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EJ982885 - Campus Racial Climate Perceptions and Overall Sense of Belonging among Racially Diverse Women in STEM Majors

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ERIC #:	EJ982885
Title:	Campus Racial Climate Perceptions and Overall Sense of Belonging among Racially Diverse Women in STEM Majors
Authors:	Johnson, Dawn R.
Descriptors:	College Environment; Dormitories; Women Scientists; STEM Education; Racial Composition; Student Diversity; Student Attitudes; Females; Undergraduate Students; Socialization; Ethnicity; Student Characteristics; Self Esteem; Predictor Variables; Surveys; Minority Groups; College Faculty; Grades (Scholastic); Parents; Educational Attainment; Mentors; Peer Influence; Stereotypes
Source:	Journal of College Student Development, v53 n2 p336-346 Mar-Apr 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html
Publication Date:	2012-00-00
Pages:	11
Pub Types:	Journal Articles; Reports - Research
Abstract:	This study examined the contributions of campus racial climate perceptions and other college environments to overall sense of belonging among racially diverse women in science, technology, engineering, and mathematics (STEM) majors. The sample included 1,722 women from the 2004 National Study of Living-Learning Programs. Using a conceptual framework that integrated Weidman's (1989) undergraduate socialization model, Astin's (1991) I-E-O model, and Mertens' (2005) transformative research perspective, 29% of the variance in overall sense of belonging was explained. Race/ethnicity, perceptions of the campus racial climate and the residence hall climate, and academic self-confidence emerged as significant predictors. Implications for supporting women in STEM are discussed. (Contains 2 tables.)
Abstractor:	As Provided
Reference Count:	38

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0897-5264
Audiences:	N/A
Languages:	English
Education Level:	Higher Education
Direct Link:	http://dx.doi.org/10.1353/csd.2012.0028

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