Diversity at Stetson:
Perspectives of Students
and Faculty
John Tichenor
Associate Professor of Decision and
Information Science
Background
NSSE (The National Survey of Student
Engagement)
 Stetson regularly participates in NSSE
(2006, 2008, 2010, 2012)
 FSSE (Faculty Survey of Student
Engagement) began in 2008
 Stetson regularly participates in FSSE
(2008, 2010, 2012)

NSSE Basics
Indiana University Bloomington Center for
Postsecondary Research
 Survey examines student engagement in a
variety of areas

– Time and effort spent in educational activities
– Levels of institutional commitment in various
areas

Student engagement measured in first and
senior years
NSSE items specifically related to
diversity issues


Had serious conversations with students of a different
race or ethnicity than your own (Item 1.u.)
To what extent has Stetson:
– encouraged contact among students from different economic,
social, and racial or ethnic backgrounds (Item 10.c.)
– encouraged understanding people of other racial and ethnic
backgrounds (Item 11.l.)
Included diverse perspectives (different races, religions,
genders, political beliefs, etc.) in class discussions or
writing assignments (Item 1.e.)
 Tried to better understand someone else's views by
imagining how an issue looks from his or her perspective

(Item 6.e.)
Had serious conversations with students of a different
race or ethnicity than your own
(NSSE Item 1.u.)
35%
30%
25%
20%
Never
Sometimes
Often
Very often
15%
10%
5%
0%
2006 First 2010 First
Years
Years
2006
Seniors
2010
Seniors
Are there differences in reported
interactions by ethnicity/race of student?

NSSE survey respondents matched
institutional demographics extremely well.
– 2010 Stetson Census White (non-Hispanic) = 73%
– 2010 NSSE White (non-Hispanic) respondents = 74%
– 2010 Stetson Census African American = 5.8%
– 2010 NSSE African American respondents = 5.9%
Had serious conversations with students of a different
race or ethnicity than your own
(2010 NSSE Item 1.u.)
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
Never
Sometimes
Often
Very often
2010
ALANA
FYs
2010
2010
2010
ALANA White FYs White
Seniors
Seniors
What is faculty perception?

The FSSE item:
– About how often has the typical student had
serious conversations with students of a
different race or ethnicity than his or her
own?

What do YOU think faculty perceive
regarding this item?
Had serious conversations with students of a different
race or ethnicity than his or her own
(FSSE Item 7.u.)
80%
70%
60%
50%
Never
Sometimes
Often
Very often
40%
30%
20%
10%
0%
2008 Faculty
2010 Faculty
A Faculty Disconnect?
When we compare what students report
to what faculty perceive, there is a
noticeable difference.
 Who is correct?
 Does it matter?
 Is there something to learn here?

Had serious conversations with students of a
different race or ethnicity than his or her own
“often” or “very often” (2010 Results)
70%
60%
50%
40%
First-Years
Seniors
30%
20%
10%
0%
Student Report
Faculty
Perception
Does Stetson encourage contact
among students from different
economic, social, and racial or
ethnic backgrounds?
To what extent does Stetson encourage contact among students from
different economic, social, and racial or ethnic backgrounds?
(NSSE Item 10.c.)
40%
35%
30%
25%
Very little
Some
Quite a bit
Very much
20%
15%
10%
5%
0%
2006 First 2010 First
Years
Years
2006
Seniors
2010
Seniors
ALANA and White student
perspectives
Does Stetson encourage contact among
students from different economic, social,
and racial or ethnic backgrounds?
 Do you think ALANA and White students
share the same perceptions?
 Do you think perceptions change from first
year to senior year when controlling for
race/ethnicity?

To what extent does Stetson encourage contact among students from
different economic, social, and racial or ethnic backgrounds?
(NSSE Item 10.c.)
40%
35%
30%
25%
20%
15%
10%
5%
0%
Very little
Some
Quite a bit
Very much
2010
ALANA
FYs
2010
2010
2010
ALANA White FYs White
Seniors
Seniors
What do Stetson Faculty think?

Do faculty believe Stetson encourages
contact among students from different
economic, social, and racial or ethnic
backgrounds?
To what extent does Stetson encourage contact among
students from different economic, social, and racial or
ethnic backgrounds?
45%
40%
35%
30%
Very little
Some
Quite a bit
Very much
25%
20%
15%
10%
5%
0%
2008 Faculty
2010 Faculty
Stetson encourages contact among students from
different economic, social, and racial or ethnic
backgrounds “quite a bit” or “very much”
(2010 Results)
70%
60%
50%
40%
First-Years
Seniors
30%
20%
10%
0%
Student
Perception
Faculty
Perception
To what extent has your
experience at Stetson contributed
to your knowledge, skills, and
personal development in
understanding people of other
racial and ethnic backgrounds?
(NSSE Item 11.l.)
To what extent has your experience at Stetson contributed to your
knowledge, skills, and personal development in understanding people of
other racial and ethnic backgrounds?
(NSSE Item 11.l.)
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
Very little
Some
Quite a bit
Very much
2010
ALANA
FYs
2010
2010
2010
ALANA White FYs White
Seniors
Seniors
How do students perceive their
relationships at Stetson?
How do students perceive their
relationships at Stetson?
Averages on a 7-point scale (7 = best
relationships)
 OTHER STUDENTS

– ALANA=5.64, White (non-Hispanic)=5.72

FACULTY MEMBERS
– ALANA=5.68, White (non-Hispanic)=5.80

ADMINISTRATIVE STAFF
– ALANA=5.15, White (non-Hispanic)=4.85
Stetson’s NSSE Results on the Web
http://www.stetson.edu/administration/iro/
 Results include peer schools and national
comparisons
