{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,28]],"date-time":"2026-08-28T08:52:30Z","timestamp":1787907150669,"version":"build-2784847793"},"reference-count":27,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2021,4,15]],"date-time":"2021-04-15T00:00:00Z","timestamp":1618444800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Public Health"],"abstract":"<jats:p>Learning climate greatly affects student achievement. This qualitative study aimed to understand community definitions of climate; share lived experiences of students, faculty, and staff; and define priority areas of improvement in the University of Washington School of Public Health (UWSPH). Between March-May 2019, 17 focus group discussions were conducted\u2013stratified by role and self-identified race\/ethnicity, gender and sexual orientation\u2013among 28 faculty\/staff and 36 students. Topics included: assessing the current climate, recounting experiences related to roles and identities, and recommending improvements. Transcripts were coded using deductive and inductive approaches. Race\/ethnicity, gender, and sexual orientation appeared to affect perceptions of the climate, with nearly all respondents from underrepresented or minoritized groups recounting negative experiences related to their identity. Persons of color, women, and other respondents who identified as lesbian, gay, bisexual, transgender, queer\/questioning, intersex, and asexual (LGBTQIA) frequently perceived the climate as \u201cuncomfortable.\u201d Most felt that UWSPH operates within a structural hierarchy that perpetuates white, male, and\/or class privilege and \u201cprotects those in power\u201d while leaving underrepresented or minoritized groups feeling like \u201cthe way to move up\u2026 is to conform\u201d in order to not be seen as \u201csomeone pushing against the system.\u201d Improvement priorities included: increasing community responsiveness to diversity, equity, and inclusion; intentionally diversifying faculty\/staff and student populations; designing inclusive curricula; and supporting underrepresented or minoritized groups academically, professionally, and psychologically.<\/jats:p>","DOI":"10.3389\/fpubh.2021.642477","type":"journal-article","created":{"date-parts":[[2021,4,15]],"date-time":"2021-04-15T16:15:24Z","timestamp":1618503324000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":25,"title":["\u201cBeing a Person of Color in This Institution Is Exhausting\u201d: Defining and Optimizing the Learning Climate to Support Diversity, Equity, and Inclusion at the University of Washington School of Public Health"],"prefix":"10.3389","volume":"9","author":[{"given":"Marie-Claire","family":"Gwayi-Chore","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Erika Lorenzana","family":"Del Villar","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lucia Chavez","family":"Fraire","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Chloe","family":"Waters","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Michele P.","family":"Andrasik","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"James","family":"Pfeiffer","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jennifer","family":"Slyker","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Susan P.","family":"Mello","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Ruanne","family":"Barnabas","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Elba","family":"Moise","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Renee","family":"Heffron","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2021,4,15]]},"reference":[{"key":"B1","doi-asserted-by":"publisher","first-page":"222","DOI":"10.1037\/a0013627","article-title":"Analyzing campus climate studies: seeking to define and understand","volume":"1","author":"Hart","year":"2008","journal-title":"J Divers High Educ."},{"key":"B2","doi-asserted-by":"publisher","first-page":"204","DOI":"10.1037\/a0014009","article-title":"Assessing the value of climate assessments: progress and future directions","volume":"1","author":"Hurtado","year":"2008","journal-title":"J Divers High Educ."},{"key":"B3","doi-asserted-by":"publisher","first-page":"202","DOI":"10.1080\/10665680903520231","article-title":"What lies beneath seemingly positive campus climate results: institutional sexism, racism, and male hostility toward equity initiatives and liberal bias","volume":"43","author":"Vaccaro","year":"2010","journal-title":"Equity Excell Educ."},{"key":"B4","doi-asserted-by":"publisher","first-page":"279","DOI":"10.1353\/rhe.1998.0003","article-title":"Enhancing campus climates for racial\/ethnic diversity: Educational policy and practice","volume":"21","author":"Hurtado","year":"1998","journal-title":"Rev. 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