Sanchez, J. E., DeFlorio, L., Oikonomidoy, E., & Wiest, L. R. (2016). Students’ Views of
Connectedness in a College of Education with Respect to Climate and Diversity.
Educational Research: Theory & Practice, 28(2), 36 - 39.
Students’ Views of Connectedness in a College of
Education with Respect to Climate and Diversity
Jafeth E. Sanchez, Lydia DeFlorio, Eleni Oikonomidoy,
and Lynda R. Wiest
University of Nevada, Reno
Abstract: The increased commitment to recruit and retain diverse students and faculty among higher
education institutions calls for an examination of current and future needs with respect to campus climate
and diversity. This qualitative study explored students’ perceptions of connectedness with respect to the
climate in relation to diversity in a College of Education of a public university in the Western US. Two
main categories were identified: the first is based on comments that indicated a degree of connectedness in
the college; the second involved comments that centered on a sense of disconnection. Within both categories,
two distinct themes were revealed. The first incorporates (a) the participants’ voiced feelings about
connection/disconnection, and the second refers to (b) the context of reception that the participants
described, which includes spaces and people in the college. A discussion of these findings is provided, along
with conclusions and recommendations related to policy, practice, and research.
Keywords: recruitment, retention, college, university, climate, diversity, connectedness,
education
With increased commitment to recruitment and retention of diverse students and faculty
among higher education institutions, it has become more critical than ever to examine current
and future needs with respect to campus climate and diversity. Within a College of Education, in
particular, educational programs (i.e., teaching, counseling, leadership, etc.) have a central role in
enhancing prospective educators’ skills and abilities to promote educational equity for all
individuals. Students’ voices and perspectives on their sense of connectedness provide one lens
for examining this higher education milieu. A greater understanding of students’ views of
connectedness in a college of education can be used to establish institutional policies, enhance
practices, and address research-based needs related to climate and diversity. Therefore, the
purpose of this study was to explore students’ perceptions of connectedness with respect to the
climate in relation to diversity in a College of Education of a public university in the Western
U.S.
Theoretical Framework
Despite the proliferation of studies that focus on diversity in colleges and universities, the
meaning of the term escapes one-dimensional definitions. Discourses on diversity range from
recruitment and retention of students and from faculty to academic and social aspects of college.
Studies also differ on methodological approach and scope. Some researchers utilize national data
through statistical means (Kugelmass & Ready, 2011), while others attend to the experiences of
focal groups of students through qualitative approaches, such as indigeneity (Buckmiller, 2010)
or religion (Cole & Ahmadi, 2010). Some studies focus on specific aspects of diversity (e.g.,
Correspondence concerning this article should be addressed to Jafeth Sanchez E-mail: jesanchez@unr.edu
H. A. Williquette, & D. H. Khaliqi
37
race, class, gender, ability, and religion), whereas others attend to more holistic conceptions. All
these approaches greatly enhance our understanding of complex intersections of diversity and
their impact on college life as a whole. Nevertheless, most researchers propose that contextual
characteristics in various institutions, often referred to as “climate,” shape not only the various
conceptions of diversity but also their meaning in day-to-day life (Tynes, Rose, & Markoe,
2013). It has been proposed that when the climate is considered supportive and cooperative,
students feel connected, develop relationships, and enjoy their time in college (Sollitto, Jonson,
& Myers, 2013). Indeed, learning opportunities can increase through social interactions and
collaborative functioning when the notion of social connectedness is present (Slagter van Tryon
& Bishop, 2009). Moreover, diversified environments, interactional diversity, and diversity
within course materials have all been identified as having positive effects on all students,
including various educational outcomes (Strayhorn & Johnson, 2014). Essentially, these and
other opportunities for connectedness can positively contribute to organizational and classroom
“assimilation” in college (Sollito et al., 2013, p. 321) that could, in turn, support efforts toward
recruitment and retention of diverse individuals within higher education.
Methods
Although our larger study included both quantitative and qualitative data sources, for
this presentation we only focused on comments students provided for open-ended questions on
an online survey. The first three questions related to curricular material, pedagogy, and
interactions at the college. The next question invited participants to add comments about the
college climate, and the last one asked them to talk about ways in which they felt
included/excluded in the college. We found that the responses to the last two questions are
especially relevant to the concept of connectedness. Thus, our study relied more heavily on those.
Upon downloading the survey comments, two of the researchers coded the responses
independently using insights from critical discourse analysis. Rogers (2004) writes that the aim
of such analysis is to “uncover power relationships and demonstrate inequities embedded in
society” (p. 3) by looking at not only what is stated but also what is missing. The two researchers
then met to compare their findings. They engaged in an exchange about the larger categories they
had identified, along with the sub-themes. The coders agreed on the two major categories. Both
saw the binary views that will be discussed below. The sub-themes that supported each of the
themes were co-constructed. Most comments fit clearly into one of the two categories (with a
few minor exceptions).
Results
Two main categories were identified during data analysis. The first is based on comments
that indicated a degree of connectedness in the college. The second involved comments that
centered on a sense of disconnection. Within both categories, two distinct themes were identified.
The first incorporates the participants’ voiced feelings about connection/disconnection and the
second refers to the context of reception that the participants described, which includes both
spaces and people in the college.
In relation to expressions of connectedness, participants’ words described a general
feeling of being “respected” and “welcomed” at the college. These two words were repeated
several times. Further, expressions of connectedness were supported by similar sentiments of
feeling “supported,” “comfortable, and “involved.” One student went as far as describing his/her
experiences as being a member of a family. The spaces that facilitated such feelings of
connectedness included specific classes in diversity, opportunities to collaborate with others
Educational Research: Theory & Practice, Conference Proceedings 2016
H. A. Williquette, & D. H. Khaliqi
38
through class discussions, email communications with professors, and so on, confirming prior
findings (Strayhorn & Johnson, 2014). In terms of how the students described people who seemed
to enhance their feelings of belonging, they referred to individuals who were “approachable,”
“available,”, “friendly,” “open,” “helpful,” “sensitive,” “encouraging,” and
“passionate.”
In contrast to the general positive notions that were expressed in some of the comments,
others revealed a different perspective: that of feeling disconnected. Many participants discussed
specific aspects of their and others’ identities that resulted to feelings of exclusion. They referred
to race, socio-economic status (SES), religion, language, gender, international status, family
status, age, and ability. Race and SES were the most frequently brought up. In addition,
numerous comments referred to the lack of diversity at the college and a perceived infusion of
middle-class, White cultural frameworks in course material and interactions. Expressing a
contrasting view to the one described in the first category, the participants referred to class
discussions, material and advising practices that were not inclusive. In the social space of their
interactions with their peers, they also described the barriers that pre-existing cliques created for
their social integration. Instances of specific people’s (i.e., professors, advisors) exclusionary
practices were offered.
Through starkly oppositional messages, excerpts of which will be shared at the
presentation, the findings of this study indicated that while a sense of connectedness can
facilitate a healthy learning environment for students (Slagter van Tryon & Bishop, 2009;
Sollitto et al., 2013), feeling disconnected can hamper students’ academic and social
integration. As was noted previously, most comments fit clearly into one of the two categories
that demonstrate a complex social environment, in which connectedness was the experience of
some, but not all. Not surprisingly, those who felt excluded were often members of
underrepresented groups.
Conclusion/Recommendations
In consideration of these findings, it is important to support and create policies for
ongoing structured attention to the recruitment and retention of diverse faculty and students in
colleges along with the implementation of diversity training for faculty. However, an extension
beyond the policies remains critical; specifically, there must be a transfer of these policy
initiatives to practice coupled with sustained attention to all elements of academic and social
interactions guided by strong leadership. Furthermore, evaluation of both policy and practice
through both quantitative and qualitative research studies can lead to better understanding of
ongoing needs and to create a cycle of continuous improvement that can foster recruitment and
retention of diverse faculty and students.
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Educational Research: Theory & Practice, Conference Proceedings 2016
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Educational Research: Theory & Practice, Conference Proceedings 2016