Preliminary Results of the Preliminary Results of the 2004 Campus Climate Survey2004 Campus Climate Survey

Dr. Roger P. SugarmanDr. Roger P. SugarmanDirector of Institutional ResearchDirector of Institutional Research

Boone Faculty ClubBoone Faculty ClubMay 11, 2004May 11, 2004

President’s Commission on DiversityPresident’s Commission on Diversity

Presentation OutlinePresentation Outline Development of the campus climate surveyDevelopment of the campus climate survey Administration of the surveyAdministration of the survey Characteristics of the sampleCharacteristics of the sample Results for selected items on the questionnaireResults for selected items on the questionnaire

Reported comfort in different campus settingsReported comfort in different campus settings Perceived frequency of unkind or negative language used to Perceived frequency of unkind or negative language used to

describe different groupsdescribe different groups Perceived racial/ethnic relations on campusPerceived racial/ethnic relations on campus

Results for several scales, such as openness to diversity and Results for several scales, such as openness to diversity and overall satisfaction with UKoverall satisfaction with UK

Summary of major findingsSummary of major findings

Development of the SurveyDevelopment of the Survey An adhoc committee of PCW members and IR staff An adhoc committee of PCW members and IR staff

met in fall 2002 to plan the survey met in fall 2002 to plan the survey Prototypes of climate surveys from several Prototypes of climate surveys from several

institutions were studiedinstitutions were studied Initial survey draft was designed to measure:Initial survey draft was designed to measure:

Openness to diversityOpenness to diversity Interracial conflict/harmony on campus Interracial conflict/harmony on campus Perceived freedom to express ideas and opinionsPerceived freedom to express ideas and opinions Sensitivity to the treatment of gays and lesbiansSensitivity to the treatment of gays and lesbians Sexual harassmentSexual harassment Campus safety concernsCampus safety concerns Climate in the classroomClimate in the classroom Satisfaction with the overall UK experienceSatisfaction with the overall UK experience

Administration of the SurveyAdministration of the Survey President Todd’s letter to faculty teaching during President Todd’s letter to faculty teaching during

targeted timeslots and his email to the entire student targeted timeslots and his email to the entire student body alerted the campus community to the survey body alerted the campus community to the survey and emphasized the importance of the projectand emphasized the importance of the project

The final survey consisting of 106 items was The final survey consisting of 106 items was administered to undergraduates in early March at an administered to undergraduates in early March at an hour when about half of all undergraduates were hour when about half of all undergraduates were enrolled in classesenrolled in classes

An additional class time was scheduled in the An additional class time was scheduled in the evening to accommodate non-traditional studentsevening to accommodate non-traditional students

Of the 9,168 undergraduates enrolled in targeted Of the 9,168 undergraduates enrolled in targeted classes, 58% (5,315) completed the survey classes, 58% (5,315) completed the survey

Administration of the SurveyAdministration of the Survey An initial email to graduate and professional An initial email to graduate and professional

students from the Dean of Graduate Studies and students from the Dean of Graduate Studies and contacts at the professional schools introduced the contacts at the professional schools introduced the survey and provided a link to a web-based formsurvey and provided a link to a web-based form

Two email reminders were sent to students’ to Two email reminders were sent to students’ to maximize response ratesmaximize response rates

A total of 1,194 graduate students and 180 A total of 1,194 graduate students and 180 professional students completed the survey, which professional students completed the survey, which resulted in response rates of 24% and 13%, resulted in response rates of 24% and 13%, respectivelyrespectively

The sampling error for the graduate and The sampling error for the graduate and professional results is plus or minus 2 percentprofessional results is plus or minus 2 percent

Sample Composition: Sample Composition: By LevelBy Level

GroupGroup Sam. Pop.Sam. Pop.

UndergraduateUndergraduate 79%79% 72%72%

GraduateGraduate 18%18% 22%22%

11stst-Professional-Professional 3%3% 6%6%

Sample Composition: Sample Composition: By SexBy Sex

GroupGroupUndergrad.Undergrad.Sam. Pop.Sam. Pop.

GraduateGraduateSam. Pop.Sam. Pop.

11stst-Profess.-Profess.Sam. Pop.Sam. Pop.

MaleMale 46%46% 48%48% 43%43% 39%39% 35%35% 50%50%

FemaleFemale 54%54% 52%52% 57%57% 61%61% 65%65% 50%50%

Sample Composition: Sample Composition: By Race/EthnicityBy Race/Ethnicity

GroupGroupUndergrad.Undergrad.Sam. Pop.Sam. Pop.

GraduateGraduateSam. Pop.Sam. Pop.

11stst-Profess.-Profess.Sam. Pop.Sam. Pop.

BlackBlack 5%5% 5%5% 5%5% 5%5% 6%6% 4%4%

WhiteWhite 89%89% 89%89% 77%77% 66%66% 84%84% 85%85%

OtherOther 6%6% 6%6% 19%19% 29%29% 9%9% 11%11%

Analysis of Survey ResultsAnalysis of Survey Results

To increase the likelihood that Campus To increase the likelihood that Campus Climate Survey results are representative of Climate Survey results are representative of the UK student body’s perceptions, beliefs the UK student body’s perceptions, beliefs and opinions, responses are weighted in and opinions, responses are weighted in terms of:terms of: SexSex Race/EthnicityRace/Ethnicity Student levelStudent level

How do students perceive the social How do students perceive the social climate on campus and in class?climate on campus and in class?

Reported comfort in different campus settingsReported comfort in different campus settings Perceived frequency of unkind or negative Perceived frequency of unkind or negative

language used to describe different groupslanguage used to describe different groups Perceived racial/ethnic relations on campusPerceived racial/ethnic relations on campus

Review of selected items pertaining to:

How do students perceive the social How do students perceive the social climate on campus and in class?climate on campus and in class?

Openness to diversityOpenness to diversity Feelings of social isolation Feelings of social isolation Perceived freedom to express beliefs and Perceived freedom to express beliefs and

opinionsopinions Perceived unfairness in classroom managementPerceived unfairness in classroom management Perceived encouragement and respect from Perceived encouragement and respect from

facultyfaculty Overall satisfaction with the UK experienceOverall satisfaction with the UK experience

A look at factors that shape or reflect the prevailing climate on UK’s campus:

How comfortable do you feel in each setting?How comfortable do you feel in each setting?((Percent reporting ‘somewhat’ or ‘very’ comfortable)Percent reporting ‘somewhat’ or ‘very’ comfortable)

75.2%

79.0%

32.3%

68.3%

75.6%

81.4%

30.6%

59.0%

74.0%

84.1%

26.0%

69.8%

64.3%

72.5%

49.4%

0% 20% 40% 60% 80% 100%

Talking to my advisor

Using the library

Walking alone across campus at night

Walking into the food court by myself

Hanging out in the Student Center

Black White Other

How comfortable do you feel in each setting?How comfortable do you feel in each setting?((Percent reporting ‘somewhat’ or ‘very’ comfortable)Percent reporting ‘somewhat’ or ‘very’ comfortable)

74.9%

55.3%

67.1%

66.1%

75.6%

47.1%

65.7%

63.5%

92.3%

75.2%

44.7%

65.1%

65.2%

85.7%88.9%

0% 20% 40% 60% 80% 100%

Talking to faculty during office hours

Expressing controversial opinions in class

Answering a question in class

Asking a question in class

Attending classes

Black White Other

How often have you heard How often have you heard studentsstudents make unkind make unkind or negative remarks about the following groups?or negative remarks about the following groups?

((Percent reporting ‘occasionally’ or ‘frequently’)Percent reporting ‘occasionally’ or ‘frequently’)

0% 5% 10% 15% 20% 25% 30% 35% 40% 45%

Religious minorities

Out-of-state students

Students from rural KY

International students

Whites

Gays, lesbians, bisexuals

Racial/ethnic minorities

Men

Women

Undergraduate Graduate/Professional

How often have you heard How often have you heard studentsstudents make unkind make unkind or negative remarks about the following groups?or negative remarks about the following groups?

((Percent reporting ‘occasionally’ or ‘frequently’)Percent reporting ‘occasionally’ or ‘frequently’)

45.3%

33.8%

11.6%

23.2%

30.9%

33.0%

14.6%

46.9%

44.1%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

Whites

Internationalstudents

Racial/ethnicminorities

Black White Other

““Different racial/ethnic groups Different racial/ethnic groups in my college get along well”in my college get along well”

4%1%2%

13%

5%

13%

29%33%

28%

49%

55%

48%

6%6%10%

0%

10%

20%

30%

40%

50%

60%

StronglyDisagree

Disagree Not Sure Agree StronglyAgree

Black White Other

““There are interracial/ethnic tensions There are interracial/ethnic tensions in UK classrooms”in UK classrooms”

4%

11%11%

31%

51%

38%

32%

24%28% 26%

12%

18%

8%2% 5%

0%

10%

20%

30%

40%

50%

60%

StronglyDisagree

Disagree Not Sure Agree StronglyAgree

Black White Other

““I am comfortable working on projects with I am comfortable working on projects with students of different races/ethnicities”students of different races/ethnicities”

2%1%4% 3% 3% 3%

8% 7%9%

56%55%

48%

31%34%

37%

0%

10%

20%

30%

40%

50%

60%

StronglyDisagree

Disagree Not Sure Agree StronglyAgree

Black White Other

““It has been difficult to meet and make friends It has been difficult to meet and make friends with students of other races/ethnicities”with students of other races/ethnicities”

14%8%

16%

50%48%46%

11%

17%12%

21%23%

21%

5%3% 6%

0%

10%

20%

30%

40%

50%

60%

StronglyDisagree

Disagree Not Sure Agree StronglyAgree

Black White Other

““My social interactions on campus are largely My social interactions on campus are largely with students of my race/ethnicity” with students of my race/ethnicity”

7%2%1%

31%

14%

35%

5% 5%6%

38%

63%

36%

19%17%13%

0%10%20%30%40%50%60%70%

StronglyDisagree

Disagree Not Sure Agree StronglyAgree

Black White Other

““I have been the target of I have been the target of racial/ethnic stereotyping in class”racial/ethnic stereotyping in class”

21%

50%

27%31%

35%36%

20%

9%

17%

22%

5%

15%

6%2%

5%

0%

10%

20%

30%

40%

50%

StronglyDisagree

Disagree Not Sure Agree StronglyAgree

Black White Other

““Sometimes I get singled out in class Sometimes I get singled out in class to speak because of my race/ethnicity”to speak because of my race/ethnicity”

16%

44%

25%29%

40%

34%

14%11%

19%

27%

4%

17%14%

1%5%

0%

10%

20%

30%

40%

50%

StronglyDisagree

Disagree Not Sure Agree StronglyAgree

Black White Other

““My professors present the contributions of My professors present the contributions of minorities in their courses and readings”minorities in their courses and readings”

20%

3%

9%

29%

12%16%

20%

38%40%

27%

39%

26%

4%8% 8%

0%

10%

20%

30%

40%

50%

StronglyDisagree

Disagree Not Sure Agree StronglyAgree

Black White Other

““When I make a comment in the classroom, the When I make a comment in the classroom, the instructor usually takes me seriously”instructor usually takes me seriously”

1%1%4% 4% 3%

6%

17%11%

18%

60%65%

55%

17%20%

17%

0%10%20%30%40%50%60%70%

StronglyDisagree

Disagree Not Sure Agree StronglyAgree

Black White Other

““I am comfortable asking I am comfortable asking my instructors for academic help”my instructors for academic help”

5%3%5%10%11%

9%12%12%

14%

53%56%

53%

21%19%20%

0%

10%

20%

30%

40%

50%

60%

StronglyDisagree

Disagree Not Sure Agree StronglyAgree

Black White Other

Openness to DiversityOpenness to Diversity Measured by 5 items on a 5-point Likert scale (Cronbach’s Measured by 5 items on a 5-point Likert scale (Cronbach’s

alpha = .73)alpha = .73) Adapted from a scale developed by (Pascarella, Edison, Adapted from a scale developed by (Pascarella, Edison,

Nora, Hagedorn, and Terenzini, 1996)Nora, Hagedorn, and Terenzini, 1996) Sample scale items include:Sample scale items include:

Learning about people from different cultures is a very Learning about people from different cultures is a very important part of college educationimportant part of college education

I enjoy taking classes that challenge my beliefs and I enjoy taking classes that challenge my beliefs and valuesvalues

I enjoy discussions with people whose ideas and values I enjoy discussions with people whose ideas and values are different from my ownare different from my own

Openness to DiversityOpenness to Diversity

Black students and students Black students and students of other races express of other races express significantly greater significantly greater openness to diversity than openness to diversity than white studentswhite students

Black students and students Black students and students of other races do not differ of other races do not differ significantly in their significantly in their openness to diversityopenness to diversity

19.42

18.27

19.48

16

17

18

19

20

Black White Other

Feelings of Social IsolationFeelings of Social Isolation Measured by 5 items on a scale Measured by 5 items on a scale

(Cronbach’s alpha = .70)(Cronbach’s alpha = .70) Sample scale items include:Sample scale items include:

It is difficult to make female (male) It is difficult to make female (male) friendsfriends

During the past year, how often During the past year, how often have you felt . . .have you felt . . .Isolated from othersIsolated from othersSupported by your friends Supported by your friends (reverse scored)(reverse scored)

Feelings of Social IsolationFeelings of Social Isolation

Students of other races report Students of other races report a higher level of social a higher level of social isolation than either black or isolation than either black or white studentswhite students

Black and white students do Black and white students do not differ in their level of not differ in their level of social isolationsocial isolation

10.8710.70

11.25

10

11

12

13

Black White Other

Perceived freedom to express Perceived freedom to express opinions and beliefsopinions and beliefs

Measured by 3 items (Cronbach’s alpha = .68)Measured by 3 items (Cronbach’s alpha = .68) Sample scale items include:Sample scale items include:

Students are able to express freely their Students are able to express freely their opinions on this campusopinions on this campus

The university provides an environment for the The university provides an environment for the free and open expression of ideas, opinions, and free and open expression of ideas, opinions, and beliefsbeliefs

During the past year, how often have you felt During the past year, how often have you felt safe to express your views and opinionssafe to express your views and opinions

Perceived freedom to express Perceived freedom to express opinions and beliefsopinions and beliefs

White students perceived White students perceived significantly greater freedom significantly greater freedom to express opinions and to express opinions and beliefs on campus than either beliefs on campus than either black students or students of black students or students of other racesother races

Black students and students Black students and students of other races do not differ in of other races do not differ in their perceptions of freedom their perceptions of freedom to express opinions and to express opinions and beliefsbeliefs

9.8510.24

9.66

8

9

10

11

Black White Other

The Climate in the ClassroomThe Climate in the Classroom

Perceived encouragement and respect from Perceived encouragement and respect from faculty membersfaculty members

Perceived unfairness in classroom Perceived unfairness in classroom management management

Two dimensions of perceived faculty behavior were assessed:

Perceived Encouragement and Perceived Encouragement and Respect from Faculty MembersRespect from Faculty Members

Measured by 6 items on a 5-point Likert scale Measured by 6 items on a 5-point Likert scale (Cronbach’s alpha = .70)(Cronbach’s alpha = .70)

Sample scale items include:Sample scale items include: My professors encourage me to pursue my academic My professors encourage me to pursue my academic

and career goals.and career goals. I am comfortable asking instructors for academic help.I am comfortable asking instructors for academic help. When I make a comment in the classroom, the When I make a comment in the classroom, the

instructor usually takes me seriously.instructor usually takes me seriously. My professors present the contributions of minorities My professors present the contributions of minorities

(women) in class.(women) in class.

Perceived Encouragement and Perceived Encouragement and Respect from FacultyRespect from Faculty

White students perceived White students perceived significantly greater levels significantly greater levels of encouragement and of encouragement and respect from faculty than respect from faculty than black students and students black students and students of other racesof other races

Students of other races gave Students of other races gave higher marks to faculty higher marks to faculty respect and encouragement respect and encouragement than black studentsthan black students

20.07

21.57

20.79

18

19

20

21

22

23

24

Black White Other

Perceived Unfairness in Perceived Unfairness in Classroom ManagementClassroom Management

Measured by 5 items on a 5-point Likert scale Measured by 5 items on a 5-point Likert scale (Cronbach’s alpha = .77)(Cronbach’s alpha = .77)

Sample scale items include:Sample scale items include: I have been graded unfairly based on irrelevant factors.I have been graded unfairly based on irrelevant factors. My professors make unkind remarks about my My professors make unkind remarks about my

abilities.abilities. Sometimes I get singled out in class to speak on behalf Sometimes I get singled out in class to speak on behalf

of my race/ethnicity.of my race/ethnicity. Faculty have expectations about my academic Faculty have expectations about my academic

performance because of my gender.performance because of my gender.

Perceived Unfairness in Perceived Unfairness in Classroom Management Classroom Management

Black students perceived Black students perceived significantly greater levels significantly greater levels of unfairness in classroom of unfairness in classroom management than white management than white students and students of students and students of other racesother races

Students of other races Students of other races perceived more unfairness perceived more unfairness in classroom management in classroom management than white studentsthan white students

12.33

9.84

11.65

8

9

10

11

12

13

14

Black White Other

Overall Satisfaction with Overall Satisfaction with The UK ExperienceThe UK Experience

Measured by 3 items on a 5-point Likert scale Measured by 3 items on a 5-point Likert scale (Cronbach’s alpha = .88)(Cronbach’s alpha = .88)

Sample scale items include:Sample scale items include: I am satisfied with my decision to attend I am satisfied with my decision to attend

college at UK.college at UK. Overall, my experiences at UK have been Overall, my experiences at UK have been

rewarding.rewarding. I would recommend UK to another student as a I would recommend UK to another student as a

good place to go to college.good place to go to college.

Overall Satisfaction with Overall Satisfaction with The UK ExperienceThe UK Experience

White students were more White students were more satisfied with their satisfied with their experiences at UK than experiences at UK than either black students or either black students or students of other racesstudents of other races

Blacks and students of other Blacks and students of other races did not differ from races did not differ from one another in their level of one another in their level of satisfaction with UKsatisfaction with UK

10.94

11.7011.12

9

10

11

12

13

14

Black White Other

““I would recommend UK to another student I would recommend UK to another student as a good place to go to college”as a good place to go to college”

4%3%7%

12%6%

10%

21%

13%15%

51%56%

51%

12%

22%18%

0%

10%

20%

30%

40%

50%

60%

StronglyDisagree

Disagree Not Sure Agree StronglyAgree

Black White Other

Summary of Main Findings Summary of Main Findings by Race and Ethnicityby Race and Ethnicity

1. Campus race relations involve a 1. Campus race relations involve a complex set of dynamics. Nuances in the complex set of dynamics. Nuances in the perceived meaning of various survey perceived meaning of various survey items can produce seemingly items can produce seemingly contradictory results.contradictory results.

2. 2. Most statistically significant differences Most statistically significant differences between students of differing races and between students of differing races and ethnicities are actually small in ethnicities are actually small in magnitudemagnitude

Summary of Main Findings Summary of Main Findings by Race and Ethnicityby Race and Ethnicity

Students of different races vary in their comfort levels Students of different races vary in their comfort levels when ‘hanging out in the Student Center’ and using the when ‘hanging out in the Student Center’ and using the librarylibrary

Students of different races do not appear to differ to Students of different races do not appear to differ to any great extent in their level of comfort in typical any great extent in their level of comfort in typical classroom situations, such as asking and answering classroom situations, such as asking and answering questionsquestions

Students of different races differ markedly in their Students of different races differ markedly in their perceptions of the frequency of negative language used perceptions of the frequency of negative language used to describe various groupsto describe various groups

White students perceive less interracial conflict or White students perceive less interracial conflict or tension on campus than students of colortension on campus than students of color

Summary of Main Findings Summary of Main Findings by Race and Ethnicityby Race and Ethnicity

Most students report being comfortable working Most students report being comfortable working on projects with students of different races on projects with students of different races

Most students believe it is not difficult to meet and Most students believe it is not difficult to meet and make friends with students of different races make friends with students of different races

Yet the majority of white and black students report Yet the majority of white and black students report interacting mostly with students of their own interacting mostly with students of their own race/ethnicity race/ethnicity

Students of other races report a higher level of Students of other races report a higher level of social isolation than either black or white students social isolation than either black or white students

Summary of Main Findings Summary of Main Findings by Race and Ethnicityby Race and Ethnicity

Students of color express significantly greater Students of color express significantly greater openness to diversity than white studentsopenness to diversity than white students

White students perceived significantly greater freedom White students perceived significantly greater freedom to express opinions and beliefs on campus than to express opinions and beliefs on campus than students of colorstudents of color

White students perceived significantly greater levels of White students perceived significantly greater levels of encouragement and respect from faculty than black encouragement and respect from faculty than black students and students of other racesstudents and students of other races

Students of other races gave higher marks to faculty Students of other races gave higher marks to faculty respect and encouragement than black studentsrespect and encouragement than black students

Summary of Main Findings Summary of Main Findings by Race and Ethnicityby Race and Ethnicity

Black students perceived significantly greater Black students perceived significantly greater levels of unfairness in classroom management levels of unfairness in classroom management than white students and students of other racesthan white students and students of other races

Students of other races perceived more unfairness Students of other races perceived more unfairness in classroom management than white studentsin classroom management than white students

White students were more satisfied with their White students were more satisfied with their experiences at UK than either black students or experiences at UK than either black students or students of other racesstudents of other races

Office of Institutional Office of Institutional ResearchResearch

Roger Sugarman, Ph.D.Roger Sugarman, Ph.D.rpsuga0@email.uky.edurpsuga0@email.uky.edu

Phone: 257-7989Phone: 257-7989www.uky.edu/IR/www.uky.edu/IR/

For more information on UK’s Campus Climate Survey: