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Campus Climate Survey Trends (Undergraduate)

Tables of Results
College of Engineering


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 Engineering.

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* 3.3 38.2% 52.6% 8.6% 0.7% 920
2004
2010 3.4 45.1% 47.1% 6.9% 0.9% 845

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* 3.8 0.8% 7.5% 23.0% 47.1% 21.6% 916
2004
2010 3.6 4.6% 10.1% 19.2% 48.5% 17.7% 844

Feel physically threatened 1

Feel physically threatened Mean 1: Never
2: Seldom
3: Occasionally 4: Often
5: Always
Total (N)
Year* 1.4 69.7% 26.1% 3.4% 0.8% . 918
2004
2010 1.2 78.2% 19.5% 2.0% 0.1% 0.1% 845

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 32.0% 42.7% 13.2% 9.3% 2.8% 920
2004
2010 4.3 48.0% 38.6% 8.2% 2.7% 2.4% 704

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 24.6% 45.7% 26.7% 2.8% 0.2% 920
2004
2010 4.1 36.7% 44.2% 15.3% 3.0% 0.8% 733

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 18.6% 37.3% 33.6% 8.9% 1.6% 918
2004
2010 4.2 38.1% 44.1% 14.4% 1.9% 1.5% 675

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* 4.0 25.9% 55.0% 15.2% 3.7% 0.2% 915
2004
2010 4.0 33.4% 42.1% 18.3% 4.3% 1.9% 323

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* 4.0 28.6% 50.2% 13.9% 6.1% 1.2% 915
2004
2010 4.0 36.5% 40.2% 15.4% 4.8% 3.1% 806

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* 4.0 26.8% 52.5% 16.9% 3.4% 0.4% 913
2004
2010 4.1 36.1% 47.2% 13.1% 2.7% 0.9% 693

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* 4.0 25.1% 58.5% 13.0% 3.1% 0.4% 917
2004
2010 4.0 27.5% 49.9% 17.6% 3.5% 1.5% 659

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 15.5% 40.9% 26.7% 15.0% 1.9% 914
2004
2010 3.7 25.3% 39.8% 23.7% 6.8% 4.4% 367

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 25.7% 60.2% 10.8% 2.8% 0.4% 915
2004
2010 4.0 30.9% 47.1% 16.1% 4.2% 1.8% 784

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 3.9 24.8% 54.4% 10.1% 9.3% 1.4% 913
2004
2010 3.8 23.7% 50.6% 12.6% 12.0% 1.1% 786

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 0.9% 2.9% 19.1% 62.6% 14.6% 912
2004
2010 1.9 0.6% 2.3% 14.8% 54.6% 27.7% 784

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* 4.0 17.3% 71.7% 9.2% 1.2% 0.5% 912
2004
2010 4.1 25.7% 59.2% 12.4% 1.9% 0.8% 785

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 1.5% 3.8% 15.0% 59.8% 19.8% 914
2004
2010 1.9 1.4% 4.2% 12.7% 50.4% 31.2% 785

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* 3.7 10.4% 53.3% 31.1% 4.6% 0.5% 911
2004
2010 3.7 14.4% 48.1% 33.7% 3.1% 0.6% 783

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 1.9% 8.9% 23.1% 45.0% 21.2% 914
2004
2010 1.9 1.4% 6.2% 14.5% 36.9% 40.9% 785

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* 4.1 23.5% 63.3% 11.7% 1.1% 0.3% 913
2004
2010 4.1 29.4% 53.6% 14.9% 1.5% 0.5% 785

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 25.6% 64.4% 8.4% 1.1% 0.4% 913
2004
2010 4.1 27.2% 59.4% 10.7% 2.0% 0.6% 784
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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 4.1 39.8% 35.9% 19.2% 4.9% 0.2% 906
2004
2010 4.2 45.1% 34.2% 16.1% 4.0% 0.5% 751

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* 2.6 4.0% 10.4% 36.5% 40.8% 8.3% 872
2004
2010 2.7 6.8% 15.1% 34.6% 32.3% 11.2% 703

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* 4.1 40.3% 38.6% 15.5% 5.2% 0.3% 865
2004
2010 4.3 51.1% 30.6% 13.4% 4.2% 0.7% 693

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* 2.7 7.6% 13.6% 30.5% 36.7% 11.7% 780
2004
2010 3.2 18.8% 22.2% 29.3% 22.6% 7.0% 627

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 40.8% 41.8% 15.3% 2.1% . 870
2004
2010 4.2 42.6% 38.3% 17.0% 1.6% 0.6% 690

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 37.7% 35.2% 21.0% 5.3% 0.8% 909
2004
2010 4.0 41.9% 30.0% 19.7% 6.2% 2.3% 743

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* 3.9 31.1% 35.6% 25.9% 5.5% 2.0% 908
2004
2010 3.8 30.7% 33.2% 24.5% 7.6% 4.0% 747

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* 3.7 27.1% 31.4% 26.0% 11.5% 3.8% 910
2004
2010 3.5 27.7% 26.0% 26.9% 10.9% 8.5% 743

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* 1.5% 21.0% 40.3% 33.0% 4.2% 910
2004
2010 9.1% 27.8% 37.2% 20.7% 5.2% 755

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* 11.8% 49.9% 23.3% 8.9% 6.1% 909
2004
2010 6.8% 54.4% 23.6% 9.7% 5.4% 753
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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 10.9% 89.1% 899
2004
2010 13.0% 87.0% 731

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 3.8 18.8% 49.0% 28.1% 2.1% 2.1% 96
2004
2010 3.9 26.3% 43.2% 27.4% 3.2% . 95

Have taken: Women's/Gender Studies course

Have taken: Women's/Gender Studies course Yes No Total (N)
Year* 2.5% 97.5% 891
2004
2010 4.2% 95.8% 731

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 3.8 25.0% 45.8% 16.7% 4.2% 8.3% 24
2004
2010 3.9 38.7% 19.4% 35.5% 3.2% 3.2% 31

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 50.7% 41.0% 7.3% 0.9% 0.1% 905
2004
2010 47.8% 41.8% 8.8% 1.1% 0.5% 730

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* 3.5 5.9% 46.7% 42.2% 4.5% 0.7% 443
2004
2010 3.7 10.8% 52.1% 30.4% 5.6% 1.1% 378

Participation in diversity/multicultural events

Participation in diversity/multicultural events Never
Once
Two or three
times
Four or more
times
Total (N)
Year* 70.0% 9.0% 12.7% 8.3% 902
2004
2010 57.5% 12.0% 19.3% 11.2% 722

Reasons for not participating: Not aware 7

Reasons for not participating: Not aware Yes, a reason No, not a reason Total (N)
Year 62.7% 37.3% 924
2004
2010 63.6% 36.4% 415

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* 42.1% 57.9% 924
2004
2010 48.9% 51.1% 415

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 65.0% 35.0% 924
2004
2010 63.4% 36.6% 415

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 60.1% 39.9% 924
2004
2010 57.6% 42.4% 415

Reasons for not participating: Uncomfortable 7

Reasons for not participating: Uncomfortable Yes, a reason No, not a reason Total (N)
Year* 19.0% 81.0% 924
2004
2010 12.5% 87.5% 415

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 33.9% 66.1% 924
2004
2010 38.1% 61.9% 415

Reasons for not participating: Uninteresting topic 7

Reasons for not participating: Uninteresting topic Yes, a reason No, not a reason Total (N)
Year 50.9% 49.1% 924
2004
2010 48.9% 51.1% 415

Reasons for not participating: Location 7

Reasons for not participating: Location Yes, a reason No, not a reason Total (N)
Year 11.1% 88.9% 924
2004
2010 11.3% 88.7% 415

Reasons for not participating: Cost 7

Reasons for not participating: Cost Yes, a reason No, not a reason Total (N)
Year* 18.2% 81.8% 924
2004
2010 11.3% 88.7% 415

Reasons for not participating: Other 7

Reasons for not participating: Other Yes, a reason No, not a reason Total (N)
Year 6.0% 94.0% 924
2004
2010 4.3% 95.7% 415
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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 15.9% 64.9% 13.5% 5.5% 0.2% 921
2004
2010 4.1 31.6% 51.4% 10.4% 4.3% 2.4% 675

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 7.8% 54.1% 30.3% 7.5% 0.3% 919
2004
2010 3.7 18.7% 45.0% 29.7% 5.5% 1.0% 673

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* 3.3 14.6% 24.1% 39.7% 18.7% 2.8% 924
2004
2010 3.2 19.8% 20.1% 31.1% 21.1% 8.0% 673

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 4.1 28.6% 52.0% 16.4% 2.4% 0.7% 921
2004
2010 4.0 30.9% 47.8% 16.9% 2.8% 1.6% 676

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 3.4 17.7% 33.8% 28.8% 14.8% 5.0% 921
2004
2010 3.3 15.4% 30.4% 32.0% 15.0% 7.3% 675

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* 3.3 14.3% 28.6% 34.7% 17.4% 5.0% 922
2004
2010 3.1 13.6% 21.2% 35.2% 21.5% 8.5% 674

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* 3.6 16.2% 48.3% 22.0% 10.1% 3.4% 921
2004
2010 3.6 15.6% 42.3% 29.4% 9.7% 3.0% 671

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 25.2% 52.9% 15.8% 4.9% 1.2% 920
2004
2010 3.9 28.9% 44.3% 20.7% 4.9% 1.2% 672

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* 3.5 13.7% 41.3% 26.9% 14.2% 3.9% 921
2004
2010 3.7 19.0% 45.7% 24.8% 8.0% 2.5% 674

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* 3.3 6.2% 30.5% 53.7% 8.5% 1.1% 915
2004
2010 3.5 13.1% 32.9% 48.4% 4.7% 0.9% 674

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* 3.7 19.3% 47.0% 20.8% 10.3% 2.6% 919
2004
2010 3.8 26.9% 43.5% 17.7% 8.3% 3.7% 674

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 3.2 11.5% 30.3% 30.4% 22.7% 5.1% 918
2004
2010 3.2 13.8% 29.1% 28.4% 22.7% 5.9% 673

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* 3.8 21.8% 48.9% 19.1% 8.4% 1.7% 916
2004
2010 3.8 24.7% 45.4% 21.4% 5.5% 3.0% 672

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 3.8 21.0% 49.5% 19.9% 8.0% 1.6% 918
2004
2010 3.8 22.7% 46.8% 21.8% 5.9% 2.7% 673

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* 3.6 20.7% 42.5% 18.7% 14.0% 4.1% 922
2004
2010 3.7 24.2% 38.2% 23.3% 8.3% 5.9% 673
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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 27.1% 63.8% 9.0% 0.1% 912
2004
2010 3.4 43.4% 50.4% 5.6% 0.6% 655

Faculty respect for minority students

Faculty respect for minority students Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year* 3.2 27.9% 63.9% 8.0% 0.2% 911
2004
2010 3.4 42.7% 51.8% 5.2% 0.3% 655

Student respect for faculty

Student respect for faculty Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year* 3.0 15.4% 65.4% 18.3% 0.9% 911
2004
2010 3.1 27.4% 55.0% 16.4% 1.2% 653

Student respect for minority faculty

Student respect for minority faculty Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year* 2.9 16.0% 56.9% 23.4% 3.6% 910
2004
2010 3.0 25.6% 50.2% 21.6% 2.6% 652

Faculty respect for female students

Faculty respect for female students Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year* 3.2 24.5% 68.2% 7.2% 0.1% 911
2004
2010 3.4 43.0% 50.0% 6.7% 0.3% 654

Student respect for female faculty

Student respect for female faculty Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year* 3.1 21.5% 67.6% 10.3% 0.7% 907
2004
2010 3.2 30.4% 56.7% 11.7% 1.2% 652

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 24.9% 55.6% 15.8% 3.7% 907
2004
2010 3.1 30.0% 55.1% 12.7% 2.1% 653

Friendships between heterosexual and GLBT students

Friendships between heterosexual and GLBT students Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year* 2.6 12.8% 46.8% 31.9% 8.5% 899
2004
2010 2.8 18.2% 46.1% 28.9% 6.8% 648

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* 4.2 33.9% 53.0% 11.4% 1.4% 0.3% 914
2004
2010 4.3 40.9% 47.8% 10.7% 0.5% 0.2% 655

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 17.3% 47.6% 31.1% 3.4% 0.5% 913
2004
2010 3.9 24.7% 43.9% 29.0% 2.0% 0.5% 652

NCSU Supportiveness: Asian students

NCSU Supportiveness: Asian students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
1: Strongly
nonsupportive
Total (N)
Year* 4.0 25.7% 55.4% 17.7% 0.9% 0.4% 912
2004
2010 4.1 32.4% 50.4% 15.7% 1.5% . 655

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 18.3% 51.3% 25.8% 4.3% 0.3% 914
2004
2010 4.0 27.4% 50.0% 20.5% 1.8% 0.3% 654

NCSU Supportiveness: White students

NCSU Supportiveness: White students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
1: Strongly
nonsupportive
Total (N)
Year* 3.9 30.4% 44.1% 17.5% 5.5% 2.5% 914
2004
2010 4.0 36.9% 33.8% 21.4% 5.4% 2.6% 654

NCSU Supportiveness: International students

NCSU Supportiveness: International students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
1: Strongly
nonsupportive
Total (N)
Year* 4.1 25.6% 56.9% 15.1% 2.0% 0.4% 911
2004
2010 4.2 36.2% 49.5% 13.2% 1.1% . 652

NCSU Supportiveness: Female students

NCSU Supportiveness: Female students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
1: Strongly
nonsupportive
Total (N)
Year* 4.1 26.9% 57.8% 13.6% 1.5% 0.2% 914
2004
2010 4.2 37.4% 50.2% 11.9% 0.3% 0.2% 653

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 25.0% 49.8% 18.9% 5.4% 0.9% 915
2004
2010 3.9 31.1% 39.2% 24.0% 3.8% 1.8% 653

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* 3.5 13.6% 37.5% 38.4% 8.1% 2.4% 913
2004
2010 3.8 25.0% 40.9% 26.5% 6.7% 0.9% 653

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 26.0% 50.2% 18.6% 4.4% 0.8% 914
2004
2010 4.2 40.3% 39.3% 17.2% 2.1% 1.1% 652

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 13.4% 52.9% 27.6% 5.5% 0.7% 913
2004
2010 3.8 21.9% 44.9% 29.8% 2.9% 0.5% 648

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 15.6% 49.6% 27.8% 6.0% 1.0% 911
2004
2010 4.0 30.5% 46.8% 19.6% 2.0% 1.1% 649

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 15.8% 54.5% 23.0% 5.2% 1.5% 912
2004
2010 4.0 28.1% 43.8% 24.6% 3.2% 0.3% 651

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* 3.9 23.3% 50.2% 22.5% 3.0% 1.1% 911
2004
2010 4.0 33.4% 38.8% 22.3% 4.5% 1.1% 650

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 9.8% 41.6% 42.1% 5.4% 1.1% 910
2004
2010 3.7 18.9% 40.9% 35.2% 4.5% 0.6% 651
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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* 3.8 12.5% 59.4% 25.8% 1.8% 0.4% 902
2004
2010 3.8 20.2% 47.9% 28.8% 2.2% 0.9% 635

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 14.3% 55.8% 26.0% 3.1% 0.8% 903
2004
2010 3.9 22.8% 46.4% 27.1% 2.9% 0.8% 631

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 11.0% 50.9% 31.7% 5.7% 0.7% 899
2004
2010 3.7 17.4% 41.8% 37.7% 2.4% 0.8% 632

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 9.9% 41.9% 46.0% 1.6% 0.7% 898
2004
2010 3.7 16.9% 41.5% 40.2% 0.8% 0.5% 597

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* 3.3 4.3% 26.9% 66.5% 2.0% 0.2% 902
2004
2010 3.5 10.5% 32.4% 54.4% 1.5% 1.2% 599

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* 4.0 23.9% 57.8% 17.1% 1.2% . 903
2004
2010 4.1 31.1% 47.3% 20.5% 0.8% 0.3% 634

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% 40.3% 42.7% 3.7% 0.7% 903
2004
2010 3.9 22.0% 46.5% 27.3% 3.3% 0.9% 546

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* 3.6 11.5% 37.8% 48.3% 2.1% 0.3% 898
2004
2010 3.8 22.2% 40.4% 33.9% 2.5% 1.1% 567

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* 3.5 7.1% 36.3% 54.0% 2.3% 0.2% 900
2004
2010 3.7 19.1% 39.8% 37.9% 2.4% 0.7% 580

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 7.9% 47.0% 42.7% 2.3% 0.1% 903
2004
2010 3.7 15.8% 39.1% 43.2% 1.2% 0.7% 606

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 23.5% 42.7% 24.1% 8.6% 1.0% 903
2004
2010 3.8 26.8% 35.9% 28.9% 6.3% 2.0% 637

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 10.3% 47.7% 39.1% 2.8% 0.1% 905
2004
2010 3.7 16.3% 40.9% 40.6% 1.5% 0.8% 646

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* 3.6 12.7% 42.5% 42.1% 2.0% 0.7% 904
2004
2010 3.7 17.6% 39.5% 38.4% 3.3% 1.2% 646

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 9.4% 36.9% 50.2% 2.9% 0.7% 905
2004
2010 3.6 11.3% 40.3% 45.0% 2.5% 0.9% 645

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 13.1% 53.4% 31.5% 1.4% 0.6% 905
2004
2010 3.8 19.9% 46.5% 32.3% 0.6% 0.6% 647

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* 3.7 12.2% 50.9% 35.0% 1.7% 0.2% 902
2004
2010 3.8 21.2% 43.1% 32.9% 2.2% 0.6% 645

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* 3.8 14.1% 53.2% 32.1% 0.6% 0.1% 903
2004
2010 3.9 21.3% 45.8% 32.6% 0.2% 0.2% 644

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* 3.8 14.0% 54.3% 30.5% 1.0% 0.2% 902
2004
2010 3.9 20.1% 46.7% 32.2% 0.8% 0.2% 646

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* 3.5 9.0% 33.3% 53.4% 2.9% 1.4% 904
2004
2010 3.7 17.8% 35.0% 43.9% 2.0% 1.2% 645
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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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