REPORT ON THE 2011 CAMPUS CLIMATE FOR DIVERSITY SURVEY RESULTS In Spring 2011, the UNCW Campus Climate for Diversity Survey was sent to 12,241 students, 833 faculty and 1,236 staff. The survey was administered online and delivered via a hyperlink within an email message sent to the survey populations’ campus email accounts. Respondents were eligible to win an Apple iPad upon completion of the survey. Staff, faculty, and students received different surveys. Each survey contained 79 core questions that were asked on all versions of the survey. The staff survey contained 87 questions in addition to the core questions (166 total), the faculty survey contained 51 questions in addition to the core questions (130 total) and the student survey contained 101 questions in addition to the core questions (180 total). Some of the additional questions were asked of more than one campus group, for example some questions regarding hiring were only asked of faculty and staff whereas some questions regarding course content were only asked of faculty and students. In the accompanying tables, a table titled Question Key lists all non‐demographic questions included in this report by campus group. Approximately 20 questions were not included in this report because they were deemed outside of the purview of this particular report on campus climate for diversity, some of which pertained to job satisfaction and some of which pertained to the general student experience. The overall response rate was 18%, compared to 39% in 2006. The response rate for in 2011 for staff and faculty was 38%, however the response rate for students was 14%. In 2006, the response rate for staff was 54%, for faculty was 47%, and for students was 30%. Response rates in 2011 for demographic groups are shown in Response Rate Tables 1‐3. UNCW Office of Institutional Research and Assessment
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The survey addressed the following key areas: o Diversity attitudes – What opinions do people have about campus diversity in general? How does the campus population feel about efforts to increase diversity and sensitivity to diversity issues? o Diversity experiences – How do campus groups (faculty, staff, and students) evaluate the state of diversity on campus and diversity efforts on campus? o Diversity relations – How are campus groups (students, faculty, staff, and administrators) treating each other treating other groups? How do self‐
identified populations feel they are treated on campus: people with disabilities, religious groups, gender groups, sexual orientation groups, racial/ethnic groups. o Diversity improvement – What types diversity initiatives do the campus groups support? The accompanying tables present counts and percentages by campus group who answered each question for 2006 and 2011. Additionally, many questions were analyzed by examining changes in mean scores in 2006 compared to 2011 as well differences in mean scores by campus group. A few questions were also analyzed by demographic variables, such as gender or racial/ethnic group. For example, for the question, “Minority faculty members are treated fairly on this campus,” responses were analyzed not only by campus group and year of survey but also analyzed by racial/ethnic identification of faculty. In such analyses, non‐white racial ethnic groups had to be collapsed into “minority” due to small sample sizes. Finally, for some types of questions, we included only one demographic group in the analysis. For example, if a question asked “based on my physical disability, I experienced discrimination,” we considered only those who self‐identified within the survey as physically disabled in the analysis of whether agreement with this statement changed from 2006 to 2011. When a question was asked of only one campus group (ex. only students), we used a one‐way analysis of variance to determine whether scores changed from 2006 to 2011. When a question was asked of more than one campus group (student, faculty, and staff), we used a 2 factorial analysis of variance to analyze main effects of year of survey (2006 or 2011) and campus group (faculty, staff or student) as well as interactions between those variables. Due to the large size of the overall sample, many differences in mean scores reported here are statistically significant while actually being quite small differences (less than a quarter of a point), however analyzing change over time, however small, is useful to see if the campus climate for diversity is moving in the desired direction. Finally, some questions instead used a nominal scale (‘yes/no’). These questions were analyzed using a chi square analysis to see whether the percentage of ‘yes’ and the percentage of ‘no’ responses in 2011 was different than expected based on the percentage of ‘yes’ and the percentage of ‘no’ responses to those questions in 2006. Statistics in this report are meant to provide quick summary of question results. Complete statistics (counts, frequencies, means, standard deviations, f scores, etc.) are presented in the accompanying tables. Questions were asked of faculty, staff, and students except where indicated. Diversity Attitudes Attitudes about diversity in general The following questions used this scale: 1 =disagree strongly, 2 = disagree, 3 = agree, 4 = agree strongly. Statistics are presented in tables titled Diversity Attitudes 1 – 7. The first 4 questions are positive statements about diversity, therefore high percentage of respondents agreeing with them and high mean agreement scores for groups represent positive attitudes about diversity; whereas the last 3 questions in this section are negative statements about diversity, therefore, high percentages of respondents disagreeing with them and low mean agreement scores groups also represent positive attitudes about diversity. The negative statements are marked with asterisks. ‐
“UNCW has achieved a positive climate for diversity.” ‐ In 2011, 60% of respondents agreed with this statement. The overall mean score in 2011 was 2.99 and was significantly higher than in 2006. Further, a significant interaction between campus group and year indicated that while all groups’ scores increased, students’ score 3 increased the most, almost quarter of a point. Additionally, the overall mean score for students was significantly higher than staff and faculty. ‐
“Diversity is good for UNCW and should be actively promoted by students, staff, faculty, and administrators.” ‐ In 2011, 93% of respondents agreed with this statement. The overall mean score in 2011 was 3.63 and was significantly higher than in 2006. Further, faculty and staff had a significantly higher overall mean score than students. ‐
“Campus administrators should be genuinely committed to promoting respect for and understanding of group differences at UNCW.” ‐ In 2011, 84% of respondents agreed with this statement. The overall mean score in 2011 was 3.55 and was significantly higher than in 2006. Further, faculty and staff had significantly higher mean scores than students. ‐
“Campus administrators are genuinely committed to promoting respect for and understanding of group differences at UNCW.” ‐In 2011, 65% of respondents agreed with this statement. The overall mean score in 2011 was 3.25 and was significantly higher than in 2006. However a significant interaction between year and campus group indicates that while agreement with this statement increased for staff and students, for faculty it stayed the same. ‐
“The percentage of minority staff and faculty should reflect the percentage of minority students at UNCW.” ‐ In 2011, 21% of respondents agreed with this statement. There was no change between 2006 and 2011 in the overall mean score which was 2.25 in 2011. Further the overall mean scores for faculty and staff were significantly higher than students. ‐
“Affirmative action leads to the hiring of less qualified faculty and staff.”* ‐ In 2011, 33% of respondents disagreed with this statement. There was no change between 4 2006 and 2011 in the overall mean score which was 2.38 in 2011. However, a significant interaction between year and campus group indicates that while agreement with this statement increased for faculty and students, it decreased for staff. Additionally, the overall mean for students was significantly higher than faculty and staff. ‐
“UNCW is placing too much emphasis on achieving diversity.”* ‐ In 2011, 33% of respondents disagreed with this statement. There was no change between 2006 and 2011 in the overall mean score which was 2.49 in 2011. The overall mean score for students was significantly higher than staff and faculty. ‐
“Emphasizing diversity leads to campus disunity.”* (only asked of students) ‐ In 2011, 52% of students agreed with the statement. The mean score in 2011 was 2.00 and was significantly lower than in 2006. Attitudes about diversity in the student body The following questions used this scale: 1 =disagree strongly, 2 = disagree, 3 = agree, 4 = agree strongly. Statistics are presented in tables labeled Attitudes About Diversity in the Student Body 1 – 13. The first 11 questions are positive statements about diversity, therefore high percentage of respondents agreeing with them and high mean agreement scores for groups represent positive attitudes about diversity; whereas the last 2 questions in this section are negative statements about diversity, therefore, high percentages of respondents disagreeing with them and low mean agreement scores groups also represent positive attitudes about diversity. The negative statements are marked with asterisks. ‐
“Diversity in the student body better prepares students for an increasingly diverse workforce and society.” (only asked of faculty and students) ‐ In 2011, 94% of faculty and 81% of students agreed with this statement. The overall mean score in 2011 was 5 3.46 and was significantly higher than in 2006. Further, the mean score for faculty, 3.59, was significantly higher than for students, 3.40. ‐
“Diversity in the student body makes for more interesting classroom discussion.” (only asked of faculty and students) ‐ In 2011, 88% of faculty and 71% of students agreed with this statement. The mean score for all groups in 2011 was 3.40 and was significantly higher than in 2006. Further, the mean score for faculty was significantly higher the mean score for students. ‐
“Diversity in the student body better prepares students to effectively participate in civic life.” (only asked of faculty and students) ‐ In 2011, 81% of faculty and 77% of students agreed with this statement. The mean score for all groups in 2011 was 3.42 and was significantly higher than in 2006. Further, the mean score for faculty was significantly higher than students. ‐
“Diversity in the student body promotes learning outcomes related to tolerance for difference.” (asked of faculty only) ‐ In 2011, 87% of faculty agreed with this statement. The mean score in 2011 was 3.53 and was significantly higher than in 2006. ‐
“Diversity in the student body better prepares students as professionals.” (asked of faculty only) ‐ In 2011, 83% of faculty agreed with this statement. The mean score in 2011 was 3.57 and was significantly higher than in 2006. ‐
“Diversity in the student body makes it easier to incorporate diversity‐related materials into course curricula.” (asked of faculty only) ‐ In 2011, 70% of faculty agreed with this statement. The mean score in 2011 was significantly higher than in 2006. 6 ‐
“Diversity in the student body promotes learning outcomes related to civic engagement.” (asked of faculty only) ‐ In 2011, 64% of faculty agreed with this statement. The mean score in 2011 was 3.18 and was not significantly different than in 2006. ‐
“Diversity in the student body promotes mastery of course content.” (asked of faculty only) ‐ In 2011, 32% of faculty agreed with this statement. The mean score in 2011 was 2.75 and was not significantly different than in 2006. ‐
“Diversity in the student body better promotes cross‐racial understanding.” (asked of students only) ‐ In 2011, 79% of students agreed with this statement. The mean score in 2011 was 3.37 and was not significantly different than in 2006. ‐
“Diversity in the student body helps break down stereotypes.” (asked of students only) ‐ In 2011, 78% of students agreed with this statement. The mean score in 2011 was 3.31 and was not significantly different than in 2006. ‐
“Diversity in the student body enables students to better understand persons of different races.” (asked of students only) ‐ In 2011, 80% of students agreed with this statement. The mean score in 2011 was 3.38 and was not significantly different than in 2006. ‐
“Diversity in the student body promotes conflict in the classroom.”* (asked of faculty only) ‐ In 2011, 67% of faculty disagreed with this statement. The mean score in 2011 was 1.56 and was significantly lower than in 2006. ‐
“One problem with pursuing the goal of diversity is the admission of too many underprepared students.”* ‐ In 2011, 36% of respondents disagreed with this statement. The overall mean score in 2011 was 2.28 and was significantly lower than in 2006. 7 Diversity Experiences Questions in this section use a variety of scales to ask for respondents to rate their actual experiences with diversity efforts and opportunities on campus to assess whether people are participating in these efforts and whether these efforts are perceived as useful and/or effective. Statistical results for the following questions are presented in tables in General Diversity Efforts 1 – 19. General diversity and diversity‐themed efforts for faculty and staff ‐
“In the past year at UNCW, have you participated in organized activities (conferences/workshops, etc.) designed to promote sensitivity toward diversity issues?” – In 2011, 58% of faculty had not participated in such activities and in 2006, 60% had not participated. Using the 2006 percentage to calculate expected percentage of participation in such activities in 2011, we found the likelihood of participation for faculty was no different than expected values according to chi square analysis. For staff in 2006, 57% had not participated but in 2011, 54% had participated. Using the 2006 percentage to calculate expected percentage of participation in such activities in 2011, we found the likelihood of participation for staff was significantly higher than expected values (χ2 (1, 470) = 23.329, p<.01). For students in 2006, 66% had not participated and in 2011, 69% had not participated. Using the 2006 percentage to calculate expected percentage of participation in such activities in 2011, we found likelihood of participation for students was significantly lower than expected values (χ2 (1, 1763) = 11.106, p<.001). ‐ “If you have participated in organized activities (conferences/workshops, etc.) designed to promote sensitivity toward diversity issues in the past year, 8 how beneficial were these activities?” ‐ In 2011, 91% of respondents who participated in such activities indicated these activities were ‘somewhat’ or ‘very’ beneficial. The overall mean in 2011 was 2.23 and was significantly lower than in 2006. ‐
“Did your department or division orientation/training address issues of diversity?”(asked of staff only) ‐ In 2006, 68% of staff and in 2011 85% of staff indicated yes to answer this question. Using the 2006 percentage to calculate expected percentage of participation in 2011, a chi square analysis revealed a higher than expected percentage of staff who had such orientation/training in 2011 (χ2 (1, 352) = 45.360, p < .001). ‐
“Are you aware of services offered on campus to those who have been discriminated against at UNCW?”(asked of staff only) ‐ In 2006, 83% of staff indicated ‘yes’ to answer this question and in 2011, 64% indicated ‘yes’. Using the 2006 percentage who were aware to calculate expected percentage of awareness in 2011, we found a lower than expected percentage of staff who said they were aware of such services (χ2 (1, 469) = 126.026, p<.001). ‐
My department emphasizes the importance of diversity in our field.”(asked of faculty only) ‐ In 2011, 70% of faculty agreed with this statement. The overall mean in 2011 was 3.24 and was not significantly different than in 2006 (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). ‐
“There is a need for more diversity in my department.”(asked of faculty only) ‐ In 2011, 58% of faculty agreed with this statement. The overall mean in 2011 was 3.08 and was not significantly different than in 2006 (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). 9 ‐
“Leaders in my department should be genuinely committed to promoting respect for and understanding of group differences at UNCW.” (asked of faculty only) ‐ In 2011,87% of faculty agreed with this statement. The overall mean in 2011 was 3.69 and was not significantly different than in 2006 (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). ‐
“Leaders in my department are genuinely committed to promoting respect for and understanding of group differences at UNCW.” (asked of faculty only) ‐ In 2011, 78% of faculty agreed with this statement. The overall mean in 2011 was 3.41 and was not significantly different than in 2006 (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). ‐
“My department actively recruits students from underrepresented groups.”(asked of faculty only) ‐ In 2011, 40% of faculty agreed with this statement. The overall mean in 2011 was 2.73 and was not significantly different than in 2006 (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). General diversity and diversity‐themed opportunities for students ‐
“How often have you participated in ethnic or cross‐cultural activities or organizations while attending UNCW?”(asked of students only) ‐ In 2011, 56% of students answered ‘never’ to this question. The overall mean in 2011 was 1.51 and was significantly lower than in 2006 (1 = never, 2 = occasionally, 3 = frequently). ‐
“While attending UNCW, have you traveled or studied abroad?” (asked of students only) ‐ In 2006, 75% of students answered ‘no’ to this question and in 2011, 77% answered ‘no’. Using the 2006 percentage to calculate expected percentage in 2011, we found percent of participation in this activity did not differ from expected levels according to chi square analysis. 10 ‐
“Please indicate the extent to which you think the following are priorities at UNCW… (1 = not a priority, 2 = moderate priority, 3 = strong priority, 4 = highest priority) The following were asked of students only. o “…Developing among students and faculty an appreciation for a multicultural society.” ‐ In 2011, 62% of students indicated they believed UNCW placed ‘strong’ or ‘highest’ priority to this stated ideal. The overall mean in 2011 was 2.75 and was not significantly different than in 2006. o “…Creating a diverse multicultural environment on campus.” ‐ In 2011, 58% of students indicated they believed UNCW placed ‘strong’ or ‘highest’ priority to this stated ideal. The overall mean in 2011 was 2.69 and was not significantly different than in 2006. o “…Increasing an understanding of a multicultural society.” ‐ In 2011, 61% of students indicated they believed UNCW placed ‘strong’ or ‘highest’ priority to this statement. The overall mean in 2011 was 2.75 and was not significantly different than in 2006. General diversity‐themed academic course content and curriculum ‐
“In the past year at UNCW, have you taught a course designed specifically to promote sensitivity toward diversity issues?” (asked of faculty only)– In 2006, 85% of faculty answered ‘no’ to this question and in 2011 84% answered ‘no’. Using the 2006 percentage of teaching such a course to calculate expected percentage in 2011, we found the percentage of teaching such a course was no different than expected percentage according to chi square analysis. 11 ‐
“In the past year at UNCW, have you incorporated content into their courses designed to promote sensitivity toward diversity issues?” (asked of faculty only) ‐ In 2006, 64% of faculty answered ‘yes’ to this question and in 2011, 66% answered ‘yes’. Using the 2006 percentage of incorporating such content into courses to calculate expected percentage in 2011, we found the percentage in 2011 was no different than the expected percentage according to chi square analysis. ‐
“My department is receptive to integrating racial/ethnic/gender issues into courses.”(asked of faculty only) ‐ In 2011, 69% of faculty agreed with this statement. The overall mean in 2011 was 3.36 and was not significantly different than in 2006 (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). ‐
“Non‐dominant cultures are emphasized in the curriculum.” (asked of faculty and students only) ‐ In 2011, 36% of faculty and 21% of students agreed with this statement. The overall mean in 2011 was 2.50 and was significantly higher than in 2006 (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). The mean for faculty was significantly higher than for students. ‐
“The emphasis on Western Civilization and non‐dominant cultures is balanced in the curriculum.” (asked of faculty and students only) ‐ In 2011, 25% of faculty and 35% of students agreed with this statement. The overall mean in 2011 was 2.83 and was significantly higher than in 2006 (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). However, a significant interaction between time and campus group shows that although the mean score increased between 2006 and 2011 for students, the mean score for faculty during this time decreased. Additionally, the mean for faculty was significantly higher than for students. Gender diversity and efforts to improve sensitivity to gender issues Statistical results for this section are found in tables in Gender Diversity Efforts 1‐15. 12 ‐
“In the past 5 years at UNCW, I have seen or read campus publications which increased my understanding of women.” ‐ In 2011, 56% of respondents report ‘never’ or ‘rarely’ having seen or read such publications. The overall mean was 2.15 and was significantly higher in 2011 than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). Further, the mean for faculty was significantly lower than for staff. ‐
“To what degree are the following an obstacle to increasing diversity in your area…”(asked only of faculty and staff). The following questions used this scale: 1 = not an obstacle, 2 = a minor obstacle, 3 = a major obstacle. o “…Scarcity of qualified women applicants.” ‐ In 2011, 73% of faculty and 69% of staff indicated this was ‘not an obstacle’ to increasing diversity in their area. The overall for 2011 was 1.38 and was significantly higher than in 2006. o “…Insufficient interest in finding/recruiting qualified women applicants.”‐ In 2011, 84% of faculty and 78% of staff indicated this was ‘not an obstacle’. The overall mean in 2011 was 1.26 and was not significantly different than in 2006. The overall mean for faculty was significantly lower than for staff. o “…Insufficient progress in finding/recruiting qualified women applicants‐ In 2011, 71% of faculty and 70% of staff indicated this was ‘not an obstacle’. The overall mean in 2011 was 1.37 and was significantly lower than in 2006.However, a significant interaction between time and campus group indicates that over time, the mean for faculty decreased while the mean for staff increased. Further, the overall mean for faculty was significantly higher than for staff. 13 o “…Salaries not being nationally competitive for hiring/retention of qualified women applicants.‐ In 2011, 27% of faculty and 41% of staff indicated this was a ‘major obstacle’ to increasing diversity in their area. The overall for 2011 was 2.03 and was significantly higher than in 2006. However, a significant interaction between year and campus group indicates that the degree of obstacle perceived by faculty increased much more between 2006 and 2011 than for staff. Further, staff perceived this as a significantly greater obstacle than faculty. ‐
“In its searches for new faculty in the last five years of so, my department has made an honest effort to find qualified women.”(asked of faculty only)‐ In 2011, 74% of faculty agreed with this statement. The overall mean in 2011 was 3.64 and was not significantly different than in 2006 (1 = disagree strongly, 2 = disagree, 3 = agree, 4 = agree strongly). ‐
“For future faculty searches, my department plans to make an effort to find qualified women.”(asked of faculty only) ‐ In 2011, 68% of faculty agreed with this statement. The overall mean in 2011 was 3.59 and was significantly higher compared to 2006 (1 = disagree strongly, 2 = disagree, 3 = agree, 4 = agree strongly). ‐
“My department is sincerely interested in hiring more women.” (asked of staff only) – In 2011, 26% of staff agreed with this statement. The overall mean in 2011 was 3.05 and was significantly higher in 2011 compared to 2006 (1 = disagree strongly, 2 = disagree, 3 = agree, 4 = agree strongly). ‐
“Women are adequately represented on important campus governance committees.” (asked of staff only) – In 2011, 66% of female staff and 75% of male staff agreed with this statement. Because we believed answers to this question might depend on gender, we included gender in the analysis along with year of 14 survey. The overall mean in 2011 was 3.50 and was significantly higher than in 2006 (1 = disagree strongly, 2 = disagree, 3 = agree, 4 = agree strongly). The mean for female staff was significantly lower than for male staff. ‐
“Women are given fewer opportunities for executive/supervisory/management positions than are other staff members.” (asked of staff only) – In 2011, 15% of female staff and 2% of male staff agreed with this statement. Because we believed answers to this question might depend on gender, we included gender in the analysis along with year of survey. The overall mean in 2011 was 1.70 and was significantly lower than in 2006 (1 = disagree strongly, 2 = disagree, 3 = agree, 4 = agree strongly). The mean for female staff was significantly lower than for male staff. ‐
“How much do you feel is being done by UNCW to provide special funds/efforts for recruitment of women staff?” (asked of staff only) – In 2011, 67% of staff indicated “about the right amount” to answer this question. The overall mean in 2011 was 1.96 and was significantly higher than in 2006 (1 = not enough, 2 = about the right amount, 3 = too much). ‐
“How much do you feel is being done by UNCW to provide staff development funds and activities for the retention of women staff?” (asked of staff only) – In 2011, 48% of staff indicated “about the right amount” to answer this question. The overall mean in 2011 was 1.67 and was not significantly different than in 2006 (1 = not enough, 2 = about the right amount, 3 = too much). ‐
“While attending UNCW, have you ever taken a course related to women’s studies?” (asked of students only) – In 2011, 88% of students answered this question ‘no’ and in 2006, 86% of students indicated ‘no’. Using the percentage who had taken such a course in 2006 to calculate expected percentage in 2011, we found the 2011 15 percentage did not differ from the expected percentage according to chi square analysis. ‐
“Many courses include feminist perspectives.” (asked of students only) – In 2011, 25% of students agreed with this statement, 26% disagreed and 49% neither agreed nor disagreed. The overall mean in 2011 was 2.40 and was significantly higher than in 2006. (1 = disagree strongly, 2 = disagree, 3 = agree, 4 = agree strongly). ‐
“Please indicate the extent to which you think increasing the representation of women in the faculty and administration are a priority at UNCW. (asked of students only) – In 2011, 48% of students indicated they thought this was either a ‘strong’ or ‘highest’ priority. The overall mean in 2011 was 2.47 and was not significantly different than in 2006 (1 = not a priority, 2 = moderate priority, 3 = strong priority, 4 = highest priority). Racial/ethnic diversity and efforts to improve sensitivity to racial/ethnic minority issues Statistical results for this section are in tables in Racial/ethnic minority Diversity Efforts 1 – 20. ‐
“In the past 5 years at UNCW, I have seen or read campus publications which increased my understanding of racial/ethnic minorities.” ‐ In 2011, 52% of respondents reported ‘never’ or ‘rarely’ reading or seeing such publications. The overall mean in 2011 was 2.27 and was significantly higher than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). However, a significant interaction between year and campus group indicates that although the means for staff and students increased from 2006 to 2011, the mean for faculty did not change. ‐
“In the past 5 years at UNCW, I have seen or read campus publications which increased my understanding of whites/caucasians.” In 2011, 76% of respondents 16 reported ‘never’ or ‘rarely’ seeing or reading such publications. The overall mean in 2011 was 1.75 and was not significantly different than 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). The mean for students was significantly higher than for faculty and staff. ‐
“To what degree are the following an obstacle to increasing diversity in your area…” (1 = not an obstacle, 2 = a minor obstacle, 3 = a major obstacle) The following were asked of staff and faculty only. o “…Scarcity of qualified racial/ethnic minority applicants.” ‐ In 2011, 45% of faculty and 27% of staff indicated this was a ‘major obstacle’ to increasing diversity in their area. The overall for 2011 was 2.02 and was not significantly different than in 2006. However, a significant interaction between year and campus group indicates that while the mean for faculty decreased, the meanfor staff increased.Additionally, the overall mean for faculty was significantly higher than for staff. o “…Insufficient interest in finding/recruiting qualified racial/ethnic minority applicants.”‐ In 2011, 66% of faculty and 71% of staff indicated this was ‘not an obstacle’. The overall mean in 2011 was 1.42 and was not significantly different than in 2006. o “…Insufficient progress in finding/recruiting qualified racial/ethnic minority applicants.” ‐ In 2011, 36% of faculty and 51% of staff indicated this was ‘not an obstacle’. The overall mean in 2011 was 1.74 and was significantly lower than in 2006.However, a significant interaction between campus group and year indicates that there was no change between years for staff, but for faculty there was a decrease. Finally, the overall mean for faculty was significantly higher than for staff. 17 o “…Salaries not being nationally competitive for hiring/retention of qualified racial/ethnic minority applicants” ‐ In 2011, 40% of faculty and 43% of staff indicated this was a ‘major obstacle’ to increasing diversity in their area. The overall mean for 2011 was 2.17 and was significantly higher than in 2006. ‐
“In its searches for new faculty in the last five years of so, my department has made an honest effort to find qualified racial/ethnic minorities.”(asked of faculty only) ‐ In 2011, 84% of faculty agreed with this statement. The overall mean in 2011 was 3.34 and was not significantly different than in 2006 (1 = disagree strongly, 2 = disagree, 3 = agree, 4 = agree strongly). ‐
“For future faculty searches, my department plans to make an effort to find qualified racial/ethnic minorities.”(asked of faculty only) ‐ In 2011, 86% of faculty agreed with this statement. The overall mean in 2011 was 3.59 and was significantly higher compared to 2006 (1 = disagree strongly, 2 = disagree, 3 = agree, 4 = agree strongly). ‐
“My department is sincerely interested in hiring more racial/ethnic minorities.” (asked of staff only) – In 2011, 39% of staff agreed with this statement. The overall mean in 2011 was 3.11 and was not significantly different compared to 2006 (1 = disagree strongly, 2 = disagree, 3 = agree, 4 = agree strongly). ‐
“Racial/ethnic minorities are adequately represented on important campus governance committees” (asked of staff only) – In 2011, 22% of minority staff and 52% of white staff agreed with this statement. Because we believed answers to this question might depend on race/ethnicity, we included race/ethnicity in the analysis along with year of survey. The overall mean in 2011 was 3.07 and did not significantly change from 2006 (1 = disagree strongly, 2 = disagree, 3 = agree, 4 = 18 agree strongly). Racial/ethnic minority staff had a significantly lower overall mean than white staff. ‐
“Racial/ethnic minorities are given fewer opportunities for executive/supervisory/management positions than are other staff members.” (asked of staff only) – In 2011, 41% of minority staff and 10% of white staff agreed with this statement. Because we believed answers to this question might depend on race/ethnicity, we included race/ethnicity in the analysis along with year of survey. The overall mean in 2011 was 1.90 and was significantly lower than in 2006 (1 = disagree strongly, 2 = disagree, 3 = agree, 4 = agree strongly). Racial/ethnic minority staff had a significantly higher overall mean than white staff. ‐
“How much do you feel is being done by UNCW to provide special funds/efforts for recruitment of racial/ethnic minority staff?” (asked of staff only) – In 2011, 39% of staff indicated ‘about the right amount’ to answer this question. The overall mean in 2011 was 1.88 and was not significantly different than in 2006 (1 = not enough, 2 = about the right amount, 3 = too much). ‐
“How much do you feel is being done by UNCW to provide staff development funds and activities for the retention of racial/ethnic minority staff?” (asked of staff only) – In 2011, 64% of staff indicated ‘not enough’ to answer this question. The overall mean in 2011 was 1.40 and was not significantly different than in 2006 (1 = not enough, 2 = about the right amount, 3 = too much). ‐
“How much do you feel is being done by UNCW to provide mentorship opportunities between junior minority staff and senior staff? (asked of staff only) – In 2011, 53% of staff indicated ‘not enough’ to answer this question. The overall mean in 2011 was 1.61 and was not significantly different than in 2006 (1 = not enough, 2 = about the right amount, 3 = too much). 19 ‐
“I feel I have a good understanding of UNCW affirmative action guidelines.”(asked of staff only) ‐ In 2011, 73% of staff agreed with this statement. The overall mean in 2011 was 3.21 and was significantly higher than in 2006 (1 = disagree strongly, 2 = disagree, 3 = agree, 4 = agree strongly). ‐
“While attending UNCW, have you ever taken a course studying one or more ethnic minority groups?” (asked of students only) – In 2011, 73% of students answered ‘no’ to this question and in 2006, 72% of students answered ‘no’. Using the percentage who had taken such a course in 2006 to calculate expected percentage in 2011, we found the 2011 percentage did not differ from the expected percentage according to chi square analysis. ‐
“Many courses include minority group perspectives.” (asked of students only) – In 2011, 39% of students agreed with this statement. The overall mean in 2011 was 2.83 and was significantly higher than in 2006 (1 = disagree strongly, 2 = disagree, 3 = agree, 4 = agree strongly). ‐
“Since coming to UNCW, I have learned a great deal about other racial/ethnic groups and their contributions to American society.” (asked of students only) – In 2011, 33% of students disagreed with this statement. The overall mean in 2011 was 2.37 and was not significantly different than in 2006 (1 = disagree strongly, 2 = disagree, 3 = agree, 4 = agree strongly). ‐
“Please indicate the extent to which you think increasing the representation of minorities in the faculty and administration are a priority at UNCW. (asked of students only) – In 2011, 42% of students indicated they thought this was either a ‘strong’ or ‘highest’ priority. The overall mean in 2011 was 2.39 and was significantly 20 lower than in 2006 (1 = not a priority, 2 = moderate priority, 3 = strong priority, 4 = highest priority). ‐
“Please indicate the extent to which you think recruiting more minority students are a priority at UNCW. (asked of students only) – In 2011, 42% of students indicated they thought this was either a ‘strong’ or ‘highest’ priority. The overall mean in 2011 was 2.39 and was significantly lower than in 2006 (1 = not a priority, 2 = moderate priority, 3 = strong priority, 4 = highest priority). Efforts to improve sensitivity to issues related to people with disabilities ‐
“In the past 5 years at UNCW, I have seen/read material in campus publications which increased my understanding of people with disabilities.” ‐ In 2011, 65% of respondents report ‘never’ or ‘rarely’ seeing or reading such publications. The mean overall frequency in 2011 of seeing or reading such publications was 2.04 and this significantly increased compared to 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). The overall mean for staff was significantly higher than for students. Statistical results for this question are presented in Table 1 in Other Diversity Efforts. Efforts to improve sensitivity to sexual orientation issues ‐
“In the past 5 years at UNCW, I have seen/read material in campus publications which increased my understanding of gays and lesbians.” ‐ In 2011, 61% of respondents report ‘never’ or ‘rarely’ seeing or reading such publications. The overall mean in 2011 was 2.11 and this was significantly higher than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). Statistical results for this question are presented in Table 2 in Other Diversity Efforts. ‐
“While attending UNCW, have you ever taken a course addressing gay/lesbian issues?” (asked of students only) – In 2006, 90% of students had not taken such a course and in 2011, 91% had not taken such a course. Using the percentage who had taken such a course in 2006 to calculate expected percentage in 2011, we found the 21 2011 percentage did not differ from the expected percentage according to chi square analysis. Statistical results for this question are presented in Table 3 in Other Diversity Efforts. Efforts to improve sensitivity to people with different religions ‐
“In the past 5 years at UNCW, I have seen/read material in campus publications which increased my understanding of religious groups other than my own.”‐ In 2011, 63% of respondents reported ‘never’ or ‘rarely’ seeing or reading such publications. The overall mean in 2011 was 2.07 and this was significantly higher than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). Students were significantly more likely to have seen/read such materials than staff and faculty. Statistical results for this question are presented in Table 4 in Other Diversity Efforts. Diversity Relations Administrator relations Statistical results for questions in this section are presented in Tables 1‐4 of Campus Group Relations. ‐
“In the past 5 years at UNCW, I have been rudely treated by UNCW administrators.” ‐ In 2011, 85% of respondents indicated they had ‘never’ or ‘rarely’ been rudely treated by this group. The overall mean in 2011 was 1.54 and was significantly lower than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). Further, the overall mean for students was significantly lower than for faculty and staff. ‐
“In the past 5 years at UNCW, I have been discriminated against by UNCW administrators.” In 2011, most 95% of respondents indicated they had ‘never’ or ‘rarely been “discriminated against by this group. The overall mean in 2011 was 1.17 and was significantly lower than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = 22 frequently). Further, the overall mean for students was significantly lower than for faculty and staff. ‐
“Administrators act in good faith.”(asked of staff only) ‐ In 2011, 70% of staff agreed with this statement. The overall mean in 2011 was 3.17 and did not change significantly from 2006 (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). ‐
“Campus administrators care little about what happens to students.” (asked of students only) ‐ In 2011, 69% of students disagreed with this statement. The overall mean in 2011 was 1.67 and did not change significantly from 2006 (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). Faculty relations Statistical results for questions in this section are presented in Tables 5‐7 of Campus Group Relations. ‐
“In the past 5 years at UNCW, I have been rudely treated by UNCW faculty.” ‐ In 2011, 81% of respondents indicated they had ‘never’ or ‘rarely’ been rudely treated by this group. The overall mean in 2011 was 1.68 and was significantly lower than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). However, a significant interaction between year and campus group indicates that although the likelihood of being rudely treated by faculty decreased for students and staff, it did not change for faculty.Further, the overall mean for students was significantly lower than for faculty and staff. ‐
“In the past 5 years at UNCW, I have been discriminated against by UNCW faculty.” In 2011, most 95% of respondents indicated they had ‘never’ or ‘rarely been “discriminated against by this group. The overall mean in 2011 was 1.20 and was 23 significantly lower than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). Further, the overall mean for students was significantly lower than for faculty and staff. ‐
“Faculty treat staff with respect”(asked of staff only) ‐ In 2011, 62% of staff agreed with this statement. The overall mean in 2011 was 3.01 and did not change significantly from 2006 (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). Staff relations Statistical results for questions in this section are presented in Tables 8‐9 of Campus Group Relations. ‐
“In the past 5 years at UNCW, I have been rudely treated by UNCW staff.” ‐ In 2011, 80% of respondents indicated they had ‘never’ or ‘rarely’ been rudely treated by this group. The overall mean in 2011 was 1.69 and was significantly lower than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). Additionally, a significant interaction between time and campus group shows that though the means for faculty and staff saw little change, the decrease for students was large, almost a quarter of a point. Further, the overall mean for students and faculty was significantly lower than for staff. ‐
“In the past 5 years at UNCW, I have been discriminated against by UNCW staff.”In 2011, most 80% of respondents indicated they had ‘never’ or ‘rarely’ been discriminated against by this group. The overall mean in 2011 was 1.17 and was significantly lower than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). Further, the overall means for faculty and for students was significantly lower than for staff. 24 Student relations Statistical results for questions in this section are presented in Tables 10‐11 of Campus Group Relations. ‐
“In the past 5 years at UNCW, I have been rudely treated by UNCW students.” ‐ In 2011, 71% of respondents indicated they had ‘never’ or ‘rarely’ been rudely treated by this group. The overall mean in 2011 was 1.96 and was significantly lower than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). Further, the overall mean for staff and students was significantly lower than for faculty. ‐
“In the past 5 years at UNCW, I have been discriminated against by UNCW students.” In 2011, 81% of respondents indicated they had ‘never’ or ‘rarely’ been discriminated against by this group. The overall mean in 2011 was 1.29 and was significantly lower than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). Additionally, a significant interaction between year and campus group shows that although all the means for all groups decreased, they decreased much more for faculty and students than for staff. Further, the overall means for staff was significantly lower than for faculty and students. People with disabilities relations Because of the nature of the following questions, only people with physical disabilities were included in the analyses. Statistical results for questions in this section are presented in Tables 1‐2 of People with Disabilities Relations. ‐
“In the past 5 years at UNCW, I have been discriminated against because of my physical disability.” ‐ In 2011, 93% of respondents with disabilities indicated ‘never’ or ‘rarely’ to answer this question. The overall mean for 2011 was 1.35 and was not significantly different than 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). 25 ‐
“In the past 5 years at UNCW, I have been harassed or threatened because of my sexual orientation.” ‐ In 2011, 98% of respondents with disabilities indicated ‘never’ or ‘rarely’ to answer this question. The overall mean for 2011 was 1.12 and was not significantly different than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). People of different sexual orientations relations Statistical results for questions in this section are presented in Tables 1‐7 of People with Different Sexual Orientation Relations. ‐
“In the past 5 years at UNCW, I have heard insensitive or disparaging comments about gays and lesbians by UNCW faculty.” (asked only of faculty and students) – In 2011, 96% of faculty and students indicated ‘never’ or ‘rarely’ to answer this question. The overall mean in 2011 was 1.16 and was significantly lower than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). Additionally the likelihood of hearing such remarks was significantly higher for faculty than for students. ‐
“In the past 5 years at UNCW, I have heard insensitive or disparaging comments about gays and lesbians by UNCW staff.” (asked only of faculty and students) – In 2011, 97% of faculty and students indicated ‘never’ or ‘rarely’ to answer this question. The overall mean in 2011 was 1.12 and was significantly lower than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). Additionally, the likelihood of hearing such remarks was significantly more likely for faculty than for students. ‐
“In the past 5 years at UNCW, I have heard insensitive or disparaging comments about gays and lesbians by UNCW administrators.” (asked only of faculty and 26 students) – In 2011, 98% of faculty and students indicated ‘never’ or ‘rarely’ to answer this question. The overall mean in 2011 was 1.08 and was significantly lower than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). Additionally, the likelihood of hearing such remarks was significantly more likely for faculty than students. ‐
“In the past 5 years at UNCW, I have heard insensitive or disparaging comments about gays and lesbians by UNCW students.” (asked only of faculty and students) – In 2011, 72% of faculty and students indicated ‘never’ or ‘rarely’ to answer this question. The overall mean in 2011 was 1.87 and was significantly lower than 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). Further, students were significantly more likely to have heard such remarks than faculty. ‐
“In the past 5 years at UNCW, I have been discriminated against because of my sexual orientation.” ‐ In 2011, 71% of homosexual/bisexual respondents indicated ‘never’ or ‘rarely’ to answer this question. Because of the nature of this question, only homosexuals and bisexuals were included in the analyses along with campus group. A 2 by 3 factorial analysis on year and campus group (for homosexuals/bisexual only) found no significant difference in scores between 2006 and 2011 for any campus group. ‐
“In the past 5 years at UNCW, I have been harassed or threatened because of my sexual orientation.” ‐ In 2011, 86% of homosexual/bisexual respondents indicated ‘never’ or ‘rarely’ to answer this question. Because of the nature of this question, only homosexuals and bisexuals were included in the analyses along with campus group. A 2 by 3 factorial analysis on year and campus group (for homosexuals/bisexual only) found no significant difference in scores between 2006 and 2011 for any campus group. 27 ‐
“Gay and lesbian people at UNCW are accepted and respected.”(asked only of faculty and students) – In 2011, 58% of faculty and students agreed with this statement. The overall mean in 2011 was 3.08 and this was significantly higher than in 2006. ‐
“Your immediate work environment is homophobic.” (asked only of staff) – In 2011, 53% of homosexual/bisexual staff and 75% of heterosexual staff disagreed with this statement. Because we believed answers to this question might depend on sexual orientation, we included sexual orientation in the analyses along with year of survey. The overall mean in 2011 was 1.88 and this was not significantly different than 2006 (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). Religious group relations Statistical results for this section are presented in Religious Group Relations Tables 1‐9. ‐
“In the past 5 years at UNCW, I have heard insensitive or disparaging comments about religious/spiritual values similar to my own by UNCW faculty.” – In 2011, 94% of respondents indicated ‘never’ or ‘rarely’ to answer this question. The overall mean in 2011 was 1.23 and was significantly lower than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). Additionally the likelihood of hearing such remarks was significantly higher for faculty than for students. ‐
“In the past 5 years at UNCW, I have heard insensitive or disparaging comments about religious/spiritual values similar to my own by UNCW staff.” – In 2011, 96% of respondents indicated ‘never’ or ‘rarely’ to answer this question. The overall mean in 2011 was 1.16 and was significantly lower than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). Additionally, the likelihood of hearing such remarks was significantly more likely for staff than for faculty and students. 28 ‐
“In the past 5 years at UNCW, I have heard insensitive or disparaging comments about religious/spiritual values similar to my own by UNCW administrators.” – In 2011, 97% of respondents indicated ‘never’ or ‘rarely’ to answer this question. The overall mean in 2011 was 1.11 and was significantly lower than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). Additionally, the likelihood of hearing such remarks was significantly more likely for faculty and staff than students. ‐
“In the past 5 years at UNCW, I have heard insensitive or disparaging comments about religious/spiritual values similar to my own by UNCW students.” – In 2011, 84% of respondents indicated ‘never’ or ‘rarely’ to answer this question. The overall mean in 2011 was 1.50 and did not change significantly from (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). Further, students were significantly more likely to have heard such remarks than faculty and staff. ‐
“In the past 5 years at UNCW, I have had a discussion about religion with different religious views which affected me in a negative manner.” – In 2011, 76% of respondents indicated ‘never’ or ‘rarely’ to answer this question. The overall mean in 2011 was 1.77 and did not change significantly from 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). The overall mean for students was higher for faculty and staff. ‐
“In the past 5 years at UNCW, I have had a discussion about religion with someone with different religious views which affected me in a negative manner.” – In 2011, 54% of respondents indicated ‘never’ or ‘rarely’ to answer this question. The overall mean in 2011 was 2.25 and was significantly higher than 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). The overall mean for students was higher for faculty and staff. 29 ‐
“In the past 5 years at UNCW, I have been discriminated against because of my religious/spiritual views.” ‐ In 2011, 92% of respondents indicated ‘never’ or ‘rarely’ to answer this question. The overall mean for 2011 was 1.29 and was not significantly different than 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). Faculty and students had significantly more agreement with this question than staff. ‐
“In the past 5 years at UNCW, I have been harassed or threatened because of my sexual orientation.” ‐ In 2011, 98% of respondents indicated ‘never’ or ‘rarely’ to answer this question. The overall mean for 2011 was 1.09 and was significantly lower than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). ‐
“Students with religious/spiritual values similar to my own are accepted and respected.” (only students were asked this question) – In 2011, 50% of students agreed with this statement. The mean in 2011 was 3.09 and was not significantly different than in 2006 (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). Race/ethnicity minority relations Statistical results for questions in this section are presented in Tables 1‐33 of Racial/ethnic Minority Relations. ‐
“In the past 5 years at UNCW, I have heard insensitive or disparaging comments about racial/ethnic minorities by UNCW faculty.” – In 2011, 94% of respondents indicated ‘never’ or ‘rarely’ to answer this question. The overall mean in 2011 was 1.24 and was significantly lower than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). However, a significant interaction between campus group and year indicates that although the likelihood of hearing such comments decreased for students and for staff, it did not change for faculty. Additionally, the likelihood of 30 hearing such remarks was significantly more likely for faculty than for staff and students. ‐
“In the past 5 years at UNCW, I have heard insensitive or disparaging comments about racial/ethnic minorities by UNCW staff.” – In 2011, 95% of respondents indicated ‘never’ or ‘rarely’ to answer this question. The overall mean in 2011 was 1.21 and was significantly lower than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). Additionally, the likelihood of hearing such remarks was significantly more likely for staff than for faculty and students. ‐
“In the past 5 years at UNCW, I have heard insensitive or disparaging comments about racial/ethnic minorities by UNCW administrators.” – In 2011, 97% of respondents indicated ‘never’ or ‘rarely’ to answer this question. The overall mean in 2011 was 1.12 and was significantly lower than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). Additionally, the likelihood of hearing such remarks was significantly more likely for staff than for faculty and students. ‐
“In the past 5 years at UNCW, I have heard insensitive or disparaging comments about racial/ethnic minorities by UNCW students.” – In 2011, 75% of respondents indicated ‘never’ or ‘rarely’ to answer this question. The overall mean in 2011 was 1.77 and was significantly lower than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). Additionally, the likelihood of hearing such remarks was significantly more likely for faculty and students than for staff. ‐
“In the past 5 years at UNCW, I have had a discussion about racism with someone from another racial/ethnic group which affected me in a negative manner.”– In 2011, 87% of respondents indicated ‘never’ or ‘rarely’ to answer this question. The overall mean in 2011 was 1.51 and did not change significantly from 2006 (1 = never, 31 2 = rarely, 3 = sometimes, 4 = frequently). The overall mean for students was significantly higher than for staff. ‐
“In the past 5 years at UNCW, I have had a discussion about racism with someone from another racial/ethnic group which affected me in a positive manner.”– In 2011, 53% of respondents indicated ‘sometimes’ or ‘frequently’ to answer this question. The overall mean in 2011 was 2.37 and did not change significantly from 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). The overall mean for students and staff was significantly higher than for faculty. ‐
“In the past 5 years at UNCW, I have been discriminated against because of my race/ethnicity.” ‐ In 2011, 84% of minority respondents indicated ‘never’ or ‘rarely’ to answer this question. Because of the nature of this question, only minorities were included in the analyses. The overall mean for minorities in 2011 was 1.52 and this did not change significantly from 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). The overall mean for minority faculty was significantly higher than for minority students. ‐
“In the past 5 years at UNCW, I have been harassed or threatened because of my race/ethnicity.” ‐ In 2011, 97% of minority indicated ‘never’ or ‘rarely’ to answer this question. Because of the nature of this question, only minorities were included in the analyses. The overall mean for minorities in 2011 was 1.11 and this was not significantly different than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). There was no significant difference in agreement with this statement between minority faculty, staff, and students. ‐
“Please indicate how often you felt excluded from school activities because of your racial/ethnic background.” (asked only of students) – In 2011, 82% of minority students and 96% of white students indicated ‘never’ to answer this question. 32 Because of the nature of this question, we included only minority students in the analysis. The overall mean for minorities in 2011 was 1.22 and was significantly lower than in 2006 (1 = never, 2 = occasionally, 3 = frequently). ‐
“Please indicate how often you were insulted or threatened by other students because of your racial/ethnic background.” (asked only of students) – In 2011, 88% of minority students and 97% of white students indicated ‘never’ to answer this question. Because of the nature of this question, we included only minority students in the analysis. The mean for minority students in 2011 was 1.15 and this was not significantly different than in 2006 (1 = never, 2 = occasionally, 3 = frequently). ‐
“Your immediate work environment is racist.” (asked only of staff) – In 2011, 75% of the minority staff disagreed with this statement. Because of the nature of this question, only minorities were included in the analyses. The overall mean for minorities in 2011 was 1.33 which did not change significantly from the mean in 2006 (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). Additionally, because we felt answers to this question might depend on whether the minority staff member worked in a mostly white, mostly minority, or racially/ethnically balanced work unit, we included racial/ethnic composition of the work unit in the analysis. Results indicate minority staff members who worked in a mostly white work unit had an overall mean of 2.19 which was significantly higher than the overall mean for minority staff who worked in a racially/ethnically‐
balanced work unit and for minority staff who worked in a mostly minority work unit. Because we believed answers for the following questions might depend on the race/ethnicity of the respondents, we included race/ethnicity in the analyses. 33 ‐
“Many minority staff members feel like they do not ‘fit in’ on this campus.” (only asked of staff) – In 2011, 51% of minority staff and 17% of white staff agreed with this statement. The overall mean in 2011 was 2.40 and this was not significantly different than in 2006 (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). However, a significant interaction between campus group and time indicates that agreement for this statement increased for minority staff but decreased for white staff. Further, the mean for minority staff was significantly higher than for white staff. ‐
“Staff members are treated fairly here regardless of their racial/ethnic or socioeconomic background.” (asked of staff only) – In 2011, 52% of minority staff and 75% of white staff agreed with this statement. The overall mean in 2011 was 3.24 and this was significantly higher than in 2006 (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). Additionally the mean for minority staff were significantly lower than for white staff. ‐
“Faculty members are treated fairly here regardless of their racial/ethnic or socioeconomic background.”(asked only of faculty)– In 2011, 35% of minority faculty and 62% of white faculty agreed with this statement. The overall mean for 2011 was 3.95 and was not significantly different than 2006. The overall mean for minority faculty was significantly lower than white faculty (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). ‐
“Students are treated fairly here regardless of their racial/ethnic background.” (asked only of students) – In 2011, 71% of minority students and 80% of white students agreed with this statement. The overall mean for 2011 was 3.51 and was significantly higher than 2006 (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). The overall mean for minority students was significantly lower than for white students. 34 ‐
“Many minority students feel like they do not ‘fit in’ on this campus.” (asked only of students) – In 2011, 47% of minority students and 50% of white students neither agreed nor disagreed with this statement. The overall mean for 2011 was 1.96 and was significantly lower than 2006 (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). The overall mean for minority students was significantly higher than for white students. ‐
“Please indicate how often you have socialized with someone from a different racial/ethnic group.” (asked only of students) – In 2011, 97% of minority students and 97% of white students indicated ‘occasionally’ or ‘frequently’ to answer this question. The overall mean for 2011 was 2.48 and was not significantly different than 2006. The overall mean for minority students was significantly higher than for white students (1 = never, 2 = occasionally, 3 = frequently). ‐
“Please indicate how often you have studied with someone from a different racial/ethnic group.” (asked only of students) – In 2011, 88% of minority students and 84% of white students indicated ‘occasionally’ or ‘frequently’ to answer this question. In 2011, the overall mean was 2.15 and this was not significantly different than in 2006 (1 = never, 2 = occasionally, 3 = frequently). However, a significant interaction between racial/ethnic group and year indicates that while the frequency of studying with someone from another racial/ethnic group did not change for minorities, for whites in increased. Further, the overall mean for minority students was significantly higher than for white students. ‐
“Please indicate how often you have dined with someone from a different racial/ethnic group.” (asked only of students) – In 2011, 88% of minority students and 84% of white students indicated ‘occasionally’ or ‘frequently’ to answer this question. The overall mean for 2011 was 2.17 and was not significantly different 35 than 2006 (1 = never, 2 = occasionally, 3 = frequently). The overall mean for minority students was significantly higher than for white students. ‐
“Please indicate how often you have dated or had a close relationship with someone from a different racial/ethnic group.” (asked only of students) – In 2011, 46% of minority students and 66% of white students indicated ‘never’ to answer this question. The overall mean for minority students was 1.50 in 2011 and this was not significantly different than 2006 (1 = never, 2 = occasionally, 3 = frequently). However, a significant interaction between year and race/ethnicity indicates that although the means for minority students did not change over time, the mean for white students increased significantly between 2006 and 2011. Additionally, the mean for minorities was 1.81 and was significantly higher than white students. ‐
“Please indicate how often you have heard faculty make inappropriate remarks about minorities.” (asked only of students) – In 2011, 81% of minority students and 90% of white students indicated ‘never’ to answer this question. The overall mean for 2011 was 1.14 and was significantly lower than in 2006 (1 = never, 2 = occasionally, 3 = frequently). Additionally, minority students had a significantly higher overall mean than white students. ‐
“Most faculty are sensitive to the issues of minorities.” (asked only of students) – In 2011, 59% of minority students and 68% of white students agreed with this statement. The overall mean for 2011 was 3.41 and was significantly higher than in 2006 (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). The overall mean for minority students was significantly lower than for white students. ‐
“There is little trust between minority student groups and campus administrators. (asked only of students) – In 2011, 46% of minority students and 54% of white students disagreed with this statement. The overall mean in 2011 was 1.48 and was significantly lower than 2006 (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = 36 strongly agree). The overall mean for minority students was significantly higher than for white students. ‐
“There is a lot of campus racial conflict here.” (asked only of students) – In 2011, 70% of minority students and 79% of white students disagreed with this statement. The overall mean for 2011 was 1.35 and was significantly lower than 2006 (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). The overall mean for minority students was significantly higher than for white students. ‐
“White students receive more support and encouragement from faculty than do minority students.” (asked only of students) – In 2011, 54% of minority students and 67% of white students disagreed with this statement. The overall mean for 2011 was 1.42 and was significantly lower than 2006 (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). Further, a significant interaction between year and race/ethnicity indicates that though the mean decreased for both white and minority students, it decreased much more for minority students (over half a point). Additionally, the overall mean for minority students was significantly higher than for white students. ‐
“Most students at this institution believe that minorities are special admits.” (asked only of students) – In 2011, 36% of minority students and 54% of white students disagreed with this statement. The overall mean for 2011 was 1.89 and was significantly lower than 2006 (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). The overall mean for minority students was significantly higher than for white students. ‐
“I prefer to take classes from faculty of racial/ethnic backgrounds different from my own.” (asked only of students) – In 2011, 68% of white and minority students neither agreed nor disagreed with this statement. The overall mean was 2.24 in 37 2011 and was not significantly different than in 2006. (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). There was also no difference in the overall mean scores of white and minority students. ‐
“I get more personal attention from faculty who are racially/ethnically similar to me.” (asked only of students) – In 2011, 42% of minority students and 40% of white students disagreed with this statement. The overall mean was 1.69 in 2011 and was significantly lower than in 2006. (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). The overall mean for minority students was significantly higher than white students. ‐
“Faculty who are racially/ethnically similar to me address issues of greater relevance to me.” (asked only of students) – In 2011, 36% of minority students and 37% of white students disagreed with this statement. The overall mean was 1.83 in 2011 and was significantly lower than in 2006. (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). The overall mean for minority students was significantly higher than white students. ‐
“On an individual basis, minority faculty tend to be more helpful to me than other faculty.” (asked only of students) – In 2011, 34% of minority students and 36% of white students disagreed with this statement. The overall mean was 1.69 in 2011 and was significantly lower than in 2006. (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). The overall mean for minority students was significantly higher than white students. ‐
“Racial/ethnic student groups promote separatism.” (asked only of students) – In 2011, 44% of minority students and 41% of white students disagreed. The overall mean was 2.09 in 2011 and was not significantly different than in 2006. (1 = strongly 38 disagree, 2 = disagree, 3 = agree, 4 = strongly agree). There was also no difference in the overall mean scores of white and minority students. ‐
“Minority students in my classes are as well‐prepared as other students.” (asked only of students) – In 2011, 67% of minority students and 70% of white students agreed with this statement. The overall mean was 3.50 in 2011 and was significantly higher than in 2006. (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). ‐
“I would like to have more personal interaction with students of racial/ethnic groups different than my own.” (asked only of students) – In 2011, 45% of minority students and 47% of white students agreed with this statement. The overall mean was 3.24 in 2011 and was significantly higher than in 2006. Further, a significant interaction between year and race/ethnicity indicates that although the means for white and minority students increased, the increase was much greater for white students (over one‐quarter of a point). (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). Gender relations Statistical results for questions in this section are presented in Gender Relations Tables 1 ‐ 12. ‐
“In the past 5 years at UNCW, I have heard insensitive or disparaging comments about women by UNCW faculty.” – In 2011, 93% of respondents indicated ‘never’ or ‘rarely’ to this question. The overall mean in 2011 was 1.27 and was significantly lower than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). The overall mean for faculty was significantly higher than for staff and students. 39 ‐
“In the past 5 years at UNCW, I have heard insensitive or disparaging comments about women by UNCW staff.” – In 2011, 96% of respondents indicated ‘never’ or ‘rarely’ to this question. The overall mean in 2011 was 1.18 and was significantly lower than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). Additionally, the likelihood of hearing such remarks was significantly more likely for staff than for faculty and students. ‐
“In the past 5 years at UNCW, I have heard insensitive or disparaging comments about women by UNCW administrators.” – In 2011, 98% of respondents indicated ‘never’ or ‘rarely’ to this question. The overall mean in 2011 was 1.11 and was significantly lower than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). However, a significant interaction between year and campus group indicates that while the likelihood of hearing such remarks did not change for faculty, it decreased for staff and students. ‐
“In the past 5 years at UNCW, I have heard insensitive or disparaging comments about women by UNCW students.” – In 2011, 79% of respondents indicated ‘never’ or ‘rarely’ to this question. The overall mean in 2011 was 1.69 and did not significantly change from 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). Additionally, the likelihood of hearing such remarks was significantly more likely for faculty and students than for staff. ‐
“In the past 5 years at UNCW, I have had a discussion about sexism with someone from the opposite gender which affected me in a negative manner.”– In 2011, 80% of respondents indicated ‘never’ or ‘rarely’ to this question. The overall mean in 2011 was 1.65 and did not change significantly from 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). The overall mean for students and for faculty was significantly higher than for staff. 40 ‐
“In the past 5 years at UNCW, I have had a discussion about sexism with someone from the opposite gender which affected me in a positive manner.”– In 2011, 65% of respondents indicated ‘never’ or ‘rarely’ to this question. The overall mean in 2011 was 2.00 and did not change significantly from 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). The overall mean for faculty was significantly higher than for staff and students. Because of the nature of the following questions, we considered only females in the analyses. ‐
“In the past 5 years at UNCW, I have been discriminated against because of my gender.” ‐ In 2011, 89% of female respondents indicated ‘never’ or ‘rarely’ to answer this question. Only considering females, the mean for in 2011 was 1.42 and this was not significantly different than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). Additionally, female faculty had a significantly higher mean than female staff and female students. ‐
“In the past 5 years at UNCW, I have been harassed or threatened because of my gender.” ‐ In 2011, 97% of female respondents indicated ‘never’ or ‘rarely’ to answer this question. Only considering females, the mean in 2011 was 1.45 and this was significantly lower than in 2006 (1 = never, 2 = rarely, 3 = sometimes, 4 = frequently). Females in the campus groups did not differ significantly between each other. ‐
“Your immediate work environment is sexist.” (only asked of staff) – In 2011, 76% of female staff disagreed with this statement. Just considering females, the overall mean in 2011 was 1.85 and was not significantly different than 2006 (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). Females in a mostly male work unit had significantly higher mean (more agreement with the statement) than females in a gender‐balanced work unit and females in a mostly female work unit. 41 Because we believed answers to the following questions might depend on gender, we included gender in the analyses. ‐
“Female staff are treated fairly here.”(only asked of staff) – In 2011, 72% of female staff and 83% of male staff agreed with this statement. The overall mean in 2011 was 3.32 and this was not significantly different than in 2006 (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). However, a significant interaction between year and gender indicates that although agreement with this statement for male staff did not change over time, for female staff agreement significantly increased. Additionally the mean for female staff was significantly lower than for male staff. ‐
“Female faculty are treated fairly here.”(only asked of faculty) – In 2011, 68% of female faculty and 79% of male faculty agreed with this statement. The overall mean in 2011 was 3.24 and this was not significantly different than in 2006 (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). Additionally the mean for female faculty was significantly lower than for male faculty. ‐
“On an individual basis, women faculty tend to be more helpful to me than men faculty.” (only asked of students) – In 2011, 34% of female students and 35% of male students disagreed with this statement. The overall mean was 2.10 in 2011 and was not significantly different than in 2006. (1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree). Diversity Suggestions Frequency of responses by campus group for the following questions are presented in Diversity Suggestions Tables 1 – 19. 42 “How would each affect the climate for diversity: …”: ‐
“…provide more awareness/sensitivity workshops or programs to help students become more aware of the needs of racial/ethnic minorities” ‐ In 2011, 60% of respondents indicated this would improve the climate for diversity. ‐
“…provide more awareness/sensitivity workshops or programs to help students become more aware of the needs of women.” ‐ In 2011, 68% of respondents indicated this would improve the climate for diversity. ‐
“…provide more awareness/sensitivity workshops or programs to help students become more aware of the needs of people with disabilities.” ‐ In 2011, 66% of respondents indicated this would improve the climate for diversity. ‐
“…provide more awareness/sensitivity workshops or programs to help students become more aware of the needs of gays and lesbians.” ‐ In 2011, 57% of respondents indicated this would improve the climate for diversity. ‐
“…provide more awareness/sensitivity workshops or programs to help students become more aware of student religious/spiritual values.” ‐ In 2011, 55% of students indicated this would improve the climate for diversity. Only students were asked this question. ‐
“…provide programs that recognize distinctive cultural heritages (e.g. Black History Month)” ‐ In 2011, 51% of respondents indicated this would improve the climate for diversity. 43 ‐
“…have more campus events that bring together members of different racial/ethnic groups.” ‐ In 2011, 75% of respondents indicated this would improve the climate for diversity. ‐
“…have more art exhibits or music festivals featuring different racial/ethnic groups” ‐ In 2011, 68% of respondents indicated this would improve the climate for diversity. ‐
“…hire more racial/ethnic minorities to top administrative posts.”(only asked of staff and faculty) ‐ In 2011, 54% of faculty and staff indicated this would improve the climate for diversity. ‐
“…hire more women to top administrative posts.” (only asked of staff and faculty) ‐ In 2011, 42% of faculty and staff indicated this would improve the climate for diversity. ‐
“…bring more distinguished racial/ethnic minority educators to campus as visiting scholars.”(asked only of faculty and students) ‐ In 2011, 66% of faculty and students indicated this would improve the climate for diversity. ‐
“…encourage UNCW faculty to incorporate into courses research and perspective on racial/ethnic minorities.” (only asked of staff and faculty) ‐ In 2011, 62% of faculty and students indicated this would improve the climate for diversity. ‐
“…encourage UNCW faculty to incorporate into courses research and perspective on women.” (only asked of staff and faculty) ‐ In 2011, 58% of faculty and students indicated this would improve the climate for diversity. 44 ‐
“…encourage UNCW faculty to incorporate into courses research and perspective on people with disabilities.” (only asked of staff and faculty) ‐ In 2011, 62% of faculty and students indicated this would improve the climate for diversity. ‐
“…encourage UNCW faculty to incorporate into courses research and perspective on gays and lesbians.” (only asked of staff and faculty) ‐ In 2011, 58% of faculty and students indicated this would improve the climate for diversity. “I would be interested in attending a staff workshop issues pertaining to……” (asked only of staff): ‐
“…racial/ethnic minorities.”–In 2011, 49% of staff said they would be interested in attending such a workshop. ‐
“…women.” – In 2011, 51% of staff said they would be interested in attending such a workshop. ‐
“…people with disabilities.” – In 2011, 51% of staff said they would be interested in attending such a workshop. ‐
“…gays and lesbians.” – In 2011, 38% of staff said they would be interested in attending such a workshop. Additionally, respondents were asked two open‐ended questions, one soliciting other suggestions and one soliciting general comments. Qualitative analyses of the content of these questions are in progress. 45