Abstract
Purpose. The purpose of the study was to examine differences that may exist between community college Black and White student perceptions of classroom climate with particular emphasis on the race of the instructor and its impact on classroom climate. In addition, the study attempted to identify any perceptual differences between students on an ethnically diverse campus and those on a predominantly White campus. Methodology. The study was descriptive, using quantitative and qualitative data obtained through a survey to describe community college Black and White student perceptions of classroom climate. The population consisted of students enrolled in mathematics and/or English courses in the San Bernardino Community College District. Each of the 450 subjects was asked to complete the survey consisting of thirty-five questions. For the qualitative data a scale, ranging from 1 to 5, intervals of bipolar short statements, was presented and respondents selected their responses on the range that represented their perception based on their classroom experience relative to the particular college, in the district, they were attending while completing the survey. Findings. The data established a statistically significant relationship in students' perceptions between: the campus of attendance and the individual climate with Black instructors, the ethnicity of students and the overall climate with White instructors in the district, Black and White students and the teaching climate with White instructors at the ethnically diverse campus, and Black and White students and the overall climate with Black and White instructors at the ethnically diverse campus. Conclusions and recommendations. Although Black students felt less positive about teaching climate with White instructors at the ethnically diverse campus, the findings of this research indicated that the perceptions of Black and White students were mostly similar. To better understand retention and transfer rates of Black students, the district needs to: examine the differences in retention and transfer rates of Black students starting from the 1990s, conduct a study on what other factors might hinder Black students' academic progress, and conduct a qualitative study to better understand the perceptions of Black and White students of what White instructors do in class at the ethnically diverse campus.