Construct Validity of the Culturally Engaging Campus Environments Scale for White Students and Students of Color Samuel D. Museus University of Denver MJ (Mee Joo) Kim University of Washington

Disparities in Degree Attainment. Data Source: U.S. Department of Education (2007).

Disparities in Degree Attainment Data Source: Public Use Microdata System ( ), Over Age of 25

Disparities in Degree Attainment Data Source: Public Use Microdata System ( ), Over Age of 25

Tinto’s Integration Model Academic and Social Integration Cultural Theoretical Foundations – Separation – Transition – Incorporation

Integration Model Critiques Self-Determination Integration Viability Psychological Dimension Culturally Biased Foundations

Culturally Relevant Frameworks Model Revisions Conceptual Divergences Alternative Holistic Perspectives

College Student Experience Scales Campus Climate Scales – Prejudice – Discrimination – Perceptions Student Behavior Scales – Involvement – Engagement

The CECE Model

9 Characteristics of Culturally Engaging Campus Environments Cultural Relevance: Five indicators focus on the ways that campus environments are relevant to the cultural backgrounds and communities of diverse college students: 1. Cultural Familiarity 2. Culturally Relevant Knowledge 3. Cultural Community Service 4. Meaningful Cross-Cultural Engagement 5. Culturally Validating Environments Cultural Responsiveness: The remaining four indicators focus on the ways in which campus environments respond to the cultural norms and needs of diverse students: 6. Collectivist Cultural Orientations 7. Humanized Educational Experiences 8. Proactive Philosophies 9. Availability of Holistic Support

Research Questions To what extent is the CECE Scale a valid tool for measuring culturally engaging campus environments among White students?

Instrument Development Expert Panel – Accurate Measurement – Measurement of Full Domain – Worded to Produce Accurate Responses Student Panel – Clarity of Questions 54-Item Scale

Sample Three Campuses – 499 Students 134 White Students 389 Students of Color – 1 Four-Year and 2 Two-Year Race and Ethnicity – Asian Americans (25%) – White (27%) – Pacific Islander (9%) – Multiracial (9%), Latino(8%) – Black (5%) – Native American (2%)

Data Analysis PCA Analysis – Varimax Rotation Reliability Analysis – Cronbach’s Alpha Parallel Analysis

Results: Omnibus Sample

Results: White Sample

Results: Students of Color Sample

Implications Predictive Validity – Impact on Experiences – Impact on Outcomes Construct Validity – Larger Samples – Diverse Institutions Utility of Tools – Assessment and Transformation

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