North Carolina State University
Campus Climate Survey Trends (Undergraduate)

Tables of Results
College of Education

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 Education.

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	3.2	33.8%	56.3%	10.0%	.	80
2004
2010	3.4	42.2%	52.6%	4.3%	0.9%	116

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	3.9	2.5%	8.9%	20.3%	30.4%	38.0%	79
2004
2010	3.9	3.4%	7.7%	14.5%	47.0%	27.4%	117

Feel physically threatened ¹

Feel physically threatened	Mean	1: Never	2: Seldom	3: Occasionally	4: Often	5: Always	Total (N)
Year	1.5	63.3%	29.1%	5.1%	.	2.5%	79
2004
2010	1.4	67.5%	24.8%	6.8%	0.9%	.	117

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*	3.9	22.5%	51.3%	18.8%	3.8%	3.8%	80
2004
2010	4.3	48.0%	40.8%	6.1%	2.0%	3.1%	98

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	22.5%	52.5%	18.8%	5.0%	1.3%	80
2004
2010	4.1	36.4%	45.8%	12.1%	3.7%	1.9%	107

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	20.0%	35.0%	28.8%	12.5%	3.8%	80
2004
2010	4.2	39.1%	44.6%	14.1%	1.1%	1.1%	92

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	3.8	20.3%	51.9%	19.0%	8.9%	.	79
2004
2010	3.9	33.3%	37.5%	20.8%	6.3%	2.1%	48

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*	4.2	46.8%	39.2%	6.3%	6.3%	1.3%	79
2004
2010	4.5	64.7%	28.4%	3.4%	0.9%	2.6%	116

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	32.9%	50.6%	15.2%	1.3%	.	79
2004
2010	4.1	32.7%	54.5%	9.9%	1.0%	2.0%	101

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	4.2	32.9%	51.9%	13.9%	1.3%	.	79
2004
2010	4.1	32.6%	46.3%	17.9%	1.1%	2.1%	95

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	17.7%	34.2%	27.8%	16.5%	3.8%	79
2004
2010	4.0	27.6%	50.0%	17.2%	3.4%	1.7%	58

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	4.1	27.8%	59.5%	8.9%	3.8%	.	79
2004
2010	4.0	33.0%	46.8%	13.8%	4.6%	1.8%	109

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	3.8	19.2%	59.0%	7.7%	12.8%	1.3%	78
2004
2010	3.9	27.4%	51.3%	8.0%	11.5%	1.8%	113

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	.	5.1%	19.2%	59.0%	16.7%	78
2004
2010	2.0	0.9%	5.3%	15.9%	46.9%	31.0%	113

Comments taken seriously by instructor ⁴

Comments taken seriously by instructor	Mean	5: Strongly agree	4: Agree	3: Neither agree nor disagree	2: Disagree	Total (N)
Year	4.1	19.2%	69.2%	10.3%	1.3%	78
2004
2010	4.1	29.5%	58.0%	8.0%	4.5%	112

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	2.1	2.6%	5.2%	11.7%	55.8%	24.7%	77
2004
2010	2.0	0.9%	3.5%	15.0%	53.1%	27.4%	113

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	16.7%	51.3%	28.2%	3.8%	.	78
2004
2010	3.9	18.8%	58.0%	20.5%	0.9%	1.8%	112

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	2.4	3.8%	12.8%	25.6%	35.9%	21.8%	78
2004
2010	2.1	2.7%	8.8%	18.6%	36.3%	33.6%	113

Professors communicate welcomeness in course ⁴

Professors communicate welcomeness in course	Mean	5: Strongly agree	4: Agree	3: Neither agree nor disagree	2: Disagree	Total (N)
Year*	4.1	24.4%	64.1%	11.5%	.	78
2004
2010	4.1	36.3%	45.1%	15.0%	3.5%	113

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	4.0	20.5%	65.4%	11.5%	2.6%	.	78
2004
2010	3.9	23.9%	56.6%	11.5%	6.2%	1.8%	113

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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	Total (N)
Year	4.1	41.6%	32.5%	23.4%	2.6%	77
2004
2010	4.4	55.6%	31.5%	11.1%	1.9%	108

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	2.8	7.9%	15.8%	32.9%	38.2%	5.3%	76
2004
2010	3.2	19.0%	19.0%	32.0%	25.0%	5.0%	100

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	33.8%	41.9%	20.3%	2.7%	1.4%	74
2004
2010	4.2	50.5%	27.7%	14.9%	5.0%	2.0%	101

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	3.3	22.5%	19.7%	32.4%	16.9%	8.5%	71
2004
2010	3.7	31.4%	27.5%	28.4%	9.8%	2.9%	102

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	Total (N)
Year	4.3	46.1%	39.5%	13.2%	1.3%	76
2004
2010	4.3	50.0%	31.0%	15.0%	4.0%	100

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	4.0	38.2%	30.3%	23.7%	5.3%	2.6%	76
2004
2010	4.1	42.2%	32.1%	19.3%	4.6%	1.8%	109

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	4.0	34.2%	42.1%	18.4%	2.6%	2.6%	76
2004
2010	4.1	43.1%	29.4%	21.1%	4.6%	1.8%	109

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	3.6	28.9%	28.9%	22.4%	14.5%	5.3%	76
2004
2010	3.6	31.1%	23.6%	27.4%	10.4%	7.5%	106

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*	3.9%	27.3%	48.1%	20.8%	.	77
2004
2010	17.1%	42.3%	28.8%	9.9%	1.8%	111

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	13.0%	50.6%	27.3%	3.9%	5.2%	77
2004
2010	7.1%	67.0%	15.2%	8.0%	2.7%	112

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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	31.6%	68.4%	76
2004
2010	20.9%	79.1%	110

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	3.7	20.8%	45.8%	16.7%	16.7%	.	24
2004
2010	4.1	30.4%	56.5%	8.7%	.	4.3%	23

Have taken: Women's/Gender Studies course

Have taken: Women's/Gender Studies course	Yes	No	Total (N)
Year	8.1%	91.9%	74
2004
2010	11.8%	88.2%	110

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	4.3	66.7%	.	33.3%	.	.	6
2004
2010	3.8	33.3%	41.7%	8.3%	8.3%	8.3%	12

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	17.1%	53.9%	15.8%	11.8%	1.3%	76
2004
2010	23.9%	39.4%	26.6%	10.1%	.	109

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	14.3%	54.0%	23.8%	6.3%	1.6%	63
2004
2010	3.8	18.1%	49.4%	30.1%	1.2%	1.2%	83

Participation in diversity/multicultural events

Participation in diversity/multicultural events	Never	Once	Two or three times	Four or more times	Total (N)
Year	47.4%	11.8%	23.7%	17.1%	76
2004
2010	43.6%	16.4%	19.1%	20.9%	110

Reasons for not participating: Not aware ⁷

Reasons for not participating: Not aware	Yes, a reason	No, not a reason	Total (N)
Year	56.3%	43.8%	80
2004
2010	50.0%	50.0%	48

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	32.5%	67.5%	80
2004
2010	33.3%	66.7%	48

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	70.0%	30.0%	80
2004
2010	75.0%	25.0%	48

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	72.5%	27.5%	80
2004
2010	75.0%	25.0%	48

Reasons for not participating: Uncomfortable ⁷

Reasons for not participating: Uncomfortable	Yes, a reason	No, not a reason	Total (N)
Year	18.8%	81.3%	80
2004
2010	12.5%	87.5%	48

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	26.3%	73.8%	80
2004
2010	35.4%	64.6%	48

Reasons for not participating: Uninteresting topic ⁷

Reasons for not participating: Uninteresting topic	Yes, a reason	No, not a reason	Total (N)
Year	35.0%	65.0%	80
2004
2010	20.8%	79.2%	48

Reasons for not participating: Location ⁷

Reasons for not participating: Location	Yes, a reason	No, not a reason	Total (N)
Year	12.5%	87.5%	80
2004
2010	12.5%	87.5%	48

Reasons for not participating: Cost ⁷

Reasons for not participating: Cost	Yes, a reason	No, not a reason	Total (N)
Year	20.0%	80.0%	80
2004
2010	14.6%	85.4%	48

Reasons for not participating: Other ⁷

Reasons for not participating: Other	Yes, a reason	No, not a reason	Total (N)
Year	7.5%	92.5%	80
2004
2010	2.1%	97.9%	48

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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	20.0%	58.8%	10.0%	8.8%	2.5%	80
2004
2010	4.2	38.4%	43.4%	15.2%	2.0%	1.0%	99

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*	3.7	16.5%	55.7%	16.5%	8.9%	2.5%	79
2004
2010	4.0	28.6%	45.9%	23.5%	1.0%	1.0%	98

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	3.2	12.5%	25.0%	35.0%	22.5%	5.0%	80
2004
2010	2.8	9.1%	21.2%	27.3%	27.3%	15.2%	99

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	41.3%	42.5%	13.8%	1.3%	1.3%	80
2004
2010	4.3	45.5%	40.4%	12.1%	.	2.0%	99

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	3.2	15.0%	26.3%	27.5%	26.3%	5.0%	80
2004
2010	3.2	14.1%	24.2%	38.4%	12.1%	11.1%	99

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	12.5%	23.8%	32.5%	25.0%	6.3%	80
2004
2010	3.0	10.2%	20.4%	42.9%	15.3%	11.2%	98

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	26.6%	43.0%	20.3%	7.6%	2.5%	79
2004
2010	3.8	22.2%	48.5%	22.2%	5.1%	2.0%	99

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	3.9	23.8%	50.0%	22.5%	2.5%	1.3%	80
2004
2010	4.1	31.3%	46.5%	20.2%	1.0%	1.0%	99

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*	3.6	20.3%	36.7%	29.1%	12.7%	1.3%	79
2004
2010	4.1	35.7%	42.9%	18.4%	2.0%	1.0%	98

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	3.5	10.0%	33.8%	48.8%	6.3%	1.3%	80
2004
2010	3.6	17.2%	31.3%	45.5%	4.0%	2.0%	99

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	Total (N)
Year*	4.0	27.5%	53.8%	12.5%	6.3%	80
2004
2010	4.3	45.5%	45.5%	7.1%	2.0%	99

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	16.5%	22.8%	20.3%	29.1%	11.4%	79
2004
2010	3.0	12.1%	24.2%	23.2%	29.3%	11.1%	99

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	4.3	45.0%	41.3%	10.0%	2.5%	1.3%	80
2004
2010	4.5	56.6%	34.3%	8.1%	1.0%	.	99

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	31.3%	46.3%	15.0%	5.0%	2.5%	80
2004
2010	4.4	48.5%	39.4%	11.1%	1.0%	.	99

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	32.5%	35.0%	21.3%	6.3%	5.0%	80
2004
2010	4.1	37.8%	38.8%	20.4%	2.0%	1.0%	98

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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	Total (N)
Year*	3.2	28.6%	62.3%	9.1%	77
2004
2010	3.5	48.5%	48.5%	3.1%	97

Faculty respect for minority students

Faculty respect for minority students	Mean	4: Excellent	3: Good	2: Fair	Total (N)
Year	3.2	29.9%	62.3%	7.8%	77
2004
2010	3.4	46.4%	50.5%	3.1%	97

Student respect for faculty

Student respect for faculty	Mean	4: Excellent	3: Good	2: Fair	1: Poor	Total (N)
Year*	2.9	16.9%	57.1%	23.4%	2.6%	77
2004
2010	3.2	32.0%	56.7%	10.3%	1.0%	97

Student respect for minority faculty

Student respect for minority faculty	Mean	4: Excellent	3: Good	2: Fair	1: Poor	Total (N)
Year	2.9	19.5%	54.5%	22.1%	3.9%	77
2004
2010	3.0	28.9%	51.5%	14.4%	5.2%	97

Faculty respect for female students

Faculty respect for female students	Mean	4: Excellent	3: Good	2: Fair	Total (N)
Year*	3.1	22.1%	66.2%	11.7%	77
2004
2010	3.4	44.3%	52.6%	3.1%	97

Student respect for female faculty

Student respect for female faculty	Mean	4: Excellent	3: Good	2: Fair	1: Poor	Total (N)
Year	3.1	21.1%	68.4%	9.2%	1.3%	76
2004
2010	3.3	36.1%	57.7%	5.2%	1.0%	97

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	24.7%	53.2%	19.5%	2.6%	77
2004
2010	3.2	42.3%	41.2%	15.5%	1.0%	97

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	19.5%	41.6%	31.2%	7.8%	77
2004
2010	2.9	28.9%	41.2%	22.7%	7.2%	97

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	4.3	41.6%	49.4%	7.8%	1.3%	.	77
2004
2010	4.4	49.5%	41.2%	7.2%	1.0%	1.0%	97

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*	3.7	15.6%	44.2%	35.1%	3.9%	1.3%	77
2004
2010	4.1	37.5%	37.5%	21.9%	3.1%	.	96

NCSU Supportiveness: Asian students

NCSU Supportiveness: Asian students	Mean	5: Strongly supportive	4: Supportive	3: Neutral	1: Strongly nonsupportive	Total (N)
Year*	4.1	26.0%	58.4%	14.3%	1.3%	77
2004
2010	4.3	45.4%	39.2%	15.5%	.	97

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	3.8	20.8%	49.4%	23.4%	6.5%	.	77
2004
2010	4.1	36.1%	42.3%	18.6%	2.1%	1.0%	97

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	39.0%	37.7%	16.9%	3.9%	2.6%	77
2004
2010	4.3	52.6%	32.0%	10.3%	5.2%	.	97

NCSU Supportiveness: International students

NCSU Supportiveness: International students	Mean	5: Strongly supportive	4: Supportive	3: Neutral	2: Nonsupportive	Total (N)
Year	4.2	35.1%	48.1%	14.3%	2.6%	77
2004
2010	4.4	50.5%	40.2%	9.3%	.	97

NCSU Supportiveness: Female students

NCSU Supportiveness: Female students	Mean	5: Strongly supportive	4: Supportive	3: Neutral	2: Nonsupportive	Total (N)
Year*	4.1	29.9%	53.2%	15.6%	1.3%	77
2004
2010	4.4	51.5%	39.2%	8.2%	1.0%	97

NCSU Supportiveness: Male students

NCSU Supportiveness: Male students	Mean	5: Strongly supportive	4: Supportive	3: Neutral	2: Nonsupportive	1: Strongly nonsupportive	Total (N)
Year	4.1	39.0%	39.0%	18.2%	1.3%	2.6%	77
2004
2010	4.3	52.6%	30.9%	14.4%	1.0%	1.0%	97

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	3.7	16.9%	41.6%	33.8%	6.5%	1.3%	77
2004
2010	4.0	35.1%	37.1%	20.6%	6.2%	1.0%	97

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*	4.0	32.9%	44.7%	15.8%	5.3%	1.3%	76
2004
2010	4.4	51.0%	35.4%	12.5%	.	1.0%	96

NCSU Supportiveness: Nontraditional students

NCSU Supportiveness: Nontraditional students	Mean	5: Strongly supportive	4: Supportive	3: Neutral	2: Nonsupportive	1: Strongly nonsupportive	Total (N)
Year*	3.8	15.6%	50.6%	28.6%	5.2%	.	77
2004
2010	4.1	37.5%	37.5%	20.8%	3.1%	1.0%	96

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	16.9%	46.8%	27.3%	9.1%	.	77
2004
2010	4.2	42.7%	39.6%	14.6%	1.0%	2.1%	96

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*	3.8	16.9%	50.6%	26.0%	5.2%	1.3%	77
2004
2010	4.2	41.7%	42.7%	12.5%	3.1%	.	96

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*	4.0	26.0%	49.4%	20.8%	3.9%	77
2004
2010	4.3	44.8%	43.8%	10.4%	1.0%	96

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*	3.4	9.1%	36.4%	45.5%	6.5%	2.6%	77
2004
2010	3.9	30.5%	34.7%	27.4%	6.3%	1.1%	95

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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	Total (N)
Year*	3.9	16.9%	61.0%	18.2%	3.9%	77
2004
2010	4.1	37.6%	37.6%	22.6%	2.2%	93

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	Total (N)
Year*	3.8	18.2%	53.2%	20.8%	7.8%	77
2004
2010	4.1	36.7%	35.6%	26.7%	1.1%	90

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	Total (N)
Year*	3.8	18.2%	48.1%	24.7%	9.1%	77
2004
2010	4.0	33.3%	37.6%	28.0%	1.1%	93

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	Total (N)
Year	3.6	14.3%	40.3%	41.6%	3.9%	77
2004
2010	3.9	28.4%	34.6%	37.0%	.	81

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	Total (N)
Year	3.7	11.8%	47.4%	35.5%	5.3%	76
2004
2010	3.8	20.0%	42.2%	35.6%	2.2%	90

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	26.0%	55.8%	16.9%	.	1.3%	77
2004
2010	4.2	40.2%	41.3%	16.3%	2.2%	.	92

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*	3.7	14.3%	49.4%	29.9%	5.2%	1.3%	77
2004
2010	4.1	38.0%	32.9%	27.8%	1.3%	.	79

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	15.6%	46.8%	35.1%	.	2.6%	77
2004
2010	4.0	31.3%	41.3%	26.3%	1.3%	.	80

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	Total (N)
Year*	3.7	13.0%	48.1%	35.1%	3.9%	77
2004
2010	4.0	31.7%	37.8%	30.5%	.	82

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	Total (N)
Year*	3.6	7.8%	51.9%	37.7%	2.6%	77
2004
2010	4.0	29.2%	37.1%	33.7%	.	89

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	3.8	22.1%	46.8%	18.2%	10.4%	2.6%	77
2004
2010	3.9	34.4%	32.3%	25.8%	6.5%	1.1%	93

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	4.0	20.8%	55.8%	23.4%	.	77
2004
2010	4.0	34.0%	38.3%	25.5%	2.1%	94

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	Total (N)
Year	3.9	25.0%	42.1%	32.9%	76
2004
2010	4.1	33.7%	41.1%	25.3%	95

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	Total (N)
Year	3.8	17.1%	50.0%	31.6%	1.3%	76
2004
2010	3.9	28.4%	35.8%	35.8%	.	95

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	Total (N)
Year	4.1	27.3%	50.6%	22.1%	77
2004
2010	4.1	32.6%	44.2%	23.2%	95

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	1: Very negative influence	Total (N)
Year	4.0	28.0%	45.3%	25.3%	1.3%	75
2004
2010	4.2	36.8%	48.4%	14.7%	.	95

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	Total (N)
Year	4.0	25.0%	50.0%	25.0%	76
2004
2010	4.2	36.8%	45.3%	17.9%	95

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	Total (N)
Year	4.0	26.3%	48.7%	25.0%	76
2004
2010	4.2	38.3%	42.6%	19.1%	94

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	3.7	18.2%	44.2%	32.5%	3.9%	1.3%	77
2004
2010	4.0	34.7%	35.8%	27.4%	2.1%	.	95

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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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