Racial Differences in the Effects of Campus Racial Climate on Degree Completion: A Structural Equation Model

By Samuel D. Museus, A. Nichols, A. D. Lambert. 2008

204 citations recorded by the source corpus.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a6ec3c367a0e8173eea192c5ba2865ec30a7e21c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Varaxy Yi
2. Natasha Saelua
3. G. Crisp
4. Samuel D. Museus
5. P. Hill
6. Amanda Taggart
7. A. Nuñez
8. Dina C. Maramba

In Social Psychology

1. Varaxy Yi
2. Natasha Saelua
3. G. Crisp
4. Samuel D. Museus
5. Dina C. Maramba
6. P. Hill
7. A. Nuñez
8. Rachelle Winkle-Wagner

Citations in the corpus

• Undergraduate Latina/o Students (2015, background): “Despite these critiques however, the lack of more relevant and developed theories specific to Latina/os continues to hamper scholars’ ability to move away from using student integration theory to predict academic outcomes (e.g., Baker, 2008, Fisher, 2007, Museus et al., 2008).”
• The Impact of Culture on Filipino American Students' Sense of Belonging (2010, background): “This finding is congruent with other studies showing that environmental factors, such as campus climate, mainly influence student outcomes indirectly (Museus et al., 2008; Nora & Cabrera, 1996).”
• How Culturally Engaging Campus Environments Influence Sense of Belonging in College: An Examination of Differences Between White Students and Students of Color (2017, background): “Existing scholarship indicates that there are significant differences in the ways in which White students and students of color experience their campus environments and belonging in college (Johnson et al., 2007; Lee & Davis, 2000; Museus et al., 2008; Rankin & Reason, 2005).”
• An Examination of Persistence Research Through the Lens of a Comprehensive Conceptual Framework (2009, background): “Recently, Museus, Nichols, and Lambert (2008) explored the effects of racial climate on degree completion for four major racial and ethnic groups: African-American, Asian American, Latino/Latina, and White.”
• Counterspaces and Connections in College Transitions: First-Generation Latino Students' Perspectives on Chicano Studies (2011, background): “In an environment of limited structural diversity, improving informal interactional and classroom diversity can positively contribute to an array of academic and social outcomes, including persistence (Museus et al., 2008; Pascarella & Terenzini, 2005).”