NSSE 2017 Topical Module Report Inclusiveness & Engagement with Diversity

Transcription

1 NSSE 2017 Topical Module Report Inclusiveness & Engagement with Diversity IPEDS:

2 2 NSSE 2017 TOPICAL MODULE REPORT This page intentionally left blank.

3 Administration Summary About This Topical Module This module examines environments, processes, and activities that reflect the engagement and validation of cultural diversity and promote greater understanding of societal differences. Questions explore students exposure to inclusive teaching practices and intercultural learning; perceptions of institutional values and commitment regarding diversity; and participation in diversity-related programming and coursework. Complementary FSSE set available. Comparison Group This section summarizes how this module's comparison group was identified, including selection criteria and whether the default option was taken. This is followed by the resulting list of institutions represented in the 'Carnegie Class' column of this report. Group label Carnegie Class Date submitted 5/15/17 How was this comparison group constructed? Your institution customized this group by selecting institutional characteristics as follows: Basic Classification (Master's L) Group description No description provided Carnegie Class (N=30) Bay Path University (Longmeadow, MA) Cabrini University (Radnor, PA) Chapman University (Orange, CA) Citadel, The Military College of South Carolina, The (Charleston, SC) Coastal Carolina University (Conway, SC) College at Brockport, SUNY, The (Brockport, NY) College of Saint Scholastica, The (Duluth, MN) Columbia College (Columbia, MO) Concordia University Irvine (Irvine, CA) Concordia University Texas (Austin, TX) Fairfield University (Fairfield, CT) John Carroll University (Cleveland, OH) La Salle University (Philadelphia, PA) Loyola University New Orleans (New Orleans, LA) New Jersey City University (Jersey City, NJ) Northwest Missouri State University (Maryville, MO) Providence College (Providence, RI) Quinnipiac University (Hamden, CT) Rhode Island College (Providence, RI) Rider University (Lawrenceville, NJ) Seattle University (Seattle, WA) Southern Illinois Univ Edwardsville (Edwardsville, IL) St. Catherine University (Saint Paul, MN) State University of New York at New Paltz (New Paltz, NY) SUNY College at Oswego (Oswego, NY) SUNY College at Plattsburgh (Plattsburgh, NY) University of Indianapolis (Indianapolis, IN) University of New England (Biddeford, ME) University of Wisconsin-Platteville (Platteville, WI) University of Wisconsin-Stout (Menomonie, WI) *2016 participant NSSE 2017 TOPICAL MODULE REPORT 3

4 First-Year Students *p<.05, **p<.01, ***p<.001 (2-tailed); Refer to the endnotes page for the key to triangle symbols. 4 NSSE 2017 TOPICAL MODULE REPORT Item wording or description name Values c Response options Count % Count % 1. During the current school year, how much has your coursework emphasized the following? a. Developing the skills necessary to ICD01a 1 Very little work effectively with people from 2 Some , various backgrounds 3 Quite a bit , *** Very much , Total , b. Recognizing your own cultural ICD01b 1 Very little norms and biases 2 Some , Quite a bit , *** Very much , Total , c. Sharing your own perspectives and ICD01c 1 Very little experiences 2 Some , Quite a bit , *** Very much , Total , d. Exploring your own background ICD01d 1 Very little , through projects, assignments, or 2 Some , programs 3 Quite a bit , *** Very much Total , e. Learning about other cultures ICD01e 1 Very little Some , Quite a bit , *** Very much , Total , f. Discussing issues of equity or ICD01f 1 Very little privilege 2 Some , Quite a bit , *** Very much , Total , g. Respecting the expression of ICD01g 1 Very little diverse ideas 2 Some , How much does your institution emphasize the following? 3 Quite a bit , *** Very much , Total , a. Demonstrating a commitment to ICD02a 1 Very little diversity 2 Some , Quite a bit , *** Very much , Total , b. Providing students with the ICD02b 1 Very little resources needed for success in a 2 Some , multicultural world 3 Quite a bit , ** Very much , Total ,

5 First-Year Students Item wording or description name Values c Response options Count % Count % c. Creating an overall sense of ICD02c 1 Very little community among students 2 Some , Quite a bit , Very much , Total , d. Ensuring that you are not ICD02d 1 Very little stigmatized because of your 2 Some , identity (racial/ethnic identification, gender identity, sexual orientation, religious affiliation, etc.) 3 Quite a bit , * Very much , Total , e. Providing information about ICD02e 1 Very little anti discrimination and harassment 2 Some , policies 3 Quite a bit , *** Very much , Total , f. Taking allegations of ICD02f 1 Very little discrimination or harassment 2 Some , seriously 3 Quite a bit , *** Very much , Total , g. Helping students develop the skills ICD02g 1 Very little to confront discrimination and 2 Some , harassment 3 Quite a bit , *** Very much , Total , How much does your institution provide a supportive environment for the following forms of diversity? a. Racial/ethnic identification ICD03a 1 Very little Some , Quite a bit , *** Very much , Total , b. Gender identity ICD03b 1 Very little Some , Quite a bit , *** Very much , Total , c. Economic background ICD03c 1 Very little Some , Quite a bit , Very much , Total , d. Political affiliation ICD03d 1 Very little Some , Quite a bit , Very much , Total , *p<.05, **p<.01, ***p<.001 (2-tailed); Refer to the endnotes page for the key to triangle symbols. NSSE 2017 TOPICAL MODULE REPORT 5

6 First-Year Students *p<.05, **p<.01, ***p<.001 (2-tailed); Refer to the endnotes page for the key to triangle symbols. 6 NSSE 2017 TOPICAL MODULE REPORT Item wording or description name Values c Response options Count % Count % e. Religious affiliation ICD03e 1 Very little Some , Quite a bit , * Very much , Total , f. Sexual orientation ICD03f 1 Very little Some , Quite a bit , *** Very much , Total , g. Disability status ICD03g 1 Very little Some , Quite a bit , Very much , Total , The term cultural community can refer to a racial or ethnic community, a religious community, a community based on sexual orientation or gender identity, the neighborhood where you grew up, etc. Considering the community with which you most strongly identify, to what extent do you agree or disagree with the following statements? a. On campus, there are enough ICD04a 1 Strongly disagree opportunities to learn about my 2 Somewhat disagree own cultural community. 3 Neither agree nor disagree , Somewhat agree , Strongly agree , Total , b. On campus, there are enough ICD04b 1 Strongly disagree opportunities to learn about 2 Somewhat disagree important issues within my own cultural community. 3 Neither agree nor disagree , Somewhat agree , Strongly agree , Total , c. On campus, there are enough ICD04c 1 Strongly disagree opportunities to learn about the 2 Somewhat disagree experiences of people within my own cultural community. 3 Neither agree nor disagree , Somewhat agree , Strongly agree , Total , d. In general, people on campus value ICD04d 1 Strongly disagree knowledge from my cultural 2 Somewhat disagree community. 3 Neither agree nor disagree , * Somewhat agree , Strongly agree , Total , e. In general, people on campus value ICD04e 1 Strongly disagree the experiences of people within 2 Somewhat disagree my cultural community. 3 Neither agree nor disagree , * Somewhat agree , Strongly agree , Total ,

7 First-Year Students Item wording or description name Values c Response options Count % Count % f. In general, my cultural community ICD04f 1 Strongly disagree is valued on campus. 2 Somewhat disagree Neither agree nor disagree , Somewhat agree , Strongly agree , Total , *p<.05, **p<.01, ***p<.001 (2-tailed); Refer to the endnotes page for the key to triangle symbols. NSSE 2017 TOPICAL MODULE REPORT 7

8 Seniors *p<.05, **p<.01, ***p<.001 (2-tailed); Refer to the endnotes page for the key to triangle symbols. 8 NSSE 2017 TOPICAL MODULE REPORT Item wording or description name Values c Response options Count % Count % 1. During the current school year, how much has your coursework emphasized the following? a. Developing the skills necessary to ICD01a 1 Very little work effectively with people from 2 Some , various backgrounds 3 Quite a bit , ** Very much , Total , b. Recognizing your own cultural ICD01b 1 Very little , norms and biases 2 Some , Quite a bit , *** Very much , Total , c. Sharing your own perspectives and ICD01c 1 Very little experiences 2 Some , Quite a bit , *** Very much , Total , d. Exploring your own background ICD01d 1 Very little , through projects, assignments, or 2 Some , programs 3 Quite a bit , ** Very much , Total , e. Learning about other cultures ICD01e 1 Very little , Some , Quite a bit , *** Very much , Total , f. Discussing issues of equity or ICD01f 1 Very little , privilege 2 Some , Quite a bit , *** Very much , Total , g. Respecting the expression of ICD01g 1 Very little diverse ideas 2 Some , How much does your institution emphasize the following? 3 Quite a bit , *** Very much , Total , a. Demonstrating a commitment to ICD02a 1 Very little diversity 2 Some , Quite a bit , *** Very much , Total , b. Providing students with the ICD02b 1 Very little resources needed for success in a 2 Some , multicultural world 3 Quite a bit , *** Very much , Total ,

9 Seniors Item wording or description name Values c Response options Count % Count % c. Creating an overall sense of ICD02c 1 Very little community among students 2 Some , Quite a bit , * Very much , Total , d. Ensuring that you are not ICD02d 1 Very little stigmatized because of your 2 Some , identity (racial/ethnic identification, gender identity, sexual orientation, religious affiliation, etc.) 3 Quite a bit , *** Very much , Total , e. Providing information about ICD02e 1 Very little anti discrimination and harassment 2 Some , policies 3 Quite a bit , *** Very much , Total , f. Taking allegations of ICD02f 1 Very little discrimination or harassment 2 Some , seriously 3 Quite a bit , *** Very much , Total , g. Helping students develop the skills ICD02g 1 Very little , to confront discrimination and 2 Some , harassment 3 Quite a bit , *** Very much , Total , How much does your institution provide a supportive environment for the following forms of diversity? a. Racial/ethnic identification ICD03a 1 Very little Some , Quite a bit , *** Very much , Total , b. Gender identity ICD03b 1 Very little Some , Quite a bit , *** Very much , Total , c. Economic background ICD03c 1 Very little , Some , Quite a bit , Very much , Total , d. Political affiliation ICD03d 1 Very little , Some , Quite a bit , Very much , Total , *p<.05, **p<.01, ***p<.001 (2-tailed); Refer to the endnotes page for the key to triangle symbols. NSSE 2017 TOPICAL MODULE REPORT 9

10 Seniors *p<.05, **p<.01, ***p<.001 (2-tailed); Refer to the endnotes page for the key to triangle symbols. 10 NSSE 2017 TOPICAL MODULE REPORT Item wording or description name Values c Response options Count % Count % e. Religious affiliation ICD03e 1 Very little Some , Quite a bit , * Very much , Total , f. Sexual orientation ICD03f 1 Very little Some , Quite a bit , *** Very much , Total , g. Disability status ICD03g 1 Very little Some , Quite a bit , Very much , Total , The term cultural community can refer to a racial or ethnic community, a religious community, a community based on sexual orientation or gender identity, the neighborhood where you grew up, etc. Considering the community with which you most strongly identify, to what extent do you agree or disagree with the following statements? a. On campus, there are enough ICD04a 1 Strongly disagree opportunities to learn about my 2 Somewhat disagree own cultural community. 3 Neither agree nor disagree , * Somewhat agree , Strongly agree , Total , b. On campus, there are enough ICD04b 1 Strongly disagree opportunities to learn about 2 Somewhat disagree important issues within my own cultural community. 3 Neither agree nor disagree , *** Somewhat agree , Strongly agree , Total , c. On campus, there are enough ICD04c 1 Strongly disagree opportunities to learn about the 2 Somewhat disagree experiences of people within my own cultural community. 3 Neither agree nor disagree , *** Somewhat agree , Strongly agree , Total , d. In general, people on campus value ICD04d 1 Strongly disagree knowledge from my cultural 2 Somewhat disagree community. 3 Neither agree nor disagree , *** Somewhat agree , Strongly agree , Total , e. In general, people on campus value ICD04e 1 Strongly disagree the experiences of people within 2 Somewhat disagree my cultural community. 3 Neither agree nor disagree , *** Somewhat agree , Strongly agree , Total ,

11 Seniors Item wording or description name Values c Response options Count % Count % f. In general, my cultural community ICD04f 1 Strongly disagree is valued on campus. 2 Somewhat disagree Neither agree nor disagree , *** Somewhat agree , Strongly agree , Total , *p<.05, **p<.01, ***p<.001 (2-tailed); Refer to the endnotes page for the key to triangle symbols. NSSE 2017 TOPICAL MODULE REPORT 11

12 Detailed Statistics e First-Year Students N Standard error f deviation g DF h Sig. i Standard name Tarleton State Tarleton State Carnegie Class Tarleton State Carnegie Class Tarleton State Carnegie Class Comparisons with: Carnegie Class ICD01a , ICD01b , ICD01c ICD01d , ICD01e ICD01f ICD01g , ICD02a ICD02b ICD02c , ICD02d ICD02e ICD02f ICD02g ICD03a ICD03b ICD03c , ICD03d , ICD03e ICD03f ICD03g , ICD04a , ICD04b , ICD04c ICD04d ICD04e ICD04f See the endnotes on the last page of this report. 12 NSSE 2017 TOPICAL MODULE REPORT

13 Detailed Statistics e Seniors N Standard error f deviation g DF h Sig. i Standard name Tarleton State Tarleton State Carnegie Class Tarleton State Carnegie Class Tarleton State Carnegie Class Comparisons with: Carnegie Class ICD01a ICD01b , ICD01c ICD01d , ICD01e , ICD01f , ICD01g ICD02a ICD02b , ICD02c ICD02d ICD02e ICD02f ICD02g , ICD03a ICD03b ICD03c , ICD03d , ICD03e ICD03f ICD03g ICD04a , ICD04b , ICD04c , ICD04d ICD04e , ICD04f , See the endnotes on the last page of this report. NSSE 2017 TOPICAL MODULE REPORT 13

14 Endnotes Endnotes a. b. c. d. e. Column percentages are weighted by institution-reported sex and enrollment status (and institution size for comparison groups). Percentages may not sum to 100 due to rounding. Counts are unweighted; column percentages cannot be replicated from counts. All statistics are weighted by institution-reported sex and enrollment status (and institution size for comparison groups). Unless otherwise noted, statistical comparisons are two-tailed independent t -tests. Items with categorical response sets are left blank. These are the values used to calculate means. For the majority of items, these values match the codes in the data file and codebook. size for independent t- tests uses Cohen's d ; z- tests use Cohen's h. Statistics are weighted by institution-reported sex and enrollment status (and institution size for comparison groups). Categorical items are not listed. f. The 95% confidence interval for the population mean is equal to the sample mean plus or minus 1.96 times the standard error of the mean. g. A measure of the amount individual scores deviate from the mean of all the scores in the distribution. h. Degrees of freedom used to compute the t -tests. Values differ from Ns due to weighting and whether equal variances were assumed. i. j. k. Statistical comparisons are two-tailed independent t -tests or z -tests. Statistical significance represents the probability that the difference between your students' mean and that of the students in the comparison group is due to chance. Statistical comparison uses z- test to compare the proportion who responded (depending on the item) "Done or in progress" or "Yes" with all who responded otherwise. represents the proportion who responded (depending on the item) Done or in progress or "Yes." Key to symbols: Your students average was significantly higher (p <.05) with an effect size at least.3 in magnitude. Your students average was significantly higher (p <.05) with an effect size less than.3 in magnitude. Your students average was significantly lower (p <.05) with an effect size less than.3 in magnitude. Your students average was significantly lower (p <.05) with an effect size at least.3 in magnitude. Note: It is important to interpret the direction of differences relative to item wording and your institutional context. 14 NSSE 2017 TOPICAL MODULE REPORT