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Beyond the Binary: Sophisticating Diversity Climate Considerations and Assessments

Author

Listed:
  • Christa E. Winkler

    (Mississippi State University)

  • Matthew J. Mayhew

    (The Ohio State University)

  • Alyssa N. Rockenbach

    (North Carolina State University)

Abstract

The study of diversity climates is as complicated as the study of diversity itself. Despite the call for more sophisticated and multi-dimensional approaches to the study of diversity climates, few empirical efforts have been designed to do so, as the literature remains replete with work bifurcating and labeling diversity climates as positive or negative, productive or unproductive. Results from this study provide empirical support that worldview climate is indeed multi-dimensional, comprised of three distinctive, yet overlapping dimensions: productive, unproductive, and provocative. Implications for both scholars and practitioners, as well as directions for future research are discussed.

Suggested Citation

  • Christa E. Winkler & Matthew J. Mayhew & Alyssa N. Rockenbach, 2021. "Beyond the Binary: Sophisticating Diversity Climate Considerations and Assessments," Research in Higher Education, Springer;Association for Institutional Research, vol. 62(4), pages 556-568, June.
    • Handle: RePEc:spr:reihed:v:62:y:2021:i:4:d:10.1007_s11162-020-09607-7
    DOI: 10.1007/s11162-020-09607-7
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    References listed on IDEAS

    as
    1. Matthew J. Mayhew & Nicholas A. Bowman & Alyssa Bryant Rockenbach, 2014. "Silencing Whom? Linking Campus Climates for Religious, Spiritual, and Worldview Diversity to Student Worldviews," The Journal of Higher Education, Taylor & Francis Journals, vol. 85(2), pages 219-245, March.
    2. Amaury Nora & Alberto F. Cabrera, 1996. "The Role of Perceptions of Prejudice and Discrimination on the Adjustment of Minority Students to College," The Journal of Higher Education, Taylor & Francis Journals, vol. 67(2), pages 119-148, March.
    3. Matthew J. Mayhew & Mark E. Engberg, 2010. "Diversity and Moral Reasoning: How Negative Diverse Peer Interactions Affect the Development of Moral Reasoning in Undergraduate Students," The Journal of Higher Education, Taylor & Francis Journals, vol. 81(4), pages 459-488, July.
    4. Thomas F. Nelson Laird & Mark E. Engberg & Sylvia Hurtado, 2005. "Modeling Accentuation Effects: Enrolling in a Diversity Course and the Importance of Social Action Engagement," The Journal of Higher Education, Taylor & Francis Journals, vol. 76(4), pages 448-476, July.
    5. Matthew J. Mayhew & Chad Hoggan & Alyssa N. Rockenbach & Marc A. Lo, 2016. "The Association between Worldview Climate Dimensions and College Students' Perceptions of Transformational Learning," The Journal of Higher Education, Taylor & Francis Journals, vol. 87(5), pages 674-700, September.
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