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Student Issues

(PS12-53) More Than Tolerated: The Protective Role of Positive Perceptions of Campus Climate for Minoritized Students

Saturday, November 16, 2024
4:00 PM – 5:00 PM EST
Location: Franklin Hall, Level 4, Marriott Downtown

    Author(s)

  • NB

    Natalie J. Bilal, B.A.

    Student
    The College of New Jersey
    Kendall Park, New Jersey, United States

    • Co-Author(s)

  • Joanna L. Herres, Ph.D.

    Associate Professor
    The College of New Jersey
    Washington Crossing, PA 18977, Pennsylvania, United States

Abstract Text: Undergraduates experience increasingly high levels of psychological distress. Minoritized students in particular may experience distress triggered by discrimination; however, few studies have examined potential protective factors such as a positive campus climate, which has been shown to protect students in general from adverse psychological symptoms (e.g., anxiety symptoms). This study examined experiences among racially and ethnically minoritized (REM) and gender- and sexuality-minoritized (GSM) students. We hypothesized that campus climate (McMahon, 2014) would moderate the relationship between discrimination (Williams et al., 1997) and psychological distress (Simons & Gaher, 2005), such that REM and GSM students with better perceptions of campus climate would experience less psychological distress after experiencing discrimination. All undergraduate students above 18 years of age enrolled at a public college on the East Coast were asked to participate in a survey study. Among REM participants (N = 233, 38.40% of total sample), positive perceptions of campus climate did not moderate the effect of discrimination on distress (b = .13, p = .096). Among GSM participants (N = 392, 32.40%), a significant interaction showed that better perceptions of climate protected GSM students from the effects of discrimination on distress (b = .18, R² = .02, p < .05). We are currently collecting intensive longitudinal data to further explore directional effects prior to presenting our study at the ABCT conference. This research informs administrators, faculty, and practitioners within higher education on the importance of creating a positive campus climate in which their most underserved students feel they are valued by the institution and belong within the campus community.