Presentation on theme: "As a Chicana, I felt ostracized even more. Forget about feeling a sense of community when youre a member of two minority groups. Often times I keep my."— Presentation transcript:
As a Chicana, I felt ostracized even more. Forget about feeling a sense of community when youre a member of two minority groups. Often times I keep my mouth shut or dont rock the boat so that I dont fear for my job. The events of Sept. 11 have generated a strong anti-Muslim, anti-Arab sentiment among many people in the country. The campus is, unfortunately, no exception. …I have heard or seen many cases of as chilly gender climate, not based on sexual harassment but rather on issues of power. That is men in power sending messages and behaving as if women belong in inferior positions. Assessing Campus Climate
Setting the Context for Beginning the Work Examine the Research Preparation = Readiness Addressing the Challenges
Climate In Higher Education Climate on college campuses not only affects the creation of knowledge, but also has a significant impact on members of the academic community who, in turn, contribute to the creation of the campus environment (Bauer, 1998, Kuh & Whitt, 1988; Peterson, 1990; Rankin, 1994, 1998, 1999; Smith, 1999; Tierney, 1990). Preserving a climate that offers equal learning opportunities for all students and academic freedom for all faculty - an environment free from discrimination – is one of the primary responsibilities of educational institutions.
Why conduct a climate assessment? To foster a caring University community that provides leadership for constructive participation in a diverse, multicultural world. To open the doors wider for underrepresented groups is to create a welcoming environment To improve the environment for working and learning on campus
What will the climate assessment provide? Participants Personal Experiences with Diversity Participants Perceptions of Institutional Climate Relative to Diversity Issues Participants Perceptions of Institutional Actions Relative to Diversity Issues Participant Demographic Information Participant Input into Recommendations for Improving the Campus Climate
Proposed Phases in Transformational Process Strategic Planning Assessment Implementation & Accountability Consultant working collaboratively with a team consisting of representation from the various constituent groups on campus throughout the process Strategic Indicators
So Whats Important? Do you know? How do you know? Students of Color? Senior Women Faculty? Safety of Commuters? Retention of Underserved People? Accessibility of campus for Physically Challenged People? Domestic Partner Benefits?
Assessment Initial Focus Groups to identify baseline organizational challenges to assist in developing survey questions
Assessment Systems Analysis to examine mission, structure, current policies, etc. to assist in developing survey questions
Assessment Environmental Considerations Examine local, regional, and state environments to assist in developing survey questions
Assessment - Contextualized Campus-Wide Survey Campus input (students, faculty, staff, & administrators) On-line survey or paper/pencil or both
Assessment Reconvened Focus Groups to identify advanced organizational challenges / recommendations to assist in developing strategic plan
Assessment Consultant Recommendations Based on consultant expertise, benchmarks from previous studies, current research, etc to assist in developing strategic plan
Development of Strategic Plan Areas for consideration Access/Retention Research/Scholarship Curriculum/Pedagogy Inter-group/Intra-group Relations University Policies/Service Transformed Campus Culture Access Retention Research Scholarship Curriculum Pedagogy University Polices/Service Intergroup & Intragroup Relations
Development of Strategic Plan Action areas Symbolic actions Fiscal actions Administrative actions Educational actions Transformation via Intervention Fiscal Actions Symbolic Actions Administrative Actions Educational Actions Transformed Campus Culture Access Retention Research Scholarship Curriculum Pedagogy University Polices/Service Intergroup & Intragroup Relations
Transformational Change A change in the institutions: Shape – how the institution looks which allows it to function effectively in the dynamic world in which it operates Structure – the basic parts of the institution that are responsible for its character Nature – values, beliefs, reward systems, ownership, patterns, etc.
Institutional Prerequisites 1 1)Committed Top Leaders 2)Written description of the changed institution 3)Conditions that preclude maintenance of the Status Quo 4)Likelihood of a Critical Mass of Support 5)Awareness of resistance and the need to honor it 1 Adpated from Beckhard, 1992
Institutional Prerequisites 6)A medium – long range perspective 7)Awareness of the need for education 8)The conviction that the change must be tried 9)Willingness to use resources 10)Commitment to maintaining the flow of information
Assessing Institutional Climate: Results of a National Study Purposeful Sampling Snowball Sampling
Other Selected Demographics Citizenship 90% U.S.citizen (born in U.S.) Sexual Identity LGB (n=1400 - parallel study) Heterosexual (n=12,189)
Personal Experiences 25% (n=3767) of respondents reported experiencing conduct that interfered with their ability to work/learn on campus (harassment) within the past year
Who is experiencing the conduct? Similar by position; e.g. equal percentages of students, faculty, staff, and students More often experienced by members of underrepresented groups, e.g. 30% of people of color; 22% of white people 28% of women; 19% of men 42% sexual minorities; 24% heterosexual
Who is the source of the conduct? Students (53%) Faculty (30%) Staff (22%) Administrators (17%)
What form is the conduct? Derogatory remarks were the most common form of harassment (82%) More recent institutional studies indicate more subtle forms of harassment (ignored, excluded, intimidated, etc.)
Perceptions of Climate People in Offices Accepting of:
Perceptions of Climate ism s Racist? People of color (33%) White respondents (17%) Sexist? Women (26%) Men (18%) Transgender (46%) Heterosexist? LGB (55%) Heterosexual (35%)
Institutional Response College/University Addresses Social Justice Issues Race/racism 56% agree; 21% disagree People of color 49% agree; 28% disagree White people 60% agree; 17% disagree Gender/sexism 54% agree; 23% disagree Women 50% agree; 26% disagree Men 61% agree; 16% disagree Heterosexism 49% agree; 23% disagree LGB 35% agree; 45% disagree Heterosexual 51% agree; 21% disagree
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