Campus Culture

Campus Culture - Urban Education http/

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View Full Document Right Arrow Icon Urban Education The online version of this article can be found at: DOI: 10.1177/0042085902372003 2002 37: 193 Urban Education Kenneth P. González Campus Culture and the Experiences of Chicano Students in a Predominantly White University Published by: can be found at: Urban Education Additional services and information for Email Alerts: Subscriptions: Reprints: Permissions: Citations: at CAL STATE UNIV LOS ANGELES on December 19, 2010 Downloaded from
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González / CHICANOS IN A MOSTLY WHITE UNIVERSITY CAMPUS CULTURE AND THE EXPERIENCES OF CHICANO STUDENTS IN A PREDOMINANTLY WHITE UNIVERSITY KENNETH P. GONZÁLEZ University of San Diego The primary goal of this study was to uncover the elements of campus culture that hindered or supported Chicano student persistence in college. The first set of find- ings describes the elements of campus culture that hindered the persistence of Chi- cano students. These elements were identified as three cultural systems of asym- metrical representations, labeled (a) the social world , (b) the physical world , and (c) the epistemological world . It was found that within each of these three worlds, dominant White cultural representations communicated the message that a Chi- cano presence in a predominantly White university was not valued or welcomed. The second set of findings describes the limited, but important, sources of support for Chicano students, conceptualized as sources of cultural nourishment. Cultural nourishment is defined as individuals and material elements that replenish the stu- dents’cultural sense of selves. Over the past two decades, studies investigating the multiple dimensions of college and university culture have increased dra- matically (Kuh & Whitt, 1988; Bensimon, 1996). At the root of this phenomenon is the assumption that campus culture is an important variable in explaining how institutional decisions and actions are accomplished. Many of these studies presuppose a “corporate culture” perspective (Deal & Ken- nedy, 1982; Tichy, 1982), which suggests that internal cultures sup- portive of organizational goals and strategies will lead to increased levels of effectiveness. In most cases, institutional culture is explained as a socially constructed circumstance. In other words, campus cul- 193 URBAN EDUCATION, Vol. 37 No. 2, March 2002 193-218 © 2002 Corwin Press, Inc. at CAL STATE UNIV LOS ANGELES on December 19, 2010
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Campus Culture - Urban Education http/

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