North Carolina State University
Campus Climate Survey Trends (Undergraduate)

Tables of Results
College of Physical and Mathematical Sciences

The NC State University Campus Climate Survey was conducted in two years: 2004 and 2010. This page shows trends in survey responses for items included in both survey waves, for students enrolled in the College of Physical and Mathematical Sciences.

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	42.5%	48.8%	7.5%	1.3%	160
2004
2010	3.3	38.7%	48.7%	12.0%	0.7%	150

Feel like you have a good support network ¹

Feel like you have a good support network	Mean	1: Never	2: Seldom	3: Occasionally	4: Often	5: Always	Total (N)
Year	3.8	3.1%	7.5%	21.9%	44.4%	23.1%	160
2004
2010	3.5	3.4%	14.1%	22.8%	45.6%	14.1%	149

Feel physically threatened ¹

Feel physically threatened	Mean	1: Never	2: Seldom	3: Occasionally	4: Often	Total (N)
Year	1.5	64.4%	28.8%	4.4%	2.5%	160
2004
2010	1.3	75.3%	19.3%	4.7%	0.7%	150

Comfort: Living in a campus residence hall ²

Comfort: Living in a campus residence hall	Mean	5: Very comfortable	4: Comfortable	3: Neither comfortable nor uncomfortable	2: Uncomfortable	1: Very uncomfortable	Total (N)
Year	3.9	27.5%	50.6%	7.5%	10.0%	4.4%	160
2004
2010	4.1	37.9%	45.2%	8.9%	5.6%	2.4%	124

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	23.9%	50.9%	18.9%	6.3%	.	159
2004
2010	3.9	29.8%	38.0%	24.8%	6.6%	0.8%	121

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	15.1%	41.5%	28.9%	13.2%	1.3%	159
2004
2010	4.0	33.3%	42.1%	17.5%	6.1%	0.9%	114

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	24.4%	57.5%	15.6%	1.9%	0.6%	160
2004
2010	4.0	34.7%	38.9%	19.4%	4.2%	2.8%	72

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*	4.1	35.0%	48.1%	11.3%	5.0%	0.6%	160
2004
2010	4.0	43.8%	30.1%	11.0%	11.6%	3.4%	146

Comfort: Participating in student organizations ²

Comfort: Participating in student organizations	Mean	5: Very comfortable	4: Comfortable	3: Neither comfortable nor uncomfortable	2: Uncomfortable	1: Very uncomfortable	Total (N)
Year	4.0	27.2%	50.6%	15.8%	5.1%	1.3%	158
2004
2010	4.0	23.8%	53.8%	17.7%	3.8%	0.8%	130

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	28.1%	54.4%	11.9%	5.6%	.	160
2004
2010	3.8	27.4%	38.7%	25.0%	5.6%	3.2%	124

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	3.4	18.8%	31.9%	23.1%	20.6%	5.6%	160
2004
2010	3.6	17.3%	46.7%	22.7%	6.7%	6.7%	75

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

Comfort: Interacting with faculty during office hrs/outside classroom	Mean	5: Very comfortable	4: Comfortable	3: Neither comfortable nor uncomfortable	2: Uncomfortable	1: Very uncomfortable	Total (N)
Year*	4.1	30.6%	54.4%	11.9%	3.1%	.	160
2004
2010	3.9	32.9%	37.0%	19.9%	9.6%	0.7%	146

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	29.6%	50.9%	8.2%	10.1%	1.3%	159
2004
2010	3.8	22.1%	48.5%	16.2%	10.3%	2.9%	136

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	2.2	0.6%	3.8%	23.9%	53.5%	18.2%	159
2004
2010	2.1	.	5.1%	19.0%	51.8%	24.1%	137

Comments taken seriously by instructor ⁴

Comments taken seriously by instructor	Mean	5: Strongly agree	4: Agree	3: Neither agree nor disagree	2: Disagree	1: Strongly disagree	Total (N)
Year	4.0	19.5%	66.7%	11.3%	1.9%	0.6%	159
2004
2010	4.0	25.5%	56.9%	14.6%	2.2%	0.7%	137

Ignored by classmates/given trivial jobs during group work ⁴

Ignored by classmates/given trivial jobs during group work	Mean	5: Strongly agree	4: Agree	3: Neither agree nor disagree	2: Disagree	1: Strongly disagree	Total (N)
Year*	2.1	1.3%	5.0%	12.6%	60.4%	20.8%	159
2004
2010	1.9	.	9.5%	5.8%	54.7%	29.9%	137

Instructors recognize importance of ideas ⁴

Instructors recognize importance of ideas	Mean	5: Strongly agree	4: Agree	3: Neither agree nor disagree	2: Disagree	1: Strongly disagree	Total (N)
Year	3.7	11.4%	53.8%	31.6%	2.5%	0.6%	158
2004
2010	3.8	16.8%	54.0%	25.5%	3.6%	.	137

Singled out to speak on behalf of specific group ⁴

Singled out to speak on behalf of specific group	Mean	5: Strongly agree	4: Agree	3: Neither agree nor disagree	2: Disagree	1: Strongly disagree	Total (N)
Year*	2.3	1.3%	13.8%	23.9%	39.6%	21.4%	159
2004
2010	1.9	.	8.8%	14.7%	34.6%	41.9%	136

Professors communicate welcomeness in course ⁴

Professors communicate welcomeness in course	Mean	5: Strongly agree	4: Agree	3: Neither agree nor disagree	2: Disagree	1: Strongly disagree	Total (N)
Year	4.1	23.9%	63.5%	11.3%	0.6%	0.6%	159
2004
2010	4.2	34.3%	51.1%	13.1%	1.5%	.	137

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	24.1%	63.9%	10.1%	1.3%	0.6%	158
2004
2010	4.0	22.6%	58.4%	13.1%	4.4%	1.5%	137

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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	37.4%	31.6%	26.5%	3.9%	0.6%	155
2004
2010	4.5	59.6%	30.9%	7.4%	2.2%	.	136

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	2.7	4.7%	16.0%	35.3%	34.7%	9.3%	150
2004
2010	3.0	11.6%	17.4%	40.5%	24.8%	5.8%	121

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	38.7%	37.3%	20.0%	2.7%	1.3%	150
2004
2010	4.3	55.9%	28.3%	11.0%	3.9%	0.8%	127

Interact with students with different sexual orientation ⁶

Interact with students with different sexual orientation	Mean	5: Very often	4: Often	3: Sometimes	2: Seldom	1: Never	Total (N)
Year*	3.0	15.8%	15.8%	30.2%	32.4%	5.8%	139
2004
2010	3.8	34.5%	29.2%	23.9%	11.5%	0.9%	113

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	44.4%	33.1%	19.2%	2.6%	0.7%	151
2004
2010	4.2	42.1%	41.3%	15.1%	1.6%	.	126

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	39.1%	28.2%	25.0%	6.4%	1.3%	156
2004
2010	4.1	45.1%	26.3%	24.1%	0.8%	3.8%	133

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	3.7	27.6%	30.8%	28.2%	11.5%	1.9%	156
2004
2010	3.9	30.1%	36.8%	25.6%	7.5%	.	133

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	3.3	22.6%	20.6%	29.7%	16.8%	10.3%	155
2004
2010	3.6	27.1%	30.2%	23.3%	10.9%	8.5%	129

Number of classes taught by instructor of different race/ethnicity

Number of classes taught by instructor of different race/ethnicity	None	A few	Some	Most	All	Total (N)
Year*	3.2%	32.9%	46.5%	12.9%	4.5%	155
2004
2010	11.0%	23.5%	36.8%	22.8%	5.9%	136

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	8.3%	52.6%	23.7%	8.3%	7.1%	156
2004
2010	11.8%	47.1%	27.9%	8.1%	5.1%	136

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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	18.3%	81.7%	153
2004
2010	11.9%	88.1%	134

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	35.7%	46.4%	10.7%	7.1%	.	28
2004
2010	4.2	50.0%	31.3%	12.5%	.	6.3%	16

Have taken: Women's/Gender Studies course

Have taken: Women's/Gender Studies course	Yes	No	Total (N)
Year	7.2%	92.8%	153
2004
2010	4.5%	95.5%	133

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	Total (N)
Year	4.2	36.4%	45.5%	18.2%	11
2004
2010	4.5	66.7%	16.7%	16.7%	6

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	34.6%	53.6%	11.1%	0.7%	.	153
2004
2010	39.8%	46.6%	8.3%	4.5%	0.8%	133

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	12.0%	53.0%	25.0%	8.0%	2.0%	100
2004
2010	3.6	10.0%	45.0%	40.0%	3.8%	1.3%	80

Participation in diversity/multicultural events

Participation in diversity/multicultural events	Never	Once	Two or three times	Four or more times	Total (N)
Year	61.5%	9.6%	16.7%	12.2%	156
2004
2010	56.1%	18.2%	14.4%	11.4%	132

Reasons for not participating: Not aware ⁷

Reasons for not participating: Not aware	Yes, a reason	No, not a reason	Total (N)
Year	61.1%	38.9%	162
2004
2010	59.5%	40.5%	74

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	40.7%	59.3%	162
2004
2010	37.8%	62.2%	74

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	68.5%	31.5%	162
2004
2010	63.5%	36.5%	74

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	64.2%	35.8%	162
2004
2010	62.2%	37.8%	74

Reasons for not participating: Uncomfortable ⁷

Reasons for not participating: Uncomfortable	Yes, a reason	No, not a reason	Total (N)
Year	19.1%	80.9%	162
2004
2010	14.9%	85.1%	74

Reasons for not participating: Friends do not participate ⁷

Reasons for not participating: Friends do not participate	Yes, a reason	No, not a reason	Total (N)
Year	26.5%	73.5%	162
2004
2010	36.5%	63.5%	74

Reasons for not participating: Uninteresting topic ⁷

Reasons for not participating: Uninteresting topic	Yes, a reason	No, not a reason	Total (N)
Year*	54.3%	45.7%	162
2004
2010	35.1%	64.9%	74

Reasons for not participating: Location ⁷

Reasons for not participating: Location	Yes, a reason	No, not a reason	Total (N)
Year*	16.7%	83.3%	162
2004
2010	4.1%	95.9%	74

Reasons for not participating: Cost ⁷

Reasons for not participating: Cost	Yes, a reason	No, not a reason	Total (N)
Year	19.1%	80.9%	162
2004
2010	14.9%	85.1%	74

Reasons for not participating: Other ⁷

Reasons for not participating: Other	Yes, a reason	No, not a reason	Total (N)
Year	4.3%	95.7%	162
2004
2010	2.7%	97.3%	74

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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	Total (N)
Year	3.9	18.2%	59.7%	15.7%	6.3%	159
2004
2010	4.1	26.6%	54.7%	16.4%	2.3%	128

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	6.3%	52.5%	33.1%	7.5%	0.6%	160
2004
2010	3.7	14.8%	50.8%	28.1%	3.9%	2.3%	128

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	7.5%	26.7%	39.1%	24.8%	1.9%	161
2004
2010	3.0	11.7%	26.6%	28.1%	21.9%	11.7%	128

Diversity is good for NCSU ⁸

Diversity is good for NCSU	Mean	5: Strongly agree	4: Agree	3: Neither agree nor disagree	2: Disagree	1: Strongly disagree	Total (N)
Year	4.1	29.2%	54.0%	14.9%	1.2%	0.6%	161
2004
2010	4.2	32.8%	53.9%	11.7%	0.8%	0.8%	128

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

Efforts to increase diversity lead to admission of less qualified students	Mean	5: Strongly agree	4: Agree	3: Neither agree nor disagree	2: Disagree	1: Strongly disagree	Total (N)
Year	3.2	11.9%	28.1%	32.5%	21.9%	5.6%	160
2004
2010	3.2	12.5%	26.6%	38.3%	18.0%	4.7%	128

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	3.0	11.3%	21.3%	33.1%	29.4%	5.0%	160
2004
2010	3.1	12.6%	20.5%	37.0%	21.3%	8.7%	127

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	20.8%	52.2%	16.4%	8.2%	2.5%	159
2004
2010	3.7	16.5%	49.6%	24.4%	7.1%	2.4%	127

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	27.5%	51.9%	13.1%	6.9%	0.6%	160
2004
2010	4.0	27.3%	51.6%	17.2%	3.1%	0.8%	128

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

Building diverse/inclusive community should be key goal of NCSU	Mean	5: Strongly agree	4: Agree	3: Neither agree nor disagree	2: Disagree	1: Strongly disagree	Total (N)
Year*	3.6	16.4%	45.9%	19.5%	15.1%	3.1%	159
2004
2010	3.9	20.3%	54.7%	20.3%	3.9%	0.8%	128

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	4.4%	33.5%	53.2%	7.6%	1.3%	158
2004
2010	3.5	8.6%	39.8%	44.5%	5.5%	1.6%	128

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	3.8	22.0%	44.7%	23.3%	6.9%	3.1%	159
2004
2010	4.0	32.3%	44.9%	14.2%	7.1%	1.6%	127

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	10.6%	21.9%	30.6%	26.9%	10.0%	160
2004
2010	3.3	15.7%	29.9%	27.6%	18.9%	7.9%	127

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

Developing respect for diversity will better enable me to work in chosen field	Mean	5: Strongly agree	4: Agree	3: Neither agree nor disagree	2: Disagree	1: Strongly disagree	Total (N)
Year	3.8	22.5%	46.9%	23.1%	5.0%	2.5%	160
2004
2010	4.0	28.3%	48.0%	18.9%	3.9%	0.8%	127

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

Developing respect for diversity will better enable me live in my community	Mean	5: Strongly agree	4: Agree	3: Neither agree nor disagree	2: Disagree	1: Strongly disagree	Total (N)
Year	3.8	25.6%	45.0%	18.8%	7.5%	3.1%	160
2004
2010	4.0	28.9%	50.8%	17.2%	1.6%	1.6%	128

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	3.7	22.5%	41.3%	21.3%	13.1%	1.9%	160
2004
2010	3.9	27.3%	43.8%	18.0%	8.6%	2.3%	128

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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	29.9%	63.7%	5.7%	0.6%	157
2004
2010	3.4	44.7%	51.2%	4.1%	.	123

Faculty respect for minority students

Faculty respect for minority students	Mean	4: Excellent	3: Good	2: Fair	1: Poor	Total (N)
Year*	3.2	28.0%	65.6%	4.5%	1.9%	157
2004
2010	3.4	43.9%	49.6%	5.7%	0.8%	123

Student respect for faculty

Student respect for faculty	Mean	4: Excellent	3: Good	2: Fair	1: Poor	Total (N)
Year*	2.9	15.3%	66.9%	14.6%	3.2%	157
2004
2010	3.1	27.3%	56.2%	16.5%	.	121

Student respect for minority faculty

Student respect for minority faculty	Mean	4: Excellent	3: Good	2: Fair	1: Poor	Total (N)
Year*	2.8	12.1%	61.1%	21.7%	5.1%	157
2004
2010	2.9	22.8%	48.8%	26.0%	2.4%	123

Faculty respect for female students

Faculty respect for female students	Mean	4: Excellent	3: Good	2: Fair	1: Poor	Total (N)
Year*	3.1	25.5%	64.3%	7.6%	2.5%	157
2004
2010	3.4	44.3%	48.4%	7.4%	.	122

Student respect for female faculty

Student respect for female faculty	Mean	4: Excellent	3: Good	2: Fair	1: Poor	Total (N)
Year	3.1	22.9%	64.3%	9.6%	3.2%	157
2004
2010	3.2	29.3%	56.9%	13.8%	.	123

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	2.9	19.2%	54.5%	20.5%	5.8%	156
2004
2010	3.0	26.2%	54.1%	14.8%	4.9%	122

Friendships between heterosexual and GLBT students

Friendships between heterosexual and GLBT students	Mean	4: Excellent	3: Good	2: Fair	1: Poor	Total (N)
Year	2.6	12.7%	42.0%	35.7%	9.6%	157
2004
2010	2.8	18.9%	45.1%	29.5%	6.6%	122

NCSU Supportiveness: African American students

NCSU Supportiveness: African American students	Mean	5: Strongly supportive	4: Supportive	3: Neutral	2: Nonsupportive	1: Strongly nonsupportive	Total (N)
Year	4.2	33.5%	54.4%	9.5%	1.9%	0.6%	158
2004
2010	4.2	36.3%	51.6%	12.1%	.	.	124

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	3.6	12.7%	48.4%	31.8%	4.5%	2.5%	157
2004
2010	3.8	21.8%	46.8%	26.6%	4.0%	0.8%	124

NCSU Supportiveness: Asian students

NCSU Supportiveness: Asian students	Mean	5: Strongly supportive	4: Supportive	3: Neutral	2: Nonsupportive	1: Strongly nonsupportive	Total (N)
Year	4.0	23.6%	56.7%	19.1%	.	0.6%	157
2004
2010	4.1	29.0%	55.6%	12.9%	0.8%	1.6%	124

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	3.7	13.3%	50.0%	29.7%	6.3%	0.6%	158
2004
2010	3.9	23.6%	50.4%	22.8%	2.4%	0.8%	123

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	36.7%	39.9%	17.7%	5.1%	0.6%	158
2004
2010	4.1	39.5%	33.9%	20.2%	5.6%	0.8%	124

NCSU Supportiveness: International students

NCSU Supportiveness: International students	Mean	5: Strongly supportive	4: Supportive	3: Neutral	2: Nonsupportive	1: Strongly nonsupportive	Total (N)
Year	4.0	24.7%	57.6%	13.9%	3.2%	0.6%	158
2004
2010	4.2	32.3%	52.4%	13.7%	1.6%	.	124

NCSU Supportiveness: Female students

NCSU Supportiveness: Female students	Mean	5: Strongly supportive	4: Supportive	3: Neutral	2: Nonsupportive	Total (N)
Year	4.0	22.8%	61.4%	12.0%	3.8%	158
2004
2010	4.2	32.3%	56.5%	11.3%	.	124

NCSU Supportiveness: Male students

NCSU Supportiveness: Male students	Mean	5: Strongly supportive	4: Supportive	3: Neutral	2: Nonsupportive	Total (N)
Year	4.1	32.9%	46.8%	17.1%	3.2%	158
2004
2010	4.1	36.3%	39.5%	21.0%	3.2%	124

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*	3.4	12.0%	32.3%	41.1%	11.4%	3.2%	158
2004
2010	3.7	20.2%	41.9%	25.8%	9.7%	2.4%	124

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	4.1	34.2%	45.6%	15.2%	5.1%	.	158
2004
2010	4.2	43.1%	36.6%	18.7%	0.8%	0.8%	123

NCSU Supportiveness: Nontraditional students

NCSU Supportiveness: Nontraditional students	Mean	5: Strongly supportive	4: Supportive	3: Neutral	2: Nonsupportive	1: Strongly nonsupportive	Total (N)
Year	3.8	15.8%	53.8%	25.3%	4.4%	0.6%	158
2004
2010	3.8	21.8%	44.4%	27.4%	4.8%	1.6%	124

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*	3.6	10.1%	52.5%	29.7%	4.4%	3.2%	158
2004
2010	4.0	29.8%	45.2%	20.2%	4.8%	.	124

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	11.5%	59.9%	23.6%	3.2%	1.9%	157
2004
2010	4.0	25.8%	51.6%	19.4%	0.8%	2.4%	124

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	28.5%	46.2%	20.9%	3.8%	0.6%	158
2004
2010	4.1	38.5%	41.8%	15.6%	2.5%	1.6%	122

NCSU Supportiveness: Students with children

NCSU Supportiveness: Students with children	Mean	5: Strongly supportive	4: Supportive	3: Neutral	2: Nonsupportive	1: Strongly nonsupportive	Total (N)
Year*	3.5	10.8%	38.2%	43.3%	7.0%	0.6%	157
2004
2010	3.8	20.2%	44.4%	28.2%	5.6%	1.6%	124

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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*	3.7	7.7%	59.4%	31.0%	1.3%	0.6%	155
2004
2010	3.9	22.3%	49.6%	24.8%	3.3%	.	121

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	15.5%	53.5%	25.8%	5.2%	.	155
2004
2010	3.8	20.2%	46.2%	31.1%	1.7%	0.8%	119

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	3.6	6.5%	51.6%	35.5%	5.8%	0.6%	155
2004
2010	3.8	16.5%	48.8%	32.2%	2.5%	.	121

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

Influence on thinking about diversity: Interaction with faculty outside class	Mean	5: Very positive influence	4: Positive influence	3: Neither positive nor negative influence	2: Negative influence	Total (N)
Year*	3.5	7.1%	34.2%	58.1%	0.6%	155
2004
2010	3.8	15.9%	45.1%	37.2%	1.8%	113

Influence on thinking about diversity: Course materials ⁹

Influence on thinking about diversity: Course materials	Mean	5: Very positive influence	4: Positive influence	3: Neither positive nor negative influence	2: Negative influence	Total (N)
Year	3.5	8.4%	32.9%	56.1%	2.6%	155
2004
2010	3.6	14.5%	39.3%	42.7%	3.4%	117

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	Total (N)
Year	4.0	22.1%	58.4%	18.8%	0.6%	154
2004
2010	4.0	27.6%	48.8%	22.0%	1.6%	123

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	Total (N)
Year*	3.6	13.5%	41.3%	39.4%	5.8%	155
2004
2010	3.8	25.0%	42.6%	23.1%	9.3%	108

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	Total (N)
Year*	3.6	14.9%	33.1%	51.9%	.	154
2004
2010	3.8	20.8%	45.3%	31.1%	2.8%	106

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

Influence on thinking about diversity: Campus-wide activities/events	Mean	5: Very positive influence	4: Positive influence	3: Neither positive nor negative influence	2: Negative influence	1: Very negative influence	Total (N)
Year*	3.5	8.4%	36.1%	54.2%	0.6%	0.6%	155
2004
2010	3.8	18.7%	46.7%	31.8%	2.8%	.	107

Influence on thinking about diversity: Interactions with staff ⁹

Influence on thinking about diversity: Interactions with staff	Mean	5: Very positive influence	4: Positive influence	3: Neither positive nor negative influence	2: Negative influence	Total (N)
Year	3.5	5.8%	43.2%	47.1%	3.9%	155
2004
2010	3.7	13.9%	42.6%	40.0%	3.5%	115

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%	42.2%	21.4%	11.0%	0.6%	154
2004
2010	3.8	26.8%	37.4%	28.5%	7.3%	.	123

Influence of NCSU: Likelihood of discussing diversity topics with friends

Influence of NCSU: Likelihood of discussing diversity topics with friends	Mean	5: Very positive influence	4: Positive influence	3: Neither positive nor negative influence	2: Negative influence	1: Very negative influence	Total (N)
Year	3.7	9.7%	47.7%	41.3%	0.6%	0.6%	155
2004
2010	3.7	11.4%	47.2%	39.0%	2.4%	.	123

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	3.7	12.9%	45.8%	38.7%	1.9%	0.6%	155
2004
2010	3.7	17.1%	39.8%	40.7%	1.6%	0.8%	123

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	3.6	11.6%	41.3%	44.5%	1.9%	0.6%	155
2004
2010	3.7	11.5%	45.9%	41.0%	0.8%	0.8%	122

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	Total (N)
Year	3.8	10.3%	57.4%	31.0%	1.3%	155
2004
2010	3.7	13.1%	46.7%	38.5%	1.6%	122

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	Total (N)
Year	3.7	11.0%	54.2%	31.0%	3.9%	155
2004
2010	3.7	14.6%	43.9%	39.8%	1.6%	123

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	Total (N)
Year	3.9	14.3%	60.4%	24.7%	0.6%	154
2004
2010	3.8	15.4%	52.8%	30.1%	1.6%	123

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	Total (N)
Year	3.8	14.8%	56.8%	26.5%	1.9%	155
2004
2010	3.8	15.4%	50.4%	33.3%	0.8%	123

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

Influence of NCSU: Comfort interacting with people of different sexual orientation	Mean	5: Very positive influence	4: Positive influence	3: Neither positive nor negative influence	2: Negative influence	1: Very negative influence	Total (N)
Year	3.5	11.0%	36.8%	47.7%	3.2%	1.3%	155
2004
2010	3.7	14.6%	42.3%	41.5%	0.8%	0.8%	123

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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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