university of wisconsin milwaukee campus climate assessment results of report november 2-3, 2008
TRANSCRIPT
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University of Wisconsin Milwaukee
Campus Climate Assessment
Results of Report
November 2-3, 2008
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Why Assess Climate?
What was the Process?
Assessing College Climate
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Why conduct a climate assessment?
To foster a caring University community that provides leadership for constructive participation in a diverse, multicultural world. To open the doors wider for underrepresented groups is to create a welcoming environment.To improve the environment for working and learning on campus.
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Project Objectives
Provide UW-Milwaukee with information, analysis, and recommendations as they relate to campus climate.
This information will be used in conjunction with other data to provide UW-Milwaukee with an inclusive view of their campus and a system-wide review.
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Projected Outcomes
UW-Milwaukee will add to their knowledge base with regard to how constituent groups currently feel about their particular campus climate and how the community responds to them (e.g., pedagogy, curricular issues, professional development, inter-group/intra-group relations, respect issues).UW-Milwaukee will use the results of the assessment to inform current/on-going work regarding diversity (e.g., Equity Scorecard).
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Setting the Context
Examine the Research Review work already completed
Preparation Readiness of the campus
Assessment Examine the climate
Follow-up Building on the successes and addressing the challenges
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Research on Climate In Higher Education
Campus climate not only affects creating knowledge, but also impacts members of academic community who, in turn, contribute to creating campus environment (Hurtado, 2003; Milem, Chang, & antonio, 2005).Preserving climate that offers equal learning opportunities for all students and academic freedom for all faculty – an environment free from discrimination – is a primary responsibility of educational institutions.
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Value of Campus Climate on Enhancing Learning Outcomes
Numerous studies and publications have confirmed the pedagogical value of a diverse student body and faculty on enhancing learning outcomes.
Selected research references include: Frank W. Hale, Jr. (2004). What Makes Racial Diversity Work in Higher Education,
Diversity Digest, Sterling, VA: Stylus. Harper, S.R., & Quaye, S.J. (2004). Taking seriously the evidence regarding the
effects of diversity on student learning in the college classroom: A call for faculty accountability. UrbanEd, 2(2), 43-47.
Harper, S.R. & Hurtado, S. (2007). Nine themes in campus racial climates and implications for institutional transformation. New Directions for Student Services, 120, 7-24.
Hurtado, S. (2003). Preparing college students for a diverse democracy: Final report to the U.S. Department of Education. Ann Arbor, MI: Center for the Study of Higher and Postsecondary Education.
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Current Campus Climate
Access
Retention
Research
Scholarship
Curriculum Pedagogy
UniversityPolicies/Service
Intergroup &IntragroupRelations
Transformational Tapestry Model©
Baseline Organizational
Challenges
SystemsAnalysis
Local / Sate /Regional
Environments
Contextualized Campus Wide Assessment
AdvancedOrganizational
Challenges
ConsultantRecommendations
Assessment
Transformationvia
Intervention
FiscalActions
Symbolic Actions
AdministrativeActions
EducationalActions
Transformed Campus Climate
Access
Retention
Research
Scholarship
Curriculum Pedagogy
UniversityPolicies/Service
Intergroup &IntragroupRelations
© 2001
External Relations
External Relations
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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.
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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.”
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Specific Campus Mission Statements
…“To further academic and professional opportunities at all levels for women, minority, part-time, and financially or educationally disadvantaged students”
- University of Wisconsin-Milwaukee
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Process to Date2004-2005
Academic Planner (C. Saulnier) made aware of bias incidents at several campuses & began conversation regarding systemwide campus climate project
Taskforce committee formed to investigate consulting firms who conduct climate assessments in higher education.
Rankin & Associates identified as leading expert in multiple identity studies in higher education
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Process to Date2005-2006
Conversations at system level continued
Proposal presentation made to UW System Provosts and various constituent groups in Madison in September 2006
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Process to Date2006-2007
UWS Administrators form Climate Study Working Group (CSWG) Conducted in-depth interviews with other higher
education institutions who had contracted with R&A resulting in very positive reviews
In collaboration with R&A identified potential fact-finding groups and developed protocol
Identified “next steps” in process
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Process to Date 2006-2007
President Reilly pledges support for the project and agrees to finance 75% of the costs
Five campuses volunteer to participate in climate assessment in the first year
Participating institutions Provosts’ Teleconference with R&A to discuss process, Scope of the Work, Projected Time-line, Proposed Budget
At the request of R&A, the Provosts were invited to add additional members to the CSWG to ensure institutional representation
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Process to Date Participating Institutions
University of Wisconsin Colleges University of Wisconsin-La CrosseUniversity of Wisconsin-MilwaukeeUniversity of Wisconsin-OshkoshUniversity of Wisconsin-Stevens Point
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Process to Date 2006-2007
Project Co-Chairs and Project Coordinator named Vicki Washington (Co-Chair, CSWG)
Interim Assistant Vice President of the Office of Academic Development and Diversity, UW System Administration
Ed Burgess (Co-Chair, CSWG)
Department of Dance, University of Wisconsin-Milwaukee Lisa Beckstrand (Project Coordinator)
Academic Planner, Director of Inclusivity Initiative, Office of Academic & Student Services, UW System Administration
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Process to Date Phase I
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Process to Date Phase I
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PHASE II
Assessment Tool
Development and Implementation
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Process to Date Phase II
August – December 2007 Bi-monthly meetings with CSWG to develop the survey
instrumentJanuary - February 2008
Development of Communication Plan IRB Proposal development/approval at each participating
institution UW-Milwaukee approval – March, 2008
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Process to Date Phase II and III
April/May 2008 Survey Administration
May-August Data Analysis
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Process to Date Phase IV
October 2008 Final report forwarded to CSWG representatives and Provost
from UW-Milwaukee and to UW System
November 2008 Presentation of survey results to the campus community
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Assessment Methods
Research Model
Survey Instrument
Limitations
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Survey Instrument
Final instrument 90 questions and additional space for respondents to provide
commentary On-line or paper & pencil options
Sample = Population All members of the UW-Milwaukee community were invited to
participate
Results include information regarding: Respondents’ personal experiences at UW-Milwaukee Respondents’ perceptions of climate at UW-Milwaukee Respondents’ perceptions of institutional actions Respondents’ input into recommendations for change
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Survey Assessment Limitations
Self-selection biasResponse ratesCaution in generalizing results for
constituent groups with significantly lower response rates
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Method Limitation
Data were not reported for groups of fewer than 10 individuals so as not to compromise identity.
Instead, small groups were combined to eliminate possibility of identifying individuals.
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Results
Response Rates
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Who are the respondents?
2,947 people responded to the call to participate (9% response rate overall).
Several respondents contributed remarks to the open-ended questions.
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Faculty Response Rates
Assistant Professor (31%, n = 74)
Associate Professor (30%, n = 90)
Faculty = 23% (n = 366)
Instructional Academic Staff (14%, n = 105) [Full-time (n = 70); Part-time (n = 34)]
Professor (32%, n = 82)
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Faculty/Staff Response Rates by Race
Faculty of Color = 21% (n = 63)
Academic Staff of Color = 43% (n = 99)
Classified Staff of Color = 33% (n = 82)
White Faculty = 22% (n = 288)
White Academic Staff = 39% (n = 355)
White Classified Staff = 38% (n = 268)
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Staff Response Rates
Staff = 36% (n = 415)*
Limited Term Employee (15%, n = 25)
Non-Instructional Academic Staff (44%, n = 360)
Limited Academic Staff (20%, n = 30)
Administrator (n = 52)
Classified Staff Non-Exempt (37%, n = 249)
Classified Staff Exempt Staff (40%, n = 115)
*Response rate does not include administrators due to missing data.
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Student Response Rates
Students 5% (n = 1510)*
Master Degree Student = (11%, n = 360)
Other Students = (n = 165) [Transfer, Associate, Dual Enrollment, Non-degree, Professional degree]
Bachelor Degree Student = (4%, n = 970)
Doctoral Degree Student = (14%, n = 146)
*Response rate does not include transfer, associate degree, dual enrollment, and professional degree students due to missing data.
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Student Response Rates
Students 5% (n = 1510)
White Students = 6% (n = 1339)
Men Students = 3% (n = 466)
Students of Color = 6% (n = 263)
Women Students = 7% (n = 1153)
Transgender Students = (n = 7)
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Results
Demographic Characteristics
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Student Respondents by Year (n)
321
138
15
204222
266223
196
Students
First year 2nd yr3rd yr4th yr5th yr or moreMaster's degreeDoctoral degreeProfessional degree
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Student Residence
11% of student respondents lived in Residence Halls
56% student respondents lived in off-campus houses and apartments
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Income by Undergraduate Status (n)
310
6092
131
53
220
1
91
1
49
Undergrads - Independent
Undergrads - Dependent
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Employee Respondents by Position Status (n)
15
105
7490
82
25
249
115
360
3052
109
Adjunt professorInstructional academic staffAssistant professorAssociate professorProfessorLimited term employeeClassified staff non-exemptClassified staff exemptNon-instructional academic staffLimited academic staffAdministratorOther
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Collapsed Employee Status (n)
366
467
364
Faculty
Academic Staff
Classified Staff
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Respondents by Gender (n)
There were 11 respondents who identified as transgender
777
220134
317
147207 152
327
139
376
Female Male
Undergraduate Students
Graduate Students
Faculty
Academic Staff
Classified Staff
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Respondents by Sexual Orientation & UW-Milwaukee Status (n)
1481
42 19120
316
34
407327
Heterosexual LGB
StudentsFaculty
Academic StaffClassified Staff
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Respondents by Racial Identity(Duplicated Total)
30
235
155 38 19 5
2387
19107
15 49 6 70
AfricanAfrican American/BlackAlaksan NativeAsianAsian AmericanSoutheast AsianCaribbean/West IndianCaucasian/WhiteIndian subcontinentLatino(a)/HispanicMiddle EasternNative American IndianPacific IslanderOther
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Respondents by Racial Identity (Unduplicated Total)
537
2311
People of Color White People
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Respondents by Racial Identity by Status (Unduplicated Total)
263
1339
244
911
Students Employees
People of Color
White People
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Respondents by Spiritual Affiliation (n)
1573
239
966
84
ChristianOther than ChristianNo AffiliationOther
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Respondents with Conditions that Substantially Affect a Major Life Activity (n)
40
9
16 1421
46
4
62
4
10 8
Physical Disability Learning Disability Psychological Condition
StudentsFacultyAcademic StaffClassified Staff
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Citizenship Status by Position
Students Employeesn % n %
US citizen 1553 95.3 1088 92.5
US citizen – naturalized 15 0.9 37 3.1
Dual citizenship 6 0.4 13 1.1
Permanent resident (immigrant) 17 1.0 26 2.2
International (F-1, J-1, or H1-B, or other visa) 35 2.1 10 0.9
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Findings
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Aggregate Findings
72% of respondents were “very comfortable” or “comfortable” with the climate at UW-Milwaukee.
72% of respondents were “very comfortable” or “comfortable” with the climate in their department/work unit.
80% of student/faculty respondents were “very comfortable” or “comfortable” with the climate in their classes.
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Aggregate Findings
75% of respondents have not personally experienced any exclusionary, intimidating, offensive and/or hostile conduct that has interfered with their ability to work or learn at UW-Milwaukee.
73% percent of UW-Milwaukee faculty and staff respondents were “highly satisfied” or “satisfied” with their jobs at UW-Milwaukee.
79% of student respondents were “highly satisfied” or “satisfied” with their education at UW-Milwaukee.
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Challenges and Opportunities
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Personally experienced exclusionary, intimidating, offensive and/or hostile conduct that interfered with one’s
ability to work or learn at UW-Milwaukee
n %
Yes 738 25.3
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Personally Experienced Based on…(%)
31 31
24
1917
15
1110 10
Institutional Status (n=232)Gender (n=226)Age (n=176)Race (n=142)Ethnicity (n=128)Educational Level (n=98)Physical Characteristics (n=83)Political Views (n=73)Religion/Spiritual Status (n=73)
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Overall Personal Experiences of Perceived Offensive, Hostile, or Intimidating Conduct and of that Conduct
the Percent 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.
2623
36
17
Female Male
Overall experienced conduct¹
Experienced conduct due to gender²
(n=503)¹
(n=183)²
(n=215)¹
(n=37)²
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Personal Experiences of Perceived Offensive, Hostile, or Intimidating Conduct and, of that Conduct, the Percent
Due to Institutional 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.
19
31 29
38
23
41
33
40
Students Faculty Academic Staff Classified Staff
Overall experienced conduct¹
Experienced conduct due to status²
(n=311)¹
(n=71)²
(n=113)¹
(n=46)²
(n=134)¹
(n=53)²
(n=135)¹
(n=45)²
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Overall Personal Experiences of Perceived Offensive, Hostile, or Intimidating Conduct and of that Conduct
the Percent Due to Race
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.
37
22
53
6
People of Color White
Overall experienced conduct¹
Experienced conduct due to race²
(n=196)¹
(n=104)²
(n=510)¹
(n=28)²
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Personal Experiences of Perceived Offensive, Hostile, or Intimidating Conduct and, of that Conduct, the Percent
Due to Sexual Orientation (%)
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.
36
24
51
1
LGB respondents Heterosexual respondents
Overall experienced conduct¹
Experienced conduct due to sexual orientation²
(n=80)¹
(n=41)²
(n=625)¹
(n=8)²
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Personal Experiences of Perceived Offensive, Hostile, or Intimidating Conduct and, of that Conduct, the Percent
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..
24
51
60
46
37
50
22
No disability Physical Disability Learning Disability Psychologocal condition
Overall experienced conduct¹
Experienced conduct due to disability²
(n=628)¹ (n=43)¹
(n=16)²
(n=22)¹
(n=11)²
(n=41)¹
(n=9)²
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Form of Perceived Offensive, Hostile, or Intimidating Conduct
n %
Deliberately ignored or excluded 382 51.8
Felt intimidated/bullied 256 34.7
Isolated or left out when working in groups 144 19.5
Derogatory remarks 142 19.2
Stares 121 16.4
Isolated or left out because of my identity 99 13.4
Received a low performance evaluation 93 12.6
Feared getting a poor grade because of hostile classroom environment 81 11.0
Derogatory written comments 73 9.9
Target of racial/ethnic profiling 58 7.9
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Form of Perceived Offensive, Hostile, or Intimidating Conduct
n %
Someone assumed I was admitted or hired because of my identity 58 7.9
Singled out as the “resident authority” regarding my identity 54 7.3
Feared for my physical safety 53 7.2
Derogatory/unsolicited e-mails 52 7.0
Threats of physical violence 27 3.7
Derogatory phone calls 19 2.6
Victim of a crime 14 1.9
Target of physical violence 12 1.6
Feared for my family’s safety 11 1.5
Graffiti 10 1.4
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Form of Perceived Offensive, Hostile, or Intimidating Conduct by Demographic
Characteristics (Race)
WhiteRespondents
n = 510
Respondents of Color
n = 196
n % n %
Target of racial/ethnic profiling 11 2.2 36 18.4
Someone assumed I was admitted or hired because of my identity 25 4.9 32 16.3
Received a low performance evaluation 50 9.8 39 19.9
Isolated or left out because of my identity 57 11.2 38 19.4
Isolated or left out when working in groups 90 17.6 50 25.5
Stares 77 15.1 42 21.4
Singled out as the “resident authority” regarding my identity 32 6.3 20 10.2
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Form of Perceived Offensive, Hostile, or Intimidating Conduct by Demographic
Characteristics (Sexual Orientation)
HeterosexualRespondents
n = 625
LGB Respondents
n = 80
n % n %
Derogatory remarks 105 16.8 33 41.2
Singled out as “resident authority” regarding my identity 34 5.4 18 22.5
Isolated or left out because of my identity 73 11.7 23 28.8
Stares 93 14.9 24 30.0
Feared for my physical safety 40 6.4 11 13.8
Derogatory/unsolicited e-mails 41 6.6 11 13.8
Deliberately ignored or excluded 322 51.5 45 56.2
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Where Did The Perceived Conduct Occur?
Of the respondents who believed they had been deliberately ignored or excluded
• 46 percent (n = 174) said it happened while working at a campus job• 30 percent (n = 116) said it happened in a meeting with a group of people• 30 percent (n = 116) said it happened in a class• 24 percent (n = 90) said it happened in a campus office
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Where Did The Perceived Conduct Occur?
Of the respondents who indicated that they were intimated or bullied:
• 51 percent (n = 130) said it happened while working at a campus job• 25 percent (n = 63) said it happened in a meeting with a group of people• 23 percent (n = 60) said it happened in a campus office
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Source of Perceived Conduct by Position Status (n)
116
11 104
99
57
18
8
3023
42
3037
12
3238
158
37
49
Student Respondents Faculty Respondents Academic StaffRespondents
Classified StaffRespondents
Source = UndergradSource = FacultySource = AdministratorSource = StaffSource = Supervisor
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What did you do?1
Personal responses: Was angry (60%) Felt embarrassed (38%) Told a friend (36%) Ignored it (30%) Avoided the harasser (30%)
Reporting responses: Did not report the incident for fear of retaliation (22%) Didn’t know who to go to (20% ) Made a complaint to a UW-Milwaukee employee/official (18%) Didn’t report it for fear my complaint would not be taken seriously (13%) Did report it but my complaint was not taken seriously (13%)
1Respondents could mark more than one response
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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.”
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Respondents Who Believed They Have Personally Been a Victim of Sexual Harassment by Primary
Status*
Students Employees
n % n %
22 1.3 9 0.8
* Responses sometimes, often, and very often were collapsed into one category for this analysis.
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Respondents Who Believed That They Had Been The Victim of Sexual Assault
While at UW-Milwaukee
n %
Yes 46 2.0
40 of the 46 victims were women
32 were students; 6 were academic staff
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Respondents Who Believed That They Had Been The Victim of Sexual Assault
Where did it occur?On-campus (n = 23)
Off-campus (n = 14)
Who was the offender?Stranger (n = 11)
Student (n = 8)
Acquaintance (n = 7)
Friend (n = 7)
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Respondents Who Believed That They Had Been The Victim of Sexual Assault
What did you do1?Told a friend (n = 17)
Told a family member (n = 11)
Did nothing (n = 8)
Contacted my local law enforcement official (n = 6)
1Respondents could mark more than one response
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Respondent Comments With Regard ToWhy They Did Not Report The Alleged
Sexual Assault
Several commented that they were too embarrassed or did not want others to know the assault occurred.
Some respondents offered that they thought they would not be believed or dreaded reporting the incident.
Several said they did not report the incidents because the perpetrators were their friends and didn’t want to get them in trouble.
Still others seemed to blame themselves for the assaults because they were drinking or somehow felt responsible in other ways.
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Satisfaction with UW-Milwaukee
Employees
Students
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Employee Satisfaction with Their Jobs at UW-Milwaukee
73% (n = 872) percent of UW-Milwaukee faculty and staff were “highly satisfied” or “satisfied” with their jobs at UW-Milwaukee. Two differences were found among demographic
categories:Classified staff members were less satisfied than
faculty and academic staff with their jobs at UW-Milwaukee.
People of color were less satisfied than other employee groups.
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Faculty and Staff Members’ Satisfaction with Their Jobs (%)
79 77
63
1118
12
Faculty Academic Staff Classified Staff
Satisfied*
Dissatisfied**
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Employee Satisfaction with The Way Their Careers have Progressed at UW-Milwaukee
63% (n = 730) were “highly satisfied” or “satisfied” with the way their careers have progressed at UW-Milwaukee. Classified staff members were less satisfied than
faculty and academic staff with the way their careers have progressed at UW-Milwaukee.
People of color and women employees were less satisfied than other employee groups.
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Employee Satisfaction With The Way Their Careers Have Progressed
By Position Status (%)
7266
49
18
29
17
Faculty Academic Staff Classified Staff
Satisfied*
Dissatisfied**
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Employee Satisfaction with the Way Their Careers Have Progressed by Selected
Demographic Categories (%)
6067
5764 67
63
17 20 21 212023
Women Men People of Color White LGB Heterosexual
Satisfied*
Dissatisfied**
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Employee Comments With Regard To The Way Their Careers Have Progressed
Employees who were satisfied with the way their careers have progressed appreciated the opportunity to accomplish personal and professional goals.
Some said poor communication with and among departments, and unsupportive supervisors impacted their career progression.
Others indicated the lack of opportunities for job advancement, excessive workloads, and the institution’s failure to promote lifelong learning and human development of employees as impediments.
Dissatisfied faculty indicated the University lacked financial and technical support to foster faculty members’ research agendas.
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Student Satisfaction With Their Education at UW-Milwaukee
79% (n = 1297) of students were “highly satisfied” or “satisfied” with their education at UW-Milwaukee. Little difference found between demographic categories
with the exception of: Men, Students of Color, and sexual minority students were
slightly less satisfied with their educations at UW-Milwaukee than were other students.
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Student Satisfaction With Their Education at UW-Milwaukee
66% (n = 1057) were “highly satisfied” or “satisfied” with the way their academic careers have progressed at UW-Milwaukee. Men, Students of Color and sexual minority students
were less satisfied than their majority counterparts.
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Student Satisfaction with the Way Their Academic Careers Have Progressed (%)
6763 62
6759
66
16 18 15 151815
Women Men People of Color White LGB Heterosexual
Satisfied*
Dissatisfied**
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Student Respondents’ Comments in Regard to Satisfaction
Students who were satisfied with the way their academic careers have progressed said they established relationships with supportive advisors and faculty members, earned good grades, recognized the value in getting a college education, and felt challenged by the course work.
Dissatisfied students said their advisors hindered their academic progression, thought their peers lacked necessary academic skills, thought UW-Milwaukee coursework was not challenging, thought UW-Milwaukee lacked enough evening courses, said their personal lives slowed their academic progression, and believed UW-Milwaukee required too many pre-requisites.
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Have You Seriously Considered Leaving UW-Milwaukee?
68 percent of faculty respondents
Faculty women (67%); Faculty men (69%)
White faculty (70%); Faculty of Color (69%) 67 percent of academic staff and 64 percent of
classified staff respondents
Staff men (66%); Staff women (63%)
Staff of Color (65%); White staff (64%)
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Have You Seriously Considered Leaving UW-Milwaukee?
42% of Undergraduate Respondents
41% of Graduate Respondents
Men (42%); Women (42%) Students of Color (48%); White students (41%) LGB (53%); Heterosexual (41%)
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Perceptions
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Perceived or Were Personally Made Aware of Conduct That Created an Exclusionary, Intimidating, Offensive
and/or Hostile Working Or Learning Environment
% n
Yes 33.0 942
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Perceived Offensive, Hostile, or Intimidating Conduct by Race (%)
31
38
White People (n=713)
People of Color (n=196)
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Perceived Offensive, Hostile, or Intimidating Conduct by Gender (%)
33 32
Women (n=631)
Men (n=293)
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Perceived Offensive, Hostile, or Intimidating Conduct by Sexual Orientation (%)
51
31
LGB (n=113)Heterosexual (n=803)
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Perceived Offensive, Hostile, or Intimidating Conduct by Position Status (%)
30
4036 36
Students (n=479)
Faculty (n=144)
Academic Staff (n=167)
Classified Staff (n=125)
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Form of Perceived Offensive, Hostile, Exclusionary, or Intimidating Conduct
n %Deliberately ignored or excluded 359 38.1Derogatory remarks 339 36.0Stares 305 32.4Racial/ethnic profiling 299 31.7Intimidation/bullying 239 25.4Someone isolated or left out because of their identity 215 22.8Assumption that someone was admitted or hired because of their identity 210 22.3Graffiti 167 17.7Someone isolated or left out when working in groups 163 17.3Derogatory written comments 154 16.3Someone receiving a low performance evaluation 145 15.4Someone singled out as the “resident authority” regarding their identity 131 13.9
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Source of Perceived Offensive, Hostile, or Intimidating Conduct (%)
Undergraduate Students (30%) Faculty (25%) Colleagues (19%) Staff Members (15%)
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Perceived Discriminatory Practices
Perceived Discriminatory Hiring (28%) Due to race (32%) Due to ethnicity (26%) Due to gender (22%) Due to institutional status (12%) Due to age (12%)
Perceived Discriminatory Promotion (26%) Due to gender (31%) Due to race (31%) Due to ethnicity (22%) Due to institutional status (19%)
Perceived Discriminatory Firing (16%) Due to race (39%) Due to gender (28%) Due to ethnicity (21%) Due to age (16%)
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The majority of respondents expressed positive attitudes about work-life issues. There were, however, responses that demonstrated less positive attitudes towards their work unit, the process of tenure/promotion, and the fairness of salary/compensation.
Work-Life Issues
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Work-Life Issues
72% (n = 851) of respondents “strongly agree/agree” that they were comfortable asking questions about performance expectations.
47% (n = 549) of respondents “strongly agree/agree” that there are many unwritten rules concerning how one is expected to interact with colleagues in their work units.
31% (n = 369) of respondents “strongly agree/agree” that they were reluctant to bring up issues that concern them for fear than it will affect their performance evaluation or tenure decision.
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Work-Life Issues
65% ( n = 770) of employees “strongly agree/agree” that they are able to balance their professional and personal lives.
33% (n = 422) find that UW-Milwaukee is supportive of family leave.
29% (n = 343) of faculty and staff members have to miss out on important things in their personal lives because of professional responsibilities.
20% (n = 235) of respondents felt that employees who do not have children were often burdened with work responsibilities.
16% (n = 176) “strongly agree/agree” that they have equitable access to domestic partner benefits.
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Work-Life Issues
64% (n = 749) of employee respondents believe that they have colleagues or peers at UW-Milwaukee who give them career advice or guidance when they need it.
56% (n = 653) of employee respondents believe that they have support from decision makers/colleagues who support their career advancement.
35% (n = 411) of employee respondents reported that their compensation was equitable to their peers with similar levels of experience.
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More than half of the respondents “strongly agreed” or “agreed” that the Multicultural Student Center, LGBT Resource Center, Women’s Resource Center, Student Accessibility Center, and Office of the Chancellor provided visible leadership that fosters inclusion of diverse members of the campus community.
Institutional Actions
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Inclusive Curriculum
More than half of all students and faculty felt the courses they took or taught included materials, perspectives, and/or experiences of people based on “difference”
The exceptions included psychological, physical, and learning disability status, gender identity, gender expression, immigrant status, physical characteristics, sexual orientation, and veteran/military status
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Welcoming Classroom Climate
The majority of students found the classroom climate to be welcoming of “difference.” Two exceptions include:
Racial Differences White Students (65%); Students of Color (53%)
Sexual Orientation Differences Heterosexual (58%); LGB (37%)
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Welcoming Workplace Climate
More than half of all employees found the workplace climate to be welcoming of “difference.”
Respondents of Color and women were least likely to believe that the workplace climate was welcoming for employees based on gender.
Respondents of Color and sexual minority respondents were least likely to believe the workplace climate was welcoming for employees based on race and sexual orientation.
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Next Steps…
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Process ForwardFall/Winter 2008
Share report results with community Community dialogue regarding the assessment results Community feedback on recommended actions Executive Summary available at:
http://www4.uwm.edu/acad_aff/climate/ Full Report will be available at
http://www4.uwm.edu/acad_aff/climate/
Paper copy: UWM Golda Meir Library
Recommend a planning “advance” to begin a “call to action” regarding the challenges uncovered in the report
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Potential Recommendations Provided by Respondents
70% of employee respondents thought it would be a good idea to train mentors and leaders within departments to model positive climate behavior
55% of employee respondents thought providing tenure clock options with more flexibility for promotion/tenure for faculty/staff with families would positively affect the climate.
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Potential Recommendations Provided by Respondents
Employees also thought the following immersion experiences would positively affect the climate at UW-Milwaukee
Faculty/staff/students should learn a second language Faculty/staff/students should participate in service-learning projects
with lower SES populations Faculty/staff/students should work with
underrepresented/underserved populations
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Potential Recommendations Provided by Respondents
Employees felt the following would positively affect the climate at UW-Milwaukee
Provide a clear protocol for responding to hate/hostile incidents at the campus level (81%) and departmental level (80%)
Provide on-campus child care services (72%) Provide mentors for minority faculty/students/staff new to campus
(71%) Provide gender neutral/family friendly facilities (59%)
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Tell Us What You Think…
Additional questions/comments on results?
Thoughts on process?Suggested actions?
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Questions..? Other Ideas..?
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Last Thoughts
“Resistance begins with people confronting pain, whether it’s theirs or somebody else’s, and wanting to do something to change it”
--- bell hooks,“Yearning”