Equitable Policies in Higher Education: Campus Climate and Retention

Purpose: The purpose of this study was to evaluate the connection between campus climate and retention among diverse student populations within a collegiate environment. Research Method: This study utilized a qualitative descriptive survey approach with a convenience sample of 93 post-baccalaureate and graduate level students and four academic administrators. Nominal and ordinal survey responses were submitted anonymously through the use of an online platform. Descriptive statistics were utilized to concentrate on the distribution and frequencies of participant responses. IRB approval was obtained through West Texas A&M University. Findings: When asked to evaluate the priority level of concern regarding campus climate from collegiate administrators, student participants perceived the priority level as moderate to high for Latino/Hispanic population (68%), moderate to high for African American (63%), and moderate to high for all students of diversity (67%). In assessing whether or not the campus climate can directly impact the decision-making process of diverse students to continue with their collegiate studies, 77% of student participants responded that it was a contributing factor. In evaluating administrator participant responses, 100% of respondents strongly agreed that campus climate can be impactful in the decision process for students in terms of retention. Conclusion: It is essential for collegiate administrators to consider policies which explicitly address the campus climate for diverse student populations. Campus climate directly impacts retention for diverse student populations. If the campus climate is perceived to be negative or unwelcoming, diverse student populations are more likely to leave campus prematurely. Broad-minded, social justice policies in academia will 17 increase retention, alleviate impediments for success, and increase the graduation rate for diverse student populations.