University of Wisconsin Colleges Campus Climate Assessment Aggregate Report Results November 18, 2008

Why Assess Climate? What was the Process? Assessing College Climate

Why conduct a climate assessment? To foster a caring campus 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.

Project Objectives Provide UW Colleges with information, analysis, and recommendations as they relate to campus climate. This information will be used in conjunction with other data to provide UW Colleges with an inclusive view of its campuses and a System wide review.

Projected Outcomes UW Colleges campuses will add to their knowledge base with regard to how constituent groups currently feel about their particular campus climate and how the community responds to them (e.g., pedagogy, curricular issues, professional development, inter-group/intra-group relations, respect issues). UW Colleges campuses will use the results of the assessment to inform current/on-going work regarding diversity.

Setting the Context Examine the Research Review work already completed Preparation Readiness of the institution Assessment Examine the climate Follow-up Building on the successes and addressing the challenges

Research on Climate In Higher Education Campus climate not only affects creating knowledge, but also impacts members of academic community who, in turn, contribute to creating campus environment (Hurtado, 2003; Milem, Chang, & antonio, 2005). Preserving climate that offers equal learning opportunities for all students and academic freedom for all faculty – an environment free from discrimination – is a primary responsibility of educational institutions.

Value of Campus Climate on Enhancing Learning Outcomes Numerous studies and publications have confirmed the pedagogical value of a diverse student body and faculty on enhancing learning outcomes. Selected research references include: Frank W. Hale, Jr. (2004). What Makes Racial Diversity Work in Higher Education, Diversity Digest, Sterling, VA: Stylus. Harper, S.R., & Quaye, S.J. (2004). Taking seriously the evidence regarding the effects of diversity on student learning in the college classroom: A call for faculty accountability. UrbanEd, 2(2), Harper, S.R. & Hurtado, S. (2007). Nine themes in campus racial climates and implications for institutional transformation. New Directions for Student Services, 120, Hurtado, S. (2003). Preparing college students for a diverse democracy: Final report to the U.S. Department of Education. Ann Arbor, MI: Center for the Study of Higher and Postsecondary Education.

Current Campus Climate Access Retention Research Scholarship Curriculum Pedagogy University Policies/Service Intergroup & Intragroup Relations Transformational Tapestry Model © Baseline Organizational Challenges Systems Analysis Local / Sate / Regional Environments Contextualized Campus Wide Assessment Advanced Organizational Challenges Consultant Recommendations Assessment Transformation via Intervention Fiscal Actions Symbolic Actions Administrative Actions Educational Actions Transformed Campus Climate Access Retention Research Scholarship Curriculum Pedagogy University Policies/Service Intergroup & Intragroup Relations © 2001 External Relations External Relations

University of Wisconsin System Mission The mission of the system is to develop human resources, to discover and disseminate knowledge, to extend knowledge and its application beyond the boundaries of its campuses and to serve and stimulate society by developing in students heightened intellectual, cultural and humane sensitivities, scientific, professional and technological expertise and a sense of purpose. Inherent in this broad mission are methods of instruction, research, extended training and public service designed to educate people and improve the human condition. Basic to every purpose of the system is the search for truth.

UW Colleges Goal Statement To serve the needs of ethnically diverse students, students with disabilities and nontraditional students.

Process to Date Academic Planner (C. Saulnier) made aware of bias incidents at several campuses & began conversation regarding systemwide campus climate project Taskforce committee formed to investigate consulting firms who conduct climate assessments in higher education. Rankin & Associates identified as leading expert in multiple identity studies in higher education

Process to Date Conversations at System level continued Proposal presentation made to UW System provosts and various constituent groups in Madison in September 2006

Process to Date UWS Administrators form Climate Study Working Group (CSWG) Conducted in-depth interviews with other higher education institutions who had contracted with R&A resulting in very positive reviews In collaboration with R&A identified potential fact- finding groups and developed protocol Identified “next steps” in process

Process to Date President Reilly pledges support for the project and agrees to finance 75% of the costs Five UW System institutions volunteer to participate in climate assessment in the first year Participating institutions Provosts’ Teleconference with R&A to discuss process, Scope of the Work, Projected Time-line, Proposed Budget At the request of R&A, the Provosts were invited to add additional members to the CSWG to ensure institutional representation

Process to Date Participating Institutions University of Wisconsin Colleges University of Wisconsin-La Crosse University of Wisconsin-Milwaukee University of Wisconsin-Oshkosh University of Wisconsin-Stevens Point

Process to Date Project Co-Chairs and Project Coordinator named Vicki Washington (Co-Chair, CSWG) Interim Assistant Vice President of the Office of Academic Development and Diversity, UW System Administration Ed Burgess (Co-Chair, CSWG) Department of Dance, University of Wisconsin-Milwaukee Lisa Beckstrand (Project Coordinator) Academic Planner, Director of Inclusivity Initiative, Office of Academic & Student Services, UW System Administration

Process to Date Phase I September 28-29, 2007 Convened fact-finding groups Inclusive of faculty, staff, and students from various constituent groups Climate Study Working Group (CSWG), Status of Women, Women’s Studies, Multicultural Coordinators, Chief Student Affairs Officers, LGBTQ students, LGBTQ faculty/staff, Multicultural Students, Academic Staff Representatives, Equity Scorecard, Faculty/Staff of Color, Faculty Representatives, Women students, CSSD/ADA, Students with Disabilities, Student Representatives, International Students

Process to Date Phase I February 12, 2008 Information from the Fact Finding Groups Used By CSWG: To identify baseline System-wide and institutional challenges To assist in developing survey questions

PHASE II Assessment Tool Development and Implementation

Process to Date Phase II August – December 2007 Bi-monthly meetings with CSWG to develop the survey instrument January - February 2008 Development of Communication Plan IRB Proposal development/approval at each participating institution UW Colleges approval – February, 2008

Process to Date Phase II and III April 2008 Survey administration May-August 2008 Data Analysis

Process to Date Phase IV October-November 2008 Draft reports for each campus reviewed by CSWG team members November 2008 Final aggregate report forwarded to CSWG representatives and Interim Provost Lampe from UW Colleges and to UW System Presentation of survey results to the campus community

Assessment Methods Research Model Survey Instrument Limitations

Research vs. Assessment  Assessment is any effort to gather, analyze, and interpret evidence which describes institutional, departmental, divisional, or agency effectiveness Guides good practice Has implications for a single institution, department, etc.  Research is any effort to gather evidence which guides theory by testing hypotheses Guides theory and tests concepts Has broader implications for student affairs/higher education --Upcraft & Schuh, 2002

Survey Instrument Final instrument 91 questions and additional space for respondents to provide commentary On-line or paper & pencil options Sample = Population All members of the UW Colleges community were invited to participate Results include information regarding: Respondents’ personal experiences at UW Colleges Respondents’ perceptions of climate at UW Colleges Respondents’ perceptions of institutional actions Respondents’ input into recommendations for change

Survey Assessment Limitations Self-selection bias Response rates Caution in generalizing results for constituent groups with significantly lower response rates

Method Limitation Data were not reported for groups of fewer than 10 individuals so as not to compromise identity. Instead, small groups were combined to eliminate possibility of identifying individuals.

Results Response Rates

Who are the respondents?  2,870 people responded to the call to participate (24% response rate overall).  Several respondents contributed remarks to the open-ended questions.

Faculty Response Rates Assistant Professor (68%, n = 74) Associate Professor (68%, n = 63) Faculty = 54% (n = 320)* Instructional Academic Staff (42%, n = 139) Professor (66%, n = 44) Adjunct Professor (n = 15) *Does not include adjunct professor due to missing data.

Staff Response Rates Academic Staff = 56% (n = 206) Limited Term Employee (24%, n = 32) Non-Instructional Academic Staff (64%, n = 121) Limited Academic Staff (11%, n = 5) Administrator (>100%, n = 48) Classified Staff Non-Exempt (47%, n = 94) Classified Staff Exempt (n = 39)

Student Response Rates Students (23%, n = 2137) Master Degree Student = >100% (n = 21 ) Other Students = (54%, n = 571) [Transfer, Dual Enrollment, Non-degree, Professional degree] Bachelor Degree Student = >100% (n = 395 ) Doctoral Degree Student = >100% (n = 6) Associate Degree Student = 14% (n = 1144 )

Student Response Rates Students (n = 2137) White Students = 17% (n = 1881 ) Men Students = 12% (n = 702) Students of Color = 20% (n = 204 ) Women Students = 21% (n = 1415)

Results Demographic Characteristics

Undergraduate Student Respondents by Year (n)

Student Residence 50% of student respondents lived with parent(s), family, or relative(s) 26% student respondents lived in off- campus houses and apartments

Income by Student Status (n)

Employee Respondents by Position Status (n)

Collapsed Employee Status (n)

Respondents by Gender (n) There were 9 respondents who identified as transgender

Respondents by Sexual Orientation & UW Colleges Status (n)

Respondents by Racial Identity (Duplicated Total)

Respondents by Racial Identity (Unduplicated Total)

Respondents by Spiritual Affiliation (n) n% Animist40.1 Anabaptist10.0 Agnostic Atheist973.4 Baha’i20.1 Baptist722.6 Buddhist240.9 Eastern Orthodox120.4 Episcopalian230.8 Hindu10.0 Islam150.5 Jehovah’s Witness50.2 Jewish180.6 LDS (Mormon)150.5 Lutheran Mennonite20.1 Methodist Moravian10.0 Nondenominational Christian Pagan210.7 Pentecostal321.1 Presbyterian531.9 Quaker50.2 Roman Catholic Seventh Day Adventist50.2 Shamanist230.8 Unitarian Universalist260.9 United Church of Christ521.8 Wiccan150.5 Spiritual, but no religious affiliation Other1053.7

Respondents by Spiritual Affiliation (n)

Respondents with Conditions that Substantially Affect a Major Life Activity (n)

Citizenship Status by Position StudentsEmployees n%n% US citizen US citizen – naturalized Dual citizenship **00.0 Permanent resident (immigrant) Permanent resident (refugee) 70.3** International (F-1, J-1, or H1-B, or other visa) 150.7** * Data is missing due to n < 5

Findings

Aggregate Findings 87% of respondents were “very comfortable” or “comfortable” with the climate at UW Colleges. 83% of respondents were “very comfortable” or “comfortable” with the climate in their department/work unit. 86% of student/faculty respondents were “very comfortable” or “comfortable” with the climate in their classes.

Aggregate Findings 86% of respondents have not personally experienced any exclusionary, intimidating, offensive and/or hostile conduct that has interfered with their ability to work or learn at UW Colleges. 83% percent of UW Colleges faculty and staff respondents were “highly satisfied” or “satisfied” with their jobs at UW Colleges. 83% of student respondents were “highly satisfied” or “satisfied” with their education at UW Colleges.

Challenges and Opportunities

Personally experienced exclusionary, intimidating, offensive and/or hostile conduct that interfered with one’s ability to work or learn at UW Colleges n% Yes

Personally Experienced Based on…(%)

Overall Personal Experiences of Perceived Offensive, Hostile, Exclusionary, or Intimidating Conduct and of that Conduct the Percent Due to Gender Identity (%) ¹ Percentages are based on total n split by group. ² Percentages are based on n split by group for those who believed they had personally experienced this conduct. (n=271)¹ (n=98)² (n=122)¹ (n=19)²

Personal Experiences of Perceived Offensive, Hostile, Exclusionary, or Intimidating Conduct and, of that Conduct, the Percent Due to Institutional Status (%) ¹ Percentages are based on total n split by group. ² Percentages are based on n split by group for those who believed they had personally experienced this conduct. (n=213)¹ (n=38)² (n=77)¹ (n=30)² (n=49)¹ (n=27)² (n=44)¹ (n=21)²

Overall Personal Experiences of Perceived Offensive, Hostile, Exclusionary, or Intimidating Conduct and of that Conduct the Percent Due to Race (%) ¹ Percentages are based on total n split by group. ² Percentages are based on n split by group for those who believed they had personally experienced this conduct. (n=40)¹ (n=12)² (n=341)¹ (n=8)²

Personal Experiences of Perceived Offensive, Hostile, Exclusionary, or Intimidating Conduct and, of that Conduct, the Percent Due to Sexual Orientation (%) ¹ Percentages are based on total n split by group. ² Percentages are based on n split by group for those who believed they had personally experienced this conduct. (n=30)¹ (n=17)² (n=343)¹ (n=4)²

Personal Experiences of Perceived Offensive, Hostile, Exclusionary, or Intimidating Conduct and, of that Conduct, the Percent Due to Disability (%) ¹ Percentages are based on total n split by group. ² Percentages are based on n split by group for those who believed they had personally experienced this conduct.. (n=327)¹(n=23)¹ (n=8)² (n=10)¹ (n=2)² (n=32)¹ (n=11)²

Form of Perceived Offensive, Hostile, Exclusionary, or Intimidating Conduct n% Deliberately ignored or excluded Felt intimidated/bullied Stares Derogatory remarks Isolated or left out when working in groups Received a low performance evaluation Derogatory written comments Isolated or left out because of my identity Feared for my physical safety 297.4

Form of Perceived Offensive, Hostile, Exclusionary, or Intimidating Conduct n% Derogatory/unsolicited s Singled out as the “resident authority” regarding my identity Threats of physical violence Derogatory phone calls Someone assumed I was admitted or hired because of my identity Feared for my family safety Target of racial/ethnic profiling 82.0 Victim of a crime 82.0 Graffiti 71.8 Target of physical violence 61.5

Form of Perceived Offensive, Hostile, Exclusionary, or Intimidating Conduct by Demographic Characteristics (Race) White Respondents n = 341 Respondents of Color n = 44 n%n% Isolated or left out because of my identity Someone assumed I was admitted or hired because of my identity Target of racial/ethnic profiling <5< Feared getting a poor grade because of hostile classroom environment Singled out as “resident authority” because of my identity Received a low performance evaluation Isolated or left out when working in groups Felt intimidated/bullied

Form of Perceived Offensive, Hostile, Exclusionary, or Intimidating Conduct by Demographic Characteristics (Sexual Orientation) Heterosexual Respondents n = 274 LGB Respondents n = 28 n%n% Stares Derogatory remarks Isolated or left out because of my identity Derogatory written comments Isolated or left out when working in groups Target of physical violence 30.9<510.0 Feared for my physical safety 226.4<513.3 Received a low performance evaluation Threats of physical violence 154.4<510.0

Where Did The Perceived Conduct Occur? Of the respondents who believed they had been deliberately ignored or excluded: 38 percent (n = 67) said it happened while working at a campus job 32 percent (n = 56) said it happened in a class Of the respondents who indicated that they were intimidated or bullied: 39 percent (n = 55) said it happened while working at a campus job 30 percent (n = 43) said it happened in a class

Where Did The Perceived Conduct Occur? Of the respondents who believed they saw someone staring at them: 63 percent (n = 52) said it happened in a class 49 percent (n = 41) said it happened while walking on campus

Source of Perceived Conduct by Position Status (n)

What did you do? 1 Personal responses:  Was angry (56%)  Felt embarrassed (39%)  Avoided the harasser (35%)  Told a friend (35%)  Ignored it (29%) Reporting responses:  Made a complaint to a UW Colleges employee/official (22%)  Did not report the incident for fear of retaliation (14%)  Did not know who to go to (13% )  Did not report it for fear my complaint would not be taken seriously (10%)  Did report it but my complaint was not taken seriously (11%) 1 Respondents could mark more than one response

Sexual Harassment/Sexual Assault The survey defined sexual harassment as “A repeated course of conduct whereby one person engages in verbal or physical behavior of a sexual nature, that is unwelcome, serves no legitimate purpose, intimidates another person, and has the effect of creating an intimidating, hostile, or offensive work or classroom environment.” The survey defined sexual assault as “Intentional physical contact, such as sexual intercourse or touching, of a person’s intimate body parts by someone who did not have permission to make such contact.”

Respondents Who Believed They Have Personally Been a Victim of Sexual Harassment by Primary Status StudentsEmployees n%n% <1.0

Respondents Who Believed That They Had Been The Victim of Sexual Assault While Enrolled at UW Colleges n% Yes of the 19 victims were women 16 were students

Respondents Who Believed That They Had Been The Victim of Sexual Assault Where did it occur? “Other” locations (n = 16) Off-campus (n = 6) On-campus (n = <5) Who were the offenders against students?* Friends (n = 5) What did you do 1 ? Did nothing (26%) Told a friend (21%) 1 Respondents could mark more than one response

Satisfaction with UW Colleges Employees Students

Employee Satisfaction with Their Jobs at UW Colleges  83% (n = 563) percent of UW Colleges faculty and staff were “highly satisfied” or “satisfied” with their jobs at UW Colleges. Some differences were found between demographic categories: Women respondents were least satisfied. Classified staff were less satisfied than academic staff and faculty.

Faculty and Staff Members’ Satisfaction with Their Jobs (%)

Employee Satisfaction with The Way Their Careers have Progressed at UW Colleges  74% (n = 362) were “highly satisfied” or “satisfied” with the way their careers have progressed at UW Colleges. Employees of Color were less satisfied than White Employees Classified Staff were less satisfied than academic staff or faculty

Employee Satisfaction With The Way Their Careers Have Progressed By Position Status (%)

Employee Satisfaction with the Way Their Careers Have Progressed by Selected Demographic Categories (%)

Employee Comments With Regard To The Way Their Careers Have Progressed Employees who were satisfied with their jobs and the way their careers have progressed attributed their successes to the flexibility of their work environments, and opportunity to develop and grow professionally. Others indicated that they loved their jobs, had supportive departments and supervisors, and found teaching their students rewarding and fulfilling. Those who were disappointed said the lack of opportunities for advancement was disappointing to them. Many indicated their dissatisfaction with low salaries and lack of tenure-track and full-time teaching positions.

Student Satisfaction With Their Education at UW Colleges  83% (n = 1755) of students were “highly satisfied” or “satisfied” with their education at UW Colleges. Little difference found between demographic categories with the exception of: LGB student respondents were less satisfied with their education than their majority counterparts.

Student Satisfaction With Their Education at UW Colleges

Student Satisfaction With Their Academic Careers at UW Colleges  68% (n = 1437) were “highly satisfied” or “satisfied” with the way their academic careers have progressed at UW Colleges. Students of Color were less satisfied than White Students Men students were less satisfied than women students LGB students were less satisfied than heterosexual students

Student Satisfaction With Their Academic Careers at UW Colleges by Selected Demographics

Student Respondents’ Comments in Regard to Satisfaction Students who were satisfied with the way their academic careers have progressed said they established positive relationships with their professors, advisors and tutors, felt challenged by the course work which was described as relevant and applicable to real world situations, and their expectations matched their experiences. Dissatisfied students described their professors, courses and campus as a whole as not being up to standards, experienced difficulties scheduling required courses, found the application process to a four-year college or university challenging and unsuccessful, did not receive enough financial aid, and felt disappointed with themselves for not doing better in their classes.

Have You Seriously Considered Leaving UW Colleges? 60 percent of faculty respondents Faculty women (62%); Faculty men (57%) White faculty (60%); Faculty of Color (56%) 60 percent of academic staff and 67 percent of classified staff respondents Staff women (60%); Staff men (68%) White Staff (62%); Staff of Color (47%)

Have You Seriously Considered Leaving UW Colleges? 34 percent of Student Respondents Men (35%); Women (33%) Students of Color (30%); White students (34%) LGB (37%); Heterosexual (34%)

Perceptions

Perceived or Were Personally Made Aware of Conduct That Created an Exclusionary, Intimidating, Offensive and/or Hostile Working or Learning Environment %n Yes

Perceived Offensive, Hostile, Exclusionary, or Intimidating Conduct by Race (%)

Perceived Offensive, Hostile, or Exclusionary, Intimidating Conduct by Gender (%)

Perceived Offensive, Hostile, Exclusionary, or Intimidating Conduct by Sexual Orientation (%)

Perceived Exclusionary, Offensive, Hostile, or Intimidating Conduct by Position Status (%)

Form of Perceived Offensive, Hostile, Exclusionary, or Intimidating Conduct n% Derogatory remarks Deliberately ignored or excluded Stares Intimidation/bullying Someone isolated or left out because of their identity Racial/ethnic profiling Derogatory written comments Graffiti Assumption that someone was admitted or hired because of their identity Someone isolated or left out when working in groups Someone receiving a low performance evaluation Someone singled out as the “resident authority” regarding their identity

Source of Perceived Offensive, Hostile, Exclusionary, or Intimidating Conduct (%)  Undergraduate Students (42%)  Faculty (22%)  Administrators (13%)  Colleagues (12%)  Staff Members (11%)

Perceived Discriminatory Practices Perceived Discriminatory Hiring (16%) Due to gender (23%) Due to institutional status (20%) Due to age (15%) Perceived Discriminatory Promotion (16%) Due to institutional status (28%) Due to educational level (17%) Due to age (16%) Due to gender (12%) Perceived Discriminatory Firing (11%)  Due to gender (18%)  Due to advanced experience level of the candidate (10%)  Due to age (10%)  Due to ethnicity (10%)

The majority of respondents expressed positive attitudes about work-life issues. Work-Life Issues

73% (n = 496) of respondents “strongly agree/agree” that they were comfortable asking questions about performance expectations. 33% (n = 219) of respondents “strongly agree/agree” that there are many unwritten rules concerning how one is expected to interact with colleagues in their work units. 29% (n = 199) of respondents “strongly agree/agree” that they were reluctant to bring up issues that concern them for fear than it will affect their performance evaluation or tenure decision.

Work-Life Issues 69% ( n = 463) of employees “strongly agree/agree” that they are able to balance their professional and work lives. 38% (n = 252) find that UW Colleges is supportive of family leave. 31% (n = 208) of faculty and staff members have to miss out on important things in their personal lives because of professional responsibilities. 16% (n = 104) of respondents felt that employees who do not have children were often burdened with work responsibilities. 14% (n = 87) “strongly agree/agree” that they have equitable access to domestic partner benefits.

Work-Life Issues 71% (n = 476) of employee respondents believe that they have colleagues or peers at UW Colleges who give them career advice or guidance when they need it. 63% (n = 423) of employee respondents believe that they have support from decision makers/colleagues who support their career advancement. 36% (n = 239) of employee respondents reported that their compensation was equitable to their peers with similar levels of experience.

More than half of the respondents "strongly agreed or "agreed" that the CEO/Campus Dean, other deans, Human Resources, Lecture and Fine Arts coordinators, club advisors, student club presidents or leaders, Student Government Association, Faculty/IAS (classroom instructors), academic staff, and the Office of Continuing Education provided visible leadership that fosters inclusion of diverse members of the campus community. Institutional Actions

Inclusive Curriculum  More than half of all students and faculty felt the courses they took or taught included materials, perspectives, and/or experiences of people based on “difference.”  The exceptions included psychological disability, learning disability, physical disability, and veteran/military status.

Welcoming Classroom Climate The majority of students found the classroom climate to be welcoming of “difference.” When reviewed by selected demographics, the data revealed : Gender Differences  Women Students (82%); Men Students (77%) Racial Differences  White Students (76%); Students of Color (60%) Sexual Orientation Differences  Heterosexual (67%); LGB (50%)

Welcoming Workplace Climate  More than half of all employees found the workplace climate to be welcoming of “difference.”  Women, Respondents of Color, and sexual minority respondents were less likely to believe the workplace climate was welcoming for employees based on gender, race and sexual orientation than their men, White, and heterosexual counterparts.

Summary Strengths and Successes Challenges and Opportunities

Summary of Findings Strengths  High percentages of employees and students at UW Colleges were highly satisfied or satisfied with the way their jobs/educations (over 80%) and the way their careers/academic careers (over 60%) have progressed.  Institutional support for faculty and staff towards professional development is a major strength of the UW Colleges and an important reason why many employees felt satisfied with their jobs and the way their careers have progressed.  Many faculty were very complimentary about the quality of their students, and many student respondents described their faculty as professional, knowledgeable, and skilled.  Over 80% of respondents reported that they were comfortable or very comfortable with the overall climate for diversity, climate in their department or work unit, and climate in their classes.

Summary of Findings Opportunities and Challenges  Challenge 1: Perceived Institutional Classism  Challenge 2: Perceived Homophobia and Heterosexism  Challenge 3: Perceived Sexism  Challenge 4: Perceived Racism

Perceived Institutional Classism  Staff respondents perceived that they had less status and therefore less privilege within the institution than other employees.  Staff members in general were more likely than faculty and student respondents to experience harassment, and more than one-quarter identified the basis for the harassment as institutional status.  Classified staff were less satisfied with their jobs and with the way their careers have progressed than academic staff and faculty.

Perceived Homophobia and Heterosexism  Higher percentages of LGB respondents believed they had experienced harassment, and more than half indicated that the harassment was based on their sexual orientation.  Both LGB employees and students reported higher rates of having seriously considered leaving their campuses than their heterosexual counterparts.  Fewer LGB respondents than heterosexual respondents were comfortable with the climate in their departments, work areas, and classroom settings.  LGB student respondents were less satisfied with their educations and the way their academic careers have progressed than other demographic groups.  LGB employee respondents strongly agreed/agreed that the institution is unfair in providing health benefits to unmarried, co-parenting families, and disagreed/strongly disagreed that they have equitable access to domestic partner benefits.

Perceived Sexism  Slightly more women reported experiencing harassment than their male counterparts.  Of the thirteen percent of women who reported experiencing harassment, thirty-six percent indicated the harassment was based on their gender.  Of the nineteen respondents who believed they were sexually assaulted, 16 were female.  Of respondents who observed others being harassed, a slightly higher percentage of women than men believed they had witnessed offensive, hostile, exclusionary, or intimidating conduct.  Higher percentages of women than men observed discriminatory employment practices for hiring, disciplinary actions, and promotion.

Perceived Racism  Respondents of Color were more likely to believe they had experienced offensive, hostile, exclusionary, or intimidating conduct and on the basis of race.  Slightly higher percentages of People of Color believed they had observed harassment at the UW Colleges.  Respondents of Color were less comfortable in their colleges, department or work unit, and classes than their White counterparts.  Only 58% of Employees of Color compared with 76% of all employee thought the workplace climate was welcoming based on race.  Employees of Color were not as comfortable asking questions about performance expectations, felt that their colleagues had higher expectations of them, and felt constantly under scrutiny by their colleagues.  A success, however, is that lower percentages of Employees of Color and Students of Color than their White counterparts have seriously considered leaving their colleges.

Next Steps…

Process Forward Fall/Spring  Share report results with campus community  Campus-based dialogue regarding the assessment results  Campus-based feedback on recommended actions  UW Colleges-wide aggregate and campus-specific Executive Summaries available at: affairs/campusclimate/  The UW Colleges Aggregate Report and individual campus-specific reports will also be available in hard copy at each campus library.  Recommend an “advance” (as opposed to a retreat) to begin a call to action regarding the challenges uncovered in the reports.

Tell Us What You Think…  Additional questions/comments on results?  Thoughts on process?  Suggested actions?

Questions..? Other Ideas..?

Last Thoughts “ Resistance begins with people confronting pain, whether it’s theirs or somebody else’s, and wanting to do something to change it” -- bell hooks