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Campus Climate Survey Trends (Undergraduate)

Tables of Results
Overall


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.

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 39.1% 51.3% 8.8% 0.7% 3,198
2004
2010 3.4 43.9% 48.5% 6.6% 0.9% 3,300

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 1.3% 7.3% 22.1% 42.7% 26.6% 3,185
2004
2010 3.6 4.4% 10.7% 20.0% 46.1% 18.8% 3,297

Feel physically threatened 1

Feel physically threatened Mean 1: Never
2: Seldom
3: Occasionally 4: Often
5: Always
Total (N)
Year* 1.4 65.3% 28.7% 4.9% 0.6% 0.4% 3,186
2004
2010 1.3 75.1% 21.3% 3.1% 0.3% 0.2% 3,297

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* 3.8 28.3% 42.4% 14.1% 10.6% 4.6% 3,193
2004
2010 4.2 42.5% 41.5% 8.8% 4.2% 3.1% 2,616

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 24.9% 47.1% 22.9% 4.4% 0.7% 3,195
2004
2010 4.1 33.7% 47.0% 15.0% 3.1% 1.2% 2,866

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 20.1% 37.6% 31.3% 8.7% 2.3% 3,191
2004
2010 4.1 36.4% 46.2% 13.6% 2.5% 1.3% 2,552

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 26.2% 54.3% 14.9% 4.2% 0.3% 3,181
2004
2010 4.0 33.2% 38.8% 21.2% 4.5% 2.2% 1,385

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 37.5% 46.6% 10.2% 4.8% 0.8% 3,179
2004
2010 4.1 43.3% 36.3% 12.2% 5.2% 3.0% 3,186

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* 4.1 30.6% 50.7% 14.4% 3.9% 0.5% 3,166
2004
2010 4.1 35.4% 47.9% 13.1% 2.8% 0.9% 2,733

Comfort: Interacting with college/department support staff 2

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

4: Comfortable

3: Neither
comfortable
nor uncomfortable
2: Uncomfortable

1: Very uncomfortable

Total (N)
Year* 4.1 28.7% 56.7% 11.2% 3.0% 0.3% 3,181
2004
2010 4.0 28.4% 47.7% 18.0% 4.1% 1.7% 2,612

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 16.4% 40.3% 24.9% 16.1% 2.3% 3,178
2004
2010 3.7 23.2% 40.6% 23.8% 8.0% 4.4% 1,531

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

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

4: Comfortable

3: Neither
comfortable
nor uncomfortable
2: Uncomfortable

1: Very uncomfortable

Total (N)
Year* 4.2 30.4% 57.7% 9.0% 2.7% 0.2% 3,179
2004
2010 4.0 32.1% 45.7% 15.3% 5.3% 1.7% 3,050

Working hard leads to desired grade 4

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

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year* 4.0 26.8% 55.7% 8.4% 8.1% 0.9% 3,179
2004
2010 3.9 24.7% 51.9% 12.0% 9.9% 1.4% 3,100

Ignored in class when attempting to participate 4

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

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year* 2.1 0.7% 3.7% 17.2% 60.6% 17.8% 3,174
2004
2010 2.0 0.9% 3.4% 15.1% 53.4% 27.2% 3,096

Comments taken seriously by instructor 4

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

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year* 4.1 19.7% 69.6% 8.9% 1.5% 0.3% 3,177
2004
2010 4.1 25.7% 59.4% 12.0% 2.3% 0.6% 3,090

Ignored by classmates/given trivial jobs during group work 4

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

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year* 2.0 1.1% 4.5% 12.7% 60.9% 20.7% 3,178
2004
2010 2.0 1.4% 4.8% 12.4% 52.5% 29.0% 3,091

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 13.9% 55.8% 26.3% 3.7% 0.4% 3,173
2004
2010 3.8 17.3% 50.8% 28.0% 3.3% 0.6% 3,088

Singled out to speak on behalf of specific group 4

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

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year* 2.3 2.8% 10.8% 23.3% 44.0% 19.0% 3,177
2004
2010 2.0 2.1% 6.8% 16.5% 36.2% 38.5% 3,096

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 27.0% 61.6% 9.7% 1.4% 0.3% 3,174
2004
2010 4.1 31.2% 53.5% 12.7% 2.2% 0.4% 3,092

Comfortable among students in courses 4 5

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

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year* 4.1 24.7% 63.5% 9.0% 2.3% 0.5% 3,172
2004
2010 4.1 26.9% 57.5% 12.0% 2.8% 0.9% 3,094
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Section B: Interacting with Others

Interact with students from different race/ethnicity 6

Interact with students from different race/ethnicity Mean 5: Very
often
4: Often
3: Sometimes 2: Seldom
1: Never
Total (N)
Year* 4.0 37.8% 34.2% 21.2% 6.2% 0.6% 3,152
2004
2010 4.3 49.7% 31.3% 14.3% 4.2% 0.6% 3,001

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% 11.2% 37.1% 40.1% 7.6% 3,039
2004
2010 2.8 8.6% 15.1% 35.3% 30.8% 10.2% 2,767

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 38.1% 36.3% 18.9% 5.8% 0.8% 2,985
2004
2010 4.2 49.2% 30.8% 14.9% 4.3% 0.9% 2,796

Interact with students with different sexual orientation 6

Interact with students with different sexual orientation Mean 5: Very
often
4: Often
3: Sometimes 2: Seldom
1: Never
Total (N)
Year* 2.9 11.6% 16.7% 31.7% 30.3% 9.7% 2,759
2004
2010 3.5 24.1% 25.0% 28.6% 16.2% 6.0% 2,597

Interact with students from different social/economic background 6

Interact with students from different social/economic background Mean 5: Very
often
4: Often
3: Sometimes 2: Seldom
1: Never
Total (N)
Year* 4.2 41.6% 39.4% 16.5% 2.4% 0.1% 3,024
2004
2010 4.2 43.9% 37.5% 15.5% 2.5% 0.6% 2,773

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 37.5% 32.4% 21.2% 7.4% 1.5% 3,155
2004
2010 4.1 43.6% 28.5% 20.0% 5.5% 2.4% 2,970

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 31.6% 36.2% 23.7% 6.4% 2.1% 3,156
2004
2010 3.9 34.5% 32.4% 22.9% 6.5% 3.7% 2,965

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* 3.5 25.1% 27.6% 26.2% 12.9% 8.2% 3,154
2004
2010 3.5 28.8% 25.3% 24.4% 11.2% 10.2% 2,938

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* 4.3% 33.9% 38.6% 19.3% 4.0% 3,163
2004
2010 12.6% 37.9% 29.5% 13.9% 6.1% 3,010

Number of roommates of different race/ethnicity

Number of roommates of different race/ethnicity Never had
a roommate
Never
Once
Twice
Three or more
times
Total (N)
Year* 12.7% 49.7% 24.2% 8.0% 5.5% 3,162
2004
2010 10.1% 52.2% 23.3% 8.1% 6.2% 3,019
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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* 18.5% 81.5% 3,127
2004
2010 16.6% 83.4% 2,954

Impact on thinking/understanding diversity: Ethnic Studies Course

Impact on thinking/understanding diversity: Ethnic Studies Course Mean 5: Very
positive
4: Positive

3: Neither
positive nor
negative
2: Negative

1: Very negative

Total (N)
Year* 4.1 33.8% 47.1% 14.3% 3.8% 1.0% 580
2004
2010 4.2 40.1% 40.9% 16.7% 1.3% 1.0% 479

Have taken: Women's/Gender Studies course

Have taken: Women's/Gender Studies course Yes No Total (N)
Year* 6.9% 93.1% 3,083
2004
2010 8.3% 91.7% 2,952

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 4.1 37.9% 43.4% 14.2% 2.3% 2.3% 219
2004
2010 4.1 40.3% 34.7% 19.5% 3.0% 2.5% 236

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* 34.3% 45.1% 15.4% 4.6% 0.6% 3,140
2004
2010 34.5% 41.2% 16.9% 6.3% 1.2% 2,942

Impact of courses on thinking about/understanding of diversity

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

1: Very negative
impact
Total (N)
Year* 3.7 12.1% 51.2% 32.4% 3.7% 0.5% 2,061
2004
2010 3.8 16.6% 50.6% 29.0% 2.9% 0.9% 1,919

Participation in diversity/multicultural events

Participation in diversity/multicultural events Never
Once
Two or three
times
Four or more
times
Total (N)
Year* 65.8% 8.3% 16.2% 9.7% 3,139
2004
2010 52.2% 14.2% 19.9% 13.7% 2,928

Reasons for not participating: Not aware 7

Reasons for not participating: Not aware Yes, a reason No, not a reason Total (N)
Year* 63.2% 36.8% 3,211
2004
2010 60.1% 39.9% 1,528

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

Reasons for not participating: Event has nothing to do with me Yes, a reason No, not a reason Total (N)
Year* 36.7% 63.3% 3,211
2004
2010 42.3% 57.7% 1,528

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 65.7% 34.3% 3,211
2004
2010 63.0% 37.0% 1,528

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 62.0% 38.0% 3,211
2004
2010 61.6% 38.4% 1,528

Reasons for not participating: Uncomfortable 7

Reasons for not participating: Uncomfortable Yes, a reason No, not a reason Total (N)
Year* 18.7% 81.3% 3,211
2004
2010 12.6% 87.4% 1,528

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* 30.0% 70.0% 3,211
2004
2010 34.3% 65.7% 1,528

Reasons for not participating: Uninteresting topic 7

Reasons for not participating: Uninteresting topic Yes, a reason No, not a reason Total (N)
Year* 43.7% 56.3% 3,211
2004
2010 39.1% 60.9% 1,528

Reasons for not participating: Location 7

Reasons for not participating: Location Yes, a reason No, not a reason Total (N)
Year* 12.6% 87.4% 3,211
2004
2010 10.3% 89.7% 1,528

Reasons for not participating: Cost 7

Reasons for not participating: Cost Yes, a reason No, not a reason Total (N)
Year* 18.7% 81.3% 3,211
2004
2010 13.7% 86.3% 1,528

Reasons for not participating: Other 7

Reasons for not participating: Other Yes, a reason No, not a reason Total (N)
Year* 5.0% 95.0% 3,211
2004
2010 3.6% 96.4% 1,528
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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 17.9% 62.1% 13.4% 6.1% 0.6% 3,192
2004
2010 4.1 31.2% 50.9% 11.7% 4.5% 1.8% 2,786

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 8.8% 54.9% 27.3% 8.3% 0.7% 3,188
2004
2010 3.8 20.6% 47.4% 25.1% 5.5% 1.4% 2,776

NCSU places too much emphasis on diversity 8

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

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year* 3.1 10.9% 20.7% 39.5% 23.7% 5.2% 3,202
2004
2010 3.0 15.5% 19.2% 28.9% 24.9% 11.5% 2,782

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 35.3% 49.8% 12.7% 1.8% 0.5% 3,193
2004
2010 4.2 37.3% 45.9% 13.5% 1.9% 1.3% 2,788

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

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

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year* 3.3 14.1% 29.4% 30.7% 19.0% 6.8% 3,197
2004
2010 3.2 15.3% 25.8% 32.8% 16.4% 9.8% 2,785

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 10.8% 22.7% 35.5% 23.8% 7.2% 3,200
2004
2010 3.0 13.3% 19.8% 35.0% 20.6% 11.3% 2,767

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 23.6% 48.0% 18.5% 8.0% 1.9% 3,191
2004
2010 3.7 19.2% 43.8% 27.2% 7.3% 2.5% 2,770

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 28.5% 52.7% 14.2% 3.9% 0.7% 3,193
2004
2010 4.0 30.1% 45.3% 20.1% 3.5% 1.1% 2,782

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

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

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year* 3.7 19.2% 44.5% 23.2% 11.0% 2.1% 3,195
2004
2010 3.8 24.0% 45.6% 22.9% 5.6% 1.9% 2,780

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 6.1% 31.4% 52.1% 9.1% 1.3% 3,180
2004
2010 3.6 13.8% 34.5% 45.8% 4.9% 1.0% 2,783

Learning about different cultures is important part of college education 8

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

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year* 3.9 25.8% 49.9% 16.2% 6.7% 1.3% 3,192
2004
2010 4.1 35.6% 43.1% 14.6% 4.6% 2.1% 2,789

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 9.8% 24.4% 28.0% 29.0% 8.8% 3,188
2004
2010 3.1 13.9% 25.2% 25.4% 25.6% 9.9% 2,786

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

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

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year* 4.0 31.1% 48.0% 14.7% 5.0% 1.3% 3,188
2004
2010 4.0 32.9% 44.1% 16.8% 4.4% 1.8% 2,786

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

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

3: Neither
agree nor disagree
2: Disagree

1: Strongly
disagree
Total (N)
Year* 4.0 28.3% 49.3% 15.8% 5.3% 1.3% 3,190
2004
2010 4.0 31.7% 44.5% 17.5% 4.3% 2.0% 2,789

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 26.1% 43.0% 18.0% 10.1% 2.8% 3,197
2004
2010 3.9 31.7% 37.9% 19.8% 6.7% 3.9% 2,789
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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 29.1% 62.3% 8.3% 0.4% 3,163
2004
2010 3.4 44.7% 49.7% 5.2% 0.4% 2,717

Faculty respect for minority students

Faculty respect for minority students Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year* 3.2 28.9% 61.7% 8.6% 0.8% 3,164
2004
2010 3.4 44.2% 50.5% 5.0% 0.3% 2,709

Student respect for faculty

Student respect for faculty Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year* 3.0 16.9% 66.1% 15.9% 1.0% 3,161
2004
2010 3.1 28.8% 56.0% 14.3% 0.8% 2,707

Student respect for minority faculty

Student respect for minority faculty Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year* 2.9 16.3% 59.8% 20.2% 3.7% 3,159
2004
2010 3.0 26.7% 52.2% 18.5% 2.5% 2,703

Faculty respect for female students

Faculty respect for female students Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year* 3.2 26.5% 65.0% 8.0% 0.6% 3,161
2004
2010 3.4 44.8% 49.3% 5.7% 0.2% 2,708

Student respect for female faculty

Student respect for female faculty Mean 4: Excellent 3: Good
2: Fair
1: Poor
Total (N)
Year* 3.1 23.2% 66.4% 9.7% 0.7% 3,153
2004
2010 3.2 32.5% 55.1% 11.5% 0.8% 2,709

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 23.3% 53.9% 18.5% 4.3% 3,150
2004
2010 3.1 29.3% 54.7% 13.2% 2.7% 2,702

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 13.5% 45.7% 31.2% 9.6% 3,142
2004
2010 2.8 20.4% 45.3% 26.9% 7.4% 2,695

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 34.3% 52.9% 10.6% 1.8% 0.3% 3,175
2004
2010 4.3 41.2% 46.2% 11.0% 1.4% 0.2% 2,717

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 17.1% 46.7% 31.7% 3.8% 0.7% 3,167
2004
2010 3.9 24.9% 44.5% 27.1% 3.3% 0.3% 2,706

NCSU Supportiveness: Asian students

NCSU Supportiveness: Asian students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
1: Strongly
nonsupportive
Total (N)
Year* 4.1 26.1% 55.7% 16.3% 1.6% 0.3% 3,168
2004
2010 4.2 34.0% 48.8% 15.8% 1.4% 0.1% 2,715

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 18.1% 51.9% 24.6% 4.9% 0.5% 3,167
2004
2010 4.0 27.4% 48.1% 21.4% 2.8% 0.3% 2,707

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 37.2% 44.0% 13.5% 3.7% 1.5% 3,176
2004
2010 4.1 42.7% 34.6% 17.2% 3.9% 1.5% 2,714

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 28.4% 55.7% 13.9% 1.6% 0.4% 3,168
2004
2010 4.2 38.2% 48.2% 12.5% 1.1% 0.0% 2,708

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 27.0% 58.1% 13.0% 1.6% 0.2% 3,172
2004
2010 4.2 37.4% 49.4% 12.6% 0.6% 0.0% 2,712

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 31.4% 50.5% 14.8% 2.7% 0.6% 3,172
2004
2010 4.1 37.6% 40.2% 18.6% 2.5% 1.0% 2,716

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 13.0% 37.4% 37.4% 9.7% 2.5% 3,168
2004
2010 3.8 25.0% 40.7% 25.8% 7.1% 1.4% 2,708

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 29.9% 49.1% 17.1% 3.4% 0.6% 3,172
2004
2010 4.2 44.6% 38.2% 14.9% 1.7% 0.7% 2,712

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 16.4% 54.1% 24.1% 5.0% 0.5% 3,167
2004
2010 3.9 23.7% 45.8% 25.7% 4.1% 0.8% 2,703

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 15.7% 48.4% 26.5% 7.8% 1.6% 3,161
2004
2010 4.0 29.1% 46.8% 20.1% 3.2% 0.9% 2,705

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 17.1% 55.8% 21.3% 4.8% 1.0% 3,157
2004
2010 4.0 29.3% 46.8% 20.2% 3.0% 0.7% 2,703

NCSU Supportiveness: Upper class/wealthy students

NCSU Supportiveness: Upper class/wealthy students Mean 5: Strongly
supportive
4: Supportive
3: Neutral
2: Nonsupportive
1: Strongly
nonsupportive
Total (N)
Year* 4.0 29.3% 48.9% 18.9% 2.4% 0.5% 3,165
2004
2010 4.1 37.6% 40.5% 18.1% 2.7% 1.0% 2,704

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* 3.6 11.7% 42.5% 38.4% 6.1% 1.1% 3,158
2004
2010 3.8 21.2% 41.5% 31.2% 5.4% 0.7% 2,704
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Section F: Shaping Attitudes about Diversity

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

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

3: Neither
positive nor
negative influence
2: Negative
influence

1: Very negative
influence

Total (N)
Year* 3.9 14.0% 60.8% 22.4% 2.4% 0.3% 3,147
2004
2010 3.9 23.5% 48.2% 25.5% 2.2% 0.6% 2,618

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 16.2% 55.8% 23.6% 3.9% 0.5% 3,145
2004
2010 3.9 24.9% 46.8% 24.5% 2.8% 1.0% 2,592

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

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

3: Neither
positive nor
negative influence
2: Negative
influence

1: Very negative
influence

Total (N)
Year* 3.7 12.4% 54.7% 28.6% 3.9% 0.4% 3,142
2004
2010 3.9 21.2% 45.7% 30.8% 1.9% 0.4% 2,603

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

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

3: Neither
positive nor
negative influence
2: Negative
influence

1: Very negative
influence

Total (N)
Year* 3.6 10.6% 42.4% 45.1% 1.5% 0.3% 3,140
2004
2010 3.8 20.7% 42.4% 35.5% 1.2% 0.3% 2,396

Influence on thinking about diversity: Course materials 9

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

3: Neither
positive nor
negative influence
2: Negative
influence

1: Very negative
influence

Total (N)
Year* 3.5 7.3% 39.2% 51.1% 2.3% 0.2% 3,143
2004
2010 3.7 15.9% 40.5% 40.7% 2.1% 0.7% 2,540

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% 58.1% 14.7% 1.1% 0.1% 3,145
2004
2010 4.1 33.7% 46.9% 18.2% 0.9% 0.3% 2,611

Influence on thinking about diversity: Living in residence halls 9

Influence on thinking about diversity: Living in residence halls Mean 5: Very
positive influence
4: Positive
influence

3: Neither
positive nor
negative influence
2: Negative
influence

1: Very negative
influence

Total (N)
Year* 3.6 13.6% 40.1% 41.1% 4.2% 1.0% 3,137
2004
2010 3.9 25.7% 42.1% 26.8% 4.0% 1.4% 2,202

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 12.7% 40.1% 45.3% 1.6% 0.3% 3,138
2004
2010 3.9 26.6% 42.2% 28.3% 2.3% 0.6% 2,320

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

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

3: Neither
positive nor
negative influence
2: Negative
influence

1: Very negative
influence

Total (N)
Year* 3.6 9.0% 40.3% 48.1% 2.3% 0.4% 3,139
2004
2010 3.9 23.0% 42.9% 31.5% 2.0% 0.6% 2,387

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 9.5% 48.7% 39.1% 2.6% 0.2% 3,135
2004
2010 3.8 19.0% 42.2% 37.1% 1.3% 0.4% 2,506

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 24.7% 46.5% 19.1% 8.6% 1.2% 3,141
2004
2010 3.8 28.3% 37.9% 24.4% 7.3% 2.2% 2,623

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* 3.8 14.0% 50.5% 33.2% 2.2% 0.1% 3,147
2004
2010 3.8 20.8% 40.9% 35.7% 2.0% 0.5% 2,648

Influence of NCSU: Likelihood of abstaining from using offensive language

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

3: Neither
positive nor
negative influence
2: Negative
influence

1: Very negative
influence

Total (N)
Year* 3.8 17.1% 43.6% 37.2% 1.6% 0.5% 3,144
2004
2010 3.8 23.1% 40.4% 33.4% 2.3% 0.8% 2,651

Influence of NCSU: Likelihood of notifying others about offensive language

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

3: Neither
positive nor
negative influence
2: Negative
influence

1: Very negative
influence

Total (N)
Year* 3.7 13.1% 42.2% 41.9% 2.2% 0.6% 3,141
2004
2010 3.7 17.4% 41.0% 38.8% 2.2% 0.7% 2,647

Influence of NCSU: Comfort working with students from diverse backgrounds

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

3: Neither
positive nor
negative influence
2: Negative
influence

1: Very negative
influence

Total (N)
Year* 3.9 16.3% 54.2% 28.1% 1.1% 0.2% 3,144
2004
2010 3.9 24.0% 45.4% 29.3% 0.9% 0.5% 2,648

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* 3.8 15.5% 54.6% 28.1% 1.5% 0.3% 3,142
2004
2010 3.9 25.0% 45.2% 27.9% 1.4% 0.4% 2,648

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

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

3: Neither
positive nor
negative influence
2: Negative
influence

1: Very negative
influence

Total (N)
Year* 3.9 17.7% 54.8% 26.9% 0.5% 0.1% 3,133
2004
2010 4.0 26.1% 45.3% 27.9% 0.5% 0.2% 2,647

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

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

3: Neither
positive nor
negative influence
2: Negative
influence

1: Very negative
influence

Total (N)
Year* 3.9 17.5% 54.9% 26.6% 0.9% 0.1% 3,132
2004
2010 3.9 25.3% 45.4% 28.1% 0.8% 0.3% 2,648

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

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

3: Neither
positive nor
negative influence
2: Negative
influence

1: Very negative
influence

Total (N)
Year* 3.6 13.3% 39.0% 44.2% 2.1% 1.3% 3,139
2004
2010 3.8 23.4% 37.4% 35.9% 2.0% 1.2% 2,649
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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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