Campus Climate Survey Research Articles

Improving the Measurement of Gender in Surveys: Effects of Categorical Versus Open-Ended Response Formats on Measurement and Data Quality Among College Students

Abstract While researchers have some recommendations for measuring gender identity in surveys based on research and other sources that are summarized in a series of working group and panel reports, we continue to refine our understanding and practices. Gender identity is usually measured in surveys using a categorical selection response format with a small number of response options (e.g., “female,” “male,” “nonbinary”) and an open text response field to capture additional responses (“not listed, please tell us”). There is limited research guiding researchers on the use of other response formats. This study reports results from a between-subjects experiment embedded in a campus climate survey about university students’ attitudes about their campus and their behaviors and experiences related to inclusion and belonging at a large Midwestern university in 2021. Over 13,000 students were asked “What is your gender?” and subsequently randomly assigned to respond using either a categorical selection response format or an open response format (i.e., a place to specify their gender with no response options listed). We examine the distribution of responses, item nonresponse, response times, and concurrent validity (in terms of the association between gender and relevant survey outcomes) across the two response formats. Findings indicate the categorical selection response format is preferred for this population. While results show similar distributions in the categorization of responses across the formats and similar relationships with other survey outcomes, the selection format is associated with less item nonresponse and shorter response times.

Technology-Facilitated Abuse Among College Students: Prevalence and Consequences, and Examinations by Gender and Sexual Identity.

The purpose of this investigation is to document the prevalence and consequences of technology-facilitated abuse (TFA) among college students and examine whether gender identity and sexual identity are associated with TFA exposure and related academic and mental health consequences. Data were analyzed from a campus climate survey distributed in Spring 2022. Data from 1,543 college students were collected for TFA experiences, academic consequences, and TFA-related depression, anxiety, and traumatic stress. Multiple linear regression analyses were conducted to test for unique contributions of sexual identity, gender identity, and number of TFA experiences to the outcomes of academic consequences, depression, anxiety, and traumatic stress. The number of TFA experiences was a significant predictor across all models. The contributions of sexual identity and gender identity differed for each outcome. The results of this study align with prior research which has found sexual identity and gender identity to affect outcomes associated with TFA. In addition, TFA was more prevalent among sexual and gender minority students, and the consequences of TFA were more severe within this population. These results suggest that programming takes a dual approach in addressing TFA through reducing TFA exposure and mitigating the impacts of TFA on mental health and other outcomes.

Burnout, Exhaustion, Experiences of Discrimination, and Stress Among Underrepresented and First-Generation College Students in Graduate Health Profession Education.

Mental health disorders are increasing among health profession students. Compounding this, students from underrepresented backgrounds may face additional stressors and challenges. The aims of this study were to: (1) assess the extent to which burnout, exhaustion, experiences of discrimination, and stress exist among students in dentistry, nursing, occupational therapy, pharmacy, and physical therapist professional education programs; (2) determine if there are significant differences by key demographic characteristics (those who are first-generation college students [FGCSs], a member of an underrepresented minority [URM] group, or both); and (3) highlight strategies and solutions to alleviate these challenges identified by students. Cross-sectional survey using a mix of question types of a sample of graduate students from dentistry, nursing, occupational therapy, pharmacy, and physical therapy programs from February to June 2020. Utilizing the Maslach Burnout Inventory Student Survey and campus climate and stress survey, mean subscale scores were calculated for the following outcomes of interest: MBI-SS burnout, dimensions of stress, and observed racism. Logistic regressions examined student factors that may help explain these outcomes. Content analysis examined participants' responses to open-ended questions. There were 611 individuals who completed all survey questions. FGCSs were significantly more likely than non-FGCSs to report exhaustion (adjusted odds ratio [aOR]: 1.50; 95% CI = 1.04-2.16), family stress (aOR: 3.11; 95% CI = 2.13-4.55), and financial stress (aOR: 1.74; 95% CI = 1.21-2.50). URM students reported not feeling supported in their program and mentioned needing additional support, particularly for well-being, from staff and faculty. Findings from this study are consistent with literature that FGCSs experience additional stressors that may lead to burnout and exhaustion. URM students reported not feeling supported in their programs. This study's findings point to the need for leadership and faculty of health professional schools to implement or strengthen current policies, practices, and strategies that support URM students and FGCSs. Research demonstrates that a diverse student body and faculty enhances the educational experience for health professional students, and that diversity strengthens the learning environment and improves learning outcomes, preparing students to care for an increasingly diverse population. However, this study finds that students from underrepresented backgrounds may still experience more burnout, exhaustion, discrimination, and stress than their peers. Programs and policies to support URM students and FGCSs throughout their academic careers can help improve graduation and retention rates, leading to improved workforce diversity.

Towards inclusive excellence: a survey of diversity on campus

ABSTRACT This paper presents findings from a campus climate survey conducted at an Australian university. Unprecedented compositional diversity now exists in higher education, with students enrolled from different religious, socio-economic, geographic, and cultural backgrounds. Despite this diversity, little research has been conducted into the ways that different student groups experience university, including marginalised and ‘hidden’ groups such as LGBTIQA+ students. The survey aimed to uncover the impact of diversity on student experiences, including the extent to which students associated with others from different backgrounds, the extent to which their own views and beliefs were challenged, and the extent to which they felt safe on campus. Findings suggest a need for more targeted research, particularly into the experiences of marginalised groups, and for reform of both institutional policy and curriculum. Further, we found that students are frequently thinking about identity, diversity, and bias, and their own voices need to be elevated within institutional strategies.

Development of the Vietnamese Rape Myths Acceptance Scales: A Web-Based Survey of Young Adults.

Rape myths-false but widely held beliefs that serve to deny and justify sexual aggression-present a major barrier to reporting and prevention of sexual violence in Vietnam and globally. Based on a parent study aimed at reducing sexual violence at two universities in Hanoi, we developed and assessed a contextualized measure of rape myths among young people in Vietnam. Items from previously validated rape myth acceptance (RMA) scales and data from qualitative research informed the development of 50 items, which were administered to Vietnamese 18-24-year-olds (n = 2,756 total, n = 1,798 cisgender women) via an anonymous link in February 2021. We used factor analysis to explore and test factor structure and multi-group factor analysis to assess measurement equivalence across gender. We calculated item-level discrimination and difficulty parameters and visualized information curves using item response theory analysis, informing the development of a short form. Four hypothesized subconstructs identified in the qualitative data emerged as factors: (1) "He didn't mean to"; (2) "She asked for it"; (3) "It wasn't really rape"; and (4) "Rape is a deviant event." A fifth factor, "She didn't protect herself," included four items from formative data. Confirming formative findings and prior literature, cisgender women had lower RMA than cisgender men, particularly on items related to victim-blaming. The Vietnamese Rape Myths Acceptance Scales were internally consistent and equivalent between cisgender men and women, capturing elements specific to the Vietnamese context and providing a tool for campus climate surveys and evaluations of sexual violence prevention programs.

Help-Seeking Patterns Among Students Experiencing Sexual Harassment: A Latent Class Analysis.

Sexual harassment continues to be a pervasive problem in institutes of higher education. Despite this, there are significant gaps in research and our understanding related to students' help-seeking associated with sexual harassment. Understanding students' help-seeking patterns is critical in improving and streamlining campus-wide resources. The following study uses a latent class analysis to examine whether unique patterns of help-seeking exist among students experiencing sexual harassment and whether there are meaningful differences between help-seeking groups with respect to incident characteristics, campus climate, and demographic profiles. Data used in this analysis are from an anonymous, web-based campus climate survey across a university system that included 7,318 undergraduate and 3,484 graduate students. Of these, 704 undergraduates and 229 graduate students reported experiencing sexual harassment. Our results indicated four help-seeking groups: Comprehensive help-seeking group (engaged in multiple types of formal and informal help-seeking), Informal help-seeking group (relied exclusively on friends as sources of support), Low help-seeking group (individuals in this group told virtually no one about their experience, including friends or family), and Unsure group (reached out to friends in large numbers but universally characterized themselves as not knowing what to do). Across classes, findings highlight significant differences related to incident characteristics (offender identity and incident location), student status, and racial identity. Our results point to the heterogeneity of patterns and responses in help-seeking for students experiencing sexual harassment. Variations in help-seeking across different classes highlight that students' perceptions and preferences for formal and informal support depend on their specific type. Our study is a reminder that survivors access support through diverse ways; understanding these distinct patterns in help-seeking behaviors based on specific subgroups will help universities tailor programs that better align with students' contextual needs and realities.

A latent class analysis of campus sexual assault.

Campus sexual assault (CSA) is a pervasive problem among U.S. college students. Large-scale studies frequently find that between 20%-25% of women and 6%-7% of men are sexually victimized during their time at U.S. colleges and universities (Cantor et al., 2015, 2019; Fisher et al., 2000; Krebs et al., 2007; Krebs et al., 2010). The purpose of the present study is to examine individual responses to campus climate surveys in an effort to determine how students perceive their risk of being sexually assaulted and how they interact with campus policies. The present study addresses the research gap by utilizing latent class analysis with campus climate survey data in order to identify subgroups of students based on their responses to elements of campus climate. Climate in this context is measured by the perceptions of campus constituencies and the policies of institutions of higher education. Additionally, the present study seeks to determine if latent subgroups could be predicted by victimization and gender. Results provided evidence for the existence of latent subgroups of students on elements of campus climate, and supported the hypothesis that latent class membership could be predicted by victimization status and gender. Implications of the present study may help institutions of higher education identify students who would benefit from focused outreach efforts to improve safety based on class membership. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The Impact of Adverse Childhood Experiences on College Student Stress and Well-being

This quantitative study explored the relationship between adverse childhood experiences (ACEs) and college student stress and well-being, including the impacts of gender identity and sexual orientation. Participants were undergraduate students ( n = 760) who answered survey questions related to stress, well-being, and ACEs as part of a larger campus climate survey. Researchers found that number of ACEs and gender identity/sexual orientation were independently associated with stress. Having more ACEs was significantly associated with higher stress scores. LGBTQ + participants had the highest stress scores, followed by cisgender heterosexual women and cisgender heterosexual men. Well-being was not significantly associated with ACEs or gender identity/sexual orientation. Results of the study have implications for college student retention. The high prevalence of ACEs and stress indicates the need for services that help students manage stress and increase well-being to improve their ability to persist and succeed in college.

Sub-Saharan women in engineering higher education: A literature-informed research tool

We present a review of higher education and education policy literature to understand better higher education institutions (HEIs) that serve sub-Saharan women in engineering. Our sub-Saharan women in engineering (SSAWE) literature-informed conceptual tool consists of five components to facilitate scholarly discussion about equity in higher education systems and facilitate interregional comparisons. The five components to study the educational experiences of women in engineering in this region include (1) a sociopolitical and historical national context for higher education policy, (2) critical discourse analysis of gender-based affirmative action policies, (3) enrollment and graduation data for female engineering students, (4) a longitudinal assessment of the employability of the engineering major, and (5) a qualitative campus climate survey of each country's flagship university. Our article introduces a conceptual investigation of the social, historical, and employment trends contextualizing engineering higher education in this region of Africa. We draw from existing literature about conceptual models predominantly used in higher education efforts toward undergraduate student success. When describing each SSAWE component, we include empirical and theoretical work that substantiates the need for each component and the benefits of the proposed methodology. More broadly speaking, this paper discusses how research employing the SSAWE framework could benefit key stakeholders who engage in policymaking. We suggest that sub-Saharan African universities should prioritize a regional comparative approach when designing support programs for underrepresented students in engineering. SSAWE will also generate more South–South comparisons that advance culturally situated analyses, contributing to higher education institutions’ advancementand the minoritized populations they serve.

AGE-INCLUSIVE STRATEGIES TO ENHANCE LEARNING AND WORKPLACE ENVIRONMENTS IN U.S. HIGHER EDUCATION

Abstract This symposium reports on recent research to develop informed strategies to expand age-friendly campus practices related to institutional functions our previous study identified as areas of high-need and broad-impact within an age-friendly campus environment: Teaching and Learning, Personnel, and Student Affairs. The current research aimed to identify barriers and opportunities for age inclusivity as experienced by older campus members (faculty, staff, and students); identify challenges and strategies for implementing age-friendly campus practices; and recommend practical strategies to expand and enhance age-friendly practices. To this end, we drew on data collected from several sources: open-ended responses to the Age-Friendly Inventory and Campus Climate Survey (ICCS) administered to a sample of 23 U.S. members of the Age-Friendly University (AFU) network; responses from 16 focus groups of faculty, administrators/staff, and students; and 18 experts on a nationally selected Delphi panel of experts in higher education. Based on the focus group data, we generated over 50 strategy recommendations within the academic functions that were then evaluated by the Delphi panelists to assess their efficacy, feasibility, likelihood of implementation, and perceived impact. Silverstein will provide an overview of the research objectives, Bowen will discuss what the open-ended responses revealed about perceptions of campus age-inclusivity, Lin and Xu will describe the study samples, Whitbourne will describe the results of the focus group analyses, and Montepare will discuss the final set of recommendations based on the Delphi panel analyses. Berg-Weger will serve as Discussant.

A Review of US State and Federal Policies Related to Campus Sexual Misconduct Surveys

ABSTRACT The administration of campus climate surveys has proliferated across the United States at institutions of higher education to help respond to sexual misconduct. This study reviews existing state legislation related to campus climate surveys and compares it to the recent federal mandate outlined in the Violence Against Women Reauthorization Act of 2022. Just under one-third of all states in the US have state laws mandating the use of campus climate surveys to assess sexual misconduct, with wide variability in laws’ scope, comprehensiveness and clarity and potential gaps in aligning with federal requirements. This has significant implications for what surveys IHE select regarding the type of research design, frequency, reporting, and cost. Keywords (3-10) campus climate, sexual misconduct, legislative mandates.

Measuring Sexual and Gender-Based Violence at the University of Cape Coast: Developing and Deploying a Campus Climate Survey.

Sexual and gender-based violence (SGBV) is a global public health crisis, impacting university youth around the world. The purpose of this study was twofold: (a) determine the best methodology for conducting a campus climate survey at the University of Cape Coast (UCC) in Ghana and (b) gather data on SGBV knowledge, attitudes, and behaviors from a representative sample of students. This descriptive study included three phases: (a) develop a campus climate survey unique to UCC, (b) develop a sampling methodology, and (c) deploy the first ever campus climate survey at UCC. A 71-item survey was developed and then administered via a student portal to 2,000 students. Of those students, 1,381 (69.1%) responded. Although most students (63.2%) know the university has a sexual harassment policy, fewer have seen it (25.9%) or read it (22.3%). Students held generally positive views of how the university would respond to reports of sexual harassment, although 50.2% of participants believed the reporter would be labeled a troublemaker. More participants reported seeking and giving verbal than nonverbal consent, and more men than women reported both seeking and giving verbal consent. More men than women reported they "always" sought verbal consent (61.2% vs. 47.7%, p = 0.001). Most students ( n = 316, 56.5%) sought verbal consent all of the time, and an additional 99 (17.7%) sought it most of the time. Accurate data about students' knowledge, attitudes, and experiences with SGBV policy, prevention, and response are needed globally to better inform locally appropriate practices. Forensic nursing is currently localized in high-income countries. University students' knowledge, attitudes, and experiences with SGBV can support the expansion of forensic nursing research and practice to low- and middle-income countries.

Patterns of Sexual Harassment: An Intersectional Approach to Reported Victimization in a Campus Climate Survey of Students at Irish Higher Education Institutions.

This study explores how identifying with multiple minority groups relates to sexual harassment victimization (SHV) among students in higher education institutions in Ireland (n = 6,002). Results show that gender nonconforming and female students were more likely than males to experience SHV. Bisexual or queer and gay or lesbian students were more likely than their heterosexual peers to experience SHV. Students with a physical or cognitive disability were more likely to experience SHV than those who reported no disability, and white students were more likely than minority ethnic groups to experience SHV. When controlling for sexual orientation, gender, and disability status, students who identified as both gay and lesbian and reported a cognitive disability were 8.5 times more likely to experience SHV. Victims of SHV reported having lower scores on perceived institutional support items than those who had not experienced SHV.

Prevalence Rate and Risk Factors of Sexual Assault Among University Students in the Netherlands.

This research documents the prevalence rate and demographic risk factors for sexual assault among undergraduate and graduate students enrolled at a Dutch university. The present study used a sample of N = 2,887 students who filled in responses to a campus climate survey about students' experiences with sexual assault and diverse demographic variables. Results showed that approximately one in four students (25.3%) experience non-consensual sexual touching, and almost one in ten are raped (9.2%). Next, to examine the effects of demographic factors and their interactions on sexual assault, the dataset was divided randomly into two subsamples. Exploratory multiple regression analyses were conducted on the first subsample and confirmatory multiple regression analyses on the second. Variables that increased odds for unwanted sexual touching, rape, and any type of sexual assault were gender; being a member of a student or a study association; having a disability; and being in a relationship (in this context, "any type of sexual assault" refers to any incident that included unwanted touching, attempted rape, or rape). LGBQ+ sexual orientation was significant for any kind of sexual assault and for rape; and being a member of a sport association was significant for any kind of sexual assault and for sexual touching.

Development of the Bystander Attitude and Behavior Scales for Gender-Based and Oppressive Violence with University Faculty

ABSTRACT The purpose of this study was to develop and explore the factor structure of university faculty-focused bystander attitude and behavior measures regarding gender-based violence and to expand on the inclusion of oppressive behaviors in these measures. An online survey was administered to a convenience sample of 167 faculty from a university in the US. Two scales, Faculty Bystander Attitude Scale (FBAS) and Faculty Bystander Behavior Scale (FBBS), were developed to assess faculty bystander attitudes and behaviors. After exploratory factor analysis, the 27-item FBBS successfully loaded on three factors and, after eliminating two items, the 25-item FBAS successfully loaded on three factors. A confirmatory factor analysis will be a useful next step in confirming the factor structure of the modified measures. Faculty specific bystander attitude and behavior scales are necessary to assess the efficacy of violence prevention programming for faculty. These scales can also be incorporated into campus climate surveys to determine faculty’s willingness to intervene when they witness behaviors along the continuum of violence.

Guaranteed Incentives and Prize Drawings: Effects on Participation, Data Quality, and Costs in a Web Survey of College Students on Sensitive Topics

Many studies rely on traditional web survey methods in which all contacts with sample members are through email and the questionnaire is administered exclusively online. Because it is difficult to effectively administer prepaid incentives via email, researchers frequently employ lotteries or prize draws as incentives even though their influence on survey participation is small. The current study examines whether a prize draw is more effective if it is divided into a few larger amounts versus several smaller amounts and compares prize draws to a small but guaranteed postpaid incentive. Data are from the 2019 Campus Climate Survey on Sexual Assault and Sexual Misconduct. Sample members include 38,434 undergraduate and graduate students at a large Midwestern university who were randomly assigned to receive: a guaranteed $5 Amazon gift card; entry into a high-payout drawing for one of four $500 prizes; or entry into a low-payout drawing for one of twenty $100 prizes. Results indicate the guaranteed incentive increased response rates, with no difference between the prize draws. While results from various data quality outcomes show the guaranteed incentive reduced break-off rates and the high-payout drawing increased item nonresponse, there were no differences across incentive conditions in rates of speeding, reporting of sensitive data, straightlining, or sample representativeness. As expected, the prize draws had much lower overall and per complete costs.

I Know Someone is Watching Me: Evaluating the Impact of Dating Violence and Stalking on College Campuses and Universities and the Hesitation of Informing the Title IX Office

Abstract: We are currently living in a digital age where social media such as Facebook, Instagram, Snapchat, Twitter, and TikTok have made it easier to target one’s partner. Between 6% and 39% of college students report being stalked since entering college (SPARC, 2017). When such intimidation occurs on campus, many students of color, particularly African American students have been hesitant to notify the Title IX Office. This research assessed students’ perceptions of and experiences with on-campus dating violence and stalking to better describe its prevalence. The study reports on a non-probability quantitative sample of 421 questionnaires, and a qualitative sample of fifteen one-on-one in-depth interviews. Multivariate Analysis of Variance (MANOVA) results yielded differences in students’ experiences with dating violence and stalking. More attention should be spent on dating violence, stalking, stalking laws, the Title IX process, available resources, and school policies. Additionally, prevention efforts such as assistance with academic housing accommodations, referrals to ensure the safety and security of the victim/survivor, and the implementation of a Campus Climate Survey should be considered. Such techniques will aid to create and evaluate effective strategies when addressing dating violence and stalking on their campuses.

Why Do Students Participate in Campus Sexual Assault Climate Surveys?

The purpose of the current study is to explore students' reasons for participating in a campus sexual assault climate survey to determine if patterns exist based on various identities and experiences. More specifically, we were interested in the most frequently reported reasons for participating, and whether they differed by key demographic variables. As part of a campus climate survey administration at two campuses, 4,020 students responded to survey questions asking why they participated in the survey (Sample 1, n = 2,937 and Sample 2, n = 1,083). To examine which demographic variables predicted reasons for taking the survey while controlling for other potential correlates, we conducted logistic regression analyses. The reasons provided by students as to why they completed the campus climate survey differed by identity characteristics, suggesting that researchers must consider the demographic makeup of their institutions when designing sampling and recruitment plans and tailoring them to their student populations. For example, while gender emerged as salient for differing reasons for participation (e.g., women more likely to participate because of the issue's importance and wanting their opinions heard more), intersectional analysis by race and gender indicates that White men (and Asian men, in Sample 1) most consistently indicated different reasons for participation, with significantly greater odds than their White and Asian women counterparts to participate for the cash incentives. This information could help improve the recruitment of representative samples for campus sexual assault surveys and therefore provide more accurate data that can be used to deliver effective intervention and prevention efforts.

Sexual assault and harassment victimization and post-assault help-seeking among undergraduate students: Comparing residential and nonresidential campuses

In the United States, campus sexual violence research has mostly focused on 4-year residential campuses. The experiences of students on nonresidential campuses are less well understood. Using data from a Web-based campus climate survey, this study explores sexual assault and sexual harassment victimization rates, victimization characteristics, and post-assault help-seeking across nonresidential and residential students in a campus system that contains both residential and nonresidential campuses. Our analyses highlight that sexual victimization rates, characteristics, and post-assault help-seeking patterns vary by campus type. Interestingly, while nonresidential students on nonresidential campuses reported lower rates of victimization, they accessed formal support resources at higher rates than students on a residential campus. Findings underscore the importance of accounting for campus type in campus sexual violence research and programming and to center nonresidential campuses to learn more about the strategies they adopt to address their students’ unique victimization needs and experiences.

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.