1. 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

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

3. Disparities in Degree Attainment Data Source: Public Use Microdata System (2006-2010), Over Age of 25

4. Disparities in Degree Attainment Data Source: Public Use Microdata System (2006-2010), Over Age of 25

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

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

7. Culturally Relevant Frameworks Model Revisions Conceptual Divergences Alternative Holistic Perspectives

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

9. The CECE Model

11. 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

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

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

14. 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%)

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

16. Results: Omnibus Sample

17. Results: White Sample

18. Results: Students of Color Sample

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

20. Thank You www.du.edu/cece-project