North Carolina State University
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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