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Campus Climate Survey Trends (Graduate)

Tables of Results
College of Physical and Mathematical Sciences


The NC State University Campus Climate Survey was conducted in two years: 2004 and 2010. This page shows trends in survey responses for items included in both survey waves, for students enrolled in the College of Physical and Mathematical Sciences.

To skip directly to a particular section, select the section below.

Section A: Your NC State Experience Section C: Multicultural Activities on Campus Section E: Campus Climate
Section B: Interacting with Others Section D: Role of Diversity in Higher Education Section F: Shaping Attitudes about Diversity

Section A: Your NC State Experience

Overall experience at NC State

Overall experience at NC State Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year 3.1 28.7% 56.7% 14.0% 0.7% 150
2004
2010 3.2 32.6% 57.4% 7.8% 2.1% 141

Feel like you have a good support network 1

Feel like you have a good support network Mean 1: Never
2: Seldom
3: Occasionally 4: Often
5: Always
Total (N)
Year 3.6 3.4% 16.1% 21.5% 34.9% 24.2% 149
2004
2010 3.6 5.0% 7.9% 25.7% 45.0% 16.4% 140

Feel physically threatened 1

Feel physically threatened Mean 1: Never
2: Seldom
3: Occasionally 4: Often
5: Always
Total (N)
Year 1.4 72.0% 22.7% 3.3% 1.3% 0.7% 150
2004
2010 1.3 77.9% 20.0% 1.4% . 0.7% 140

Comfort: Attending events/hanging out at Talley Student Center 2 3

Comfort: Attending events/hanging out at Talley Student Center Mean 5: Very
comfortable

4: Comfortable

3: Neither
comfortable
nor uncomfortable
2: Uncomfortable

1: Very uncomfortable

Total (N)
Year 3.7 16.1% 48.3% 28.2% 6.0% 1.3% 149
2004
2010 3.7 14.0% 55.8% 23.3% 4.7% 2.3% 86

Comfort: Attending events/hanging out at Witherspoon Center 2 3

Comfort: Attending events/hanging out at Witherspoon Center Mean 5: Very
comfortable

4: Comfortable

3: Neither
comfortable
nor uncomfortable
2: Uncomfortable

1: Very uncomfortable

Total (N)
Year 3.6 12.8% 39.2% 40.5% 5.4% 2.0% 148
2004
2010 3.6 16.0% 40.0% 34.0% 4.0% 6.0% 50

Comfort: Participating in a research project with faculty 2

Comfort: Participating in research project with faculty Mean 5: Very
comfortable

4: Comfortable

3: Neither
comfortable
nor uncomfortable
2: Uncomfortable

1: Very uncomfortable

Total (N)
Year* 4.2 41.2% 45.9% 8.1% 4.7% . 148
2004
2010 4.2 32.0% 54.4% 12.6% . 1.0% 103

Comfort: Participating in campus social life 2

Comfort: Participating in campus social life Mean 5: Very
comfortable

4: Comfortable

3: Neither
comfortable
nor uncomfortable
2: Uncomfortable

1: Very uncomfortable

Total (N)
Year 3.7 19.5% 47.0% 23.5% 8.7% 1.3% 149
2004
2010 3.6 9.2% 50.6% 31.0% 6.9% 2.3% 87

Comfort: Meeting with advisor 2

Comfort: Meeting with advisor Mean 5: Very
comfortable

4: Comfortable

3: Neither
comfortable
nor uncomfortable
2: Uncomfortable

1: Very uncomfortable

Total (N)
Year 4.3 44.7% 42.0% 8.0% 4.7% 0.7% 150
2004
2010 4.4 53.4% 33.1% 11.3% 0.8% 1.5% 133

Comfort: Meeting with graduate committee 2

Comfort: Meeting with graduate committee Mean 5: Very
comfortable

4: Comfortable

3: Neither
comfortable
nor uncomfortable
2: Uncomfortable

1: Very uncomfortable

Total (N)
Year 3.9 26.8% 45.6% 17.4% 9.4% 0.7% 149
2004
2010 4.0 24.0% 58.7% 16.0% . 1.3% 75

Comfort: Working with research team 2

Comfort: Working with research team Mean 5: Very
comfortable

4: Comfortable

3: Neither
comfortable
nor uncomfortable
2: Uncomfortable

1: Very uncomfortable

Total (N)
Year 4.2 36.9% 47.7% 12.8% 2.7% . 149
2004
2010 4.4 47.0% 47.0% 4.0% 1.0% 1.0% 100

Comfort: Participating in multicultural/ethnic activities on campus 2

Comfort: Participating in multicultural/ethnic activities on campus Mean 5: Very
comfortable

4: Comfortable

3: Neither
comfortable
nor uncomfortable
2: Uncomfortable

1: Very uncomfortable

Total (N)
Year 3.6 12.7% 45.3% 34.7% 6.7% 0.7% 150
2004
2010 3.7 9.4% 62.5% 23.4% 1.6% 3.1% 64

Comfort: Participating in student organizations 2

Comfort: Participating in student organizations Mean 5: Very
comfortable

4: Comfortable

3: Neither
comfortable
nor uncomfortable
2: Uncomfortable

1: Very uncomfortable

Total (N)
Year 3.9 19.3% 57.3% 17.3% 5.3% 0.7% 150
2004
2010 3.9 18.6% 54.7% 24.4% 1.2% 1.2% 86

Comfort: Interacting with department/program support staff 2 4

Comfort: Interacting with department/program support staff Mean 5: Very
comfortable

4: Comfortable

3: Neither
comfortable
nor uncomfortable
2: Uncomfortable

1: Very uncomfortable

Total (N)
Year 4.3 45.6% 43.6% 6.0% 3.4% 1.3% 149
2004
2010 4.2 40.6% 47.8% 8.7% 1.4% 1.4% 138

Comfort: Interacting with top level administrators 2

Comfort: Interacting with top level administrators Mean 5: Very
comfortable

4: Comfortable

3: Neither
comfortable
nor uncomfortable
2: Uncomfortable

1: Very uncomfortable

Total (N)
Year* 3.5 14.8% 34.9% 34.9% 12.8% 2.7% 149
2004
2010 3.8 13.6% 61.0% 20.3% 1.7% 3.4% 59

Comfort: Interacting with faculty during office hrs/outside classroom 2

Comfort: Interacting with faculty during office hrs/outside classroom Mean 5: Very
comfortable

4: Comfortable

3: Neither
comfortable
nor uncomfortable
2: Uncomfortable

1: Very uncomfortable

Total (N)
Year 4.2 34.5% 52.7% 10.8% 1.4% 0.7% 148
2004
2010 4.1 29.9% 51.5% 13.4% 4.5% 0.7% 134

Working hard leads to desired grade 5

Working hard leads to desired grade Mean 5: Strongly
agree
4: Agree

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year 4.0 30.2% 50.3% 11.4% 7.4% 0.7% 149
2004
2010 4.1 37.4% 41.2% 11.5% 9.2% 0.8% 131

Ignored in class when attempting to participate 5

Ignored in class when attempting to participate Mean 5: Strongly
agree
4: Agree

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year 1.8 . 1.3% 12.1% 51.7% 34.9% 149
2004
2010 1.8 1.5% 2.3% 7.6% 48.9% 39.7% 131

Comments taken seriously by instructor 5

Comments taken seriously by instructor Mean 5: Strongly
agree
4: Agree

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year 4.1 25.0% 60.8% 10.1% 4.1% . 148
2004
2010 4.1 31.3% 55.0% 9.9% 1.5% 2.3% 131

Ignored by classmates/given trivial jobs during group work 5

Ignored by classmates/given trivial jobs during group work Mean 5: Strongly
agree
4: Agree

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year 2.0 0.7% 4.7% 14.9% 50.0% 29.7% 148
2004
2010 1.8 1.5% 3.8% 9.2% 44.3% 41.2% 131

Faculty recognize importance of ideas 5

Faculty recognize importance of ideas Mean 5: Strongly
agree
4: Agree

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year 3.9 18.4% 54.4% 23.8% 2.0% 1.4% 147
2004
2010 3.9 21.4% 53.4% 22.9% 1.5% 0.8% 131

Singled out to speak on behalf of specific group 5

Singled out to speak on behalf of specific group Mean 5: Strongly
agree
4: Agree

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year 2.1 2.0% 7.4% 20.9% 42.6% 27.0% 148
2004
2010 1.9 2.3% 3.8% 14.6% 37.7% 41.5% 130

Professors communicate welcomeness in course 5

Professors communicate welcomeness in course Mean 5: Strongly
agree
4: Agree

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year 4.1 32.4% 50.7% 12.8% 2.7% 1.4% 148
2004
2010 4.2 37.7% 47.7% 12.3% 0.8% 1.5% 130

Comfortable among students in courses 5 6

Comfortable among students in courses Mean 5: Strongly
agree
4: Agree

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year 4.1 31.5% 55.7% 8.7% 2.0% 2.0% 149
2004
2010 4.2 38.5% 50.8% 8.5% 1.5% 0.8% 130

Faculty support for attending conferences 7

Faculty support for attending conferences Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year* 3.2 43.2% 36.8% 14.7% 5.3% 95
2010

Faculty support for presenting at conferences 7

Faculty support for presenting at conferences Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year 3.0 30.8% 47.5% 16.7% 5.0% 120
2004
2010 3.3 48.9% 35.6% 11.1% 4.4% 90

Supportiveness of advisor/committee chair 7

Supportiveness of advisor/committee chair Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year* 3.2 40.4% 40.4% 13.2% 5.9% 136
2004
2010 3.5 52.6% 41.2% 6.1% . 114

Committee responsiveness 7

Committee responsiveness Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year* 3.0 32.4% 44.8% 18.1% 4.8% 105
2004
2010 3.3 34.2% 60.8% 3.8% 1.3% 79

Ability to select committee you are comfortable working with 7

Ability to select committee you are comfortable working with Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year* 3.0 29.9% 43.9% 19.6% 6.5% 107
2004
2010 3.3 39.5% 53.5% 7.0% . 86

Ability to work effectively with lab partners/research group 7

Ability to work effectively with lab partners/research group Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year 3.2 32.5% 55.3% 10.6% 1.6% 123
2004
2010 3.3 45.9% 43.9% 9.2% 1.0% 98

Selection process for TAs/RAs 7

Selection process for TAs/RAs Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year 2.8 21.2% 49.6% 16.1% 13.1% 137
2004
2010 2.9 28.0% 43.2% 22.0% 6.8% 118

Selection process for other funding opportunities 7

Selection process for other funding opportunities Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year 2.7 17.3% 46.5% 22.8% 13.4% 127
2004
2010 2.8 24.0% 37.5% 30.2% 8.3% 96
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Section B: Interacting with Others

Interact with students from different race/ethnicity 8

Interact with students from different race/ethnicity Mean 5: Very
often
4: Often
3: Sometimes 2: Seldom
1: Never
Total (N)
Year 4.3 51.4% 29.2% 13.9% 4.9% 0.7% 144
2004
2010 4.3 53.5% 24.4% 17.3% 4.7% . 127

Interact with students who have a disability 8

Interact with students who have a disability Mean 5: Very
often
4: Often
3: Sometimes 2: Seldom
1: Never
Total (N)
Year 2.5 3.0% 7.5% 38.3% 37.6% 13.5% 133
2004
2010 2.4 7.1% 6.1% 23.5% 42.9% 20.4% 98

Interact with students with different religious belief 8

Interact with students with different religious belief Mean 5: Very
often
4: Often
3: Sometimes 2: Seldom
Total (N)
Year 4.3 52.9% 31.2% 13.0% 2.9% 138
2004
2010 4.4 58.8% 22.8% 14.0% 4.4% 114

Interact with students with different sexual orientation 8

Interact with students with different sexual orientation Mean 5: Very
often
4: Often
3: Sometimes 2: Seldom
1: Never
Total (N)
Year* 2.9 14.7% 11.0% 34.9% 30.3% 9.2% 109
2004
2010 3.7 36.5% 22.9% 16.7% 18.8% 5.2% 96

Interact with students from different social/economic background 8

Interact with students from different social/economic background Mean 5: Very
often
4: Often
3: Sometimes 2: Seldom
Total (N)
Year 4.2 43.7% 33.3% 20.7% 2.2% 135
2004
2010 4.4 55.8% 24.0% 20.2% . 104

Socialized with student of different race/ethnicity than own within past year 8

Socialized with student of different race/ethnicity than own within past year Mean 5: Very
often
4: Often
3: Sometimes 2: Seldom
1: Never
Total (N)
Year 3.9 40.0% 25.5% 24.8% 8.3% 1.4% 145
2004
2010 3.8 32.0% 27.2% 30.4% 6.4% 4.0% 125

Worked in class with student of different race/ethnicity within past year 8

Worked in class with student of different race/ethnicity within past year Mean 5: Very
often
4: Often
3: Sometimes 2: Seldom
1: Never
Total (N)
Year 3.5 29.7% 26.2% 21.4% 10.3% 12.4% 145
2004
2010 3.3 26.0% 20.3% 24.4% 12.2% 17.1% 123

Worked outside class with student of different race/ethnicity within past year 8

Worked outside class with student of different race/ethnicity within past year Mean 5: Very
often
4: Often
3: Sometimes 2: Seldom
1: Never
Total (N)
Year 3.5 29.7% 25.5% 19.3% 13.1% 12.4% 145
2004
2010 3.1 23.8% 20.5% 21.3% 15.6% 18.9% 122

Worked on a research team with student of different race/ethnicity within past year 8

Worked on a research team with student of different race/ethnicity within past year Mean 5: Very
often
4: Often
3: Sometimes 2: Seldom
1: Never
Total (N)
Year 3.3 30.8% 23.8% 14.7% 7.7% 23.1% 143
2004
2010 3.0 25.6% 17.9% 17.1% 8.5% 30.8% 117

Number of classes taught by instructor of different race/ethnicity

Number of classes taught by instructor of different race/ethnicity None A few Some Most All Total (N)
Year 6.9% 19.4% 34.7% 28.5% 10.4% 144
2004
2010 6.2% 27.9% 25.6% 21.7% 18.6% 129

Committee members of a different racial/ethnic/cultural background 9

Committee members of a different racial/ethnic/cultural background Yes No Not Applicable Total (N)
Year* 52.1% 15.3% 32.6% 144
2004
2010 40.3% 11.6% 48.1% 129

Number of roommates of different race/ethnicity

Number of roommates of different race/ethnicity Never had
a roommate
Never
Once
Twice
Three or more
times
Total (N)
Year 37.9% 37.2% 17.2% 4.8% 2.8% 145
2004
2010 39.5% 44.2% 10.1% 3.1% 3.1% 129
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Section C: Multicultural Activities on Campus

Number of grad courses with diversity issues clearly integrated

Number of grad courses with diversity issues clearly integrated None A few Some Most All Total (N)
Year 88.9% 6.3% 3.5% 1.4% . 144
2004
2010 77.3% 10.9% 10.2% 0.8% 0.8% 128

Impact of courses on thinking about/understanding of diversity

Impact of courses on thinking about/understanding of diversity Mean 5: Very
positive impact
4: Positive
impact
3: Neither
positive nor
negative impact
2: Negative
impact

Total (N)
Year 3.8 13.3% 53.3% 33.3% . 15
2004
2010 3.6 10.3% 44.8% 37.9% 6.9% 29

Participation in diversity/multicultural events

Participation in diversity/multicultural events Never
Once
Two or three
times
Four or more
times
Total (N)
Year 62.8% 13.8% 13.1% 10.3% 145
2004
2010 68.8% 11.2% 16.0% 4.0% 125

Reasons for not participating: Not aware 10

Reasons for not participating: Not aware Yes, a reason No, not a reason Total (N)
Year 63.3% 36.7% 150
2004
2010 61.6% 38.4% 86

Reasons for not participating: Event has nothing to do with me 10

Reasons for not participating: Event has nothing to do with me Yes, a reason No, not a reason Total (N)
Year 26.7% 73.3% 150
2004
2010 29.1% 70.9% 86

Reasons for not participating: Not enough time 10

Reasons for not participating: Not enough time Yes, a reason No, not a reason Total (N)
Year 65.3% 34.7% 150
2004
2010 62.8% 37.2% 86

Reasons for not participating: Not convenient for schedule 10

Reasons for not participating: Not convenient for schedule Yes, a reason No, not a reason Total (N)
Year 48.0% 52.0% 150
2004
2010 39.5% 60.5% 86

Reasons for not participating: Uncomfortable 10

Reasons for not participating: Uncomfortable Yes, a reason No, not a reason Total (N)
Year 8.0% 92.0% 150
2004
2010 3.5% 96.5% 86

Reasons for not participating: Friends do not participate 10

Reasons for not participating: Friends do not participate Yes, a reason No, not a reason Total (N)
Year 16.7% 83.3% 150
2004
2010 15.1% 84.9% 86

Reasons for not participating: Uninteresting topic 10

Reasons for not participating: Uninteresting topic Yes, a reason No, not a reason Total (N)
Year 38.0% 62.0% 150
2004
2010 30.2% 69.8% 86

Reasons for not participating: Location 10

Reasons for not participating: Location Yes, a reason No, not a reason Total (N)
Year 4.7% 95.3% 150
2004
2010 5.8% 94.2% 86

Reasons for not participating: Cost 10

Reasons for not participating: Cost Yes, a reason No, not a reason Total (N)
Year* 10.7% 89.3% 150
2004
2010 2.3% 97.7% 86

Reasons for not participating: Other 10

Reasons for not participating: Other Yes, a reason No, not a reason Total (N)
Year 6.7% 93.3% 150
2004
2010 9.3% 90.7% 86
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Section D: The Role of Diversity in Higher Education

NCSU provides environment for free expression of ideas/opinions/beliefs 11

NCSU provides environment for free expression of ideas/opinions/beliefs Mean 5: Strongly
agree
4: Agree

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year 3.7 14.7% 52.7% 25.3% 6.0% 1.3% 150
2004
2010 3.9 18.9% 59.0% 17.2% 4.1% 0.8% 122

NCSU is good place to learn about multicultural issues/perspectives 11

NCSU is good place to learn about multicultural issues/perspectives Mean 5: Strongly
agree
4: Agree

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year* 3.3 3.3% 44.7% 33.3% 14.0% 4.7% 150
2004
2010 3.6 9.8% 44.3% 39.3% 4.9% 1.6% 122

NCSU places too much emphasis on diversity 11

NCSU places too much emphasis on diversity Mean 5: Strongly
agree
4: Agree

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year 2.9 6.7% 17.3% 40.7% 28.7% 6.7% 150
2004
2010 2.8 8.3% 13.2% 38.0% 30.6% 9.9% 121

Diversity is good for NCSU 11

Diversity is good for NCSU Mean 5: Strongly
agree
4: Agree

3: Neither
agree nor disagree
2: Disagree

Total (N)
Year 4.2 36.9% 47.7% 14.8% 0.7% 149
2004
2010 4.4 45.9% 45.9% 7.4% 0.8% 122

Efforts to increase diversity lead to admission of less qualified students 11

Efforts to increase diversity lead to admission of less qualified students Mean 5: Strongly
agree
4: Agree

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year 2.8 6.7% 22.7% 30.0% 30.0% 10.7% 150
2004
2010 2.8 5.8% 14.9% 43.0% 24.0% 12.4% 121

Efforts to increase diversity lead to less qualified faculty/staff/admin 11

Efforts to increase diversity lead to less qualified faculty/staff/admin Mean 5: Strongly
agree
4: Agree

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year 2.6 5.3% 14.0% 33.3% 34.7% 12.7% 150
2004
2010 2.7 3.3% 14.8% 45.9% 23.0% 13.1% 122

Enhancing ability to partic in multicultural society should be part of univ mission 11

Enhancing ability to partic in multicultural society should be part of univ mission Mean 5: Strongly
agree
4: Agree

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year* 3.9 28.4% 48.6% 12.8% 8.1% 2.0% 148
2004
2010 3.8 18.0% 46.7% 29.5% 4.1% 1.6% 122

Fostering intellectual diversity should be goal of NCSU 11

Fostering intellectual diversity should be goal of NCSU Mean 5: Strongly
agree
4: Agree

3: Neither
agree nor disagree
2: Disagree

Total (N)
Year 4.1 31.5% 51.7% 9.4% 7.4% 149
2004
2010 4.0 30.3% 45.9% 18.9% 4.9% 122

Building diverse/inclusive community should be key goal of NCSU 11

Building diverse/inclusive community should be key goal of NCSU Mean 5: Strongly
agree
4: Agree

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year 3.8 20.0% 46.7% 23.3% 9.3% 0.7% 150
2004
2010 3.9 22.3% 49.6% 22.3% 5.8% . 121

Easy to find diversity info on NCSU website 11

Easy to find diversity info on NCSU website Mean 5: Strongly
agree
4: Agree

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year* 3.0 1.3% 12.1% 71.1% 14.1% 1.3% 149
2004
2010 3.3 6.6% 27.0% 59.0% 4.1% 3.3% 122

Learning about different cultures is important part of grad education 11

Learning about different cultures is important part of grad education Mean 5: Strongly
agree
4: Agree

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year 3.4 17.3% 38.0% 21.3% 18.0% 5.3% 150
2004
2010 3.6 24.6% 30.3% 27.9% 11.5% 5.7% 122

Including diversity in curriculum detracts from more important knowledge 11

Including diversity in curriculum detracts from more important knowledge Mean 5: Strongly
agree
4: Agree

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year 3.0 10.0% 16.0% 42.0% 26.0% 6.0% 150
2004
2010 3.3 20.5% 20.5% 32.8% 20.5% 5.7% 122

Developing respect for diversity will better enable me to work in chosen field 11

Developing respect for diversity will better enable me to work in chosen field Mean 5: Strongly
agree
4: Agree

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year 3.8 24.7% 43.3% 20.0% 8.0% 4.0% 150
2004
2010 3.9 25.0% 50.0% 15.0% 7.5% 2.5% 120

Developing respect for diversity will better enable me live in my community 11

Developing respect for diversity will better enable me live in my community Mean 5: Strongly
agree
4: Agree

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year 3.9 25.3% 54.7% 12.0% 5.3% 2.7% 150
2004
2010 4.0 27.0% 54.1% 12.3% 5.7% 0.8% 122

Interaction with different people is essential part of grad education 11

Interaction with different people is essential part of grad education Mean 5: Strongly
agree
4: Agree

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year 3.6 20.7% 44.7% 15.3% 14.7% 4.7% 150
2004
2010 3.6 16.4% 45.1% 23.8% 9.0% 5.7% 122
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Section E: Campus Climate

Faculty respect for grad students in general

Faculty respect for grad students in general Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year* 3.0 20.7% 65.5% 9.0% 4.8% 145
2004
2010 3.4 46.7% 48.3% 5.0% . 120

Faculty respect for minority grad students

Faculty respect for minority grad students Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year* 3.0 21.5% 63.2% 9.7% 5.6% 144
2004
2010 3.3 40.3% 47.9% 8.4% 3.4% 119

Undergrad respect for minority TAs

Undergrad respect for minority TAs Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year* 2.6 7.1% 54.6% 31.9% 6.4% 141
2004
2010 2.8 23.1% 38.5% 29.1% 9.4% 117

Undergrad respect for female TAs

Undergrad respect for female TAs Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year* 2.8 7.8% 66.7% 20.6% 5.0% 141
2004
2010 3.1 29.3% 48.3% 20.7% 1.7% 116

Grad student respect for faculty

Grad student respect for faculty Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year* 3.1 21.4% 71.0% 4.8% 2.8% 145
2004
2010 3.4 45.4% 50.4% 3.4% 0.8% 119

Grad student respect for minority faculty

Grad student respect for minority faculty Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year* 3.1 19.6% 68.5% 11.9% . 143
2004
2010 3.4 46.2% 47.1% 5.9% 0.8% 119

Faculty respect for female grad students

Faculty respect for female grad students Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year* 3.0 18.2% 69.2% 9.8% 2.8% 143
2004
2010 3.4 43.2% 49.2% 7.6% . 118

Grad student respect for female faculty

Grad student respect for female faculty Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year* 3.1 25.9% 64.3% 7.7% 2.1% 143
2004
2010 3.4 47.9% 42.9% 9.2% . 119

Friendships between grad students of different racial/ethnic groups

Friendships between grad students of different racial/ethnic groups Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year* 2.9 20.8% 56.3% 18.8% 4.2% 144
2004
2010 3.2 36.1% 47.9% 10.9% 5.0% 119

Friendships between heterosexual and GLBT grad students

Friendships between heterosexual and GLBT grad students Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year* 2.7 10.6% 56.7% 27.7% 5.0% 141
2004
2010 3.2 39.1% 46.1% 11.3% 3.5% 115

NCSU Supportiveness: African American students

NCSU Supportiveness: African American students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
1: Strongly
nonsupportive
Total (N)
Year 3.8 20.7% 49.7% 24.1% 4.1% 1.4% 145
2004
2010 4.1 31.6% 47.9% 17.9% 2.6% . 117

NCSU Supportiveness: Native American/Alaska Native students

NCSU Supportiveness: Native American/Alaska Native students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
1: Strongly
nonsupportive
Total (N)
Year 3.6 15.3% 34.7% 45.1% 3.5% 1.4% 144
2004
2010 3.8 23.1% 39.3% 35.0% 2.6% . 117

NCSU Supportiveness: Asian students

NCSU Supportiveness: Asian students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
Total (N)
Year 3.9 21.9% 47.3% 29.5% 1.4% 146
2004
2010 4.0 27.4% 50.4% 20.5% 1.7% 117

NCSU Supportiveness: Hispanic/Latino students

NCSU Supportiveness: Hispanic/Latino students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
1: Strongly
nonsupportive
Total (N)
Year 3.6 14.6% 38.9% 40.3% 5.6% 0.7% 144
2004
2010 3.9 23.1% 44.4% 28.2% 3.4% 0.9% 117

NCSU Supportiveness: White students

NCSU Supportiveness: White students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
1: Strongly
nonsupportive
Total (N)
Year 4.1 33.6% 43.2% 21.9% 1.4% . 146
2004
2010 4.1 36.4% 44.1% 16.1% 2.5% 0.8% 118

NCSU Supportiveness: International students

NCSU Supportiveness: International students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
1: Strongly
nonsupportive
Total (N)
Year 4.0 24.7% 47.9% 26.0% 1.4% . 146
2004
2010 4.0 27.4% 49.6% 21.4% 0.9% 0.9% 117

NCSU Supportiveness: Female students

NCSU Supportiveness: Female students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
1: Strongly
nonsupportive
Total (N)
Year 3.9 20.5% 52.1% 26.0% 0.7% 0.7% 146
2004
2010 4.1 28.2% 54.7% 16.2% 0.9% . 117

NCSU Supportiveness: Male students

NCSU Supportiveness: Male students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
1: Strongly
nonsupportive
Total (N)
Year 3.9 22.6% 44.5% 32.9% . . 146
2004
2010 3.9 25.9% 45.7% 25.0% 2.6% 0.9% 116

NCSU Supportiveness: Gay, lesbian and bisexual students

NCSU Supportiveness: Gay, lesbian and bisexual students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
1: Strongly
nonsupportive
Total (N)
Year* 3.3 6.2% 33.6% 50.0% 8.9% 1.4% 146
2004
2010 3.7 17.6% 40.3% 37.8% 2.5% 1.7% 119

Note: Transgendered students were included in 2004 question wording, but not 2010 wording.

NCSU Supportiveness: Christian students

NCSU Supportiveness: Christian students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
Total (N)
Year 3.8 19.9% 43.2% 34.9% 2.1% 146
2004
2010 4.0 29.9% 40.2% 26.5% 3.4% 117

NCSU Supportiveness: Nontraditional students

NCSU Supportiveness: Nontraditional students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
1: Strongly
nonsupportive
Total (N)
Year 3.7 15.1% 48.6% 30.8% 4.1% 1.4% 146
2004
2010 3.7 17.2% 40.5% 34.5% 6.9% 0.9% 116

NCSU Supportiveness: Poor/working class students

NCSU Supportiveness: Poor/working class students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
1: Strongly
nonsupportive
Total (N)
Year 3.6 12.4% 35.9% 47.6% 4.1% . 145
2004
2010 3.7 18.3% 43.5% 33.0% 3.5% 1.7% 115

NCSU Supportiveness: Middle class students

NCSU Supportiveness: Middle class students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
Total (N)
Year 3.7 14.6% 45.8% 37.5% 2.1% 144
2004
2010 3.8 17.2% 49.1% 32.8% 0.9% 116

NCSU Supportiveness: Upper class/wealthy students

NCSU Supportiveness: Upper class/wealthy students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
Total (N)
Year 3.8 20.7% 42.1% 36.6% 0.7% 145
2004
2010 3.8 22.4% 42.2% 32.8% 2.6% 116

NCSU Supportiveness: Students with children

NCSU Supportiveness: Students with children Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
1: Strongly
nonsupportive
Total (N)
Year 3.5 10.0% 37.1% 45.0% 6.4% 1.4% 140
2004
2010 3.6 17.4% 36.5% 34.8% 9.6% 1.7% 115

Grad Program Supportiveness: African American students

Grad Program Supportiveness: African American students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
1: Strongly
nonsupportive
Total (N)
Year 3.9 26.9% 43.4% 24.1% 4.8% 0.7% 145
2004
2010 4.1 34.2% 42.7% 17.9% 5.1% . 117

Grad Program Supportiveness: Native American/Alaska Native students

Grad Program Supportiveness: Native American/Alaska Native students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
1: Strongly
nonsupportive
Total (N)
Year* 3.7 18.9% 32.9% 45.5% 2.1% 0.7% 143
2004
2010 3.9 28.2% 40.2% 28.2% 3.4% . 117

Grad Program Supportiveness: Asian students

Grad Program Supportiveness: Asian students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
Total (N)
Year 4.1 37.0% 41.8% 19.2% 2.1% 146
2004
2010 4.1 34.2% 46.2% 17.1% 2.6% 117

Grad Program Supportiveness: Hispanic/Latino students

Grad Program Supportiveness: Hispanic/Latino students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
1: Strongly
nonsupportive
Total (N)
Year 3.7 19.0% 34.5% 40.8% 4.9% 0.7% 142
2004
2010 4.0 29.1% 41.9% 25.6% 3.4% . 117

Grad Program Supportiveness: White students

Grad Program Supportiveness: White students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
Total (N)
Year 4.1 34.9% 45.2% 19.2% 0.7% 146
2004
2010 4.2 38.5% 42.7% 17.9% 0.9% 117

Grad Program Supportiveness: International students

Grad Program Supportiveness: International students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
Total (N)
Year 4.2 38.9% 42.4% 18.1% 0.7% 144
2004
2010 4.1 33.3% 46.2% 16.2% 4.3% 117

Grad Program Supportiveness: Female students

Grad Program Supportiveness: Female students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
1: Strongly
nonsupportive
Total (N)
Year 4.0 26.9% 47.6% 21.4% 3.4% 0.7% 145
2004
2010 4.2 37.8% 46.2% 15.1% 0.8% . 119

Grad Program Supportiveness: Male students

Grad Program Supportiveness: Male students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
Total (N)
Year 4.0 26.9% 49.7% 23.4% 145
2004
2010 4.1 35.9% 42.7% 21.4% 117

Grad Program Supportiveness: Gay, lesbian and bisexual students

Grad Program Supportiveness: Gay, lesbian and bisexual students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
1: Strongly
nonsupportive
Total (N)
Year* 3.5 10.4% 30.6% 55.6% 2.8% 0.7% 144
2004
2010 4.0 29.7% 42.4% 26.3% 0.8% 0.8% 118

Note: Transgendered students were included in 2004 question wording, but not 2010 wording.

Grad Program Supportiveness: Christian students

Grad Program Supportiveness: Christian students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
1: Strongly
nonsupportive
Total (N)
Year 3.6 17.8% 31.5% 47.9% 2.1% 0.7% 146
2004
2010 3.9 29.9% 34.2% 34.2% 1.7% . 117

Grad Program Supportiveness: Nontraditional students

Grad Program Supportiveness: Nontraditional students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
Total (N)
Year* 3.9 21.4% 51.7% 22.8% 4.1% 145
2004
2010 4.0 31.6% 39.3% 28.2% 0.9% 117

Grad Program Supportiveness: Poor/working class students

Grad Program Supportiveness: Poor/working class students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
1: Strongly
nonsupportive
Total (N)
Year 3.7 16.6% 37.9% 42.8% 2.1% 0.7% 145
2004
2010 3.9 28.2% 35.9% 33.3% 1.7% 0.9% 117

Grad Program Supportiveness: Middle class students

Grad Program Supportiveness: Middle class students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
Total (N)
Year* 3.8 17.1% 45.2% 34.9% 2.7% 146
2004
2010 4.0 29.1% 38.5% 32.5% . 117

Grad Program Supportiveness: Upper class/wealthy students

Grad Program Supportiveness: Upper class/wealthy students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
Total (N)
Year 3.8 19.6% 43.4% 36.4% 0.7% 143
2004
2010 4.0 29.9% 36.8% 32.5% 0.9% 117

Grad Program Supportiveness: Students with children

Grad Program Supportiveness: Students with children Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
1: Strongly
nonsupportive
Total (N)
Year* 3.6 14.8% 42.3% 33.8% 7.0% 2.1% 142
2004
2010 3.9 29.1% 39.3% 29.1% 2.6% . 117
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Section F: Shaping Attitudes about Diversity

Influence on thinking: Interactions with students in class 12

Influence on thinking about diversity: Interaction with students in class Mean 5: Very
positive influence
4: Positive
influence

3: Neither
positive nor
negative influence
2: Negative
influence

1: Very negative
influence

Total (N)
Year 3.8 13.9% 54.2% 29.9% 1.4% 0.7% 144
2004
2010 4.0 27.2% 48.2% 21.9% 0.9% 1.8% 114

Influence on thinking about diversity: Interaction with students outside class 12

Influence on thinking about diversity: Interaction with students outside class Mean 5: Very
positive influence
4: Positive
influence

3: Neither
positive nor
negative influence
2: Negative
influence

1: Very negative
influence

Total (N)
Year* 3.8 15.3% 55.6% 25.0% 3.5% 0.7% 144
2004
2010 4.1 30.4% 51.3% 15.7% 0.9% 1.7% 115

Influence on thinking about diversity: Interaction with faculty in class 12

Influence on thinking about diversity: Interaction with faculty in class Mean 5: Very
positive influence
4: Positive
influence

3: Neither
positive nor
negative influence
2: Negative
influence

1: Very negative
influence

Total (N)
Year* 3.6 9.7% 48.6% 36.1% 4.9% 0.7% 144
2004
2010 3.9 23.0% 45.1% 29.2% 2.7% . 113

Influence on thinking about diversity: Interaction with faculty outside class 12

Influence on thinking about diversity: Interaction with faculty outside class Mean 5: Very
positive influence
4: Positive
influence

3: Neither
positive nor
negative influence
2: Negative
influence

1: Very negative
influence

Total (N)
Year* 3.6 11.1% 45.1% 39.6% 3.5% 0.7% 144
2004
2010 3.9 23.0% 46.0% 30.1% 0.9% . 113

Influence on thinking about diversity: Course materials 12

Influence on thinking about diversity: Course materials Mean 5: Very
positive influence
4: Positive
influence

3: Neither
positive nor
negative influence
2: Negative
influence

Total (N)
Year* 3.2 5.6% 10.4% 81.3% 2.8% 144
2004
2010 3.5 12.9% 28.7% 58.4% . 101

Influence on thinking about diversity: Friendships/acquaintances 12

Influence on thinking about diversity: Friendships/acquaintances Mean 5: Very
positive influence
4: Positive
influence

3: Neither
positive nor
negative influence
2: Negative
influence

Total (N)
Year 4.1 31.9% 51.4% 15.3% 1.4% 144
2004
2010 4.3 40.0% 46.1% 13.0% 0.9% 115

Influence on thinking about diversity: Campus orgs/clubs 12

Influence on thinking about diversity: Campus orgs/clubs Mean 5: Very
positive influence
4: Positive
influence

3: Neither
positive nor
negative influence
2: Negative
influence

Total (N)
Year* 3.4 4.2% 28.5% 67.4% . 144
2004
2010 3.7 17.6% 39.6% 41.8% 1.1% 91

Influence on thinking about diversity: Campus-wide activities/events 12

Influence on thinking about diversity: Campus-wide activities/events Mean 5: Very
positive influence
4: Positive
influence

3: Neither
positive nor
negative influence
2: Negative
influence

1: Very negative
influence

Total (N)
Year* 3.4 2.8% 37.5% 59.7% . . 144
2004
2010 3.6 12.0% 35.9% 50.0% 1.1% 1.1% 92

Influence on thinking about diversity: Interactions with staff 12

Influence on thinking about diversity: Interactions with staff Mean 5: Very
positive influence
4: Positive
influence

3: Neither
positive nor
negative influence
2: Negative
influence

1: Very negative
influence

Total (N)
Year* 3.5 5.6% 46.2% 45.5% 2.1% 0.7% 143
2004
2010 3.8 19.8% 45.9% 33.3% 0.9% . 111

Influence on thinking about diversity: Family/home town experiences 12

Influence on thinking about diversity: Family/home town experiences Mean 5: Very
positive influence
4: Positive
influence

3: Neither
positive nor
negative influence
2: Negative
influence

1: Very negative
influence

Total (N)
Year 3.8 25.7% 38.9% 30.6% 3.5% 1.4% 144
2004
2010 3.9 27.2% 43.9% 21.1% 7.0% 0.9% 114

Influence of NCSU: Likelihood of discussing diversity topics with friends

Influence of NCSU: Likelihood of discussing diversity topics with friends Mean 5: Very
positive influence
4: Positive
influence

3: Neither
positive nor
negative influence
2: Negative
influence

Total (N)
Year 3.7 10.4% 47.2% 40.3% 2.1% 144
2004
2010 3.7 16.1% 39.8% 43.2% 0.8% 118

Influence of NCSU: Likelihood of abstaining from using offensive language

Influence of NCSU: Likelihood of abstaining from using offensive language Mean 5: Very
positive influence
4: Positive
influence

3: Neither
positive nor
negative influence
2: Negative
influence

1: Very negative
influence

Total (N)
Year 3.5 7.0% 42.0% 49.7% 0.7% 0.7% 143
2004
2010 3.7 17.8% 36.4% 44.1% 1.7% . 118

Influence of NCSU: Likelihood of notifying others about offensive language

Influence of NCSU: Likelihood of notifying others about offensive language Mean 5: Very
positive influence
4: Positive
influence

3: Neither
positive nor
negative influence
2: Negative
influence

1: Very negative
influence

Total (N)
Year* 3.5 5.6% 38.9% 54.9% . 0.7% 144
2004
2010 3.6 16.1% 33.9% 47.5% 2.5% . 118

Influence of NCSU: Comfort working with students from diverse backgrounds

Influence of NCSU: Comfort working with students from diverse backgrounds Mean 5: Very
positive influence
4: Positive
influence

3: Neither
positive nor
negative influence
2: Negative
influence

1: Very negative
influence

Total (N)
Year 3.8 12.5% 54.9% 31.3% 1.4% . 144
2004
2010 3.8 17.8% 47.5% 32.2% 1.7% 0.8% 118

Influence of NCSU: Understanding of diversity

Influence of NCSU: Understanding of diversity Mean 5: Very
positive influence
4: Positive
influence

3: Neither
positive nor
negative influence
2: Negative
influence

Total (N)
Year 3.6 9.0% 47.2% 43.1% 0.7% 144
2004
2010 3.8 15.3% 45.8% 39.0% . 118

Influence of NCSU: Ability to work in job with people of diverse backgrounds

Influence of NCSU: Ability to work in job with people of diverse backgrounds Mean 5: Very
positive influence
4: Positive
influence

3: Neither
positive nor
negative influence
2: Negative
influence

Total (N)
Year 3.8 11.1% 55.6% 33.3% . 144
2004
2010 3.9 21.2% 48.3% 29.7% 0.8% 118

Influence of NCSU: Comfort interacting with people of different race/ethnicity

Influence of NCSU: Comfort interacting with people of different race/ethnicity Mean 5: Very
positive influence
4: Positive
influence

3: Neither
positive nor
negative influence
2: Negative
influence

1: Very negative
influence

Total (N)
Year* 3.7 9.0% 55.6% 34.7% 0.7% . 144
2004
2010 3.8 21.4% 42.7% 34.2% 0.9% 0.9% 117

Influence of NCSU: Comfort interacting with people of different sexual orientation

Influence of NCSU: Comfort interacting with people of different sexual orientation Mean 5: Very
positive influence
4: Positive
influence

3: Neither
positive nor
negative influence
2: Negative
influence

Total (N)
Year* 3.4 5.6% 34.0% 59.7% 0.7% 144
2004
2010 3.7 20.3% 34.7% 43.2% 1.7% 118
Back to Top

 

For more information on the Campus Climate Survey trends contact:
Dr. Nancy Whelchel, Associate Director for Survey Research
Office of Institutional Planning and Research
Box 7002
NCSU
Phone: (919) 515-4184
Email: Nancy_Whelchel@ncsu.edu

Posted: July, 2011

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