Selected Results of the 2004 Campus Climate Survey October 2004 The University of Kentucky

Presentation Outline Development of the campus climate survey Development of the campus climate survey Administration of the survey Administration of the survey Characteristics of the sample Characteristics of the sample Findings of selected questions Findings of selected questions  Comfort levels in different campus settings  Use of unkind or negative language  Reported frequency of sexual harassment  Racial/ethnic relations on campus Comparisons of different groups on scales ranging from students’ openness to diversity to perceptions of faculty behavior in the classroom Comparisons of different groups on scales ranging from students’ openness to diversity to perceptions of faculty behavior in the classroom Summary Summary

Development of the Survey An adhoc committee met in fall 2002 to plan the administration of UK’s first Campus Climate Survey An adhoc committee met in fall 2002 to plan the administration of UK’s first Campus Climate Survey The committee was composed of faculty and staff representing a diverse array of interests, including: The committee was composed of faculty and staff representing a diverse array of interests, including:  The President’s Commission on Women  The President’s Commission on Diversity  The Office of Undergraduate Education  The Graduate School  The Office of Institutional Research Prototypes of climate surveys from several institutions were studied Prototypes of climate surveys from several institutions were studied The Provost and the Deans reviewed the draft survey and provided feedback on the instrument The Provost and the Deans reviewed the draft survey and provided feedback on the instrument

Issues Assessed by the Survey  Openness to diversity  Freedom to express ideas and opinions  Interracial conflict/harmony on campus  Sensitivity to the treatment of gays and lesbians  Students’ comfort levels in various campus settings  Frequency of negative language directed at groups  Sexual harassment  Campus safety concerns  Opinions about alcohol use on campus  Activities essential for a satisfying social life at UK  Climate in the classroom  Overall satisfaction with the overall UK experience

Administration of the Survey The final survey consisting of 106 items was administered to undergraduates in early March at an hour when about half of all undergraduates were enrolled in classes The final survey consisting of 106 items was administered to undergraduates in early March at an hour when about half of all undergraduates were enrolled in classes An additional class time was scheduled in the evening to accommodate non-traditional students An additional class time was scheduled in the evening to accommodate non-traditional students Of the 9,168 undergraduates enrolled in targeted classes, 59% (5,441) completed the survey Of the 9,168 undergraduates enrolled in targeted classes, 59% (5,441) completed the survey

Administration of the Survey A web-based version of the survey was completed by graduate and first-professional students A web-based version of the survey was completed by graduate and first-professional students Two reminders were sent to students to maximize response rates Two reminders were sent to students to maximize response rates A total of 1,212 graduate students and 184 professional students completed the survey, which resulted in response rates of 24% and 13%, respectively A total of 1,212 graduate students and 184 professional students completed the survey, which resulted in response rates of 24% and 13%, respectively

Sample Composition: By Level Group Sam. Pop. Undergraduate79%72% Graduate18%22% 1 st -Professional 3%6%

Sample Composition: By Sex GroupUndergrad. Sam. Pop. Graduate 1 st -Profess. Sam. Pop. Male46%48%43%39%35%50% Female54%52%57%61%65%50%

Sample Composition: By Race/Ethnicity GroupUndergrad. Sam. Pop. Graduate 1 st -Profess. Sam. Pop. Black5%5%5%5%6%4% White89%89%77%66%84%85% Other6%6%19%29%9%11%

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

How do students perceive the social climate on campus and in class? Reported comfort in different campus settings Reported comfort in different campus settings Perceived frequency of unkind or negative language used to describe different groups Perceived frequency of unkind or negative language used to describe different groups Reported frequency of various forms of sexual harassment Reported frequency of various forms of sexual harassment Perceived racial/ethnic relations on campus Perceived racial/ethnic relations on campus Review of selected items pertaining to:

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

How often have you heard students make unkind or negative remarks about the following groups? ( Percent reporting ‘occasionally’ or ‘frequently’)

Perceptions of Sexual Harassment by Other Students From August 2003 to March 2004 (Percent reporting ‘Occasionally’ or ‘Frequently’) Note: ratings made on a 4-point scale: never, a few times, occasionally, frequently

Reports of Actual or Attempted Rapes (Sexual Assaults) From August 2003 to March 2004 {3.3%}{4.3%} 95.7% 96.7%

Percent of Students Reporting a Sexual Assault From August 2003 to March 2004 By Sex and Sexual Preference

Selected Items Assessing Racial and Ethnic Relations Campus race relations involve a complex set of dynamics. Nuances in the perceived meaning of various survey items can produce seemingly contradictory results.  How difficult is it to meet students of different races and ethnicities?  Who do students interact with most on campus?  Are there interracial/ethnic tensions in the classroom?  How well do students of different races work together on class projects?

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

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

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

“ There are interracial/ethnic tensions in UK classrooms”

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

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

How do students perceive the social climate on campus and in class? Openness to diversity Openness to diversity Social isolation Social isolation Freedom to express one’s beliefs Freedom to express one’s beliefs Campus safety Campus safety Unfairness in classroom management Unfairness in classroom management Encouragement and respect from faculty Encouragement and respect from faculty Overall satisfaction with UK Overall satisfaction with UK A look at factors that shape or reflect the prevailing climate on UK’s campus:

Advantages of Using Scales Over Individual Survey Items Reduces a large pool of items to a smaller, manageable number Reduces a large pool of items to a smaller, manageable number Minimizes the number of ‘chance’ findings that can be expected Minimizes the number of ‘chance’ findings that can be expected Results in measures that are more reliable Results in measures that are more reliable Affords a clearer picture of students’ standing on an underlying construct (e.g., feelings of social isolation, campus safety concerns) Affords a clearer picture of students’ standing on an underlying construct (e.g., feelings of social isolation, campus safety concerns)

An Important Note on the Nature of Statistical Significance A statistically significant result means that it is unlikely that a finding can be plausibly attributed solely to chance A statistically significant result means that it is unlikely that a finding can be plausibly attributed solely to chance Many of the comparisons between scale score means on the Campus Climate Survey are significant at the p<.05 level and beyond Many of the comparisons between scale score means on the Campus Climate Survey are significant at the p<.05 level and beyond Given the large size of this sample, very small differences between means are often statistically significant Given the large size of this sample, very small differences between means are often statistically significant A Final Caveat: Very small differences between group means can be statistically significant and yet be of little practical importance A Final Caveat: Very small differences between group means can be statistically significant and yet be of little practical importance

Openness to Diversity Measured by 5 items on a 5-point Likert scale (Cronbach’s alpha =.74) Measured by 5 items on a 5-point Likert scale (Cronbach’s alpha =.74) Adapted from a scale developed by Pascarella, Edison, Nora, Hagedorn, & Terenzini, (1996) Adapted from a scale developed by Pascarella, Edison, Nora, Hagedorn, & Terenzini, (1996) Sample scale items include: Sample scale items include:  Learning about people from different cultures is a very important part of college education  I enjoy taking classes that challenge my beliefs and values  I enjoy discussions with people whose ideas and values are different from my own

Openness to Diversity  Graduate students score significantly higher on an index of openness to diversity than undergraduates and first- professional students  First-professional students score higher on this index than undergraduates

Openness to Diversity Females score significantly higher than males on an index of openness to diversity Females score significantly higher than males on an index of openness to diversity

Openness to Diversity Black students and students of other races express significantly greater openness to diversity than white students Black students and students of other races express significantly greater openness to diversity than white students Black students and students of other races do not differ significantly in their openness to diversity Black students and students of other races do not differ significantly in their openness to diversity

Perceived Freedom to Express Opinions and Beliefs Measured by 3 items (Cronbach’s alpha =.71) Measured by 3 items (Cronbach’s alpha =.71) Sample scale items include: Sample scale items include:  Students are able to express freely their opinions on this campus  The university provides an environment for the free and open expression of ideas, opinions, and beliefs  During the past year, how often have you felt safe to express your views and opinions

Perceived Freedom to Express Opinions and Beliefs Undergraduates perceive significantly greater freedom to express opinions and beliefs than graduate and first- professional students Undergraduates perceive significantly greater freedom to express opinions and beliefs than graduate and first- professional students Graduate and first- professional students do not differ in their perceptions on this scale Graduate and first- professional students do not differ in their perceptions on this scale

Perceived Freedom to Express Opinions and Beliefs Compared to male students, female students perceive the university environment as offering greater freedom to express opinions and beliefs Compared to male students, female students perceive the university environment as offering greater freedom to express opinions and beliefs

Perceived Freedom to Express Opinions and Beliefs White students perceive significantly greater freedom to express opinions and beliefs than students of color White students perceive significantly greater freedom to express opinions and beliefs than students of color Black students and students of other races do not differ in their perceptions of freedom of expression Black students and students of other races do not differ in their perceptions of freedom of expression

Campus Safety Concerns Measured by 3 items (Cronbach’s alpha =.64) Measured by 3 items (Cronbach’s alpha =.64) Sample scale items include: Sample scale items include:  I am uncomfortable going places on campus by myself after dark  All students can feel safe on this campus (reverse scored)  How comfortable do you feel walking alone across campus at night (reverse scored)

Campus Safety Concerns Graduate students express significantly more concerns about the safety of UK’s campus than undergraduate and first- professional students Graduate students express significantly more concerns about the safety of UK’s campus than undergraduate and first- professional students Undergraduate and first- professional students do not differ in their level of concerns about campus safety Undergraduate and first- professional students do not differ in their level of concerns about campus safety

Campus Safety Concerns Females have significantly more concerns about the safety of UK’s campus than males Females have significantly more concerns about the safety of UK’s campus than males The magnitude of this sex difference is dramatic The magnitude of this sex difference is dramatic

Feelings of Social Isolation Measured by 5 items on a scale (Cronbach’s alpha =.70) Measured by 5 items on a scale (Cronbach’s alpha =.70) Sample scale items include: Sample scale items include:  It is difficult to make female (male) friends  During the past year, how often have you felt...  Isolated from others  Supported by your friends (reverse scored)

Feelings of Social Isolation  Graduate students report significantly greater feelings of social isolation than first- professional students and undergraduates  First-professional students and undergraduates do not differ significantly on this index

Feelings of Social Isolation Students of other races report greater feelings of social isolation than either black or white students Students of other races report greater feelings of social isolation than either black or white students Black and white students do not differ in their level of social isolation Black and white students do not differ in their level of social isolation

The Climate in the Classroom Perceived encouragement and respect from faculty members Perceived encouragement and respect from faculty members Perceived unfairness in classroom management Perceived unfairness in classroom management Two dimensions of perceived faculty behavior were assessed:

Perceived Encouragement and Respect from Faculty Members Measured by 6 items on a 5-point Likert scale (Cronbach’s alpha =.70) Measured by 6 items on a 5-point Likert scale (Cronbach’s alpha =.70) Sample scale items include: Sample scale items include:  My professors encourage me to pursue my academic and career goals.  I am comfortable asking instructors for academic help.  When I make a comment in the classroom, the instructor usually takes me seriously.  My professors present the contributions of minorities (women) in class.

Perceived Encouragement and Respect from Faculty Graduate and first- professional students perceive faculty as offering significantly more encouragement and respect than undergraduates Graduate and first- professional students perceive faculty as offering significantly more encouragement and respect than undergraduates Graduate and first- professional students do not differ in their perceptions of faculty on this dimension Graduate and first- professional students do not differ in their perceptions of faculty on this dimension

Perceived Encouragement and Respect from Faculty Females perceive faculty members as providing significantly more encouragement and respect than males Females perceive faculty members as providing significantly more encouragement and respect than males

Perceived Encouragement and Respect from Faculty White students perceived significantly greater levels of encouragement and respect from faculty than black students and students of other races White students perceived significantly greater levels of encouragement and respect from faculty than black students and students of other races Students of other races gave higher marks to faculty respect and encouragement than black students Students of other races gave higher marks to faculty respect and encouragement than black students

Perceived Unfairness in Classroom Management Measured by 5 items on a 5-point Likert scale (Cronbach’s alpha =.77) Measured by 5 items on a 5-point Likert scale (Cronbach’s alpha =.77) Sample scale items include: Sample scale items include:  I have been graded unfairly based on irrelevant factors.  My professors make unkind remarks about my abilities.  Sometimes I get singled out in class to speak on behalf of my race/ethnicity.  Faculty have expectations about my academic performance because of my gender.

Perceived Unfairness in Classroom Management Undergraduates perceive significantly more unfairness in faculty members’ classroom management than graduate students Undergraduates perceive significantly more unfairness in faculty members’ classroom management than graduate students Comparisons between other groups on this scale were not significant Comparisons between other groups on this scale were not significant

Perceived Unfairness in Classroom Management Male students perceive significantly more unfairness in faculty members’ classroom management than female students Male students perceive significantly more unfairness in faculty members’ classroom management than female students

Perceived Unfairness in Classroom Management Black students perceive significantly greater levels of unfairness in faculty members’ management of the classroom than white students and students of other races Black students perceive significantly greater levels of unfairness in faculty members’ management of the classroom than white students and students of other races Students of other races perceive more unfairness in the classroom than white students Students of other races perceive more unfairness in the classroom than white students

Overall Satisfaction with The UK Experience Measured by 3 items on a 5-point Likert scale (Cronbach’s alpha =.88) Measured by 3 items on a 5-point Likert scale (Cronbach’s alpha =.88) Sample scale items include: Sample scale items include:  I am satisfied with my decision to attend college at UK.  Overall, my experiences at UK have been rewarding.  I would recommend UK to another student as a good place to go to college. A regression model based upon demographic variables and factor scores accounted for 25% of the variance in students’ overall satisfaction A regression model based upon demographic variables and factor scores accounted for 25% of the variance in students’ overall satisfaction

Overall Satisfaction with The UK Experience Females Females Whites Whites First-generation college students First-generation college students At the relative “beginning” of their college education (i.e., first-year students vs. seniors; undergraduates vs. graduates/professionals) At the relative “beginning” of their college education (i.e., first-year students vs. seniors; undergraduates vs. graduates/professionals) From a demographic standpoint, students are more likely to be satisfied if they are:

Overall Satisfaction with The UK Experience Openness to diversity Openness to diversity Perceived freedom to express opinions and beliefs Perceived freedom to express opinions and beliefs Feelings of socially isolation Feelings of socially isolation Concerns about campus safety Concerns about campus safety Perceived unfairness in classroom management Perceived unfairness in classroom management Perceived encouragement and respect from faculty Perceived encouragement and respect from faculty Other significant predictors of satisfaction are...

General Findings Related to Women Relative to males, female students... are more satisfied with the UK experience are more satisfied with the UK experience are more open to diversity are more open to diversity perceive greater freedom to express their opinions and beliefs perceive greater freedom to express their opinions and beliefs are more concerned about campus safety are more concerned about campus safety perceive more encouragement and respect from faculty perceive more encouragement and respect from faculty perceive less unfairness in the classroom perceive less unfairness in the classroom

General Findings Related to African American Students Relative to whites, black students... are less satisfied with the UK experience are less satisfied with the UK experience are more open to diversity are more open to diversity are more likely to report or acknowledge interracial conflict on campus are more likely to report or acknowledge interracial conflict on campus perceive less freedom to express their opinions and beliefs perceive less freedom to express their opinions and beliefs perceive less encouragement and respect from faculty perceive less encouragement and respect from faculty perceive more unfairness in the classroom perceive more unfairness in the classroom

Issues Needing Further Attention Making the campus a safer place to work and play Making the campus a safer place to work and play Promoting greater openness to diversity Promoting greater openness to diversity Creating a more cohesive campus community Creating a more cohesive campus community Being mindful of the climate within the classroom Being mindful of the climate within the classroom

Final Thoughts UK’s first Campus Climate Survey provides a baseline for evaluating efforts to improve the quality of academic and social life for our students UK’s first Campus Climate Survey provides a baseline for evaluating efforts to improve the quality of academic and social life for our students This presentation has focused on a portion of the analyses conducted; ask us about other findings of interest This presentation has focused on a portion of the analyses conducted; ask us about other findings of interest The OIR staff would be glad to share the survey dataset with interested researchers on campus The OIR staff would be glad to share the survey dataset with interested researchers on campus To keep UK on the path of continuous improvement, we should probably administer the survey to students in another three years To keep UK on the path of continuous improvement, we should probably administer the survey to students in another three years

Office of Institutional Research Office of Institutional Research Roger Sugarman, Ph.D. Phone: For more information on UK’s Campus Climate Survey: