increasing ideological diversity in state-supported institutions of higher education. The American Association of University Professors reported nearly two dozen such bills since 2004; and while none have passed, they illustrate the concern many have over the issue of politics-centered ideological bias in higher education. Student populations have also felt the effect of this issue. If educators are to properly adapt their practices, research is necessary to fully understand the challenge posed by the perception of political bias on campus and how these perceptions may affect students. Existing research has focused on the effects of the perception of political bias without first exploring what is being perceived and by whom. Understanding student perceptions is crucial in allowing educators to create a learning environment that is both challenging and inviting for all students. This study explores how students experience the phenomenon of political bias in the college classroom and also demographic differences in how the phenomenon is experienced among the population of one midsized, public, land-grant university in the Southeastern United States. (Contains 4 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States