This study investigates the influence of school climate in one small Midwestern university. Key elements such as cultural empathy, diversity and cohesiveness, transformational leadership, student-instructor relationship and, multicultural learning environment which are required for the formation of a positive school climate were examined. Qualitative data is obtained using observation and interview methods. The respondents who participated in the study were members of the university’s environment and some of the key findings are drawn from responses given by the respondents. The key findings in the study reveals that the university possessed a climate that provided its members with the initial needs but fails to sustain their ongoing needs. The evidences that the climate failed to provide on-going support are narrated by the respondents and are documented in the study. Suitable recommendation obtained from through discussions and dialogues with respondent on how to improve the university’s school climate such as having in place systems and institutionalized partnership programs between the school and vendors of good and services that students can benefit from amongst other recommendations are further suggested in the study.
|Commitee:||Conn, Daniel, Fischer, Ronald|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 81/7(E), Masters Abstracts International|
|Subjects:||Higher education, Educational sociology|
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