Slide 1
Climate Matters
Syracuse University
May 13, 2015
Slide 2
Assessing Campus Climate
Setting a Context
Why Assess?
What is the Process?
Where Do We Start?
Slide 3
Campus Climate & Students
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How students experience their campus environment influences both learning and
developmental outcomes (Pascarella & Terenzini, 1991, 2005)
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Discriminatory environments have a negative effect on student learning (Cabrera, Nora,
Terenzini, Pascarella, & Hagedron, 1999; Feagin, Vera & Imani, 1996; Pascarella & Terenzini,
2005)
Research supports the pedagogical value of a diverse student body and faculty on enhancing
learning outcomes (Hale, 2004; Harper & Quaye, 2004; harper & Hurtado 2009; Hurtado, 2003)
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Slide 4
Campus Climate & Faculty/Staff
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The personal and professional development of employees are impacted by campus climate
(Settles, Cortina, Malley, and Stewart, 2006)
Faculty members who judge their campus climate more positively are more likely to feel
personally supported and perceive their work unit as more supportive (Sears, 2002)
Research underscores the relationships between (1) wsorkplace discrimination and negative job
and career attitudes and (2) workplace encounters with prejudice and lower health and wellbeing (Silverschanz, Cortina, Konik, & Magley, 2007; Waldo, 1999)
Slide 5
Recent Climate Research
2010 State of Higher Education for LGBTQ People
2011 NCAA Student-Athlete Climate Study
2015 International Athlete Survey
2015 United States Transgender National Survey
Slide 6
Student-Athlete Climate Study
www.ed.psu.edu/educ/student-athlete/
Slide 7
Purpose: To Examine the Influence of the Climate in Intercollegiate Athletics
On…
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Student-Athletes’ Identity
Student-Athletes’ Academic Success
Student-Athletes’ Athletic Success
Slide 8
SEM Mediation Model
SACS Path Diagram – Mediation Model
This model outlines the structural equation model analyses for the Student Athlete Project.
identifies those paths that are significant based on the analyses.
It
Slide 9
Gender – Direct Effects Model
SACS Path Diagram – Direct Effects, Relevant Indirect Effects, Total Effects for Gender
In this slide, we offer the gender path from Slide 8 that was significant. The analysis indicates
that Women student-athletes have significantly greater levels of academic and athletic success
and lower levels of athletic identity compared to men student-athletes.
Slide 10
Gender - Mediation Effects on Outcomes
SACS Path Diagram – Mediation Model for Gender
When introducing the mediating climate variables, the analyses indicate that the climate both in
intercollegiate athletics and within the respective teams has a significant influence on the
academic success and athletic success of women athletes. The differences are described in the
next slide.
Slide 11
Women Student-Athletes
Gender Matters
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Gender significantly predicts academic success and athletic success.
Women student-athletes report greater levels of academic success than men student-athletes
Women student-athletes report greater levels of athletic success than men student-athletes
Climate Matters
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The following climate factors significantly influenced academic success for women studentathletes
 Perceptions of climate
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Faculty-student interaction
Personal comfort with teammate diversity
Perceptions of respect
Slide 12
Sexual Identity – Direct Effects
LGBQ
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Academic and intellectual development
Athletic success
Athletic identity
Slide 13
Sexual Identity – Mediation Model
SACS Path Diagram – Mediation Model for Sexual Identity
In this slide, we offer the sexual identity path from Slide 12 that was not significant. The analysis
indicates that LGBQ Student-Athletes do not significantly differ from Heterosexual StudentAthletes on measures of academic success, athletic success, or athletic identity. The differences
are described in the next slide.
Slide 14
Sexual Identity
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LGBQ Student-Athletes do not significantly differ from Heterosexual Student-Athletes on
measures of academic success, athletic success, or athletic identity
•
BUT….
Climate Matters
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LGBQ student-athletes generally experience a more negative climate than their heterosexual
peers
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The way LGBQ student-athletes experience the climate significantly influences their academic
success.
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The way LGBQ student-athletes experience the climate significantly influences their athletic
identity.
Rankin, S. and Merson, D. (October 2012). Campus Pride 2012 LGB College Athlete National Report
Slide 15
Two national reports have been conducted to examine the campus climate for queer spectrum
and trans-spectrum faculty, staff, and students. The first was in 2003 and the second was in
2010.
Slide 16
Creation of LGBT Centers/Offices by Year
The first two LGBT Centers were opened in 1971 with a large increase in 1995 (63 centers) and
again in 2003 (96 centers).
Sorgen, 2010
Slide 17
Who are the Respondents?
2003
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1669 participants
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LGBQ (n =1600)
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Transgender (n = 69)
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10 states
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13 institutions
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Paper/Pencil
2010
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5149 participants
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Queer spectrum (n = 4187)
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Trans spectrum (n = 695)
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All 50 states
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All Carnegie Basic Classifications of Institutions of Higher Education
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On-line
Slide 18
"Troubling Terminology"
I am?
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Lesbian
Gay
Two-spirit
Man loving men
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Butch
Queer
Pansexual
Bigender
Gender Queer
Woman loving women
Pre-op
Intersex
Tranny boy
Asexual
Bisexual
Cross dresser
Questioning
Same gender loving
Transgender
Boi
Androgynous
Man who loves men
From notes box: It was clear from the survey feedback that not all respondents want to place
themselves in “boxes” that are predominately White social constructs of Queer identity and would
prefer choices such as same gender loving, pansexual, Queer, woman-loving-woman, etc. I choose to
identify as Queer, not as a label, a camp, or a statement but as a means of confronting and disrupting
the static notions of gender and sexuality. Queer allows me to not conform to any discrete
categorization of sexuality. However, given the results of a recent study indicating that “Queer” was
overwhelmingly not the self-identity choice of Black GLBT persons (Battle, 2002), I will use the terms
gay, lesbian, bisexual, and transgender (GLBT) throughout this report. I do so with the understanding
that others may choose to use other self-identifying terms or none at all.
Slide 19
Comparisons
2003
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Feared for their physical safety
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LGBQ - 20%
Concealed their identity to avoid intimidation
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LGBQ - 51%
2010
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Feared for physical safety
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Queer spectrum - 13%
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Trans spectrum – 43%
Concealed their identity to avoid intimidation
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Queer spectrum - 43%
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Trans spectrum - 63%
Slide 20
Homophobic Climate
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2003: 43%
2010: 31%
Slide 21
Experienced Harassment
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2003: 36%
2010: 21%
Slide 22
Intersection of Identities/Harassment
People of Color and White people experienced harassment at similar rates (21%, respectively).
Black/African American/African/Caribbean respondents attributed the harassment to race more than
sexual identity or gender identity.
This theme does not apply to other racial identities.
Slide 23
Responses to Campus Climate
Slide 24
Behavioral Responses
Respondents who have seriously considered leaving their institution due to the
challenging climate:
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One-third of Queer spectrum (33%)
One-third of Trans-spectrum (38%)
Slide 25
Substance Use & Abuse Among LGB People
A study conducted by Weber in 2008 indicated that heterosexist climates and personal
experiences of harassment based on sexual identity significantly increased the likelihood of LGB
people having at least one substance abuse disorder.
Weber, 2008
Slide 26
“That’s So Gay” Matters
LGB students (≤ 25 yrs)
Woodford, et al., found that hearing “that’s so gay” (macroaggression) significantly influenced
LGBT students likelihood of not feeling accepted on campus, having headaches, and having an
eating disorder.
Woodford, Howell, Silverschanz, & Yu (2012)
Slide 27
Suicidal Ideation/Self-Harm
Liu and Mustanski found that LGBT youth who experienced victimization, who had little social
support, or felt a sense of hopelessness were significantly more likely to have suicidal thoughts
or other “self-harm” behaviors.
Liu, R. T., & Mustanski, B. (2012). Suicidal Ideation and Self-Harm in Lesbian, Gay, Bisexual, and
Transgender Youth. American Journal of Preventive Medicine, 42(3), 221-228.
Slide 28
Campus Climate Assessment
Rankin & Associates, Consulting
Slide 29
Conceptual Framework for Campus Diversity Research
Smith conducted a meta-analysis of the literature regarding diversity dimensions on college
campuses and identified four dimensions: (1) Campus Climate and Intergroup Relations; (2)
Access and Success; (3) Education and Scholarship; and (4) Institutional Transformation.
Smith, 1999; 2009
Slide 30
Components of Campus Climate
Hurtado, et al., conducted a meta-analysis of the literature regarding racial diversity on college
campuses and found several dimensions including; (1) Historical Legacy of Inclusion/Exclusion,
(2) Compositional Diversity, (3) Organizational/Structural (Campus Policy), (4) Psychological
Climates), and (5) Behavioral Dimension.
Milem, Chang, & Antonio (2005) adapted from Hurtado, Milem, Clayton-Pedersen, & Allen (1999)
Slide 31
Rankin 2001
National Campus Climate Diversity Assessment
NASPA/NGLTF Grants:
 Underrepresented/underserved faculty/staff/students, 30 campuses
Leads to
Survey instrument
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Meta-analysis of diversity assessment tools from 35 institutions – paper/pencil only
Slide 32
Transformational Tapestry Model©
The Transformational Tapestry Model is an action (change) model developed from a 1999
national study of 30 campuses with regard to campus climate. It includes both assessment
recommendations (focus groups, interviews, etc.) and a projected process for developing
actions. A review of the process is summarized in the following article:
Rankin, S., & Reason, R. (2008). Transformational Tapestry Model: A comprehensive
approach to transforming campus climate. Journal of Diversity in Higher Education, 1(4),
262.
©2001 Rankin & Associates Consulting
Slide 33
Climate in Higher Education
R&A suggests that studying climate in higher education is a “3-cogged wheel”. It is constantly
changing. One wheel indicated that the reason we exist in higher education is to create and
disseminate knowledge (learning). The second wheel indicates that the climate is formed by
current faculty, staff and students. The third wheel indicates that climate is defined as the
learning, working, and living environments for faculty, staff and students.
Barcelo, 2004; Bauer, 1998, Kuh & Whitt, 1998; Hurtado, 1998, 2005; Ingle, 2005; Milhem, 2005;
Peterson, 1990; Rankin, 1994, 1998, 2003, 2005; Rankin & Reason, 2008; Smith, 2009; Tierney, 1990;
Worthington, 2008
Slide 34
Assessing Campus Climate
Rankin & Reason, 2008
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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
Slide 35
Campus Climate & Successful Outcomes
Positive experiences with campus climate + Positive perceptions of campus climate = Success…
For students:
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Positive educational experiences
Healthy identity development
Overall well-being
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Productivity
Sense of value & community
Overall well-being
For faculty & staff:
These lead to persistence & retention
Slide 36
R&A Campus Climate Assessments 1999-2015
To date, R&A has completed campus climate assessments at over 170 institutions varying in
size, type, and geographic location.
Slide 37
“Best” Practices
Slide 38
1. Study vs. Survey
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In addition to a survey...
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Comprehensive and extensive approach
Multiple methods of obtaining data
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focus groups, historical document analysis (statements, media, etc.)
Interviews with University administrators and leaders
Previous survey data (NSSE, CIRP)
Structure to guide study
Advantages
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Data accuracy & fuller picture
Hear from under-served groups
Engages community
Alternatives
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Start more minimal and expand for significant findings or areas of interest
Any information is better than no information
Slide 39
2. Comprehensive
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Include all groups, all constituencies
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Undergraduates, Graduates, Faculty, Staff (census survey)
Consider efforts for inclusion of non-traditional groups within groups
Avoid sampling
Use common indications with group-specific modules
Advantages
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More reliable measure
Allows for comparisons
Accounts for marginalized and underrepresented groups
Alternatives
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Purposeful or Snowball sampling (not random)
Administer modules over time
Slide 40
3. Regularized
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Need for longitudinal analysis
Administered every 3-5 years
Advantages
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Measure progress
Assess impact of actions
Indicates long-term commitment of institution (increases participation)
Refine tool based on experience
Expand tool based on experience
Alternatives
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Targeted, minimal subsequent assessments (targeted content or sample OK)
Slide 41
4. External Expertise
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Using an external administrator or consultant
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Fear of retaliation (staff)
Fear for confidentiality
Advantages
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Increase response rates
Reduces concerns for confidentiality
Responds to concerns for retaliation
Alternatives
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Internal faculty better than administrator
New office/person honeymoon period
Partnership with another institution
Slide 42
5. Extensive Internal Engagement
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Need for context and relevance (reliability) – why ready-made tools are less effective
Need for active engagement and community buy-in
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Steering committee
Work teams
Tie to focus groups
Advantages
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Reliability
Community buy-in
Increase response rate
Alternatives
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Build on previous efforts (to refine tool)
Engage groups already formed
Slide 43
6. Communications Plan
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Knowing how results will be used before starting
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Clear goals
Clear outcomes
Clear plan for “action”
Commit to action with results – in writing & statements
Engage the community throughout the process
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Increase response rate
Develop common language (around metrics and inclusion)
Slide 44
7. Action Initiatives
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Tied to early communications
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What do we already know? What might we find? How might we respond? Who will
be tasked with responding?
Increased engagement, more communication, more involvement  more likely to act
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Establish accountability by including many in the planning and development phases
Commit to one or two annual actions
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Based on data findings
Ability to measure progress (impact of actions taken)
Assigned to specific individuals/offices
Widely communicate findings and action steps
Slide 45
Review of Climate Assessment Process
Recommended Process
Slide 46
PHASE I
Initial Proposal Meeting
Focus Groups
Slide 47
Focus Groups
Identify the focus groups
Then, develop the protocol for the focus groups
Finally, populate the focus groups
Focus group facilitators are selected and trained by the consultant
Slide 48
PHASE II
Assessment Tool Development
Communication/Marketing Plan
IRB proposal
Slide 49
Survey Instrument
Final instrument
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Quantitative questions and additional space for respondents to provide commentary
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Web-based survey
Sample = population
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All members of the university community are invited to participate via an invitation from the
Chancellor
Slide 50
SAMPLE CONCEPT MAP
Identity examples:
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Position status
Racial identity
Gender identity
Sexual identity
disability status
SES status
Spiritual identity
Climate
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Experiences
Perceptions
Institutional actions
Outcomes
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Professional success
Intent to persist
Slide 51
Communication Plan
Preparing the University Community
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Talking points
Incentives
Invitation letter
Subsequent invitations to participate
Slide 52
Institutional Review Board
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Proposal application
Primary Investigator from Syracuse
Slide 53
PHASE III
Survey Implementation
Data Analysis
Slide 54
SAMPLE Response Rates
Demographics of Population & Sample
R&A will provide response rates by position (faculty, staff, student); racial identity; and gender
identity as these are the only demographic variables for which Syracuse collects population
data.
Slide 55
PHASE IV
Final Report
Presentation of Results
Slide 56
PHASE V
Development of Action Initiatives
Support Successes
Address Challenges
Slide 57
Questions..?