Campus Climate/Diversity Survey at Mississippi State University

1. Linda Cox, Ph.D. Kristine Jacquin, Ph.D. Rosa Nigro, M.S. SAARC Campus Climate/Diversity Surveyat Mississippi State University

2. Campus Climate/Diversity Survey measures: - Student, faculty, and staff perceptions regarding campus attitudes of prejudice and inclusion. - Consumer knowledge and use of various campus services.

3. Questionnaires Two self-administered questionnaires: -Students including four sections: Demographic Section, Campus Atmosphere, Campus Experience, and Campus Service Section. -Faculty and staff composed of demographic, campus atmosphere, and campus service sections and administrated via the MSU web. -Closed-ended questions were used in a Likert-type question format

4. Faculty and Staff / Students Survey Demographics 1. What is your gender? 2. What is your ethnicity? 3. What is your affiliation to MSU? 4. Did you live in Mississippi before you started working at MSU? 5. What is your sexual orientation? 6. What is your religious affiliation, if any? 7. If you are Christian, please indicate your denomination: 8. How many years of education have you completed?

5. Campus Atmosphere 1. MSU has a diverse (e.g., different ethnic groups, genders, religions, etc.) group of students. 2. It is important to me for MSU to have a diverse group of students. 3. MSU has a diverse group of faculty. 4. It is important to me for MSU to have a diverse group of faculty. 5. MSU has a diverse group of staff members. 6. It is important to me for MSU to have a diverse group of staff members. 7. There are a lot of staff and faculty at MSU who are like me. 8. I am comfortable spending time with people of other groups (e.g., different ethnicity, different religion, different sexual orientation, etc.). 9. I spend social time with people of other groups (e.g., different ethnicity, different religions, different sexual orientation, etc.). 10. At MSU, many people are prejudiced against women. 11. At MSU, many people are prejudiced against people who are not Caucasian (white).

6. 12. At MSU, many people are prejudiced against people who are gay or bisexual. 13. At MSU, many people are prejudiced against people who are not Christian. 14. At MSU, non-Caucasian (non-white) people are accepted, respected, and appreciated by most people. 15. At MSU, women are accepted, respected, and appreciated by most people. 16. At MSU, non-Christians are accepted, respected, and appreciated by most people. 17. At MSU, gay (homosexual) and bisexual people are accepted, respected, and appreciated by most people. 18. At MSU, I feel accepted, respected, and appreciated by people who are different from me.

7. 19. The phrase “minority group” is used to refer to a racial, ethnic, religious, political, national, or other group regarded as different from the larger group of which it is part. For example, African-Americans (blacks) are considered to be part of a minority group. As another example, people who are gay or bisexual are considered to be part of a minority group. Are you a member of a minority group? 20. I feel accepted, respected, and appreciated by most students at MSU. 21. I feel accepted, respected, and appreciated by most of the faculty at MSU. 22. I feel accepted, respected, and appreciated by most of the staff at MSU.

8. Campus Experience 1. I am confident that I will graduate from MSU within four years of matriculating (starting school at MSU). 2. I want to stay at MSU until I graduate because of the kinds of students who are here. 3. I want to stay at MSU until I graduate because of the faculty here. 4. I want to stay at MSU until I graduate because of the classes and majors offered here. • I want to stay at MSU until I graduate because of the services on campus (e.g., health center, gym, counseling center, student union). 6. I want to stay at MSU until I graduate because it is more affordable than going someplace else. • I want to stay at MSU until I graduate because of the recreational sports program and other extracurricular activities (e.g., clubs, Greek life, etc.) here. 8. How important are each of the following factors in determining whether you choose to stay at MSU until you graduate? Please rank each factor from 1 (most important reason to stay at MSU) to 6 (least important reason to stay at MSU).

9. 9. How important were each of the following factors in your choice to come to MSU? Please rank each factor from 1 (most important reason to choose MSU) to 6 (least important reason to choose MSU). 10. When I have a question about which classes to take or other academic questions, I know who to ask. 11. When I am having problems with my roommate or another person and I want help, I know where I can get help at MSU. • When I am having trouble in a class, I ask for help from my professor or T.A. 13. If I am having a personal problem, I am likely to seek help from the MSU counseling center. 14. When I talk to a professor or staff member about a question I have, my questions are treated seriously and courteously. 15. During my free time, I am likely to stay on campus. 16. During my free time, I am likely to go someplace in Starkville. 17. During my free time, I am likely to go outof town. • How important are each of the following factors in determining whether you choose to stay at MSU until you graduate?

10. 19. How important were each of the following factors in your choice to come to MSU? 20. When I have a question about which classes to take or other academic questions, I know who to ask. 21. When I am having problems with my roommate or another person and I want help, I know where I can get help at MSU. 22. When I am having trouble in a class, I ask for help from my professor or T.A. 23. If I am having a personal problem, I am likely to seek help from the MSU counseling center. 24. When I talk to a professor or staff member about a question I have, my questions are treated seriously and courteously. 25. During my free time, I am likely to stay on campus. 26. During my free time, I am likely to go someplace in Starkville. 27. I have financial problems that negatively impact my school performance. 28. If I were having financial problems, I would know where to turn for help.

11. Campus Services 1. Do you know the operating hours of the MSU Library? 2. How much do you know about the Media Center in the MSU Library? 3. Do you know that students, faculty, and staff are able to rent VHS and DVD movies from the MSU Library? 4. Do you know that students, faculty, and staff can rent digital cameras from the MSU library? 5. How much do you know about the MSU shuttle service? 6. Do you know where to get a map of the MSU shuttle routes? 7. Do you know the operating hours of the MSU shuttle service? 8. Do you know that the MSU shuttle service offers trips to off campus areas? 9. Do you know the locations of the blue light emergency call boxes? • How much do you know about the MSU Police Department’s safety services? 11. Do you know that the MSU Police Department offers a service to accompany members of the campus community to any on-campus location day or night, free of charge?

12. 12. Do you know where to go if you are temporarily disabled and you need a special parking pass? 13. Do you know about the MSU Health Center located on campus? 14. Do you know the operating hours of the MSU Health Center? 15. Do you know the operating hours of the MSU cafeteria? 16. Do you know about the Joe Frank Sanderson Center? 17. How much do you know about the Moneymate service? 18. Do you know the location of the Moneymate office? 19. Do you know that Moneymate can be used anywhere on campus? 20. Do you know that some businesses in Starkville give discounts if you show them your MSU ID card? 21. How much do you know about public access computers on the MSU campus? 22. How much do you know about the MSU intranet system? 23. Do you know how to access your personnel information on the MSU intranet system?

13. Theoretical Models Student’s Gender Campus Diversity and Service Issues Perceptions, Attitudes, and Beliefs of Students Ethnicity Sexual Orientation Religion

14. Theoretical Models Faculty and Staff Gender Campus Diversity and Service Issues Ethnicity Perceptions, Attitudes, and Beliefs of Faculty and Staff Sexual Orientation Religion Educational Level

15. Sampling 70%Caucasian 24.1% African-American 2.9 Asian or Asian American 1% Hispanic/Latinos .3% Native American .9 %Mixed ethnicity 92% Christian 3.3% None .8% Buddhist .6% Hindu .6% Muslim .2%Jewish 97.8% Heterosexual .8% Homosexual 1% Bisexual 875 Students 49.3% Female 50.7% Male 366 Faculty and Staff 82.8% Christian 11.5% None 1.1 % Buddhist .3% Jewish 2.7% Other 59.3% Female 39.9% Male 87.7% Caucasian 7.1% African-American 1.7% Asian or Asian American .8% Hispanic/Latinos .5% Native American .5% Mixed ethnicity 93.4% Heterosexual 2.7% Homosexual .5% Bisexual

16. Results • Campus Atmosphere: • Perception that Diversity exists on campus • Believe in the value of Diversity on campus • Perception of prejudice • Perception of inclusion • Awareness of Campus Services • Conclusions • Recommendations

17. Results Perception that Diversity exists on campus • The majority of students perceive MSU student and faculty body as being diverse more than do faculty and staff.

18. Perception that Diversity exists on campus Student Ethnicity • Awareness of diversity in student body varies significantly across ethnic groups. • The two largest ethnic groups on campus tend to perceive the campus as diverse more than the smaller ethnic groups.

19. Results Believe in the value of Diversity on campus • Less students than faculty and staff believe it is important to have a diverse group of students on campus. • In proportion, less students than faculty and staff believe that it is important to have a diverse group of faculty on campus.

20. Believe in the value of Diversity on campus Student Ethnicity • Differences exist across ethnic groups in relation to perceptions of prejudice and inclusion. • 92% of African American students believe it is important to have a diverse faculty, whereas 63% of Caucasian students believe a diverse faculty to be important. • Similar between group differences emerge with the item pertaining to diversity in students, as well.

21. Believe in the value of Diversity on campus Student and F/S Sexual Orientation • More homosexual students believe that it is important to have both a diverse group of students and faculty more than do f/s and students from other sexual orientation groups.

22. Believe in the value of Diversity on campus Student Religious Affiliation • Proportionally, more Muslim, Hindu and other religious groups believe that it is important to have a diverse group of students than do Christian and Buddhist students.

23. Results Perception of Prejudice • Over 50% of students and faculty and staff believe that gay, lesbian and bisexual students deal with prejudice on campus.

24. Perception of Prejudice Students and F/S Sexual Orientation • A larger proportion of students and faculty and staff identifying as homosexual feel that prejudice is an issue with sexual orientation compared to the heterosexual sample surveyed.

25. Results Perception of Inclusion • The majority of students feel accepted, respected, and appreciated at MSU. • Faculty and Staff feel less accepted, respected, and appreciated by other faculty than they do by students and people different from them.

26. Perception of Inclusion Students Ethnicity • African American and Asian students feel less accepted, respected, or appreciated by people different from them and other students than do other ethnic groups. • Native American students feel less accepted, respected, or appreciated by faculty than do other groups.

27. Perception of Inclusion Students Ethnicity • Bisexual students feel accepted, respected, or appreciated by people different from them and other students less than do students from other sexual orientation groups. • Homosexuals reported feelings less respected by faculty compared to other sexual orientation groups.

28. Results • Awareness of Campus Services • 75% of students know who to speak with regarding academic questions.

29. Awareness of Campus Services • Most students know how to identify who is their academic advisor.

30. Awareness of Campus Services • 46.4% of students know how to access help in Residence Life.

31. Awareness of Campus Services • 66.2% of the students know about and have used the Student Health Center.

32. Awareness of Campus Services • 73% of students know the operating hours at the Joe Frank Sanderson Center.

33. Awareness of Campus Services • About 78% of the students are familiar with the MSU online billing system.

34. Awareness of Campus Services • Most students (93%) know how to access their grades on the MSU Intranet.

35. Awareness of Campus Services • Most students (87%) know where the Financial Aid office is located.

36. Awareness of Campus Services • Most students (95%) know that they are required to obtain an MSU email.

37. Awareness of Campus Services • Most students (94%) know that official MSU announcements are sent via their campus email account.

38. Awareness of Campus Services • Students know about the Counseling Center (42.2%) but most also state that they are unlike to use the service if they are having a personal problem (60.4%).

39. Awareness of Campus Services • Most students (65%) do NOT know where to go to register a complaint against a faculty member.

40. Awareness of Campus Services • Ethnic minorities reported a higher level of financial problems that are impacting their academic performance.

41. Awareness of Campus Services • Most of the students want to stay at MSU because of classes and majors offered, as well as MSU affordability.

42. Conclusions • The majority of students (59%) believe diversity is important. • Minority groups endorse the value of diversity more strongly than do Caucasian groups. • Minority students perceive more prejudice and less inclusion than Caucasian students. • Minority faculty and staff perceive more problems with prejudice and lack of genuine acceptance than do students.

43. Conclusions • Female faculty and staff perceive or experience significantly higher levels of prejudice against women than do male faculty /staff or students. • The vast majority of students, faculty, and staff perceive that significant prejudice exists on campus against gays, lesbians, and bisexuals. • African-American and Asian American faculty/staff expressed more dissatisfaction with levels of inclusion on campus than other groups.

44. Conclusions • Minority students report more significant financial problems that impact their ability to perform well academically than do Caucasian students. • Students know about campus services and are utilizing them. • A large percentage (46%) of students view the services as an important reason to attend MSU.

45. Recommendations • Share findings in a succinct report with campus constituents (the President’s office, Directors, Deans, Department heads, faculty, student groups, etc.). • Conduct focus groups targeting ethnic minority and sexual orientation minority faculty, staff, and students in order to gather more qualitative information regarding the above data. Use the data obtained from these focus groups to inform program development and policy revisions. • Student Affairs, in conjunction with the Office for Diversity and Equity, should develop and implement a model for increasing dialogue between different groups on campus.

46. Recommendations • Explore the possibility of developing a First Year Diversity Module that is collaboratively developed and implemented by Academic and Student Affairs to entering freshmen and transfer students. • Follow through on policy recommendations made by President Lee to include Gay, Lesbian, and Bisexual students and faculty/staff in our AA/EEO policy and non-harassment policy. Inform the campus community (particularly these constituencies) that these supportive changes have been made in our campus policies.

47. Recommendations • Consider programming to ethnic minority students regarding financial management and making a successful transition to college. This idea can be further developed and refined following information gathered during focus groups. Holmes Cultural Diversity Center, in conjunction with the Office of Financial Aid and Scholarships, could work together on this project. Thank you for your attention