Abstract

Racial minority student persistence is of paramount importance to higher education policymakers and practitioners. This study was aimed at understanding racial differences in the direct and indirect effects of campus racial climate on degree completion using structural equation modeling techniques and a nationally representative sample. The findings of this analysis highlight the importance of examining conditional effects and indicate that students from disparate racial backgrounds may experience and react to their campus racial climates in different ways. Implications for research and practice are discussed.

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Additional Information

ISSN
1090-7009
Print ISSN
0162-5748
Pages
pp. 107-134
Launched on MUSE
2008-08-27
Open Access
No
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