university of wisconsin-superior
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University of Wisconsin-Superior
Campus Climate Assessment Results of Report
October 14, 2011
Climate In Higher Education
Climate (Living, Working, Learning)
Creation and
Distribution of
Knowledge
Barcelo, 2004; Bauer, 1998, Kuh & Whitt, 1998; Hurtado, 1998, 2005; Ingle, 2005; Milhem, 2005; Peterson, 1990; Rankin, 1994, 1998, 2003, 2005; Smith, 1999; Tierney, 1990; Worthington, 2008
Assessing Campus Climate
Rankin & Reason, 2008
What is it?• Campus Climate is a construct
Definition?
• Current attitudes, behaviors, and standards and practices of employees and students of an institution
How is it measured?
• Personal Experiences• Perceptions• Institutional Efforts
Campus Climate & Students
How students experience their
campus environment influences both learning and
developmental outcomes.1
Discriminatory environments have a negative effect on student learning.2
Research supports the pedagogical value of
a diverse student body and faculty on enhancing learning
outcomes.3
1 Pascarella & Terenzini, 1991, 20052 Cabrera, Nora, Terenzini, Pascarella, & Hagedron, 1999; Feagin, Vera & Imani, 1996; Pascarella & Terenzini, 1991. 3 Hale, 2004; Harper & Quaye , 2004; Harper, & Hurtado, 2007; Hurtado, 2003.
Campus Climate & Faculty/Staff
The personal and professional development of employees including
faculty members, administrators, and staff
members are impacted by campus climate.1
Faculty members who judge their campus
climate more positively are more likely to feel
personally supported and perceive their work unit
as more supportive.2
Research underscores the relationships between (1) workplace discrimination
and negative job and career attitudes and (2) workplace encounters
with prejudice and lower health and well-being..3
1Settles, Cortina, Malley, and Stewart (2006) 2Sears, 20023Silverschanz, Cortina, Konik, & Magley, 2007; Waldo, 1999
Project Objectives
Provide UW-Superior with information, analysis, and recommendations as they relate to campus climate.
This information will be used in conjunction with other data to provide UW-Superior with an inclusive view of campus.
University of Wisconsin System Mission
The mission of the system is to develop human resources, to discover and disseminate knowledge, to extend knowledge and its application beyond the boundaries of its campuses and to serve and stimulate society by developing in students heightened intellectual, cultural and humane sensitivities, scientific, professional and technological expertise and a sense of purpose. Inherent in this broad mission are methods of instruction, research, extended training and public service designed to educate people and improve the human condition. Basic to every purpose of the system is the search for truth.
Core Mission of the University Cluster
…“Serve the needs of women, minority, disadvantaged, disabled, and nontraditional students and seek racial and ethnic diversification of the student body and the professional faculty and staff.”
UW-Superior Mission Statement
The University of Wisconsin-Superior fosters intellectual growth and career preparation within a liberal arts tradition that emphasizes individual attention and embodies respect for diverse cultures and multiple voices.
We value intellectual growth, honesty, individual attention, professionalism, and respect for others and the diversity of peoples and cultures.
Process to Date Participating Institutions
Tier ISpring 2008
UW Colleges
UW-La Crosse
UW-Milwaukee
UW-Oshkosh
UW-Stevens Point
Tier IIFall 2009UW-Eau Claire
UW-Parkside
UW-River Falls
UW-Whitewater
Process to Date Participating Institutions
Tier IIISpring 2011
UW-Green Bay
UW-Platteville
UW-Madison (CALS/DSL)
UW-Stout
UW-Superior
UW Extension
Overview of the Project
• Fact-Finding Groups
Phase I
• Assessment Tool Development and Implementation
Phase II
• Data Analysis
Phase III
• Final Report and Presentation
Phase IV
Survey Instrument
Final instrument 88 questions and additional space for respondents to provide commentary On-line or paper & pencil options
Sample = Population All students and employees of UW-Superior’s community received an
invitation to participate from the Chancellor.
Results include information regarding: Respondents’ personal experiences at UW-Superior Respondents’ perceptions of climate at UW-Superior Respondents’ perceptions of institutional actions Respondents’ input into recommendations for change
Survey Assessment Limitations
Self-selection biasResponse ratesSocial desirabilityCaution in generalizing results for
constituent groups with significantly lower response rates
Method Limitation
Data were not reported for groups of fewer than 5 individuals where identity could be compromised.
Instead, small groups were combined to eliminate possibility of identifying individuals.
Results
Response Rates
Who are the respondents?
869 people responded to the call to participate (23% overall response rate).
775 respondents contributed remarks to one or more of the open-ended questions.
Student Response Rates (17%)
Non-Degree Seeking (10%, n=10)
Associate Degree (>100%, n=14)
Bachelor Degree (17%, n=504)
Master Degree (14%, n=46)
Doctoral Degree (n=2)
Professional Degree (n=5)
Faculty Response Rates (84%)
Instructional Academic Staff (>100%, n=28)
Instructor (n=11)
Assistant Professor (66%, n=27)
Associate Professor (77%, n=17)
Professor (54%, n=23)
Staff Response Rates (55%)
Limited Term Employee (n=5)
Classified Staff (64%, n=80)
Non-Instructional/Other Academic Staff (48%, n=65)
Administrator (39%, n=13)
Other (n=18)
Student Response Rates by Selected Demographics
Students of Color42% (n=116)
White Students 16% (n=456)
By Race Women
20% (n=390)
Men 13% (n=183)
By Gender
Results
Additional Demographic Characteristics
Respondents by Racial/Ethnic Identity (n)(Duplicated Total)
10 13 137 11 0 0
747
3 25 248
2 17
AfricanAfrican American/BlackAlaskan NativeAsianAsian AmericanSoutheast AsianCaribbean/West IndianCaucasian/WhiteIndian subcontinentLatino(a)/HispanicMiddle EasternNative American IndianPacific IslanderOther
Respondents by Racial/Ethnic Identity (n)(Unduplicated Total)
143
708
People of ColorWhite People
Respondents by Position Status and Gender Identity (n)
3 transgender respondents are not included in this review to protect anonymity
352
168
38 1554 5054 2853 25
Female Male
Undergraduate Students
Graduate Students
Faculty
Academic Staff
Classified Staff
Respondents by Position Status and Sexual Identity (n)
530
29
94
879
373
2
Heterosexual LGBQ
Students
Faculty
Academic Staff
Classified Staff
Respondents by Ability/Disability (n)
5 8 7
47
86 3 110 12
MobilityImpairment
SensoryImpairment
Learning Disability Mental HealthDisorder
Chronic HealthDisorder
Students
Employees
Respondents by Spiritual Affiliation and Campus
n %
Christian 479 55.0
Other than Christian 203 23.0
No affiliation 187 22.0
Citizenship Status by Position
Students Employees
n % n %
U.S. Citizen 514 88.8 253 96.6
U.S. Citizen – naturalized 10 1.7 5 1.9
Dual citizenship 3 0.5 0 0.0
Permanent resident (immigrant) 5 0.9 3 1.1
International (F-1, J-1, or H1-B, or other visa) 46 7.9 1 0.4
Students by Position Status and Age (n)
118
162
125
6133
17 122 3
15 14 8 9 3
19 andunder
20-21 22-25 26-32 33-42 43-51 52 and over
Undergraduates
Graduate Students
Students by Class Standing (n)
10
272
232
14
46
2 6
Non-degree student
Bachelor's degree student
Bachelor's degree transfer student
Associate's degree student
Master's degree student
Doctoral degree student
Professional degree student
Student Respondents’ College Career (n)
106 110 121 120
6540
0 2
Students
First year2nd yr3rd yr4th yr5th yr or moreMaster's degreeDoctoral degreeProfessional degree
Income by Student Position Status (n)
53
77 76
34
12
152
4020
7 017
8 8 0 1
Undergraduate DependentUndergraduate IndependentGraduate students
Students’ Residence
Students’ Residence n %
University housing residence hall 197 33.2
Private residence hall 2 0.3
University housing apartment 2 0.3
Fraternity/sorority housing 0 0.0
Off-campus apartment/house 223 37.5
With partner/spouse/children 76 12.8
With parent(s)/family/relative(s) 78 13.1
Other 4 0.7
Findings
Overall Comfort Levels
Classroom Climate 81%
Department/Work Unit Climate 75%
Campus Climate 77%
Least Comfortable with Overall Campus Climate and Class Climate
People of Color
LGBQ
* No substantial differences for comfort with department/work unit by select demographics.
Overall Satisfaction
• Employees who were “highly satisfied” or “satisfied” with their jobs at UW-Superior 70%
• Students who were “highly satisfied” or “satisfied” with education at UW-Superior
59%
85%
• Employees who were “highly satisfied” or “satisfied” with the way their careers have progressed at UW-Superior
Levels of Satisfaction by Demographic Groups
• Employees of Color and Men least satisfied
• Women most satisfied
Satisfaction with Jobs
• People of Color and Classified Staff least satisfied
• LGBQ most satisfied
Satisfaction with Career
Progression
Student Satisfaction with Education at UW-Superior (%)
* Highly Satisfied and Satisfied collapsed into one category.** Highly Dissatisfied and Dissatisfied collapsed into one category.
Challenges and Opportunities
Experiences with Harassment
210 respondents indicated that they had personally experienced exclusionary, intimidating, offensive and/or hostile conduct that interfered with their ability to work or learn at UW-Superior
24%
Form of Perceived Offensive, Hostile, or Intimidating Conduct
n %
Deliberately ignored or excluded 103 49.0
Intimidation/bullying 85 40.5
Target of derogatory remarks 36 17.1
Isolated or left out when working in groups 35 16.7
Derogatory written comments 28 13.3
Stares 27 12.9
Note: Only answered by respondents who experienced harassment (n = 210). Percentages do not sum to 100 due to multiple responses.
Personally Experienced Based on…(%)
33
22 2117
University Status (n=69)
Age (n=46)
Gender (n=45)
Educational Level (n=36)
Overall Personal Experiences of Perceived Offensive, Hostile, or Intimidating Conduct Due to
University Status (by University Status) (%)
¹ Percentages are based on total n split by group.² Percentages are based on n split by group for those who believed they had personally experienced this conduct.
(n=90)¹
(n=16)²
(n=42)¹
(n=14)²
(n=43)¹
(n=21)²
(n=32)¹
(n=16)²
Overall Personal Experiences of Perceived Offensive, Hostile, or Intimidating Conduct
Due to Gender Identity (%)
¹ Percentages are based on total n split by group.² Percentages are based on n split by group for those who believed they had personally experienced this conduct.
1
2
(n=130)¹
(n=34)²
(n=76)¹
(n=9)²
Overall Personal Experiences of Perceived Offensive, Hostile, or Intimidating Conduct
Due to Racial Identity (%)
¹ Percentages are based on total n split by group.² Percentages are based on n split by group for those who believed they had personally experienced this conduct.
(n=40)¹
(n=19)²(n=164)¹
(n=3)²
Overall Personal Experiences of Perceived Offensive, Hostile, or Intimidating Conduct
Due to Sexual Identity (%)
¹ Percentages are based on total n split by group.² Percentages are based on n split by group for those who believed they had personally experienced this conduct.
(n=17)¹
(n=7)²
(n=186)¹
(n=1)²
Overall Personal Experiences of Perceived Offensive, Hostile, or Intimidating Conduct Due to Disability (%)
¹ Percentages are based on total n split by group.² Percentages are based on n split by group for those who believed they had personally experienced this conduct.
(n=151)¹
(n=2)²
(n=47)¹
(n=22)²
Location of Perceived Harassment
Note: Only answered by respondents who experienced harassment (n = 210). Percentages do not sum to 100 due to multiple responses.
n %
While working at a campus job 72 34.0
In a campus office 61 29.0
In a class 54 26.0
In a meeting with a group of people 47 22.0
In a faculty office 30 14.0
In a University housing residence hall 28 13.0
Source of Perceived Conduct by Position Status (n)
What did you do?1
Personal responses: Was angry (58%) Told a friend (37%) Felt embarrassed (36%) Avoided the harasser (34%)
Reporting responses: Made an official complaint to campus employee/official (28% ) Didn’t know who to go to (18%) Did report it but my complaint was not taken seriously (17%) Didn’t report it for fear of retaliation (15%) Confronted the harasser at the time (15%)
1 Only answered by respondents who experienced harassment (n = 210). Respondents could mark more than one response
Sexual Harassment/Sexual Assault
The survey defined sexual harassment as “A repeated course of conduct whereby one person engages in verbal or physical behavior of a sexual nature, that is unwelcome, serves no legitimate purpose, intimidates another person, and has the effect of creating an intimidating, hostile, or offensive work or classroom environment.”
The survey defined sexual assault as “Intentional physical contact, such as sexual intercourse or touching, of a person’s intimate body parts by someone who did not have permission to make such contact.”
Sexual Misconduct at UW-Superior
Believed they had been touched in a sexual manner that made them feel uncomfortable or fearful
6%
Were fearful of being sexually harassed at UW-Superior
12%
Respondents Who Experienced Sexual Assault
20 respondents were victims of sexual assault
2%
Respondents Who Believed They Were Sexually Assaulted By Select Demographics (n)
Gender
Women (16)
Men (<5)
Race
White People
(13)
People of Color (7)
Position
Students (16)
Employees (n<5)
Sexual Orientation
Heterosexual (14)
Bisexual (6)
Respondents Who Believed They Were Sexually Assaulted
Where did it occur?Off-campus (n = 15)
Who were the offenders? Students (n = 9)Friend (n = 5)What did you do1?
Told a friend (n = 14)Told family member (n = 5)Sought medical services (n = 5)Contacted campus police/security (n = 5)
1Respondents could mark more than one response
Respondents Who Seriously Considered Leaving UW-Superior
48% (n = 413) of all RespondentsUndergraduate Students (40%)
Graduate Students (43%)Faculty (65%)
Academic Staff (70%)Classified Staff (63%)
Employee Respondents Who Seriously Considered Leaving UW-Superior
• Women (66%)• Men (65%)
Gender Identity
• Employees of Color (61%)• White Employees (66%)
Racial Identity
• LGBQ (62%)• Heterosexual (66%)
SexualIdentity
Student Respondents Who Seriously Considered Leaving UW-Superior
• Women (37%)• Men (46%)
GenderIdentity
• Students of Color (43%)• White Students (38%)
Racial Identity
• LGBQ (62%)• Heterosexual (38%)
Sexual Identity
Perceptions
Respondents Who Observed or Were Personally Made Aware of Conduct That Created an Exclusionary,
Intimidating, Offensive and/or Hostile Working or Learning Environment
% nYes 27.0 232
Form of Observed Exclusionary, Intimidating, Offensive, or Hostile Conduct
n %
Racial/ethnic profiling 67 28.9
Deliberately ignored or excluded 67 28.9
Derogatory remarks 67 28.9
Stares 66 28.4
Intimidation/bullying 55 23.7
Someone receiving a low performance evaluation 37 15.9
Someone isolated or left out because of their identity 37 15.9
Note: Only answered by respondents who observed harassment (n = 232). Percentages do not sum to 100 due to multiple responses.
Observed Harassment Based on…(%)
2723 23 22 22
Ethnicity (n=62)Gender (n=53)Race (n=53)Sexual Orientation (n=52)Country of Origin (n=51)
Source of Observed Exclusionary, Intimidating, Offensive, or Hostile Conduct (%)
Note: Only answered by respondents who observed harassment (n = 232). Percentages do not sum to 100 due to multiple responses.
• Students (38%)• Faculty (23%)• Colleagues (17%)• Staff (13%)
Source
Location of Observed Exclusionary, Intimidating, Offensive, or Hostile Conduct
Note: Only answered by respondents who observed harassment (n = 232). Percentages do not sum to 100 due to multiple responses.
While working at a campus job20% n = 46
Public space on campus22% n = 52
In a class24% n = 56
Perceived DiscriminationEmployees Only
Employment Practices Related to Promotion (27%, n = 73)
Employment Practices Up to and Including Dismissal (18%, n = 47)
Hiring Practices (27%, n = 72)
Perceived Discrimination
Race was the primary basis for discriminatory hiring.
Gender was the primary basis for discriminatory employment-related disciplinary actions and practices related to promotion.
Work-Life Issues
The majority of employee respondents expressed positive attitudes about work-life issues.
Welcoming Workplace Climate
More than half of all employees thought the workplace climate was welcoming of “difference” based on all characteristics listed in survey except mental health status, learning disability, and political views.
Respondents of Color and LGBQ Respondents were least likely to believe the workplace climate was welcoming for employees based on gender identity, racial identity, and sexual identity.
Students’ Access to College is Being Compromised by…
56%• Concerns about financial debt upon
graduation
56%• Tuition increases were not met by
corresponding increase in financial aid
43%• Lack of financial aid
Institutional Actions
Inclusive Curriculum
More than half of all students and faculty felt the curriculum included materials, perspectives, and/or experiences of people based on 12 of 16 demographics characteristics except mental health status, learning disability, physical disability, and veterans/active military status.
Campus Initiatives That Would Positively Affect the Climate
Employees
More than half recommended: training mentors and leaders within departments to model
positive climate behavior offering diversity training/programs as community
outreach offering immersion experiences for faculty/staff/students
to work with underrepresented/underserved populations.
Campus Initiatives That Would Positively Affect the Climate
Employees
More than half recommended: providing on-campus child care services providing gender neutral/family friendly facilities providing, improving, and promoting access to quality
services for those individuals who experience sexual abuse
providing mentors for minority faculty/students/staff new to campus
providing a clear protocol for responding to hate/hostile incidents at the campus level and departmental level
Summary
Strengths and SuccessesChallenges and Opportunities
Context Interpreting the Summary
Although colleges and universities attempt to foster
welcoming and inclusive environments, they are not
immune to negative societal attitudes and discriminatory
behaviors.
As a microcosm of the larger social environment,
college and university campuses reflect the
pervasive prejudices of society.
Classism, Racism, Sexism,
Genderism, Heterosexism, etc.
(Eliason, 1996; Hall & Sandler, 1984; Harper & Hurtado, 2007; Hart & Fellabaum, 2008; Malaney, Williams, & Gellar, 1997; Rankin, 2003; Rankin & Reason, 2008; Rankin, Weber, Blumenfeld, & Frazer, 2010; Smith, 2009; Worthington, Navarro, Loewy & Hart, 2008)
Overall Strengths & Successes85% of students were satisfied with their education.
The majority of employees expressed positive attitudes and experiences regarding work-life issues.
70% of employee respondents were satisfied with their jobs at UW-Superior and 59% with how their careers have
progressed.
77% comfortable with the overall climate, 75% with dept/work unit
climate, and 81% with climate in their classes.
Overall Challenges & Opportunities
24% (n = 210) believed they had personally experienced harassment.
12% (n = 100) indicated there were times when they were fearful of being sexually harassed at UW-Superior.
48% (n = 413) of all respondents have seriously considered leaving UW-Superior.
27% (n = 232) had observed or personally been made aware of harassment.
Other Challenges & Opportunities
Racial Tension
• Respondents of Color (28%, n = 40) reported personally experiencing harassment more often than their White counterparts (23%, n = 164).
• People of Color were also more likely to indicate racial profiling as the basis when compared to their White counterparts (20% vs. 0%, respectively).
• Of all respondents who observed harassment, 27% (n = 62) believed it was based on ethnicity and 23% (n = 53) on race.
• People of Color were less comfortable than White respondents with the overall climate, and the climate in their classes.
• While 82% (n = 369) of White students thought the classroom climate was welcoming based on race, only 63% (n = 72) of Students of Color agreed.
• Employees of Color were also more likely than White employees to believe they had observed discriminatory hiring practices, discriminatory employment-related disciplinary actions, and discriminatory practices related to promotion.
Challenges & OpportunitiesHomophobia and Heterosexism
• LGBQ respondents were 17% more likely than heterosexual respondents to believe that they had experienced harassment.
• 41% (n =7) of LGBQ respondents versus one percent (n = 1) of heterosexual respondents indicated that this conduct was based on sexual orientation.
• 43% (n = 18) of LGBQ respondents believed they had observed harassment compared with 26% (n = 204) of heterosexual respondents.
• 22% (n = 52) of all respondents indicated sexual orientation as the basis for observed harassment.
• 62% of LGBQ students versus 38% of heterosexual students seriously considered leaving UW-Superior.
Gender Disparities• Gender was the most observed reason
for discriminatory employment.• Between 22-26% of respondents
indicated gender was the basis for discriminatory hiring, employment-related disciplinary actions, and practices related to promotion.
• Gender was reported third (21%, n = 45) as the basis for personal harassment.
• Over twice as many women (26%, n = 34) than men (12%, n = 9) believed that the mistreatment was based on their gender.
• Gender was the second most reported basis for those who observed harassment (23%, n = 53).
Challenges & OpportunitiesDifferential Treatment by
University Status• University status (33%, n = 69) was
cited as the primary basis for personal harassment.
• 54% (n = 43) of classified staff respondents reported personally experiencing harassment, higher than any other employee group.
• Of those classified staff, 49% (n = 21) said it was based on their status at UW-Superior.
• Classified staff reported observing discriminatory hiring, employment-related disciplinary actions, and practices related to promotion more than any other employee group.
• Classified staff members were less satisfied the way their careers have progressed when compared with other employee groups.
Disparities by Ability/Disability
• 15% (n = 128) of respondents indicated that they had a disability.
• Of these respondents, the majority identified as having mental health disorders and chronic health disorders.
• People who reported having a disability were more likely to experience harassment.
• 47% (n = 22) of those respondents with disabilities who believed they had experienced harassment said the conduct was based on their disabilities.
• Many students/faculty felt that their courses did not include materials, perspectives, and/or experiences for those with mental health issues, learning disabilities, and physical disabilities.
Next Steps
Process ForwardFall 2011
Share report results with community Community dialogue regarding the assessment
results CIETF (Chancellor’s Inclusive Excellence Task
Force) Community feedback on recommended
actions Full Report is available for community review
Questions and Discussion
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