More on the Behavioral Dimension of Campus Climate

The behavioral dimension focuses on the social interactions among individuals and groups of different racial and ethnic backgrounds on campus, as well as the nature and quality of these intergroup relations.  The common understanding of this dimension is tipified by a view that race relations are poor and that segregation is on the rise on college campuses.  A deeper understanding, when groups are compared to one another, shows that students of color are much more likely to engage in interactions across racial/ethnic groups than white students.  

Milem et. al. (2005) argue that what is most important about the behavioral dimension is the quality of interactions between groups.  If students have the opportunity to engage other students from different backgrounds in regular and structured ways they are more likely to show growth in important educational outcomes. 

Milem, J. F., Chang, M. J., & Antonio, A. L. (2005). Making diversity work on campus: A research-based perspective. Washington, DC: Association American Colleges and Universities.

Hurtado, S., J.F. Milem, A.R. Clayton-Pedersen, and W.R. Allen. (1998). Enhancing campus climates for racial/ethnic diversity through educational policy and practice.  Review of Higher Education 21 (3) : 279-302.

Hurtado, S., J.F. Milem, A.R. Clayton-Pedersen, and W.R. Allen. (1999). Enacting diverse learning environments: Improving the campus climate for racial/ethnic diversity in higher education. ASHE-ERIC Higher Education Reports Series 26 (8). San Francisco: Jossey Bass.