Campus Climate Survey Research Articles

QTPOC Survivors of Sexual Violence in College: Methods at the Intersections

The Association of American Universities (AAU) Report on the AAU Campus Climate Survey on Sexual Assault and Misconduct surveyed over 180,000 undergraduate and graduate students and found significant rates of sexual violence on college campuses across the United States with even greater rates experienced by students who identify as women, trans, nonbinary, and queer. However, what the survey findings do not include is an intersectional analysis of the unique realities of historically marginalized students that make them more susceptible to sexual violence and create barriers to reporting and seeking support after this violence. Despite these important quantitative data and growing research on the topic of sexual violence in higher education, there continues to be a dearth of research on the experiences of historically marginalized survivors of sexual violence, specifically Students of Color, LGBTQ+ students, and Queer and Trans People of Color (QTPOC). This article begins with a review of prior literature related to QTPOC survivors of sexual violence in college. After reflecting on previous methods utilized in the literature on this population, this article explores some critical theoretical frameworks and methods by which to conduct research with QTPOC survivors of sexual violence in college—in service of improving higher education research, services, resources, and policies to better reflect and support these students.

CREATING AN AGE-FRIENDLY UNIVERSITY: THE CASE OF ST. CLOUD STATE UNIVERSITY (SCSU)

Abstract As universities seek ways to address decreasing enrollments and enhance Diversity, Equity, and Inclusion (DEI) initiatives, the concept of Age-Friendly Universities (AFU) has gained momentum. The AFU Global Movement is a way to situate a university to explore means to increase student enrollments, and expand DEI Initiatives to include age. This poster details the steps taken by St. Cloud State University, a comprehensive Minnesota State university, to become designated as an AFU, as well as the unique challenges encountered. Actions taken both before and after being designated as an Age Friendly University (December, 2021) are discussed. Pre-designation steps included evaluating the campus’ current age friendliness, gathering university and community support at all levels, participating as a “champion” in the UMass-Boston & LaSalle University’s Age-Friendly University Inventory and Campus Climate survey, and piggy-backing on Minnesota’s Age-Friendly State and the local community’s Age-Friendly initiatives. The SCSU Gerontology program was awarded a grant from the MinnState Innovation Fund to explore ways of “Creating an Age-Friendly SCSU.” The grantors saw this as a potential template for other universities in the system who were seeking to expand their student base. Post benefits, challenges, strategies and next steps working towards meeting the 10 Principles of an Age-Friendly University are also discussed.

Campus climate surveys: Towards a unified approach to measuring campus rape and sexual assault

ABSTRACT The purpose of this analysis is to develop a scale to better capture the campus climate with regard to attitudes supportive of sexual assault and rape. Using a 29-item questionnaire, this study examines principal dimensions within student attitudes to a broad set of issues related to rape and sexual assault. Our findings point to a factorial structure comprised of four main underlying constructs, each of which is related to one or more elements of campus rape and sexual assault, and, thus, should be captured by any instrument used to measure campus climate. Additional validation of the factor solution and the questionnaire is needed, including comparisons with other representative campus samples.

Creating a University Strategic Plan to Address Relationship Violence and Sexual Misconduct (RVSM): An Application of Principles-Focused Evaluation at Michigan State University.

This paper describes a multi-year initiative at Michigan State University (MSU) to change our institutional response to relationship violence and sexual misconduct (RVSM) in the aftermath of a large-scale institutional crisis. While the circumstances at MSU are unique, many universities have faced or will face moments that bring RVSM issues into the spotlight. To inform other colleges and universities, we describe how we developed a 5-year strategic plan to transform services for survivors and develop prevention programming for multiple audiences and at multiple levels of analysis. We titled this framework Know More. Do More. Support More, whereby "know more" reflects our ongoing use of campus climate surveys and data sharing to educate our community about RVSM; "do more" includes our institutional-level strategic plan for culture change; and "support more" provides guidance to our community members on how to respond to disclosures in a trauma-informed way and connect survivors to support services. We discuss the challenges and opportunities that stemmed from our choice to work "within the system" to create this model, as well as the ethical dilemmas we faced in these partnerships.

The Effects of Target, Guardianship, and Lifestyle Characteristics on Stalking Victimization Risk among College Students

ABSTRACT Guided by lifestyles/routine activities and target congruence theories and using data from a campus climate survey from a large northeastern university, this study explored the influence of target (e.g., mental health, age, race), guardianship (e.g., relationship status, residency), and lifestyle characteristics (e.g., collegiate activities) on the risk of stalking victimization among 7,621 undergraduates. In addition to running models for the full sample, separate logistic regressions were completed for men (n = 3,544) and women (n = 4,077), and for those who identify as either lesbian, gay, bisexual, trans, or queer (LGBTQ, n = 612) and those who do not (non-LGBTQ, n = 6,923). Results show target vulnerabilities including having lower scores on mental health and being younger increased victimization risk, guardianship factors including being married or living with parents or on campus reduced the risk of victimization, and lifestyle characteristics including participation in collegiate activities increased victimization risk. Consistent with prior research, those who identify as LGBTQ and women had higher odds of victimization than their respective counterparts. However, coefficient tests revealed only three risk factors varied significantly across sex (i.e., age and media activity) and LGBTQ status (i.e., mental health). Implications for research and campus policy are discussed.

Sexual Assault Climate Surveys: Methodological Issues and Innovations, Introduction to the Special Edition

ABSTRACT Decades of research demonstrate the widespread nature of campus sexual violence and its negative impact on students’ well-being. Attention to the issue has increased significantly over the last several years with a focus on the responsibility of institutions of higher education to both respond to and prevent campus sexual violence. A key recommendation from multiple entities is the use of campus climate surveys, to help more accurately ascertain students’ victimization experiences, perceptions of the institution’s response, attitudes related to sexual violence, awareness of resources, and more. The recent Violence against Women Reauthorization Act of 2022 mandates the use of climate surveys for all institutions receiving federal funds. The science of constructing, implementing, and using campus climate surveys has evolved over recent years but there still remain several methodological issues. Social workers have an important role to play in the administration, analysis, and interpretation of campus climate surveys, and the work is aligned with the values expressed in the Social Work Code of Ethics and the Grand Challenge to Build Healthy Relationships to End Violence. This introduction describes the articles included in this special issue that will help advance our knowledge related to the measurement of forms of victimization that occur on college campuses, increase the usability and inclusivity of campus climate data, and ultimately, serve to inform the development of innovative intervention and prevention initiatives.

Researching Students’ Experiences of Sexual and Gender-Based Violence and Harassment: Reflections and Recommendations from Surveys of Three UK HEIs

In the US, ‘campus climate surveys’ are an established measure of the prevalence of, and students’ awareness of and attitudes to sexual and gender-based violence and harassment (SGBVH). They are regularly carried out by universities to assist SGBVH prevention and responses. Such surveys have only recently started to be carried out within UK higher education institutions (HEIs) and the three authors of this article all independently undertook such surveys in different HEIs. Comparing our experiences of undertaking these surveys across three HEIs allows us to explore similarities and differences in our experiences of this type of research, in particular the challenges which arose in carrying out such research in three very different types of HEI. This article presents reflections on the methodological and political challenges of such work. We discuss our rationales for initiating these projects, the methodological approaches we employed, the governance structures navigated in pursuing the research and the difficulties that arose in conducting and reporting on the research. This article will be of interest to academics, activists, and policy-makers—domestically and internationally—who wish to carry out such research. By comparing approaches, we draw attention to issues and potential impediments of relevance to others wanting to embark on similar work within their own HEI.

Falsification of the Sexual Experiences Questionnaire: No Evidence of Systemic Sexual Harassment in Academic STEM

Herein, the socio-psychological narrative of sexual harassment (SH) is critically evaluated. The notion of systemic SH in university departments of science, technology, engineering, and mathematics (STEM) is contradicted by the overwhelming (>90%) career satisfaction among female STEM academics. The Sexual Experiences Questionnaire (SEQ), central to the study of SH, inheres the nominalistic fallacy. SEQ usage deploys subjectivist methodologies, categorical ambiguity, the post hoc ergo propter hoc fallacy, and treats respondents as cyphers. Intercorrelation of SEQ factors reduces response statistics by 42%, while phase-space vector geometry indicates the SEQ does not measure SH. Personality analysis implies that serial abusers dominate the incidence of SH. The widespread notion that 20–25% of female college students suffer violent sexual assault rests on a misreading of published work. The 2016 Campus Climate Survey permits an upper limit estimate that 3.2% of female college students suffer rape at the hands of 4.3% of male student perpetrators, largely accompanied by drugs or alcohol. The 2018 National Academy (NAS) Report on sexual harassment in STEM exhibits negligent scholarship and carelessly generalizing statistics and may itself promote violation of the EEOC legal definition of SH. Despite instances of grievous sex-based abuse, there is no evidence that female STEM academics face systemic sexual harassment. Finally, evolutionary psychology and the social significance of personality provide a scientific understanding of SH.

Racial/ethnic variations in the polyvictimization of college women: results from a large-scale campus climate survey

Social scientific knowledge of the extent, distribution, causes, and consequences of various types of gendered interpersonal violence against North American college women has markedly advanced since the early 1980s. Nevertheless, major research gaps still exist, including a conspicuous absence of quantitative and qualitative data on racial/ethnic variations in female students’ polyvictimization experiences. Using results of the Campus Quality of Life Survey conducted at a large doctoral institution in the South Atlantic region of the United States, this article shows that ethnic minority and White female students are equally at risk of experiencing multiple types of victimizations of different kinds, such as stalking, sexual harassment, physical violence, and sexual assault.

Sexual Violence Among Postsecondary Students: No Evidence that a Low Response Rate Biases Victimization or Perpetration Rates in a Well-Designed Climate Survey

ABSTRACT Purpose The purpose of this study was to assess the accuracy and representativeness of common census-sampled campus climate surveys given the potential for misestimating sexual violence (SV) rates on campuses due to low response rates and self-selection bias in research (mixed findings in previous research). Method We compared SV rates obtained from a census-sampled campus climate survey with a lottery draw (a common method for collecting campus SV data) with those obtained from a gender-stratified random sample survey with individual incentives. Results We found no evidence that census-sampled campus climate surveys misestimate SV: our low response rate census-sampled survey produced very similar rates to our high response rate random sample survey. Discussion and Conclusion Our research suggests that less costly and labor-intensive census-sampled surveys, when well-designed, produce sufficiently accurate and representative SV estimates on campuses despite their lower response rates.

Sexual Assault Climate Survey Sample Design Methods: A Review and Recommendations to Improve Response and Reduce Bias

ABSTRACT Purpose Summarize design strategies for expanding saliency of campus climate surveys. Climate surveys that measure the prevalence of sexual assault at colleges or universities have become more common; however, the optimal survey design for a particular school is not always clear. This review examines the design and data collection methods schools have used to administer climate surveys from 2014 to 2019. Method A systematic search of 115 campus climate survey reports from 68 schools was performed. Response rates for five design features – incentives, selection method, field period, survey reminders, and multiple survey administrations – were summarized to determine the design that minimizes bias best. Results Response rates vary across each design feature. The type of incentive and frequency of reminder e-mails appear to have the greatest influence on response rates. Discussion and conclusion The recommended design features that best improve response and likely reduce bias are a hybrid sample design with mixed $10 promised and lottery incentive, a 4-week field period, and more than one reminder e-mail per week in field.

The Sum of All Parts: Enhancing the Value of Campus Climate Surveys by Including Faculty and Staff Perspectives

ABSTRACT Purpose Campus climate surveys to assess relationship violence and sexual misconduct typically focus only on students’ experiences, but faculty and staff both experience sexual misconduct and have unique perspectives on campus climate. By sharing one campus’ experience incorporating faculty and staff into a true campus-wide climate survey, we highlight the importance of hearing from all voices and the steps necessary to adapt typical climate survey methods. Method We drew on community engagement and survey design frameworks to guide our process of creating a faculty and staff climate survey at one large, public university. Results We present key insights from our process of survey design, implementation, and dissemination, and describe lessons learned by engaging with faculty and staff constituents during each of these phases. Discussion and Conclusion Surveying faculty and staff, sharing the results, and working collaboratively to identify reforms is essential for building institutional trust and improving campus climate.

Understanding College Students' Perceived Help-Seeking Knowledge and Awareness about Sexual Misconduct Policies and Procedures.

Institutions of higher education have attempted to respond to students' experiences of sexual victimization by developing resources and processes for addressing sexual misconduct. However, extant research suggests that students rarely use campus-based resources and many students lack knowledge about campus services and the processes that institutions of higher education take to respond to sexual misconduct. This study uses data from a campus climate survey at one midsized southeast university to examine students' perceived and actual knowledge about help-seeking and policies and procedures (i.e., mandatory reporting, investigation mandates, confidential resources, accommodations for survivors) at their university. Additionally, we explore gaps in their knowledge of these measures (N = 2261). We also consider the factors that predict these outcomes. On average, students report moderate perceived knowledge about help-seeking on campus. However, roughly 67% did not have a fully comprehensive and accurate understanding of policies and procedures to address sexual misconduct at the university. These findings are problematic, as institutions of higher education rely on survivors coming forward to report their experiences and participate in investigative processes when detecting and elevating complaints. We highlight implications for institutions of higher education.

Evaluating Efforts to Address Campus Sexual Violence: Developing a Data Ecosystem.

Sexual violence is well documented as a major problem on college campuses, and the delivery of service and programs at institutions of higher education (IHE) has proliferated over recent years. However, the implementation of these efforts has often outpaced the field's work in developing evaluation models. Many institutions depend on campus climate surveys for data to inform their efforts, yet there are multiple data points that can be accessed to provide a more holistic picture of efforts to address sexual violence on campus. The data ecosystem framework provided by Driver-Linn & Svenson (2017) offers a comprehensive approach for assessing efforts to address campus sexual violence (CSV), but implementation models are needed that connect evaluation and practice, take local context into account, and lead to changes on campus. This paper presents a case study from a multisite university to describe the process of implementing a "data ecosystem" to assess the institutions' efforts to effectively address CSV, and how the data was used by practitioners and administrators. The collaborative, utilization-driven model has provided valuable data to inform the delivery of services and programs across the university yet has limitations and requires a wide range of resources to sustain.

Campus Sexual Violence, Gender, and Mental Health in Diverse Undergraduate/Graduate Students

ABSTRACT Campus sexual violence (CSV) is linked with poor mental health and alcohol use, with cisgender women and some people of Color at increased risk for victimization. Though undergraduates’ experiences of CSV are typically studied, graduate/professional students may additionally be impacted by CSV. Campus climate surveys recruit random samples of the entire student population, thus increasing generalizability. The purpose of the study is to pilot the ARC3 campus climate survey to examine CSV, mental health, and alcohol use by gender and minority status in diverse undergraduates and graduate/professional students. Random samples of undergraduates (N = 775) and graduate/professional students (N = 525) completed a 30-min online survey. Compared to graduate/professional students and men, undergraduates and women experience more CSV. CSV was associated with alcohol use in undergraduates and poorer mental health in undergraduates and graduate/professional students. Universities’ prevention and intervention strategies should include undergraduate and graduate/professional students, targeting sexism.

The Value and Validity of Self-Reported Survey Data on the Rape Experiences of College Students.

Self-reported survey data on the extent and nature of rape and sexual assault experienced by a population represent an important source of information because these crimes often go unreported, and are thus undercounted in law enforcement or other official statistics. This article compares Campus Climate Survey Validation Study (CCSVS) data to Clery Act data in an effort to (1) assess the validity of the CCSVS data and the Clery Act data based on the extent to which they corroborate one another, and (2) estimate the extent to which Clery Act data potentially underestimate the true incidence of rape. The results help to establish the extent to which self-report surveys on sexual victimization are needed to understand the magnitude of the problem among a given population.

Benchmarking Age-Friendly University Practices: AFU Inventory and Campus Climate Survey (ICCS) Study Insights

The Age-Friendly University (AFU) initiative endorsed by GSA’s Academy for Gerontology in Higher Education (AGHE) provides institutions of higher education with guiding principles for addressing the needs of aging populations. Benchmarks are now needed for assessing age-friendly academic, workplace, and physical campus environments, perceptions of campus constituents, and recommendations for advancing age inclusivity. This symposium will discuss what the AFU Inventory and Campus Climate Survey (ICCS) administered to a national sample of colleges and universities is revealing about the study of age-friendliness in higher education. The sample includes data from over 10,000 faculty, staff, students, and older learners surveyed in 2020-21. Whitbourne will introduce the conceptual model that served as the foundation for the ICCS, with special attention to the need to assess and compare “objective” age-friendly practices with “subjective” perceptions of these practices. Bowen will describe the utility of examining age-friendliness across institutional units with different functions: outreach-engagement, personnel, physical environment, research, services-resources, student affairs, and teaching-learning. Beaulieu will present data demonstrating the importance of assessing perceptions of specific constituent groups including faculty, staff, students, and lifelong learners. Montepare will discuss insights gained about the definition and manifestation of what it means to be ageist, age-friendly, and age-inclusive in higher education. Silverstein will describe strengths and challenges observed across campuses along with recommendations and promising new directions for advancing age inclusivity in higher education.

Taking a Campus-Wide View of Age-Friendly Practices in Higher Education

The first AFU principle is to “encourage the participation of older adults in all the core activities of the university, including educational and research programs.” As this suggests, a crucial goal of age inclusivity in higher education is to resist the siloing of older adults and age-inclusive efforts in age-specific programs and cohorts. In response, the Age-Friendly Inventory and Campus Climate Survey (ICCS) assessment was designed to assess age-inclusivity across seven areas of institutional activity: outreach & engagement, personnel, physical environment, research, services & resources, student affairs, and teaching & learning. By restructuring and expanding the “pillars” of institutional activity outlined by AFU principles, the ICCS presents two key advantages for benchmarking AFU practices: (1) it traces age-inclusivity across many facets of institutional operations; and (2) it prompts participants and report readers to recognize their role in current and potential age-inclusive efforts, regardless of their role or department on campus.

On Being Ageist, Age-Friendly, Age-Inclusive: Differentiating Core Constructs and Their Implications

The pioneering Age-Friendly University (AFU) initiative has called for institutions of higher education to respond to the needs of older, more age-diverse populations through new approaches to programs, practices, and partnerships. In exploring in more detail what it means for a campus to be age-friendly, the national AFU Inventory and Campus Climate Survey (ICCS) study has raised questions about how core theoretical concepts are defined and manifested. Using observations from the ICCS study, this presentation will discuss tensions among constructs (e.g., does being age-friendly indicate the absence of ageist attitudes; are age-inclusive practices by design age-friendly?) and how differentiating these constructs better can help higher education focus its efforts in more intentional and productive ways.

Assessing and Tracking Success of Advancing Age Inclusivity

Assessment is an important component of advancing age inclusivity on your campus, and the AFU Principles are a useful guiding framework. Assessment helps move the campus from making a commitment to endorse the principles to actually taking stock of current campus practices and movement toward achieving the vision of an age-friendly institution of higher education. To establish a baseline of campus practices, assessment can be done before or after an institution joins the AFU Global Network. Evaluation also follows periodically to assess how well a campus is adhering to the AFU Principles once measurable goals are established and priorities are integrated within an institution’s strategic plan. The toolkit contains examples from multiple campuses of mapping the principles, conducting an audit, doing a photovoice evaluation, holding listening tours, and using the newly developed AFU Inventory and Campus Climate Survey (ICCS).