Campus symbols such as antebellum architecture signal belonging to White and high-SES students and unwelcomeness to marginalized students¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2025 · checked against its sources 2026-10-21 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Research shows antebellum architecture feels unwelcoming to Black students, and symbols serve as situational cues that can undermine belonging among the underrepresented. → Bart-Plange 2025
Evidence¶
Bart-Plange 2025¶
Bart-Plange, D.-J., Henderson, K., Hoffman, K., & Trawalter, S. (2025). Critiquing and Reimagining Belonging in Public Spaces in Higher Education. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10061-z
q2 · i? · review · r2
The review reports, citing Driskell and Trawalter (2021), that antebellum architecture feels unwelcoming to Black students, and cites Cheryan and colleagues (2009) showing masculine objects in computer science spaces convey to women that they do not belong. Greek housing's design and demographics may symbolize segregation.
"Indeed, research has shown that antebellum architecture feels unwelcoming to Black students (Driskell & Trawalter, 2021; see also, Clowney, 2020; Nelson, 2023)."
Discussion¶
Learner Variables¶
- Identity — moderator: an instructional effect differs with it
Related Claims¶
- Underrepresented racial and first-generation students systematically report fewer institutional belonging opportunities than white and continuing-generation peers — a broader claim this one bears on
- Black students experience a more hostile campus racial climate than other students of color in schools — related
- Racism has negative psychological implications for Black students' sense of belonging, self-identity, and academic success in schools — related
- White teachers' deficit thinking about Black students produces a negative campus racial climate and unfriendly teacher-student relationships — related
- Positive campus racial climate is vital for Black students' success, while negative climate remains detrimental to students of color in predominantly White schools — related
- A racial school-climate gap exists: White and Asian students generally report higher safety, support, and connectedness than African American, American Indian, and Hispanic students — related
- A welcoming campus racial climate fosters African American students' sense of belonging and intent to continue enrollment in mostly White schools — related
- Lower-SES students feel less comfortable behaving counter-normatively in public campus spaces but not in private spaces — related
- Students perceived as lower-SES take up less space in campus public spaces — related
- Lower-SES and racially minoritized students use less campus space and fewer public spaces, which is associated with lower belonging — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
campus-symbols-signal-unwelcomeness-to-marginalized-students |
title |
Campus symbols such as antebellum architecture signal belonging to White and high-SES students and unwelcomeness to marginalized students |
description |
Campus symbols such as antebellum architecture signal belonging to White and high-SES students and unwelcomeness to marginalized students |
status |
review |
evidence_strength |
weak |
newest_evidence |
2025 |
source_checked |
2026-10-21 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — bart-plange-2025 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.