1. Samuel D. Museus University of Hawai‘i at Mānoa
The Culturally Engaging Campus Environments Model: A Culturally Relevant Theory of Success among Racially Diverse College Student Populations
Samuel D. Museus
University of Hawai‘i at Mānoa

2. Tinto’s Theory of Student Departure
Museus (2012)

3. Tinto’s Theory of Departure
Van Gennep’s Three Stages of Cultural Transition
Separation
Transition
Integration
Viability of Academic and Social Integration
Museus (2012)

4. Four Main Critiques The Cultural Foundations Critique
The Self-Deterministic Orientation Critique
The Integration Viability Critique
The Psychological Dimension Critique
Museus (2012)

5. Three Types of Responses
Revisions of Tinto’s Model
Model Modifications
Integrative Models
Conceptual Divergences from Tinto’s Model
Cultural Integrity
Cultural (In)Congruence
Cultural Dissonance
Cultural Validation
Cultural Membership and Sense of Belonging
New Independent and Holistic Perspectives
Cultural Perspective
Intercultural Perspective
Validation Theory
Museus (2012)

6. Revisions of Tinto’s Model
Most revisions add elements.
Do not fully address all of the aforementioned major limitations.
Museus (2012)

7. Conceptual Divergences
Most conceptual divergences do not offer holistic models and perspectives of institution-student fit processes.
Museus (2012)

8. Alternative Perspectives
New perspectives have not provided easily quantifiable and testable models.
Museus (2012)

9. Constructing a New Model
Critiques of Tinto’s Theory
Alternative Models, Divergences, and Perspectives
Holistic, Quantifiable, and Testable Model
Museus (2012)

10. The Culturally Engaging Campus Environments Model
Museus (2012)

11. Physical Cultural Connections
Refers to the extent to which students can access spaces to connect with individuals and groups from their cultural backgrounds and communities (e.g., ethnic student organizations and ethnic studies programs).
Museus (2012)

12. Epistemological Cultural Connections
Refers to the ways in which campuses offer students opportunities to acquire knowledge about and better understand their cultural backgrounds and communities (e.g., curricular and co-curricular opportunities).
Museus (2012)

13. Transformational Cultural Connections
Opportunities for students to positively give back to and transform their cultural communities through spreading awareness about community issues, engaging in community activism, participating in service- learning opportunities, or being involved in problem- based research opportunities connected to those students’ cultural communities of origin.
Museus (2012)

14. Collective Cultural Orientations
Refers to the extent to which campuses have cultures that foster a sense of family and community among students, rather than individualistic competition, and promote learning and achievement through team- or group-based activities.
Museus (2012)

15. Cultural Validation
Refers to the extent to which campus environments engage and validate the cultural backgrounds of students and consequently make it easier for those students to become involved in the academic and social life of their institutions.
Museus (2012)

16. Humanized Educational Experience
Refers to the extent to which college environments are characterized by caring for students, having a strong commitment to fostering student success, and fostering relationships between institutional agents and their students.
Museus (2012)

17. Proactive Philosophies
Refers to the extent to which faculty and staff on campus go beyond making information and support available to making proactive efforts to bring information and support to students of color.
Museus (2012)

18. Holistic Support
Refers to the extent to which college campuses ensure that students have key institutional agents that they are sure can answer their questions and resolve their problems, or connect them with other agents in the environment who can do so.
Museus (2012)

19. Climate for Cross-Cultural Engagement
Opportunities to engage in interactions with peers of different cultural backgrounds in meaningful ways that focus on achieving common goals and solving meaningful social problems.
Museus (2012)

20. The Culturally Engaging Campus Environments Model
Museus (2012)

21. Moving Forward Potential Impact of the Model Testing and Validation
Accounts for Tinto’s Limitations
Grounded in Voices of Diverse Populations
Holistic, Quantifiable, and Testable
Testing and Validation
Validating CECE Scale
Testing Predictive Power
Museus (2012)

22. Thank you