Dissertation/Thesis Abstract

Armenian American Student Perceptions of Campus Climate: Examining the Conditions That Support or Inhibit Their College Experience
by Nersisyan, Hayarpi A., M.S., California State University, Long Beach, 2017, 144; 10263447
Abstract (Summary)

The racial classification of Armenian American college students as White leads to the lack of ethnic-specific data on their educational outcomes and experiences. This qualitative study explored the perceptions of Armenian American college students of their campus climate. The study used an interview approach to examine the conditions that supported or inhibited their college experience. Campus Climate was used as a conceptual lens to guide this study. The study revealed four themes: family influence, mainstream campus culture, Armenian campus culture, and hidden minority status. Impersonal campus conditions inhibited Armenian American students’ experience; conversely, personable campus conditions, supported their college experience. The findings demonstrated that these students constantly negotiate between their Armenian ethnic identity and American student identity while finding ways to connect to their campus environment. Policy and practice recommendations include increasing awareness, presence, and inclusion of this population on college campuses.

Indexing (document details)
Advisor: Ortiz, Anna M.
Commitee: Davis, Shametrice, Martin, Llanet, Seropian, Taleen
School: California State University, Long Beach
Department: Educational Leadership
School Location: United States -- California
Source: MAI 56/04M(E), Masters Abstracts International
Subjects: Secondary education, Higher education
Keywords: Armenian american, Armenian ethnic identity, Campus climate, College student, Hidden minority, White classification
Publication Number: 10263447
ISBN: 978-1-369-80504-8
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