North Carolina State University
Campus Climate Survey Trends (Undergraduate)

Tables of Results
College of Agriculture and Life 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 Agriculture and Life 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	3.4	44.6%	47.6%	7.2%	0.6%	681
2004
2010	3.4	45.2%	49.5%	4.8%	0.5%	735

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*	4.0	1.2%	5.0%	20.1%	42.5%	31.2%	680
2004
2010	3.7	4.2%	9.9%	16.6%	48.6%	20.6%	734

Feel physically threatened ¹

Feel physically threatened	Mean	1: Never	2: Seldom	3: Occasionally	4: Often	5: Always	Total (N)
Year*	1.4	64.0%	30.4%	5.3%	0.1%	0.1%	681
2004
2010	1.3	74.6%	21.6%	3.3%	0.4%	0.1%	731

Comfort: Living in a campus residence hall ²

Comfort: Living in a campus residence hall	Mean	5: Very comfortable	4: Comfortable	3: Neither comfortable nor uncomfortable	2: Uncomfortable	1: Very uncomfortable	Total (N)
Year*	3.7	27.8%	41.3%	14.5%	10.9%	5.6%	681
2004
2010	4.1	42.6%	41.2%	7.7%	4.9%	3.5%	570

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*	3.9	26.7%	46.3%	21.4%	4.1%	1.5%	681
2004
2010	4.1	34.4%	48.3%	14.6%	1.7%	1.1%	646

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	20.6%	36.3%	31.5%	7.8%	3.8%	680
2004
2010	4.2	37.5%	46.3%	13.1%	1.8%	1.3%	542

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*	4.1	32.1%	53.2%	10.9%	3.2%	0.6%	680
2004
2010	4.1	41.1%	38.3%	15.0%	3.1%	2.5%	321

Comfort: Meeting with academic advisor ²

Comfort: Meeting with academic advisor	Mean	5: Very comfortable	4: Comfortable	3: Neither comfortable nor uncomfortable	2: Uncomfortable	1: Very uncomfortable	Total (N)
Year*	4.3	45.2%	42.3%	8.5%	3.7%	0.3%	679
2004
2010	4.2	47.6%	34.2%	11.7%	4.3%	2.1%	701

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	4.2	33.3%	53.2%	10.7%	2.2%	0.6%	673
2004
2010	4.2	38.0%	47.7%	10.8%	2.4%	1.1%	621

Comfort: Interacting with college/department support staff ²

Comfort: Interacting with college/department support staff	Mean	5: Very comfortable	4: Comfortable	3: Neither comfortable nor uncomfortable	2: Uncomfortable	1: Very uncomfortable	Total (N)
Year*	4.1	30.1%	56.9%	9.7%	3.1%	0.1%	680
2004
2010	4.0	32.1%	46.7%	16.1%	3.5%	1.6%	570

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	14.6%	40.6%	23.8%	18.5%	2.5%	680
2004
2010	3.7	24.5%	39.4%	24.5%	6.5%	5.0%	322

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	32.2%	56.5%	8.7%	2.6%	.	681
2004
2010	4.0	35.3%	43.3%	13.1%	7.1%	1.2%	665

Working hard leads to desired grade ⁴

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	26.5%	56.6%	7.9%	8.1%	0.9%	682
2004
2010	3.8	22.9%	51.5%	12.7%	10.7%	2.2%	693

Ignored in class when attempting to participate ⁴

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*	2.1	0.7%	2.5%	18.1%	60.9%	17.8%	681
2004
2010	2.0	1.2%	3.6%	14.0%	53.5%	27.7%	692

Comments taken seriously by instructor ⁴

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	21.0%	67.4%	9.8%	1.5%	0.3%	682
2004
2010	4.1	26.3%	57.7%	13.0%	2.2%	0.9%	692

Ignored by classmates/given trivial jobs during group work ⁴

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	1.5%	4.1%	12.3%	61.9%	20.2%	682
2004
2010	1.9	1.6%	4.3%	11.3%	50.7%	32.0%	690

Instructors recognize importance of ideas ⁴

Instructors recognize importance of ideas	Mean	5: Strongly agree	4: Agree	3: Neither agree nor disagree	2: Disagree	1: Strongly disagree	Total (N)
Year*	3.8	14.4%	56.7%	25.4%	3.4%	0.1%	681
2004
2010	3.8	17.5%	48.1%	29.0%	4.8%	0.6%	690

Singled out to speak on behalf of specific group ⁴

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*	2.3	2.6%	9.4%	22.6%	46.5%	18.8%	680
2004
2010	1.9	1.4%	5.9%	17.2%	35.2%	40.3%	693

Professors communicate welcomeness in course ⁴

Professors communicate welcomeness in course	Mean	5: Strongly agree	4: Agree	3: Neither agree nor disagree	2: Disagree	1: Strongly disagree	Total (N)
Year*	4.2	28.9%	62.0%	7.7%	1.2%	0.3%	679
2004
2010	4.2	32.3%	54.4%	11.0%	1.9%	0.4%	691

Comfortable among students in courses ^{4 5}

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	24.4%	64.8%	7.7%	2.4%	0.7%	679
2004
2010	4.1	30.2%	56.1%	11.4%	1.9%	0.4%	692

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Section B: Interacting with Others

Interact with students from different race/ethnicity ⁶

Interact with students from different race/ethnicity	Mean	5: Very often	4: Often	3: Sometimes	2: Seldom	1: Never	Total (N)
Year*	4.0	34.8%	33.9%	24.7%	6.2%	0.4%	679
2004
2010	4.2	48.6%	30.3%	14.4%	5.6%	1.0%	679

Interact with students who have a disability ⁶

Interact with students who have a disability	Mean	5: Very often	4: Often	3: Sometimes	2: Seldom	1: Never	Total (N)
Year*	2.7	3.8%	11.8%	39.8%	39.0%	5.6%	659
2004
2010	2.8	8.9%	15.8%	34.1%	29.6%	11.6%	631

Interact with students with different religious belief ⁶

Interact with students with different religious belief	Mean	5: Very often	4: Often	3: Sometimes	2: Seldom	1: Never	Total (N)
Year*	4.0	38.5%	32.4%	22.5%	5.7%	0.9%	649
2004
2010	4.2	47.4%	30.0%	16.5%	4.1%	2.1%	631

Interact with students with different sexual orientation ⁶

Interact with students with different sexual orientation	Mean	5: Very often	4: Often	3: Sometimes	2: Seldom	1: Never	Total (N)
Year*	2.9	11.3%	16.8%	33.2%	28.8%	10.0%	591
2004
2010	3.4	23.0%	26.2%	26.7%	15.4%	8.6%	591

Interact with students from different social/economic background ⁶

Interact with students from different social/economic background	Mean	5: Very often	4: Often	3: Sometimes	2: Seldom	1: Never	Total (N)
Year*	4.2	41.0%	38.8%	18.7%	1.2%	0.3%	658
2004
2010	4.2	41.8%	37.8%	15.3%	3.7%	1.3%	619

Socialized with student of different race/ethnicity than own within past year ⁶

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	36.5%	30.3%	22.7%	8.0%	2.5%	677
2004
2010	4.0	40.4%	29.5%	22.2%	5.8%	2.1%	671

Worked in class with student of different race/ethnicity within past year ⁶

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*	3.8	28.8%	37.1%	24.1%	7.8%	2.2%	677
2004
2010	3.9	34.0%	32.9%	22.9%	6.0%	4.2%	668

Worked outside class with student of different race/ethnicity within past year ⁶

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	3.4	23.0%	26.1%	27.2%	13.1%	10.5%	677
2004
2010	3.5	29.9%	24.8%	23.7%	12.0%	9.6%	658

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*	8.0%	45.2%	32.0%	11.0%	3.8%	679
2004
2010	14.3%	44.9%	24.7%	9.9%	6.2%	679

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	12.7%	50.5%	24.9%	8.5%	3.4%	679
2004
2010	11.5%	48.5%	24.3%	9.2%	6.4%	684

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Section C: Multicultural Activities on Campus

Have taken: Ethnic Studies course

Have taken: Ethnic Studies course	Yes	No	Total (N)
Year*	16.7%	83.3%	670
2004
2010	12.3%	87.7%	673

Impact on thinking/understanding diversity: Ethnic Studies Course

Impact on thinking/understanding diversity: Ethnic Studies Course	Mean	5: Very positive	4: Positive	3: Neither positive nor negative	2: Negative	1: Very negative	Total (N)
Year*	4.0	23.9%	59.3%	13.3%	1.8%	1.8%	113
2004
2010	4.2	42.7%	37.8%	17.1%	1.2%	1.2%	82

Have taken: Women's/Gender Studies course

Have taken: Women's/Gender Studies course	Yes	No	Total (N)
Year	5.5%	94.5%	659
2004
2010	6.1%	93.9%	672

Impact on thinking/understanding diversity: Women's/Gender Studies course

Impact on thinking/understanding diversity: Women's/Gender Studies course	Mean	5: Very positive	4: Positive	3: Neither positive nor negative	2: Negative	1: Very negative	Total (N)
Year	3.9	24.3%	48.6%	21.6%	2.7%	2.7%	37
2004
2010	4.1	33.3%	38.5%	28.2%	.	.	39

Number of classes with diversity issues clearly integrated

Number of classes with diversity issues clearly integrated	None	A few	Some	Most	All	Total (N)
Year	39.3%	45.0%	13.6%	1.8%	0.3%	675
2004
2010	39.1%	41.9%	14.5%	3.6%	0.9%	670

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	1: Very negative impact	Total (N)
Year	3.7	12.5%	51.8%	33.0%	2.7%	.	409
2004
2010	3.8	13.8%	52.6%	30.2%	2.9%	0.5%	407

Participation in diversity/multicultural events

Participation in diversity/multicultural events	Never	Once	Two or three times	Four or more times	Total (N)
Year*	69.8%	7.1%	16.1%	7.0%	675
2004
2010	58.3%	12.7%	16.0%	12.9%	667

Reasons for not participating: Not aware ⁷

Reasons for not participating: Not aware	Yes, a reason	No, not a reason	Total (N)
Year	63.9%	36.1%	685
2004
2010	60.7%	39.3%	389

Reasons for not participating: Event has nothing to do with me ⁷

Reasons for not participating: Event has nothing to do with me	Yes, a reason	No, not a reason	Total (N)
Year	36.6%	63.4%	685
2004
2010	42.7%	57.3%	389

Reasons for not participating: Not enough time ⁷

Reasons for not participating: Not enough time	Yes, a reason	No, not a reason	Total (N)
Year	69.3%	30.7%	685
2004
2010	64.8%	35.2%	389

Reasons for not participating: Not convenient for schedule ⁷

Reasons for not participating: Not convenient for schedule	Yes, a reason	No, not a reason	Total (N)
Year	66.6%	33.4%	685
2004
2010	64.5%	35.5%	389

Reasons for not participating: Uncomfortable ⁷

Reasons for not participating: Uncomfortable	Yes, a reason	No, not a reason	Total (N)
Year*	18.4%	81.6%	685
2004
2010	13.4%	86.6%	389

Reasons for not participating: Friends do not participate ⁷

Reasons for not participating: Friends do not participate	Yes, a reason	No, not a reason	Total (N)
Year	29.6%	70.4%	685
2004
2010	33.2%	66.8%	389

Reasons for not participating: Uninteresting topic ⁷

Reasons for not participating: Uninteresting topic	Yes, a reason	No, not a reason	Total (N)
Year*	43.1%	56.9%	685
2004
2010	36.5%	63.5%	389

Reasons for not participating: Location ⁷

Reasons for not participating: Location	Yes, a reason	No, not a reason	Total (N)
Year	13.1%	86.9%	685
2004
2010	10.8%	89.2%	389

Reasons for not participating: Cost ⁷

Reasons for not participating: Cost	Yes, a reason	No, not a reason	Total (N)
Year	19.0%	81.0%	685
2004
2010	15.4%	84.6%	389

Reasons for not participating: Other ⁷

Reasons for not participating: Other	Yes, a reason	No, not a reason	Total (N)
Year	4.8%	95.2%	685
2004
2010	3.6%	96.4%	389

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Section D: The Role of Diversity in Higher Education

NCSU provides environment for free expression of ideas/opinions/beliefs ⁸

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*	3.9	18.9%	63.3%	12.0%	5.1%	0.6%	681
2004
2010	4.1	34.1%	47.4%	13.4%	3.9%	1.2%	648

NCSU is good place to learn about multicultural issues/perspectives ⁸

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*	3.6	7.5%	58.3%	25.5%	8.0%	0.7%	679
2004
2010	3.8	22.4%	45.4%	26.4%	5.1%	0.6%	647

NCSU places too much emphasis on diversity ⁸

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*	3.1	11.4%	19.2%	41.6%	23.0%	4.7%	682
2004
2010	3.0	12.9%	22.0%	30.8%	24.3%	9.9%	649

Diversity is good for NCSU ⁸

Diversity is good for NCSU	Mean	5: Strongly agree	4: Agree	3: Neither agree nor disagree	2: Disagree	1: Strongly disagree	Total (N)
Year*	4.2	34.1%	53.2%	11.0%	1.5%	0.1%	680
2004
2010	4.2	37.3%	45.8%	14.9%	1.2%	0.8%	651

Efforts to increase diversity lead to admission of less qualified students ⁸

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*	3.3	15.4%	29.6%	31.5%	18.9%	4.7%	683
2004
2010	3.3	16.9%	26.1%	32.4%	14.7%	9.8%	651

Efforts to increase diversity lead to less qualified faculty/staff/admin ⁸

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*	3.1	11.9%	22.0%	37.0%	24.2%	5.0%	683
2004
2010	3.1	14.5%	22.4%	34.4%	17.7%	11.0%	648

Enhancing ability to partic in multicultural society should be part of university mission ⁸

Enhancing ability to partic in multicultural society should be part of university mission	Mean	5: Strongly agree	4: Agree	3: Neither agree nor disagree	2: Disagree	1: Strongly disagree	Total (N)
Year*	3.8	21.7%	49.7%	19.2%	8.1%	1.3%	682
2004
2010	3.7	18.9%	40.8%	30.6%	7.4%	2.3%	647

Fostering intellectual diversity should be goal of NCSU ⁸

Fostering intellectual diversity should be goal of NCSU	Mean	5: Strongly agree	4: Agree	3: Neither agree nor disagree	2: Disagree	1: Strongly disagree	Total (N)
Year*	4.0	26.1%	55.9%	14.8%	3.1%	0.1%	682
2004
2010	3.9	29.6%	42.8%	21.7%	4.6%	1.2%	649

Building diverse/inclusive community should be key goal of NCSU ⁸

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*	3.7	17.9%	46.3%	23.5%	10.7%	1.5%	680
2004
2010	3.8	24.7%	41.8%	25.3%	7.3%	0.9%	648

Easy to find diversity info on NCSU website ⁸

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*	3.4	6.4%	34.9%	49.0%	8.1%	1.6%	677
2004
2010	3.6	15.9%	34.1%	45.0%	4.5%	0.6%	649

Learning about different cultures is important part of college education ⁸

Learning about different cultures is important part of college education	Mean	5: Strongly agree	4: Agree	3: Neither agree nor disagree	2: Disagree	1: Strongly disagree	Total (N)
Year*	3.9	24.4%	51.1%	17.2%	6.3%	1.0%	681
2004
2010	4.0	31.4%	44.2%	18.8%	3.4%	2.3%	650

Including diversity in curriculum detracts from more important knowledge ⁸

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	10.3%	24.8%	28.2%	30.4%	6.5%	682
2004
2010	3.1	12.6%	26.3%	27.6%	24.9%	8.6%	651

Developing respect for diversity will better enable me to work in chosen field ⁸

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	4.0	28.6%	49.6%	15.6%	5.0%	1.2%	681
2004
2010	3.9	29.8%	43.3%	20.1%	4.9%	1.8%	651

Developing respect for diversity will better enable me live in my community ⁸

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*	4.0	28.3%	51.4%	14.7%	4.8%	0.7%	681
2004
2010	3.9	29.4%	42.8%	21.0%	4.6%	2.1%	652

Interaction with different people is essential part of college education ⁸

Interaction with different people is essential part of college education	Mean	5: Strongly agree	4: Agree	3: Neither agree nor disagree	2: Disagree	1: Strongly disagree	Total (N)
Year*	3.8	23.6%	45.2%	19.0%	9.8%	2.3%	683
2004
2010	3.8	29.6%	37.0%	21.0%	9.2%	3.2%	652

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Section E: Campus Climate

Faculty respect for students in general

Faculty respect for students in general	Mean	4: Excellent	3: Good	2: Fair	1: Poor	Total (N)
Year*	3.2	31.6%	59.9%	8.2%	0.3%	680
2004
2010	3.4	46.4%	49.2%	4.2%	0.2%	642

Faculty respect for minority students

Faculty respect for minority students	Mean	4: Excellent	3: Good	2: Fair	Total (N)
Year*	3.2	30.7%	60.3%	9.0%	680
2004
2010	3.4	45.0%	51.3%	3.8%	640

Student respect for faculty

Student respect for faculty	Mean	4: Excellent	3: Good	2: Fair	1: Poor	Total (N)
Year*	3.0	18.0%	67.5%	13.4%	1.2%	679
2004
2010	3.2	30.1%	57.3%	12.0%	0.6%	642

Student respect for minority faculty

Student respect for minority faculty	Mean	4: Excellent	3: Good	2: Fair	1: Poor	Total (N)
Year*	2.9	18.1%	59.0%	20.1%	2.8%	678
2004
2010	3.1	27.6%	54.5%	15.9%	2.0%	642

Faculty respect for female students

Faculty respect for female students	Mean	4: Excellent	3: Good	2: Fair	1: Poor	Total (N)
Year*	3.2	30.2%	61.9%	7.5%	0.3%	678
2004
2010	3.4	46.7%	49.2%	4.0%	.	642

Student respect for female faculty

Student respect for female faculty	Mean	4: Excellent	3: Good	2: Fair	1: Poor	Total (N)
Year*	3.2	27.0%	64.0%	8.4%	0.6%	675
2004
2010	3.2	34.1%	55.3%	10.3%	0.3%	642

Friendships between students of different racial/ethnic groups

Friendships between students of different racial/ethnic groups	Mean	4: Excellent	3: Good	2: Fair	1: Poor	Total (N)
Year*	3.0	25.3%	53.2%	18.0%	3.5%	677
2004
2010	3.1	30.1%	56.5%	10.8%	2.5%	637

Friendships between heterosexual and GLBT students

Friendships between heterosexual and GLBT students	Mean	4: Excellent	3: Good	2: Fair	1: Poor	Total (N)
Year*	2.7	14.2%	45.3%	32.8%	7.7%	677
2004
2010	2.8	21.3%	47.1%	23.9%	7.7%	635

NCSU Supportiveness: African American students

NCSU Supportiveness: African American students	Mean	5: Strongly supportive	4: Supportive	3: Neutral	2: Nonsupportive	Total (N)
Year*	4.3	38.2%	52.6%	8.2%	1.0%	681
2004
2010	4.3	40.2%	46.0%	12.5%	1.2%	641

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	3.8	19.6%	50.1%	26.1%	3.8%	0.4%	679
2004
2010	3.9	24.7%	45.0%	27.7%	2.5%	0.2%	640

NCSU Supportiveness: Asian students

NCSU Supportiveness: Asian students	Mean	5: Strongly supportive	4: Supportive	3: Neutral	2: Nonsupportive	Total (N)
Year	4.1	29.1%	56.1%	13.1%	1.6%	677
2004
2010	4.2	33.9%	49.1%	15.8%	1.2%	641

NCSU Supportiveness: Hispanic/Latino students

NCSU Supportiveness: Hispanic/Latino students	Mean	5: Strongly supportive	4: Supportive	3: Neutral	2: Nonsupportive	Total (N)
Year*	3.9	20.0%	54.1%	21.0%	4.9%	676
2004
2010	4.0	26.8%	48.0%	22.5%	2.7%	641

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	36.7%	46.5%	11.0%	4.4%	1.5%	682
2004
2010	4.2	42.0%	38.1%	15.8%	3.3%	0.9%	641

NCSU Supportiveness: International students

NCSU Supportiveness: International students	Mean	5: Strongly supportive	4: Supportive	3: Neutral	2: Nonsupportive	1: Strongly nonsupportive	Total (N)
Year*	4.2	32.4%	55.4%	10.1%	1.9%	0.1%	680
2004
2010	4.2	37.8%	47.5%	13.3%	1.4%	.	640

NCSU Supportiveness: Female students

NCSU Supportiveness: Female students	Mean	5: Strongly supportive	4: Supportive	3: Neutral	2: Nonsupportive	Total (N)
Year*	4.2	29.2%	59.1%	10.3%	1.5%	679
2004
2010	4.2	38.8%	47.3%	13.0%	0.9%	639

NCSU Supportiveness: Male students

NCSU Supportiveness: Male students	Mean	5: Strongly supportive	4: Supportive	3: Neutral	2: Nonsupportive	1: Strongly nonsupportive	Total (N)
Year*	4.2	33.2%	52.4%	11.6%	2.2%	0.6%	681
2004
2010	4.2	38.2%	42.7%	17.2%	1.4%	0.5%	641

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*	3.6	14.0%	39.7%	35.6%	9.1%	1.6%	680
2004
2010	3.8	25.2%	41.5%	26.8%	5.5%	0.9%	638

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	1: Strongly nonsupportive	Total (N)
Year*	4.1	31.3%	51.2%	14.2%	2.9%	0.3%	681
2004
2010	4.3	44.8%	37.9%	15.1%	2.2%	.	641

NCSU Supportiveness: Nontraditional students

NCSU Supportiveness: Nontraditional students	Mean	5: Strongly supportive	4: Supportive	3: Neutral	2: Nonsupportive	1: Strongly nonsupportive	Total (N)
Year*	4.0	20.6%	56.7%	19.9%	2.8%	.	679
2004
2010	3.9	22.8%	47.3%	26.1%	3.4%	0.5%	641

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*	3.7	17.3%	48.8%	24.2%	7.7%	2.1%	678
2004
2010	4.0	28.3%	45.6%	22.5%	3.3%	0.3%	640

NCSU Supportiveness: Middle class students

NCSU Supportiveness: Middle class students	Mean	5: Strongly supportive	4: Supportive	3: Neutral	2: Nonsupportive	1: Strongly nonsupportive	Total (N)
Year*	3.9	17.9%	58.8%	17.1%	5.0%	1.2%	677
2004
2010	4.0	29.3%	47.2%	19.6%	3.4%	0.5%	638

NCSU Supportiveness: Upper class/wealthy students

NCSU Supportiveness: Upper class/wealthy students	Mean	5: Strongly supportive	4: Supportive	3: Neutral	2: Nonsupportive	1: Strongly nonsupportive	Total (N)
Year*	4.1	31.6%	51.5%	15.3%	1.6%	.	678
2004
2010	4.1	37.0%	41.1%	19.1%	2.7%	0.2%	640

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*	3.7	14.0%	47.0%	32.3%	5.6%	1.0%	677
2004
2010	3.8	21.6%	44.0%	30.7%	3.6%	0.2%	639

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Section F: Shaping Attitudes about Diversity

Influence on thinking about diversity: Interaction with students in class ⁹

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*	3.9	14.1%	60.7%	22.4%	2.4%	0.4%	679
2004
2010	3.9	21.6%	48.2%	28.9%	1.1%	0.2%	612

Influence on thinking about diversity: Interaction with students outside class ⁹

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	15.2%	57.4%	23.1%	3.4%	0.9%	679
2004
2010	3.9	23.5%	46.6%	26.3%	3.3%	0.3%	609

Influence on thinking about diversity: Interaction with faculty in class ⁹

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*	3.7	12.0%	54.4%	30.5%	2.7%	0.4%	676
2004
2010	3.9	21.2%	44.7%	32.9%	0.8%	0.3%	608

Influence on thinking about diversity: Interaction with faculty outside class ⁹

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	10.5%	42.3%	45.3%	1.6%	0.3%	678
2004
2010	3.8	20.6%	41.7%	37.2%	0.4%	0.2%	559

Influence on thinking about diversity: Course materials ⁹

Influence on thinking about diversity: Course materials	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	7.2%	40.9%	49.9%	1.9%	0.1%	678
2004
2010	3.7	16.1%	42.3%	39.4%	1.7%	0.5%	591

Influence on thinking about diversity: Friendships/acquaintances ⁹

Influence on thinking about diversity: Friendships/acquaintances	Mean	5: Very positive influence	4: Positive influence	3: Neither positive nor negative influence	2: Negative influence	1: Very negative influence	Total (N)
Year*	4.1	25.7%	59.6%	13.7%	0.9%	0.1%	678
2004
2010	4.1	30.4%	48.4%	20.1%	0.7%	0.3%	611

Influence on thinking about diversity: Living in residence halls ⁹

Influence on thinking about diversity: Living in residence halls	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	12.6%	43.9%	38.2%	4.1%	1.2%	675
2004
2010	3.8	25.2%	39.4%	29.9%	3.5%	1.9%	515

Influence on thinking about diversity: Campus orgs/clubs ⁹

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	1: Very negative influence	Total (N)
Year*	3.7	12.4%	42.3%	43.6%	1.2%	0.4%	676
2004
2010	3.9	26.3%	43.5%	27.0%	2.7%	0.5%	552

Influence on thinking about diversity: Campus-wide activities/events ⁹

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*	3.6	10.0%	43.4%	43.7%	2.1%	0.7%	677
2004
2010	3.9	23.5%	43.5%	30.6%	1.8%	0.5%	565

Influence on thinking about diversity: Interactions with staff ⁹

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*	3.6	10.2%	46.6%	39.6%	3.0%	0.6%	674
2004
2010	3.8	19.5%	41.1%	38.2%	1.0%	0.2%	579

Influence on thinking about diversity: Family/home town experiences ⁹

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*	3.9	25.1%	47.3%	18.5%	7.5%	1.5%	676
2004
2010	3.8	25.3%	39.3%	25.0%	8.2%	2.3%	613

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	1: Very negative influence	Total (N)
Year*	3.7	13.1%	50.5%	33.7%	2.5%	0.1%	677
2004
2010	3.8	19.7%	39.2%	39.8%	1.1%	0.2%	620

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	3.8	18.0%	44.4%	35.5%	1.5%	0.6%	678
2004
2010	3.8	21.8%	41.5%	34.5%	2.1%	0.2%	620

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	3.7	13.6%	44.6%	38.7%	2.4%	0.7%	675
2004
2010	3.7	17.6%	41.0%	39.0%	1.8%	0.6%	620

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*	3.9	16.1%	54.7%	28.7%	0.6%	.	677
2004
2010	3.9	23.7%	46.6%	28.7%	0.5%	0.5%	620

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	1: Very negative influence	Total (N)
Year*	3.9	15.0%	57.2%	26.5%	1.0%	0.1%	678
2004
2010	3.9	23.4%	45.3%	30.6%	0.5%	0.2%	620

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	1: Very negative influence	Total (N)
Year*	3.9	18.6%	55.8%	25.3%	0.3%	.	677
2004
2010	4.0	25.4%	45.4%	28.5%	0.3%	0.3%	621

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*	3.9	17.8%	55.1%	26.5%	0.6%	.	675
2004
2010	3.9	24.7%	46.0%	28.1%	0.8%	0.3%	619

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	1: Very negative influence	Total (N)
Year*	3.6	13.6%	39.9%	42.7%	1.9%	1.8%	674
2004
2010	3.8	22.4%	37.6%	36.6%	2.1%	1.3%	620

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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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