North Carolina State University
Campus Climate Survey Trends (Undergraduate)

Tables of Results
by Gender

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, broken down by student gender.

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)
Gender*		3.3	37.7%	51.5%	9.6%	1.2%	1,446
Male	2004
	2010	3.3	41.7%	49.2%	7.9%	1.1%	1,503
Female	2004	3.3	40.4%	51.3%	8.1%	0.3%	1,752
	2010	3.4	45.7%	47.9%	5.6%	0.8%	1,797

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)
Gender*		3.8	1.3%	8.3%	23.1%	44.1%	23.2%	1,443
Male	2004
	2010	3.6	4.5%	10.9%	20.5%	47.5%	16.6%	1,502
Female	2004	3.9	1.3%	6.5%	21.2%	41.6%	29.3%	1,742
	2010	3.7	4.2%	10.6%	19.6%	45.0%	20.7%	1,795

Feel physically threatened ¹

Feel physically threatened		Mean	1: Never	2: Seldom	3: Occasionally	4: Often	5: Always	Total (N)
Gender*		1.4	70.4%	24.0%	4.4%	1.0%	0.2%	1,443
Male	2004
	2010	1.2	79.5%	17.7%	2.2%	0.3%	0.2%	1,500
Female	2004	1.5	61.2%	32.6%	5.4%	0.3%	0.5%	1,743
	2010	1.3	71.4%	24.2%	3.8%	0.3%	0.2%	1,797

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)
Gender*		3.8	27.8%	41.4%	16.1%	10.4%	4.3%	1,444
Male	2004
	2010	4.2	43.8%	41.9%	8.9%	3.3%	2.2%	1,186
Female	2004	3.8	28.8%	43.2%	12.5%	10.7%	4.8%	1,749
	2010	4.1	41.5%	41.1%	8.7%	4.9%	3.8%	1,430

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)
Gender*		3.9	23.4%	45.5%	26.7%	4.0%	0.4%	1,443
Male	2004
	2010	4.1	33.0%	46.3%	16.1%	3.4%	1.2%	1,283
Female	2004	3.9	26.3%	48.5%	19.7%	4.7%	0.9%	1,752
	2010	4.1	34.4%	47.6%	14.2%	2.8%	1.1%	1,583

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)
Gender*		3.6	17.9%	37.4%	33.5%	8.8%	2.4%	1,440
Male	2004
	2010	4.1	34.2%	46.1%	15.3%	2.9%	1.5%	1,137
Female	2004	3.7	21.9%	37.7%	29.5%	8.7%	2.1%	1,751
	2010	4.2	38.2%	46.2%	12.3%	2.3%	1.1%	1,415

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)
Gender*		4.1	28.7%	54.2%	13.7%	2.9%	0.5%	1,441
Male	2004
	2010	4.0	34.9%	39.9%	19.7%	3.1%	2.4%	619
Female	2004	4.0	24.2%	54.4%	15.9%	5.3%	0.2%	1,740
	2010	3.9	31.9%	38.0%	22.5%	5.6%	2.1%	766

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)
Gender*		4.1	34.9%	47.3%	11.6%	4.9%	1.3%	1,440
Male	2004
	2010	4.1	41.0%	36.1%	13.7%	5.6%	3.5%	1,442
Female	2004	4.2	39.7%	46.0%	9.0%	4.8%	0.5%	1,739
	2010	4.2	45.2%	36.4%	11.0%	4.8%	2.6%	1,744

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)
Gender*		4.0	27.8%	50.9%	16.8%	4.0%	0.5%	1,437
Male	2004
	2010	4.1	34.1%	48.2%	13.3%	3.3%	1.1%	1,209
Female	2004	4.1	32.9%	50.5%	12.4%	3.7%	0.5%	1,729
	2010	4.2	36.4%	47.6%	12.9%	2.4%	0.7%	1,524

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)
Gender*		4.1	29.3%	56.1%	11.4%	2.7%	0.5%	1,437
Male	2004
	2010	4.0	27.4%	48.5%	18.3%	4.1%	1.8%	1,194
Female	2004	4.1	28.2%	57.2%	11.1%	3.3%	0.2%	1,744
	2010	4.0	29.3%	47.0%	17.8%	4.2%	1.7%	1,418

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)
Gender*		3.6	19.0%	40.6%	24.8%	13.9%	1.8%	1,435
Male	2004
	2010	3.7	25.8%	39.9%	22.2%	7.1%	4.9%	689
Female	2004	3.5	14.3%	40.1%	25.0%	18.0%	2.6%	1,743
	2010	3.7	21.0%	41.1%	25.2%	8.7%	4.0%	842

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)
Gender*		4.1	30.7%	56.6%	9.9%	2.5%	0.3%	1,435
Male	2004
	2010	4.0	33.8%	43.9%	15.9%	4.6%	1.9%	1,391
Female	2004	4.2	30.3%	58.5%	8.2%	2.9%	0.1%	1,744
	2010	4.0	30.6%	47.2%	14.8%	5.8%	1.5%	1,659

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)
Gender*		4.0	28.4%	53.8%	9.3%	7.5%	1.0%	1,437
Male	2004
	2010	3.9	27.0%	48.9%	12.8%	9.9%	1.4%	1,404
Female	2004	4.0	25.5%	57.3%	7.6%	8.6%	0.9%	1,742
	2010	3.9	22.9%	54.4%	11.4%	10.0%	1.4%	1,696

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)
Gender*		2.1	1.0%	3.8%	19.1%	57.8%	18.3%	1,435
Male	2004
	2010	2.0	0.9%	3.4%	14.8%	51.8%	29.0%	1,403
Female	2004	2.1	0.4%	3.6%	15.7%	62.9%	17.4%	1,739
	2010	2.0	0.9%	3.4%	15.4%	54.7%	25.6%	1,693

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)
Gender*		4.1	20.7%	68.7%	8.5%	1.5%	0.6%	1,433
Male	2004
	2010	4.1	26.6%	58.5%	12.2%	2.1%	0.6%	1,400
Female	2004	4.1	18.9%	70.3%	9.2%	1.5%	0.1%	1,744
	2010	4.1	25.0%	60.1%	11.8%	2.5%	0.7%	1,690

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)
Gender*		2.0	1.2%	4.5%	13.8%	58.7%	21.9%	1,437
Male	2004
	2010	2.0	1.6%	4.3%	13.0%	52.0%	29.2%	1,403
Female	2004	2.0	1.1%	4.5%	11.8%	62.8%	19.8%	1,741
	2010	2.0	1.2%	5.2%	12.0%	52.8%	28.8%	1,688

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)
Gender*		3.8	14.5%	54.6%	25.8%	4.5%	0.6%	1,434
Male	2004
	2010	3.8	16.9%	51.3%	27.4%	3.7%	0.6%	1,399
Female	2004	3.8	13.3%	56.8%	26.6%	3.0%	0.2%	1,739
	2010	3.8	17.6%	50.4%	28.4%	2.9%	0.6%	1,689

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)
Gender*		2.3	3.1%	10.8%	22.9%	41.3%	22.0%	1,435
Male	2004
	2010	1.9	2.0%	6.4%	16.8%	32.4%	42.4%	1,401
Female	2004	2.4	2.6%	10.8%	23.7%	46.2%	16.6%	1,742
	2010	2.0	2.1%	7.1%	16.2%	39.4%	35.2%	1,695

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)
Gender*		4.1	27.1%	60.5%	10.8%	1.1%	0.5%	1,435
Male	2004
	2010	4.1	31.3%	52.9%	13.0%	2.2%	0.6%	1,398
Female	2004	4.1	26.9%	62.6%	8.9%	1.6%	0.1%	1,739
	2010	4.1	31.2%	54.1%	12.4%	2.1%	0.2%	1,694

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)
Gender*		4.1	27.0%	62.0%	8.8%	1.7%	0.6%	1,435
Male	2004
	2010	4.1	28.2%	56.9%	10.9%	2.9%	1.1%	1,403
Female	2004	4.1	22.8%	64.8%	9.1%	2.8%	0.5%	1,737
	2010	4.1	25.8%	57.9%	12.8%	2.7%	0.7%	1,691

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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)
Gender*		4.0	38.3%	34.4%	21.2%	5.6%	0.6%	1,418
Male	2004
	2010	4.2	46.2%	32.1%	15.7%	5.1%	1.0%	1,353
Female	2004	4.0	37.5%	34.0%	21.2%	6.7%	0.6%	1,734
	2010	4.3	52.5%	30.7%	13.1%	3.4%	0.3%	1,648

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)
Gender*		2.6	4.5%	11.1%	37.3%	38.9%	8.2%	1,364
Male	2004
	2010	2.8	8.6%	14.2%	36.1%	30.9%	10.2%	1,266
Female	2004	2.6	3.5%	11.3%	36.9%	41.1%	7.1%	1,675
	2010	2.8	8.7%	15.9%	34.6%	30.7%	10.1%	1,501

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)
Gender*		4.1	37.7%	37.7%	18.2%	5.5%	0.8%	1,351
Male	2004
	2010	4.2	47.8%	31.3%	14.4%	5.4%	1.2%	1,254
Female	2004	4.0	38.4%	35.2%	19.5%	6.1%	0.8%	1,634
	2010	4.3	50.3%	30.4%	15.3%	3.4%	0.6%	1,542

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)
Gender*		2.7	9.8%	13.6%	30.2%	33.3%	13.1%	1,239
Male	2004
	2010	3.2	19.5%	19.5%	30.5%	20.8%	9.8%	1,135
Female	2004	3.0	13.0%	19.3%	32.9%	27.8%	7.0%	1,520
	2010	3.7	27.8%	29.3%	27.2%	12.7%	3.1%	1,462

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)
Gender		4.2	41.6%	40.3%	16.4%	1.6%	0.1%	1,362
Male	2004
	2010	4.2	42.2%	38.3%	16.3%	2.5%	0.7%	1,236
Female	2004	4.2	41.5%	38.7%	16.6%	3.0%	0.2%	1,662
	2010	4.2	45.3%	36.8%	14.8%	2.5%	0.5%	1,537

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)
Gender*		4.0	36.3%	33.8%	22.2%	6.3%	1.5%	1,422
Male	2004
	2010	4.0	40.8%	28.7%	21.6%	5.9%	3.0%	1,340
Female	2004	4.0	38.5%	31.3%	20.4%	8.3%	1.6%	1,733
	2010	4.1	45.8%	28.4%	18.7%	5.2%	2.0%	1,630

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)
Gender*		3.9	29.2%	37.0%	25.9%	5.7%	2.2%	1,422
Male	2004
	2010	3.7	29.1%	32.2%	25.9%	8.1%	4.7%	1,340
Female	2004	3.9	33.5%	35.6%	21.9%	6.9%	2.1%	1,734
	2010	4.0	39.0%	32.6%	20.4%	5.2%	2.8%	1,625

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)
Gender*		3.5	23.6%	27.9%	27.9%	13.0%	7.6%	1,423
Male	2004
	2010	3.4	25.5%	23.3%	27.7%	12.1%	11.4%	1,332
Female	2004	3.5	26.4%	27.4%	24.7%	12.8%	8.7%	1,731
	2010	3.6	31.6%	27.0%	21.7%	10.5%	9.2%	1,606

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)
Gender*		3.4%	29.3%	40.8%	23.0%	3.5%	1,424
Male	2004
	2010	10.9%	33.9%	35.8%	14.4%	5.0%	1,356
Female	2004	5.0%	37.7%	36.8%	16.2%	4.3%	1,739
	2010	13.9%	41.1%	24.4%	13.5%	7.0%	1,654

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)
Gender		13.2%	50.6%	22.7%	7.5%	6.0%	1,424
Male	2004
	2010	9.4%	54.2%	22.3%	7.7%	6.3%	1,359
Female	2004	12.3%	49.0%	25.4%	8.3%	5.1%	1,738
	2010	10.7%	50.6%	24.1%	8.5%	6.1%	1,660

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Section C: Multicultural Activities on Campus

Have taken: Ethnic Studies course

Have taken: Ethnic Studies course		Yes	No	Total (N)
Gender*		14.8%	85.2%	1,409
Male	2004
	2010	16.1%	83.9%	1,319
Female	2004	21.6%	78.4%	1,718
	2010	17.1%	82.9%	1,635

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)
Gender*		3.9	23.7%	48.3%	21.3%	4.8%	1.9%	207
Male	2004
	2010	4.0	30.4%	44.0%	21.3%	1.9%	2.4%	207
Female	2004	4.2	39.4%	46.4%	10.5%	3.2%	0.5%	373
	2010	4.3	47.4%	38.6%	13.2%	0.7%	.	272

Have taken: Women's/Gender Studies course

Have taken: Women's/Gender Studies course		Yes	No	Total (N)
Gender		3.0%	97.0%	1,387
Male	2004
	2010	4.9%	95.1%	1,318
Female	2004	10.1%	89.9%	1,696
	2010	11.1%	88.9%	1,634

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)
Gender		3.8	27.9%	41.9%	16.3%	7.0%	7.0%	43
Male	2004
	2010	3.7	24.6%	36.1%	29.5%	6.6%	3.3%	61
Female	2004	4.2	40.3%	43.8%	13.6%	1.1%	1.1%	176
	2010	4.2	45.7%	34.3%	16.0%	1.7%	2.3%	175

Number of classes with diversity issues clearly integrated

Number of classes with diversity issues clearly integrated		None	A few	Some	Most	All	Total (N)
Gender*		39.2%	44.4%	12.9%	2.9%	0.6%	1,416
Male	2004
	2010	38.6%	40.9%	15.1%	4.3%	1.1%	1,315
Female	2004	30.3%	45.7%	17.5%	6.0%	0.6%	1,724
	2010	31.1%	41.4%	18.3%	8.0%	1.2%	1,627

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)
Gender*		3.6	8.1%	47.6%	37.7%	5.9%	0.7%	860
Male	2004
	2010	3.6	12.4%	47.0%	34.1%	4.5%	2.0%	804
Female	2004	3.8	15.0%	53.9%	28.6%	2.2%	0.3%	1,201
	2010	3.9	19.6%	53.2%	25.4%	1.7%	0.2%	1,115

Participation in diversity/multicultural events

Participation in diversity/multicultural events		Never	Once	Two or three times	Four or more times	Total (N)
Gender*		70.3%	8.0%	13.8%	7.9%	1,410
Male	2004
	2010	56.7%	14.0%	17.9%	11.4%	1,307
Female	2004	62.1%	8.6%	18.1%	11.2%	1,729
	2010	48.6%	14.4%	21.5%	15.5%	1,621

Reasons for not participating: Not aware ⁷

Reasons for not participating: Not aware		Yes, a reason	No, not a reason	Total (N)
Gender		59.4%	40.6%	1,454
Male	2004
	2010	55.3%	44.7%	741
Female	2004	66.4%	33.6%	1,757
	2010	64.5%	35.5%	787

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)
Gender*		43.1%	56.9%	1,454
Male	2004
	2010	48.2%	51.8%	741
Female	2004	31.4%	68.6%	1,757
	2010	36.8%	63.2%	787

Reasons for not participating: Not enough time ⁷

Reasons for not participating: Not enough time		Yes, a reason	No, not a reason	Total (N)
Gender		62.1%	37.9%	1,454
Male	2004
	2010	58.3%	41.7%	741
Female	2004	68.6%	31.4%	1,757
	2010	67.5%	32.5%	787

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)
Gender		57.8%	42.2%	1,454
Male	2004
	2010	56.3%	43.7%	741
Female	2004	65.5%	34.5%	1,757
	2010	66.6%	33.4%	787

Reasons for not participating: Uncomfortable ⁷

Reasons for not participating: Uncomfortable		Yes, a reason	No, not a reason	Total (N)
Gender*		20.0%	80.0%	1,454
Male	2004
	2010	14.0%	86.0%	741
Female	2004	17.6%	82.4%	1,757
	2010	11.3%	88.7%	787

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)
Gender		31.2%	68.8%	1,454
Male	2004
	2010	37.4%	62.6%	741
Female	2004	29.1%	70.9%	1,757
	2010	31.4%	68.6%	787

Reasons for not participating: Uninteresting topic ⁷

Reasons for not participating: Uninteresting topic		Yes, a reason	No, not a reason	Total (N)
Gender*		51.0%	49.0%	1,454
Male	2004
	2010	48.9%	51.1%	741
Female	2004	37.7%	62.3%	1,757
	2010	30.0%	70.0%	787

Reasons for not participating: Location ⁷

Reasons for not participating: Location		Yes, a reason	No, not a reason	Total (N)
Gender		12.2%	87.8%	1,454
Male	2004
	2010	8.4%	91.6%	741
Female	2004	12.9%	87.1%	1,757
	2010	12.2%	87.8%	787

Reasons for not participating: Cost ⁷

Reasons for not participating: Cost		Yes, a reason	No, not a reason	Total (N)
Gender*		16.4%	83.6%	1,454
Male	2004
	2010	10.8%	89.2%	741
Female	2004	20.7%	79.3%	1,757
	2010	16.4%	83.6%	787

Reasons for not participating: Other ⁷

Reasons for not participating: Other		Yes, a reason	No, not a reason	Total (N)
Gender*		6.7%	93.3%	1,454
Male	2004
	2010	5.3%	94.7%	741
Female	2004	3.6%	96.4%	1,757
	2010	2.0%	98.0%	787

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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)
Gender*		3.9	18.1%	60.2%	13.9%	7.1%	0.8%	1,449
Male	2004
	2010	3.9	28.4%	50.0%	12.7%	5.7%	3.2%	1,234
Female	2004	3.9	17.7%	63.6%	13.0%	5.2%	0.5%	1,743
	2010	4.1	33.4%	51.5%	10.8%	3.5%	0.7%	1,552

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)
Gender*		3.6	8.5%	54.1%	28.8%	7.5%	1.0%	1,446
Male	2004
	2010	3.7	17.6%	46.8%	27.7%	6.2%	1.7%	1,230
Female	2004	3.6	9.1%	55.5%	26.0%	9.0%	0.5%	1,742
	2010	3.9	23.0%	47.8%	23.0%	5.0%	1.2%	1,546

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)
Gender*		3.3	15.6%	24.2%	37.8%	18.4%	3.9%	1,453
Male	2004
	2010	3.3	20.6%	21.4%	30.0%	19.6%	8.4%	1,233
Female	2004	2.9	6.9%	17.7%	40.9%	28.1%	6.3%	1,749
	2010	2.8	11.4%	17.4%	28.0%	29.2%	14.1%	1,549

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)
Gender		4.0	28.8%	50.1%	17.5%	2.8%	0.8%	1,448
Male	2004
	2010	4.0	30.6%	45.1%	18.7%	3.2%	2.4%	1,234
Female	2004	4.3	40.7%	49.6%	8.7%	0.9%	0.2%	1,745
	2010	4.3	42.6%	46.6%	9.3%	1.0%	0.5%	1,554

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)
Gender*		3.5	18.9%	32.8%	28.8%	15.0%	4.5%	1,450
Male	2004
	2010	3.4	19.2%	28.1%	33.3%	12.6%	6.8%	1,232
Female	2004	3.1	10.1%	26.6%	32.3%	22.3%	8.6%	1,747
	2010	3.0	12.1%	24.0%	32.5%	19.4%	12.1%	1,553

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)
Gender*		3.3	14.4%	26.3%	34.9%	19.4%	5.0%	1,451
Male	2004
	2010	3.2	17.0%	22.1%	35.7%	16.8%	8.5%	1,229
Female	2004	2.9	7.8%	19.7%	36.0%	27.6%	9.0%	1,749
	2010	2.9	10.3%	17.9%	34.5%	23.7%	13.5%	1,538

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)
Gender*		3.7	19.8%	46.0%	20.3%	10.5%	3.5%	1,448
Male	2004
	2010	3.6	16.3%	43.0%	27.3%	9.4%	4.1%	1,224
Female	2004	4.0	26.9%	49.7%	17.0%	5.9%	0.6%	1,743
	2010	3.8	21.5%	44.4%	27.1%	5.7%	1.3%	1,546

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)
Gender*		4.0	27.9%	51.6%	14.2%	5.3%	1.2%	1,447
Male	2004
	2010	3.9	29.7%	42.1%	21.9%	4.3%	1.9%	1,232
Female	2004	4.1	29.0%	53.7%	14.3%	2.7%	0.2%	1,746
	2010	4.0	30.4%	47.7%	18.6%	2.8%	0.4%	1,550

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)
Gender*		3.5	15.9%	41.3%	24.6%	14.4%	3.7%	1,449
Male	2004
	2010	3.7	20.7%	43.2%	25.0%	7.9%	3.3%	1,229
Female	2004	3.8	21.9%	47.1%	22.1%	8.2%	0.7%	1,746
	2010	4.0	26.6%	47.6%	21.3%	3.7%	0.8%	1,551

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)
Gender*		3.3	7.4%	29.5%	53.4%	8.5%	1.2%	1,441
Male	2004
	2010	3.5	12.9%	33.5%	47.0%	5.4%	1.2%	1,232
Female	2004	3.3	5.1%	33.1%	50.9%	9.5%	1.4%	1,739
	2010	3.6	14.6%	35.2%	44.8%	4.6%	0.8%	1,551

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)
Gender*		3.7	22.4%	44.7%	20.5%	10.0%	2.5%	1,446
Male	2004
	2010	3.8	27.9%	43.1%	17.9%	7.2%	3.9%	1,233
Female	2004	4.1	28.7%	54.2%	12.7%	4.0%	0.4%	1,746
	2010	4.2	41.6%	43.1%	12.0%	2.6%	0.6%	1,556

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)
Gender*		3.2	12.7%	28.5%	29.4%	23.5%	5.9%	1,446
Male	2004
	2010	3.2	15.6%	28.2%	28.3%	20.4%	7.5%	1,234
Female	2004	2.8	7.5%	21.0%	26.8%	33.5%	11.3%	1,742
	2010	2.9	12.4%	22.8%	23.2%	29.8%	11.8%	1,552

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)
Gender*		3.8	23.7%	47.3%	19.6%	7.3%	2.1%	1,443
Male	2004
	2010	3.8	24.9%	44.4%	20.5%	6.5%	3.7%	1,233
Female	2004	4.2	37.2%	48.5%	10.7%	3.0%	0.6%	1,745
	2010	4.2	39.2%	43.9%	13.8%	2.8%	0.3%	1,553

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)
Gender*		3.8	22.1%	47.2%	20.4%	8.1%	2.1%	1,448
Male	2004
	2010	3.8	23.9%	45.0%	20.9%	6.3%	3.9%	1,232
Female	2004	4.1	33.4%	51.1%	12.0%	3.0%	0.5%	1,742
	2010	4.2	38.0%	44.1%	14.9%	2.6%	0.4%	1,557

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)
Gender*		3.6	22.6%	40.1%	19.0%	13.7%	4.6%	1,450
Male	2004
	2010	3.6	24.7%	34.5%	24.4%	9.3%	7.1%	1,234
Female	2004	3.9	29.1%	45.3%	17.1%	7.2%	1.3%	1,747
	2010	4.1	37.3%	40.5%	16.1%	4.7%	1.4%	1,555

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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)
Gender*		3.2	30.0%	60.4%	9.2%	0.4%	1,426
Male	2004
	2010	3.4	45.7%	48.3%	5.4%	0.6%	1,214
Female	2004	3.2	28.3%	63.8%	7.6%	0.3%	1,737
	2010	3.4	43.9%	50.8%	5.0%	0.3%	1,503

Faculty respect for minority students

Faculty respect for minority students		Mean	4: Excellent	3: Good	2: Fair	1: Poor	Total (N)
Gender*		3.2	31.5%	59.9%	8.0%	0.6%	1,426
Male	2004
	2010	3.4	46.1%	48.6%	5.1%	0.2%	1,211
Female	2004	3.2	26.8%	63.2%	9.1%	0.9%	1,738
	2010	3.4	42.7%	52.0%	4.9%	0.4%	1,498

Student respect for faculty

Student respect for faculty		Mean	4: Excellent	3: Good	2: Fair	1: Poor	Total (N)
Gender*		3.0	16.7%	64.2%	17.8%	1.3%	1,425
Male	2004
	2010	3.1	27.9%	55.2%	15.6%	1.2%	1,206
Female	2004	3.0	17.1%	67.7%	14.4%	0.7%	1,736
	2010	3.2	29.4%	56.7%	13.3%	0.5%	1,501

Student respect for minority faculty

Student respect for minority faculty		Mean	4: Excellent	3: Good	2: Fair	1: Poor	Total (N)
Gender*		2.9	17.1%	57.7%	21.2%	3.9%	1,423
Male	2004
	2010	3.0	25.8%	51.9%	19.6%	2.7%	1,209
Female	2004	2.9	15.6%	61.5%	19.4%	3.6%	1,736
	2010	3.1	27.5%	52.5%	17.6%	2.3%	1,494

Faculty respect for female students

Faculty respect for female students		Mean	4: Excellent	3: Good	2: Fair	1: Poor	Total (N)
Gender*		3.2	29.5%	64.7%	5.5%	0.3%	1,424
Male	2004
	2010	3.4	47.8%	47.0%	5.0%	0.2%	1,210
Female	2004	3.1	24.0%	65.2%	10.0%	0.8%	1,737
	2010	3.4	42.5%	51.1%	6.3%	0.2%	1,498

Student respect for female faculty

Student respect for female faculty		Mean	4: Excellent	3: Good	2: Fair	1: Poor	Total (N)
Gender*		3.1	24.5%	65.8%	9.0%	0.7%	1,418
Male	2004
	2010	3.2	32.2%	55.0%	12.0%	0.7%	1,208
Female	2004	3.1	22.1%	66.9%	10.3%	0.7%	1,735
	2010	3.2	32.8%	55.2%	11.1%	0.9%	1,501

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)
Gender*		3.0	24.9%	54.6%	17.1%	3.4%	1,418
Male	2004
	2010	3.1	29.2%	53.9%	14.6%	2.3%	1,207
Female	2004	2.9	21.9%	53.3%	19.7%	5.1%	1,732
	2010	3.1	29.5%	55.4%	12.1%	3.0%	1,495

Friendships between heterosexual and GLBT students

Friendships between heterosexual and GLBT students		Mean	4: Excellent	3: Good	2: Fair	1: Poor	Total (N)
Gender*		2.6	13.6%	43.8%	31.7%	11.0%	1,414
Male	2004
	2010	2.7	18.9%	42.6%	29.0%	9.5%	1,201
Female	2004	2.7	13.5%	47.2%	30.7%	8.6%	1,728
	2010	2.8	21.6%	47.4%	25.3%	5.8%	1,494

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)
Gender*		4.2	37.1%	50.3%	10.6%	1.5%	0.4%	1,434
Male	2004
	2010	4.2	39.8%	47.0%	11.6%	1.4%	0.2%	1,210
Female	2004	4.2	32.1%	55.0%	10.7%	2.1%	0.2%	1,741
	2010	4.3	42.3%	45.5%	10.6%	1.3%	0.3%	1,507

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)
Gender*		3.8	18.9%	46.1%	30.6%	3.4%	1.0%	1,430
Male	2004
	2010	3.9	24.5%	44.5%	27.6%	2.9%	0.5%	1,203
Female	2004	3.7	15.6%	47.2%	32.6%	4.1%	0.5%	1,737
	2010	3.9	25.3%	44.4%	26.6%	3.5%	0.1%	1,503

NCSU Supportiveness: Asian students

NCSU Supportiveness: Asian students		Mean	5: Strongly supportive	4: Supportive	3: Neutral	2: Nonsupportive	1: Strongly nonsupportive	Total (N)
Gender*		4.1	28.3%	54.1%	15.7%	1.5%	0.4%	1,430
Male	2004
	2010	4.1	33.4%	48.6%	16.1%	1.7%	0.2%	1,209
Female	2004	4.0	24.4%	57.0%	16.9%	1.6%	0.1%	1,738
	2010	4.2	34.4%	48.9%	15.5%	1.1%	.	1,506

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)
Gender*		3.8	19.7%	50.7%	24.8%	4.3%	0.6%	1,434
Male	2004
	2010	4.0	26.8%	48.6%	21.5%	2.7%	0.4%	1,207
Female	2004	3.8	16.8%	52.9%	24.5%	5.3%	0.5%	1,733
	2010	4.0	27.9%	47.7%	21.3%	2.9%	0.1%	1,500

NCSU Supportiveness: White students

NCSU Supportiveness: White students		Mean	5: Strongly supportive	4: Supportive	3: Neutral	2: Nonsupportive	1: Strongly nonsupportive	Total (N)
Gender*		4.0	32.0%	42.4%	17.1%	5.9%	2.6%	1,433
Male	2004
	2010	3.9	35.1%	34.9%	21.2%	6.1%	2.7%	1,210
Female	2004	4.3	41.6%	45.3%	10.6%	1.8%	0.6%	1,743
	2010	4.3	48.9%	34.4%	14.0%	2.2%	0.5%	1,504

NCSU Supportiveness: International students

NCSU Supportiveness: International students		Mean	5: Strongly supportive	4: Supportive	3: Neutral	2: Nonsupportive	1: Strongly nonsupportive	Total (N)
Gender*		4.1	28.4%	55.2%	14.4%	1.5%	0.6%	1,427
Male	2004
	2010	4.2	35.2%	49.5%	13.8%	1.5%	.	1,207
Female	2004	4.1	28.4%	56.1%	13.5%	1.8%	0.2%	1,741
	2010	4.3	40.6%	47.1%	11.5%	0.7%	0.1%	1,501

NCSU Supportiveness: Female students

NCSU Supportiveness: Female students		Mean	5: Strongly supportive	4: Supportive	3: Neutral	2: Nonsupportive	1: Strongly nonsupportive	Total (N)
Gender*		4.1	30.0%	56.1%	12.9%	0.8%	0.2%	1,432
Male	2004
	2010	4.2	36.3%	50.2%	13.2%	0.2%	0.1%	1,208
Female	2004	4.1	24.7%	59.8%	13.0%	2.3%	0.2%	1,740
	2010	4.2	38.3%	48.7%	12.2%	0.9%	.	1,504

NCSU Supportiveness: Male students

NCSU Supportiveness: Male students		Mean	5: Strongly supportive	4: Supportive	3: Neutral	2: Nonsupportive	1: Strongly nonsupportive	Total (N)
Gender*		3.9	26.0%	49.6%	18.4%	4.9%	1.0%	1,432
Male	2004
	2010	3.9	30.7%	39.5%	23.7%	4.1%	2.0%	1,210
Female	2004	4.2	35.7%	51.3%	11.7%	0.9%	0.3%	1,740
	2010	4.3	43.2%	40.8%	14.5%	1.3%	0.2%	1,506

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)
Gender*		3.5	14.9%	35.2%	37.8%	8.9%	3.1%	1,432
Male	2004
	2010	3.8	25.3%	38.3%	27.1%	7.6%	1.7%	1,205
Female	2004	3.5	11.5%	39.2%	37.1%	10.3%	2.0%	1,736
	2010	3.8	24.8%	42.6%	24.8%	6.6%	1.2%	1,503

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)
Gender*		4.0	28.3%	46.9%	19.4%	4.4%	1.0%	1,432
Male	2004
	2010	4.1	39.1%	38.5%	18.8%	2.3%	1.3%	1,206
Female	2004	4.1	31.2%	50.8%	15.1%	2.5%	0.3%	1,740
	2010	4.3	49.0%	38.0%	11.7%	1.2%	0.1%	1,506

NCSU Supportiveness: Nontraditional students

NCSU Supportiveness: Nontraditional students		Mean	5: Strongly supportive	4: Supportive	3: Neutral	2: Nonsupportive	1: Strongly nonsupportive	Total (N)
Gender*		3.8	16.2%	52.5%	26.0%	4.6%	0.7%	1,430
Male	2004
	2010	3.8	21.4%	45.6%	28.6%	3.5%	0.9%	1,203
Female	2004	3.8	16.6%	55.4%	22.5%	5.3%	0.3%	1,737
	2010	3.9	25.5%	45.9%	23.3%	4.5%	0.7%	1,500

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)
Gender*		3.7	17.2%	48.7%	25.7%	6.7%	1.8%	1,428
Male	2004
	2010	4.0	27.4%	48.2%	20.9%	2.6%	1.0%	1,202
Female	2004	3.7	14.5%	48.1%	27.2%	8.7%	1.4%	1,733
	2010	4.0	30.4%	45.6%	19.6%	3.7%	0.7%	1,503

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)
Gender*		3.8	17.0%	54.0%	23.2%	4.5%	1.3%	1,425
Male	2004
	2010	3.9	26.0%	46.0%	23.8%	3.0%	1.2%	1,202
Female	2004	3.9	17.3%	57.3%	19.7%	5.0%	0.8%	1,732
	2010	4.1	32.0%	47.4%	17.4%	2.9%	0.3%	1,501

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)
Gender*		4.0	26.6%	48.1%	21.3%	3.2%	0.8%	1,429
Male	2004
	2010	4.0	32.6%	40.5%	21.8%	3.7%	1.5%	1,201
Female	2004	4.1	31.5%	49.7%	17.0%	1.7%	0.2%	1,736
	2010	4.2	41.7%	40.6%	15.2%	2.0%	0.6%	1,503

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)
Gender*		3.6	12.1%	41.3%	40.6%	5.0%	0.9%	1,427
Male	2004
	2010	3.8	19.6%	42.6%	32.9%	4.4%	0.4%	1,203
Female	2004	3.6	11.4%	43.6%	36.6%	7.0%	1.3%	1,731
	2010	3.8	22.5%	40.6%	29.8%	6.2%	0.9%	1,501

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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)
Gender*		3.8	12.2%	58.2%	26.5%	2.5%	0.6%	1,413
Male	2004
	2010	3.8	19.8%	47.2%	29.8%	2.3%	0.9%	1,169
Female	2004	3.9	15.5%	62.9%	19.0%	2.4%	0.2%	1,734
	2010	4.0	26.6%	48.9%	22.1%	2.1%	0.3%	1,449

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)
Gender*		3.7	13.7%	53.5%	27.8%	4.1%	0.9%	1,412
Male	2004
	2010	3.8	22.2%	44.8%	28.0%	3.5%	1.4%	1,160
Female	2004	3.9	18.2%	57.6%	20.1%	3.8%	0.2%	1,733
	2010	4.0	27.0%	48.4%	21.6%	2.2%	0.7%	1,432

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)
Gender*		3.7	11.6%	51.4%	32.6%	4.0%	0.4%	1,411
Male	2004
	2010	3.7	17.2%	43.3%	36.3%	2.6%	0.7%	1,163
Female	2004	3.8	13.1%	57.5%	25.3%	3.8%	0.4%	1,731
	2010	3.9	24.4%	47.6%	26.4%	1.4%	0.2%	1,440

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)
Gender*		3.6	10.3%	41.2%	46.6%	1.4%	0.5%	1,407
Male	2004
	2010	3.7	17.3%	40.9%	39.4%	1.8%	0.6%	1,075
Female	2004	3.6	10.9%	43.4%	44.0%	1.6%	0.2%	1,733
	2010	3.9	23.4%	43.5%	32.2%	0.7%	0.2%	1,321

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)
Gender*		3.4	5.1%	33.5%	58.4%	2.8%	0.2%	1,410
Male	2004
	2010	3.5	12.1%	35.5%	48.2%	2.8%	1.4%	1,127
Female	2004	3.6	9.1%	43.8%	45.1%	1.8%	0.1%	1,733
	2010	3.8	19.0%	44.4%	34.8%	1.6%	0.2%	1,413

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)
Gender*		4.0	23.9%	55.7%	19.0%	1.3%	0.1%	1,412
Male	2004
	2010	4.0	29.9%	45.9%	22.2%	1.5%	0.5%	1,167
Female	2004	4.1	27.8%	60.0%	11.3%	0.9%	0.1%	1,733
	2010	4.2	36.8%	47.6%	15.0%	0.4%	0.1%	1,444

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)
Gender*		3.6	11.8%	39.6%	43.8%	3.8%	1.0%	1,411
Male	2004
	2010	3.8	22.0%	41.7%	30.9%	4.1%	1.3%	985
Female	2004	3.6	15.1%	40.4%	38.9%	4.6%	0.9%	1,726
	2010	3.9	28.6%	42.4%	23.6%	4.0%	1.4%	1,217

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)
Gender*		3.6	10.7%	36.9%	50.4%	1.6%	0.4%	1,408
Male	2004
	2010	3.8	21.4%	38.3%	36.1%	3.1%	1.1%	1,027
Female	2004	3.7	14.3%	42.7%	41.3%	1.6%	0.2%	1,730
	2010	4.0	30.7%	45.2%	22.1%	1.6%	0.3%	1,293

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)
Gender*		3.5	6.6%	35.9%	54.6%	2.3%	0.6%	1,408
Male	2004
	2010	3.7	17.2%	39.7%	39.0%	3.0%	1.0%	1,061
Female	2004	3.6	10.9%	43.8%	42.7%	2.3%	0.2%	1,731
	2010	4.0	27.7%	45.4%	25.6%	1.1%	0.2%	1,326

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)
Gender*		3.6	7.9%	46.6%	43.1%	2.1%	0.3%	1,407
Male	2004
	2010	3.7	16.0%	39.6%	42.0%	1.7%	0.7%	1,120
Female	2004	3.7	10.8%	50.4%	35.8%	2.9%	0.1%	1,728
	2010	3.9	21.4%	44.2%	33.1%	1.0%	0.2%	1,386

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)
Gender*		3.8	22.5%	43.5%	23.2%	9.0%	1.8%	1,411
Male	2004
	2010	3.8	26.7%	35.4%	28.4%	6.9%	2.6%	1,172
Female	2004	3.9	26.5%	48.8%	15.7%	8.3%	0.7%	1,730
	2010	3.9	29.6%	39.8%	21.1%	7.6%	1.9%	1,451

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)
Gender*		3.7	11.3%	46.8%	39.1%	2.5%	0.3%	1,416
Male	2004
	2010	3.7	16.1%	39.8%	40.9%	2.2%	0.9%	1,185
Female	2004	3.8	16.2%	53.5%	28.3%	2.0%	.	1,731
	2010	3.9	24.6%	41.8%	31.5%	1.8%	0.2%	1,463

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)
Gender*		3.6	12.9%	40.7%	43.1%	2.3%	0.9%	1,415
Male	2004
	2010	3.6	17.6%	36.9%	39.7%	4.1%	1.7%	1,184
Female	2004	3.9	20.5%	46.0%	32.4%	1.0%	0.1%	1,729
	2010	4.0	27.6%	43.2%	28.3%	0.7%	0.1%	1,467

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)
Gender*		3.5	9.4%	37.0%	49.7%	2.8%	1.1%	1,415
Male	2004
	2010	3.6	13.1%	35.2%	47.2%	3.0%	1.5%	1,184
Female	2004	3.8	16.2%	46.3%	35.6%	1.7%	0.2%	1,726
	2010	3.9	20.8%	45.7%	31.9%	1.5%	0.1%	1,463

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)
Gender*		3.8	13.2%	52.5%	32.7%	1.3%	0.4%	1,414
Male	2004
	2010	3.8	19.4%	43.5%	34.7%	1.4%	0.9%	1,183
Female	2004	3.9	18.9%	55.6%	24.4%	1.0%	0.1%	1,730
	2010	4.0	27.7%	46.8%	24.9%	0.4%	0.1%	1,465

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)
Gender*		3.7	12.4%	50.8%	34.6%	1.8%	0.4%	1,412
Male	2004
	2010	3.8	20.2%	42.0%	34.5%	2.5%	0.8%	1,183
Female	2004	3.9	18.1%	57.6%	22.8%	1.3%	0.2%	1,730
	2010	4.1	28.9%	47.8%	22.6%	0.5%	0.1%	1,465

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)
Gender*		3.8	14.0%	52.9%	32.2%	0.8%	0.1%	1,409
Male	2004
	2010	3.8	21.1%	43.3%	34.3%	0.8%	0.5%	1,183
Female	2004	4.0	20.8%	56.3%	22.6%	0.3%	.	1,724
	2010	4.1	30.1%	47.0%	22.7%	0.2%	.	1,464

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)
Gender*		3.8	14.2%	54.0%	31.0%	0.6%	0.2%	1,408
Male	2004
	2010	3.8	20.2%	43.8%	33.8%	1.5%	0.8%	1,184
Female	2004	3.9	20.1%	55.7%	23.0%	1.2%	.	1,724
	2010	4.1	29.4%	46.8%	23.6%	0.2%	.	1,464

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)
Gender*		3.5	9.3%	34.2%	51.8%	2.8%	1.9%	1,413
Male	2004
	2010	3.6	18.2%	32.3%	43.7%	3.3%	2.5%	1,182
Female	2004	3.7	16.5%	43.0%	38.1%	1.6%	0.9%	1,726
	2010	4.0	27.6%	41.4%	29.7%	1.0%	0.2%	1,467

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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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