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

Community Members

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 2009

UW-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 Color

42% (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

African

African American/Black

Alaskan Native

Asian

Asian American

Southeast Asian

Caribbean/West Indian

Caucasian/White

Indian subcontinent

Latino(a)/Hispanic

Middle Eastern

Native American Indian

Pacific Islander

Other

Respondents by Racial/Ethnic Identity (n)(Unduplicated Total)

143

708

People of Color

White 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

3

73

2

Heterosexual LGBQ

Students

Faculty

Academic Staff

Classified Staff

Respondents by Ability/Disability (n)

5 8 7

47

86 3 1

10 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

61

3317 12

2 315 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

65

40

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

40

207

017

8 80 1

Undergraduate Dependent

Undergraduate Independent

Graduate 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 21

17

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

% n

Yes 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…(%)

27

23 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 job

20% 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 Successes

Challenges 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 & Successes

85% 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