Four Environmental Perspectives The four environmental perspectives; physical, human aggregate, organizational/structural, and constructed/perceptual can all positively or negatively affect a student during their time at a university. Strange and Banning (2001) argue that the four perspectives can promote inclusion, safety, and involvement, and build community if done correctly. They also factor that if done poorly, they student will perceive these areas as negative and not view the campus as a whole in a positive way (as cited in Renn & Patton, 2011). It is also important to note that every student is different and even if students come from similar backgrounds, families, economic classes or cultures they can and will perceive different environments
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Using the assumptions listed above, the population of the university, while rather large will have a majority as well. This is assumed to be a majority of women, who come from middle to upper class background and due to family ties, have outlets to jobs after college. This majority of the population would also let us assume that the orientation of incoming students would be geared towards the “Collegiate” student. According to Walsh (1973) the collegiate student is “loyal to their college, but indifferent, if not resistant, to serious intellectual demands (as cited in Strange and Banning, 2001, p. 38). This quote would work with the assumption that a majority of the student population “loves” their college, but has no interest in the academics because they have jobs secured after graduation. However, the sub-group population of low-income women does not have this benefit and therefore have to work “hard” in class to receive good marks and achieve a “higher place” in society. The human aggregate perspective would argue that the low-income student will want to fit in with the majority and therefore will want to party just like the majority does. The university must first acknowledge that that the human aggregate and majority are not in college to excel in academics but for a stepping stone to a job and for the “fun and tradition” of the university. They must appeal to this majority, but also make sure the minority does not feel the pressures of partying if they do not wish to partake. There can be retreat’s, teambuilding activities’, living learning communities and events geared towards women who do not meet the status-quo to get involved and feel welcomed in their environment. Just because someone is in the minority on a campus, does not mean they have to go with the majority. If the programing accounts for the majority, while being geared towards sub-groups it can be effective on
Using the assumptions listed above, the population of the university, while rather large will have a majority as well. This is assumed to be a majority of women, who come from middle to upper class background and due to family ties, have outlets to jobs after college. This majority of the population would also let us assume that the orientation of incoming students would be geared towards the “Collegiate” student. According to Walsh (1973) the collegiate student is “loyal to their college, but indifferent, if not resistant, to serious intellectual demands (as cited in Strange and Banning, 2001, p. 38). This quote would work with the assumption that a majority of the student population “loves” their college, but has no interest in the academics because they have jobs secured after graduation. However, the sub-group population of low-income women does not have this benefit and therefore have to work “hard” in class to receive good marks and achieve a “higher place” in society. The human aggregate perspective would argue that the low-income student will want to fit in with the majority and therefore will want to party just like the majority does. The university must first acknowledge that that the human aggregate and majority are not in college to excel in academics but for a stepping stone to a job and for the “fun and tradition” of the university. They must appeal to this majority, but also make sure the minority does not feel the pressures of partying if they do not wish to partake. There can be retreat’s, teambuilding activities’, living learning communities and events geared towards women who do not meet the status-quo to get involved and feel welcomed in their environment. Just because someone is in the minority on a campus, does not mean they have to go with the majority. If the programing accounts for the majority, while being geared towards sub-groups it can be effective on