The Introduction of CECE​​​​

• Museus, S. D. (2014). The Culturally Engaging Campus Environments (CECE) Model: A new theory of college success among racially diverse student populations. In M. B. Paulsen (Ed.), Higher Education: Handbook of Theory and Research (Vol. 29, pp. 189-227). New York: Springer.

​

Validity of the CECE Scale​

Papers that include analyses of the construct validity of the CECE Scale and Indicators. They shed light on whether the CECE Scale is a viable tool for measuring campus environments and their impact on college outcomes.

​

• Museus, S. D., Yi, V., & Saelua, N. (2017). The impact of Culturally Engaging Campus Environments on sense of belonging. The Review of Higher Education, 40(2), 187-215.

• Museus, S. D., Zhang, D., & Kim, M. J. (2016). Developing and evaluating the Culturally Engaging Campus Environments (CECE) scale: An examination of content and construct validity. Research in Higher Education, 1-26.

​

Papers and Publications​

Conference papers and publications that provide in-depth information about various CECE indicators, and many of them informed the development of the CECE Model.

​

• Guiffrida, D. A., Kiyama, J. M., Waterman, S., & Museus, S. D. (2012). Moving from individual to collective cultures to serve students of color In S. D. Museus & U. M. Jayakumar (Eds.). Creating campus cultures: Fostering success among racially diverse student populations (pp. 68-87). New York: Routledge.

• Jayakumar, U. M., & Museus, S. D. (2012). Mapping the intersection of campus cultures and equitable outcomes among racially diverse student populations In S. D. Museus & U. M. Jayakumar (Eds.). Creating campus cultures: Fostering success among racially diverse student populations (pp. 1-27). New York: Routledge.

• Museus, S. D. (2008). Focusing on institutional fabric: Using campus culture assessments to enhance cross-cultural engagement. In S.R. Harper (Ed.), Creating inclusive environments for cross-cultural learning and engagement in higher education (pp. 205-234). Washington, DC: National Association of Student Personnel Administrators.

• Museus, S. D. (2008). Understanding the role of ethnic student organizations in facilitating cultural adjustment and membership among African American and Asian American college students. Journal of College Student Development, 59(6), 568-586.

• Museus, S. D. (2010). Delineating the ways that targeted support programs facilitate minority students’ access to social networks and development of social capital in college. Enrollment Management Journal, 4(3), 10-41.

• Museus, S. D. (2011). Generating Ethnic Minority Success (GEMS): A collective-cross case analysis of high-performing colleges. Journal of Diversity in Higher Education, 4(3), 147-162.

• Museus, S. D. (2011). Using cultural perspectives to understand the role of ethnic student organizations in Black students’ progress to the end of the pipeline. In D. E. Evensen & C. D. Pratt (Eds.), The end of the pipeline: A journey of recognition for African Americans entering the legal profession (pp. 162-172). Durham, NC: Carolina Academic Press.

• Museus, S. D., & Harris, F. III. (2010). Success among college students of color: How institutional culture matters. In T. E. Dancy II (Ed.), Managing diversity: (Re)visioning equity on college campuses (pp. 25-44). New York: Peter Lang Publishing.

• Museus, S. D., & Jayakumar, U. M. (2012). Creating campus cultures: Fostering success among racially diverse student populations New York: Routledge.

• Museus, S. D., Jayakumar, U. M., & Robinson, T. (2012). Effects of racial representation on the persistence of community college students: An examination of conditional and indirect effects. Journal of College Student Retention: Theory, Research, and Practice, 13(4), 549-572.

• Museus, S. D., Lam, S., Huang, C., Kem, P., & Tan, K. Cultural integration in campus subcultures: Where the cultural, academic, and social spheres of college life collide. In S. D. Museus & U. M. Jayakumar (Eds.). Creating campus cultures: Fostering success among racially diverse student populations (pp. 106-129). New York: Routledge.

• Museus, S. D., & Liverman, D. (2010). Analyzing high-performing institutions: Implications for studying minority students in STEM. In, S. R. Harper, C. Newman, & S. Gary (Eds.), Students of color in STEM: Engineering a new research agenda: New Directions for Institutional Research (no. 148, 17-27). San Francisco: Jossey-Bass.

• Museus, S. D., & Maramba, D. C. (2011). The impact of culture on Filipino American students’ sense of belonging. The Review of Higher Education, 34(2), 231-258.

• Museus, S. D., Mueller, M. K., & Aquino, K. (2013).Engaging Asian American and Pacific Islander culture and identity in graduate education.In S. D. Museus, D. C. Maramba, & R. T. Teranishi (Eds.), The misrepresented minority: New insights on Asian Americans and Pacific Islanders, and the implications for higher education. Sterling, VA: Stylus.

• Museus, S. D., & Neville, K. (2012). Delineating the ways that key institutional agents provide racial minority students with access to social capital in college. Journal of College Student Development, 53(3), 436-452.

• Museus, S. D., & Ravello, J. N. (2010). Characteristics of academic advising that contribute to racial and ethnic minority student success at predominantly White institutions. NACADA Journal, 30(1), 47-58.

• Museus, S. D., & Quaye, S. J. (2009). Toward an intercultural perspective of racial and ethnic minority college student persistence. The Review of Higher Education, 33(1), 67-94.

• ​

National Reports and Briefs

​

• How Asian American and Native American Pacific Islander Serving Institutions (AANAPISIs) Are Creating the Conditions for Students to Thrive

• NASPA Report: The Culturally Engaging Campus Environments Model and Survey

• The Social Action, Leadership, and Transformation (SALT) Model

​​