In the past four years, several surveys of students and employees have shed some light on the climate for diversity, although the picture they paint is somewhat equivocal.

Social Equity/Center for Opinion Research Survey of Undergraduate Perceptions of the Climate for Diversity

In 1996, the Office of Social Equity and the Center for Opinion Research conducted a survey of 1434 undergraduates on the climate for diversity, to which 33% responded. Among the key findings:

• Nearly 95% believe that "all people should be respected as equals" and "accept people from diverse groups as equals." Nearly 85% agreed that "a learning institution must have a presence of people from diverse backgrounds." Women were more likely than men to express such beliefs.
• The respondents were about evenly split as to whether "there is a lot of racial tension at Millersville." African-American students perceived Millersville as more separate, hostile, tense, indifferent, and exclusive than did other students.
• Almost half of those responding "often" heard sexist and racist comments by their peers. Almost a quarter often heard sexist comments by faculty, and 8% often heard racist comments by faculty. Over two-thirds heard negative comments about homosexuals made by students.
• About one in six students reported personal discrimination because of gender or race; 3% reported discrimination because of sexual orientation. African-Americans were more likely than white students to feel they have experienced discrimination or insensitive comments on campus.
• Less than a quarter of the respondents had participated in a Millersville diversity program. White students were more likely than African-Americans or Latinos to have negative attitudes toward diversity programs. Men were more negative toward diversity programs than women.

State System Student Satisfaction Survey

In 1997 the State System conducted a student survey in which 400 Millersville undergraduates participated. Approximately 95% of our students agreed that "I feel free from harassment on campus" and "most faculty respect students." Between 85% and 90% agreed that "faculty are fair and unbiased" and "most students feel a sense of belonging." About two thirds agreed that "incidents of racial prejudice seldom occur on campus." These responses are all very similar to System-wide averages.

Higher Education Research Institute College Student Survey

In Spring 1998 Millersville sophomores participated in a national survey of college students sponsored by the Higher Education Research Institute at UCLA. Among the findings:

• Since entering Millersville, 93% of Millersville sophomores have interacted in class with someone of a different "racial/ethnic" group. Two-thirds have dined with someone from a different racial/ethnic group, nearly half have studied with someone from a different racial/ethnic group, and 13% have had a roommate of a different race/ethnicity. In the past year, 38% frequently socialized with someone of another racial/ethnic group.
• Since entering Millersville, 23% have participated in a racial/cultural awareness workshop, 12% have taken an ethnic studies course, and 8% have taken a women's studies course.

Resident Life Survey

In 1996-1997, the Resident Life office surveyed 2453 resident students, of which 72% responded. Nearly 90% agreed that "my [Resident Assistant] has encouraged the acceptance of people of diverse backgrounds (i.e., people of all races, religions, nationalities, sexual preferences, physical abilities, etc.)" and "students in my residence hall accept people of diverse backgrounds." Over 85% agreed that "my [Residence Hall Director] has encouraged acceptance of people of diverse backgrounds."

Graduate Student Perceptions of Campus Climate

The three preceding surveys all assessed only undergraduates, so in 1998 the team drafting this chapter surveyed graduate students on their perceptions of campus climate. Of 926 graduate students surveyed, 53% responded. Over three-quarters of the respondents agreed that "there is enough emphasis on diversity at Millersville," and nearly 60% agreed that "diversity programs do more good than harm." Very few graduate students have experienced discrimination here: 2% have been sexually harassed by a faculty member and 2% by students. Four percent feel they have been discriminated against because of ethnic background, 2% because of sexual orientation, and 5% because of gender. (These results cannot be compared against the undergraduate survey results because the questions are worded differently.)

This survey also asked about perceptions of Millersville graduate student life and found that graduate students perceive a lack of acknowledgment and recognition of graduate programs. Over 95% agreed that "Millersville should increase its emphasis upon graduate programs" and 86% agreed that a graduate student orientation program would be helpful. Only 38% agreed that, "when I enrolled at Millersville, I was made aware of the student services available for my use." Ninety percent disagreed that "I feel I have gotten my money's worth out of my student activity fee." These results have already led to the establishment of a graduate student orientation program and the proposed publication of a graduate student handbook.

Surveys of Female Support Staff

An area of particular concern is our support staff, who are in frequent contact with students yet often see themselves as low in the institutional hierarchy. Are they adequately "connected" with students and other key constituents, enough to be able to help them? Are they adequately prepared to answer questions and otherwise help students?

The evidence is generally affirmative. According to focus groups of 17 support staff conducted in Fall 1998 by members of the self-study chapter team on Effective Management, support staff who deal most frequently with students see themselves as providing valuable services. In the Spring 1998 college student survey conducted by the Higher Education Research Institute, 64% of our sophomores expressed satisfaction with their ability to find a faculty or staff member, very similar to the national average.

In 1998, students in a Women's Studies course surveyed 299 female support staff members, with 44% responding. Staff expressed satisfaction with their job positions and generally felt respected. They noted, however, that their job's importance was not recognized. The women were generally satisfied with their working conditions and felt that any gender inequities were insignificant. Students interviewed 27 of the respondents, who were evenly divided on their satisfaction/dissatisfaction with working conditions. The degree to which they felt respected and accorded personal recognition appeared to affect their satisfaction. Some felt they encountered gender bias and bias from lack of education.

These findings are confirmed through anecdotal reports from the diversity/inclusiveness training programs mentioned earlier in this chapter, in which Millersville support staff have consistently expressed the view that they are not empowered and are perceived as relatively unimportant. Support staff have few opportunities to participate with other members of the University community in problem solving activities. The Women's Center is an exception, sponsoring picnics and other events to which all members of the University community are invited.

Students in the Women's Studies course also surveyed all Millersville faculty members and students in ten classes, of which 308 returned completed surveys. Respondents were generally positive in their evaluation of support staff women.

APSCUF Work Environment Survey

In 1996 the APSCUF Gender Issues Committee surveyed 434 faculty members, of which 37% responded. Between 86% and 92% reported they were satisfied or very satisfied with their teaching schedule, their clerical staff, their colleagues, their department chair, and their school dean, while 82% were similarly satisfied with their work environment

Summary of Survey Results

These results present a mixed picture of the perceptions, attitudes, and beliefs of the University community on diversity issues. In four of the five surveys of students, the overwhelming majority of students profess positive attitudes. In one of the surveys, however, a significant number of students discern racial tension on campus, have encountered racism, sexism, or homophobia, and/or have negative attitudes toward diversity programs. Our diversity efforts need to emphasize more the acceptance of all sexual orientations.

Research is needed to determine whether our diversity programs improve students' attitudes toward diversity. Our Resident Assistants are required to participate in diversity training, and survey results show that such training has a positive impact.