Graduate Student Campus Climate Survey – Spring …...GRADUATE AND PROFESSIONAL STUDIES 4 Outline...

Graduate Student Campus Climate Survey – Spring 2016

Office of Graduate and Professional Studies

GRADUATE AND PROFESSIONAL STUDIES 2

Acknowledgements

Survey facilitated by:• Office of Graduate and Professional Studies

Survey development and data analysis conducted with input and support from:• Division of Student Life, Student Life Studies• Graduate Campus Climate Guiding Committee

(composed of 4 faculty, 5 staff and 5 students)


Texas A&M University Vision 2020 and the University Diversity Plan

1) Vision 2020• Imperative 2: Strengthen our Graduate Programs• Imperative 6: Diversify and Globalize the A&M Community

2) The University Diversity Plan• Accountability• Climate• Equity

3) Previous Climate Studies at Texas A&M University• Student body survey - Hurtado(1998)• Faculty (2006), staff (2007), and undergraduate (2008) climate surveys • College and administrative unit surveys• Graduate student campus climate survey (2012)


Outline

2012 Survey Overview2016 Survey Overview2016 Survey HighlightsHow Graduate Student Campus Climate is

ChangingNew InsightsCross-Cultural OpportunitiesCampus Climate CharacterizationSexual MisconductPregnancy/ Parenting Accommodations

Recommendations


Glad to have attended Texas A&M

Agree faculty advisor creates a supportive environment

Satisfied with their academic department

82%

Agree people are valued regardless of their backgrounds

65%75%81%

76% 70% 75%44%

Feel prepared for their future career

Agree graduate students are committed to diversity

Find the environment at Texas A&M non-stressful

Never have safety concerns on campus

50%

Have not observed/experienced

inappropriate behaviors in the last year at Texas

A&M

68% Have not experienced incivility at Texas A&M

2012 Survey Highlights


2012 Recommendations

• Improve overall campus climate for underrepresented graduate students

• Enhance institutional commitment to and perceived value of diversity

• Reduce instances of incivility and inappropriate behavior, and• Address quality of life concerns


Examples of Colleges’ and OGAPS actions taken which address findings in 2012 Graduate Student Campus Climate Survey

• Colleges– Agribusiness: Published article in the MAB newsletter to communicate survey

findings. Raised awareness and reiterated their commitment to a supportive community for all students.

– College of Geosciences: Hired a Diversity Dean. Now includes diversity in performance evaluations of departmental leadership and faculty

– Bush School of Government and Public Service: Fall 2014, convened a College-Level diversity committee composed of administrators and faculty.

• OGAPS– Enhancing Diversity

• 2016 Community of Scholars Event: Theater Delta performance called “What’s Your Problem?” to facilitate diversity and inclusion discussion

• Participated in national study of underrepresented minority STEM doctoral students

• Included Title IX and Ombuds Officer information in New Graduate Student Orientation

– Graduate Student Quality of Life• Promoted the new Money Education Center, which provides Aggie students with

the education and resources needed to make smarter personal finance decisions during college


2016 Survey Goals

Gain knowledge of current strengths and challenges.

Ascertain how graduate student climate is changing over time.

Refine and focus efforts that contribute to a more productive climate for graduate students


2016 Graduate Campus Climate Survey Areas


2012 & 2016 Survey Demographics

2012 2016 ChangePopulation Percent Population Percent Population Percent

By GenderMale 771 55% 743 48% -28 -7%Female 639 45% 793 52% +154 +7%By Degree ObjectiveDoctoral 707 51% 787 52% +80 +1%Masters 678 49% 737 48% +59 -1%By Ethnicity*Asian 47 5% 42 4% -5 -1%Black & 2+/1 black 70 8% 87 9% +17 +1%Hispanic/Latino 140 16% 165 17% +25 +1%White 622 71% 704 71% +82 -By CitizenshipInternational - Other 294 21% 240 16% -54 -5%China 146 10% 124 8% -22 -8%India 107 8% 117 8% +10 -U.S. 861 61% 1055 69% +194 +8%By Self-reported Historically Underrepresented StatusYes 558 41% 546 37% -12 -4%No 707 52% 772 52% +65 -I prefer not to respond 83 6% 158 11% +75 +5%

1,532 (12%) – enrolled graduate students respondents

Presenter

Presentation Notes

All full-time and part-time graduate students at Texas A&M University were invited to take the Graduate Student Campus Climate Survey through an online survey tool. The time for participation was from April 11, 2016 to June 8, 2016. In total, 1,532 (12%) enrolled graduate students responded to the survey. In 2012, 1,410 (15%) enrolled graduate students responded to the survey


Overview of the Data: Graduate Student Campus Climate – Spring 2016 Survey


2016 Survey Highlights

Glad to have attended Texas A&M

93%

Agree top administration value diversity

53%

Have experienced incivility at Texas A&M

< 30%

Agree faculty value diverse perspectives

68%

Agree people are valued regardless of their

backgrounds

62%

Satisfied with their academic department

84%

Would recommend Texas A&M to other graduate students

66%

Never had safety concerns on campus

88%

Feel prepared for future career

89%

Experienced sexual misconduct at Texas A&M

< 20%

Have or expecting to have a child

9%

Presenter

Presentation Notes

Good news: 93% -- Glad to have attended TAMU 89% -- Feel prepared for future career 88% -- Never had safety concerns on campus 84% -- Satisfied with their academic department OK: 68% -- Agree faculty value diversity 62% -- Agree people are valued regardless of their backgrounds 53% -- Agree top administration value diversity 66% (~2/3) -- would recommend TAMU to other graduate students Areas for concern: <30% -- Have experienced incivility at TAMU <20% -- Experienced sexual misconduct at TAMU


Graduate Student Perceptions of the Texas

A&M Climate

Graduate Student Perceptions of the Texas A&M Climate

19%

15%

30%

18%

14%

28%

17%

21%

21%

8%

17%

8%

44%

41%

44%

50%

42%

52%

47%

41%

37%

24%

36%

26%

22%

25%

16%

17%

25%

13%

23%

19%

20%

24%

19%

24%

8%

6%

4%

9%

7%

3%

9%

12%

8%

18%

11%

16%

3%

3%

1%

3%

2%

2%

3%

7%

3%

8%

4%

8%

5%

10%

5%

4%

11%

2%

11%

18%

13%

18%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Faculty are committed to diversity

Staff are committed to diversity

Graduate students are committed to diversity

Faculty value diverse perspectives

Staff value diverse perspectives

Graduate students value diverse perspectives

People from different backgrounds get along well

People are valued at Texas A&M regardless of their backgrounds

Top administrators are committed to diversity

Undergraduate students are committed to diversity

Top administrators value diverse perspectives

Undergraduate students value diverse perspectives

1110

1108

1106

1102

1101

1102

1103

1104

1110

1111

1103

1102

Strongly Agree Agree Neither Agree/Disagree Disagree Strongly Disagree Don't know

*****

*****

*****

^**^*

^**^*

**^**

***^*

**^**

*****

^**^*

**^^*

***^*

^: not statistically significant. *: statistically significant.Sequenced by gender, degree level, ethnicity, citizenship, self-reported historically underrepresented

14

Presenter

Presentation Notes

(When looking at Agree and Strongly Agree combined) Highest to lowest: value diverse perspectives committed to diversity Graduate students (74-80%) Faculty Staff Undergraduates (32-34%) People from different backgrounds get along well (64%) People are valued at TAMU regardless of background (62%)

66%

63%69%

61%71%

80%52%

45%55%

70%

64%62%

71%84%

54%75%

66%

24%

26%21%

25%22%

7%35%

28%30%

23%

25%24%

18%14%

28%20%

23%

11%

11%11%

14%8%

13%14%

28%15%

7%

11%14%

11%2%

19%5%

11%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Total

FemaleMale

DoctoralMasters

OtherAsian Only

Black only + 2 or more/1 BlackHispanic or Latino of any Race

White Only

U.SInternational - Other

IndiaChina

YesNo

I prefer not to respond

Strongly agree / agree Neither agree nor disagree Strongly disagree/disagree


Faculty are committed to diversity (n= 1110).

15

Presenter

Presentation Notes

Students of color [Blacks, Asian, Hispanic] and those self identifying as historically underrepresented – greatest strongly disagree/disagree International students Next highest strongly disagree / disagree Greatest International-other (not India or China)

63%

57%

69%

61%

50%

37%

55%

67%

51%

73%

61%

28%

31%

25%

21%

39%

43%

31%

28%

33%

24%

25%

9%

12%

6%

18%

11%

21%

14%

5%

16%

3%

15%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Total

Doctoral

Masters

Other

Asian Only

Black only + 2 or more/1 Black

Hispanic or Latino of any Race

White Only

Yes

No

I prefer not to respondStrongly agree / agree Neither agree nor disagree Strongly disagree/disagree


Staff are committed to diversity (n= 1108).

16

74%

76%

79%

84%

81%

54%

71%

79%

71%

83%

77%

16%

17%

16%

13%

13%

30%

19%

18%

19%

15%

19%

6%

7%

5%

3%

7%

16%

10%

3%

10%

3%

4%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Total

Doctoral

Masters

Other

Asian Only



White Only

Yes

No

I prefer not to respondStrongly agree / agree Neither agree nor disagree Strongly disagree/disagree


Graduate students are committed to diversity (n= 1106).

17

67%

68%

73%

66%

75%

61%

79%

65%

17%

19%

16%

20%

15%

20%

15%

23%

12%

13%

11%

14%

10%

19%

7%

12%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Total

Female

Male

Doctoral

Masters

Yes

No




Faculty value diverse perspectives (n= 1102).

18

55%

58%

67%

55%

71%

63%

54%

45%

57%

62%

52%

73%

54%

25%

30%

25%

33%

22%

19%

27%

36%

29%

30%

32%

24%

32%

9%

11%

8%

12%

7%

19%

19%

19%

14%

8%

16%

3%

14%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Total

Female

Male

Doctoral

Masters

Other

Asian Only



White Only

Yes

No




Staff value diverse perspectives (n= 1101).

19

80%

81%

85%

90%

87%

65%

76%

84%

76%

89%

80%

13%

14%

12%

7%

13%

25%

14%

13%

16%

10%

18%

4%

5%

3%

3%

0%

10%

11%

3%

8%

2%

2%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Total

Doctoral

Masters

Other

Asian Only



White Only

Yes

No




Graduate students value diverse perspectives (n= 1102).

20

61%

55%71%

54%73%

63%45%

31%53%

64%

58%69%

78%78%

46%75%

64%

19%

22%15%

23%15%

22%26%

27%20%

18%

20%19%

13%14%

24%15%

22%

18%

23%14%

24%12%

16%29%

42%26%

18%

22%12%

9%8%

30%10%

14%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Total

FemaleMale

DoctoralMasters

OtherAsian Only


White Only


IndiaChina

YesNo




People are valued at Texas A&M regardless of their background (n= 1104).

21

65%

61%69%

59%72%

61%37%

45%53%

67%

61%71%

82%75%

55%74%

62%

22%

24%20%

24%19%

21%48%

27%30%

19%

23%22%

13%21%

25%19%

26%

13%

15%11%

17%8%

18%15%

28%18%

13%

16%7%6%5%

20%8%

12%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Total

FemaleMale

DoctoralMasters

OtherAsian Only


White Only


IndiaChina

YesNo




Top administrators are committed to diversity (n=1110).

22

32%

32%

46%

32%

47%

35%

40%

48%

67%

24%

50%

46%

24%

30%

29%

28%

32%

29%

38%

32%

17%

32%

27%

36%

26%

38%

24%

40%

21%

36%

22%

21%

16%

44%

23%

19%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Total

Female

Male

Doctoral

Masters

U.S

International - Other

India

China

Yes

No




Undergraduate students are committed to diversity (n=1111).

23

Presenter

Presentation Notes

High levels of disagree/strongly disagree among all groups


How Graduate Student Campus Climate is

Changing


Commitment to Diversity

2012 2016

Agreed faculty advisors/committee chairs are committed to diversity

80% 63%

Agreed academic department is committed to diversity

74% 56%

Agreed graduate students are committed to diversity70% 74%


Satisfaction with Academic Environment

2012 2016

Glad to have attended Texas A&M81% 93%

Satisfied with academic department

75% 84%

Felt prepared for future career

74% 89%


Concerns with Safety & Inappropriate Behavior

2012 2016

Experienced safety concerns22% 12%

Experienced inappropriate behavior/ acts of incivility50% 30%


New Insights

Presenter

Presentation Notes

new area so we could gather information to help us gauge if students are receiving accommodations and the potential need for a pool to help departments with providing accommodations to students on assistantships.


Cross-Cultural Opportunities


Cross-Cultural Opportunities

Over 70% of graduate students feel climate for diversity could be enhanced by:

• Increasing opportunities for cross-cultural dialogue among graduate students

• Increasing opportunities for cross-cultural dialogue between faculty, staff and graduate students

• Providing cross-cultural competence training for faculty

Presenter

Presentation Notes

New area


Cross Cultural Opportunities: To what extent do you think the following positively or negatively affects the campus climate for diversity at Texas A&M?

60%

62%

78%

78%

67%

69%

71%

66%

21%

22%

12%

11%

14%

15%

15%

18%

4%

4%

1%

2%

5%

3%

3%

3%

16%

13%

9%

9%

14%

14%

12%

13%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Increasing the numbers of faculty from groupshistorically underrepresented at Texas A&M

Increasing the numbers of graduate studentsfrom groups historically underrepresented at

Texas A&M

Increasing opportunities for cross-culturaldialogue among graduate students

Increasing opportunities for cross-culturaldialogue between faculty, staff and graduate

students

Incorporating cross-cultural competence moreeffectively into the curriculum

Providing cross-cultural competence trainingfor staff

Providing cross-cultural competence trainingfor faculty

Providing cross-cultural competence trainingfor graduate students

Positively influences campus climate No influence on campus climate Negatively influences campus climate Don’t know

Presenter

Presentation Notes

Black & 2+/1 Black and Hispanic or Latino of any Race students more frequently than other groups reported cross cultural opportunities positively influences campus climate, while less frequently reported no influence on campus climate. White Only students more frequently than other groups reported no influence on campus climate. Female students more frequently than male students reported positively influences campus climate, while male students more frequently than female students reported no influence on campus climate. According to percentages, graduate student respondents rated “Increasing opportunities for cross-cultural dialogue among graduate students” and “Increasing opportunities for cross-cultural dialogue between faculty, staff and graduate students” as the ones had the most positive influence. They rated “Increasing the numbers of faculty from groups historically underrepresented at Texas A&M” as the one had the least positive influence.

Increasing the numbers of graduate students from groups historically underrepresented at Texas A&M

4%

3%6%

3%5%

4%4%2%3%6%

5%1%0%8%

3%4%10%

22%

20%30%

21%29%

29%28%

8%14%

33%

27%19%

15%12%

18%30%

29%

62%

77%64%

76%66%

68%68%

91%83%

61%

68%79%

85%80%

80%66%

61%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Total

FemaleMale

DoctoralMasters

OtherAsian Only


White Only


IndiaChina

YesNo


Negatively influences campus climate No influence on campus climate

Positively influences campus climate

Cross Cultural Opportunities

33

Increasing opportunities for cross-cultural dialogue among graduate students

1%

1%

2%

2%

1%

0%

0%

12%

10%

17%

16%

10%

4%

5%

78%

89%

81%

83%

90%

96%

95%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Total

Female

Male

U.S


India

China




34

Increasing opportunities for cross-cultural dialogue between faculty, staff and graduate students

1%

1%2%

0%4%

0%1%2%

1%2%

0%2%

1%2%2%

11%

8%17%

13%21%

6%6%

16%

14%8%

4%7%

10%13%

21%

78%

91%81%

87%75%

94%93%

82%

84%90%

96%92%

90%86%

77%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Total

FemaleMale

OtherAsian Only


White Only


IndiaChina

YesNo





35

Providing cross-cultural competence training for staff

3%

1%6%

4%3%1%6%

4%1%

2%

3%3%4%

15%

11%25%

21%15%

7%9%

24%

19%13%

9%9%

10%23%23%

69%

88%70%

79%82%

90%90%

71%

76%86%

91%89%

87%74%74%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Total

FemaleMale

OtherAsian Only


White Only


IndiaChina

YesNo





37

Providing cross-cultural competence training for faculty

3%

1%6%

3%1%6%

4%1%

2%

3%3%4%

15%

11%24%

21%15%7%

10%22%

19%12%

10%13%

10%21%22%

71%

88%71%

79%85%

90%89%

72%

77%88%

90%86%

87%75%74%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Total

FemaleMale

OtherAsian Only


White Only


IndiaChina

YesNo





38

Providing cross-cultural competence training for graduate students

3%

1%7%

4%2%3%6%

5%2%

2%

3%4%7%

18%

15%28%

31%27%

12%10%

27%

23%18%

11%13%

15%25%

26%

66%

84%66%

69%69%

87%86%

68%

72%80%

89%85%

82%71%

67%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Total

FemaleMale

OtherAsian Only


White Only


IndiaChina

YesNo





39


Graduate Campus Climate Characterization

Presenter

Presentation Notes

New area


Positive Characterization

51%

55%

58%

66%

72%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Non-sexist

Engaged

Tolerant

Supportive

Respectful

Positive Characterization


Less Favorable Characterization

46%

51%

57%

62%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Individualistic

Contentious

Non-accepting

Conservative

Negative Characterization

15%

16%

20%

21%

25%

29%

34%

35%

36%

37%

45%

47%

50%

51%

55%

58%

66%

72%

34%

23%

33%

22%

36%

28%

33%

36%

28%

33%

34%

26%

21%

22%

26%

26%

21%

16%

51%

62%

46%

57%

39%

43%

33%

30%

36%

30%

21%

27%

29%

27%

19%

16%

14%

12%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Contentious : Collegial

Progressive : Conservative

Individualistic : Collaborative

Non-accepting : Accepting

Xenophobic : Non-xenophobic

Not respectful of different spiritual beliefs : Respectful of different spiritual…

Non-judgmental : Judgmental

Cooperative : Competitive

Homogeneous : Diverse

Respectful of different sexual orientations : Not respectful of different sexual…

Cliquish : Non-cliquish

Open-minded : Narrow-minded

Non-racist : Racist

Non-sexist : Sexist

Engaged : Isolated

Tolerant : Non-tolerant

Supportive : Not Supportive

Respectful : Disrespectful

1+2 = Extremely positive/positive 3 = Neutral 4+5 = Negative/Extremely negative

Campus Climate Characterization

43

Presenter

Presentation Notes

Campus Climate Characterization (1+2 = Positive end of the continuum) – (new in 2016 survey) Rated on a 5-point Likert-type scale 1+2 = Two highest “positive” ends of the scale 72% of graduate student respondents characterized the university climate as “Respectful”. 66% of graduate student respondents characterized the university climate as “Supportive”; 58% of graduate student respondents characterized the university climate as “Tolerant”

Respectful : Disrespectful 35%

29%43%

26%45%

31%6%

16%33%

39%

23%45%

37%

37%

36%38%

42%32%

44%59%

23%31%

39%

35%39%

39%

16%

21%10%

18%13%

6%22%

43%19%

12%

21%11%

18%

10%

12%7%

11%8%

13%9%

14%11%

9%

16%6%4%

2%

2%2%

2%3%

6%3%4%

6%1%

5%1%

2%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Total

MaleFemale

DoctoralMasters

OtherAsian Only


White Only

YesNo


1 - Extremely positive 2 - Positive 3 - Neutral 4 - Negative 5 - Extremely negative


44


26%

19%34%

25%19%

15%28%27%

26%21%

32%33%

18%34%

25%

40%

40%40%

41%41%

26%34%

43%

40%42%

43%31%

35%44%

36%

21%

24%17%

16%22%

35%22%

17%

19%24%

17%34%

27%15%

26%

10%

13%6%

9%6%19%

9%11%

11%10%

3%2%

15%6%

7%

4%

5%3%

9%13%

6%7%

2%

4%3%

5%

6%1%

7%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Total

DoctoralMasters

OtherAsian Only


White Only


IndiaChina

YesNo




45

Tolerant : Non-tolerant 21%

18%25%

13%30%

19%6%9%

17%24%

21%18%

28%23%

12%27%26%

37%

33%41%

37%38%

38%41%

26%29%

35%

34%45%

49%39%

33%40%41%

26%

28%23%

30%21%

28%28%

40%24%

24%

26%29%

16%30%

29%24%22%

12%

15%9%

16%9%

6%19%

17%19%

13%

14%7%5%

8%

18%8%

8%

4%

6%2%

6%3%

9%6%

9%10%

4%

6%2%3%

0%

9%1%

3%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Total

MaleFemale

DoctoralMasters

OtherAsian Only


White Only


IndiaChina

YesNo




46

72%

66%

58%

55%

45%

51%

47%

50%

37%

35%

34%

36%

25%

29%

20%

15%

21%

16%

16%

21%

26%

26%

34%

22%

26%

21%

33%

36%

33%

28%

36%

28%

33%

34%

22%

23%

12%

14%

16%

19%

21%

27%

27%

29%

30%

30%

33%

36%

39%

43%

46%

51%

57%

62%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Respectful : Disrespectful


Tolerant : Non-tolerant

Engaged : Isolated

Cliquish : Non-cliquish

Non-sexist : Sexist

Open-minded : Narrow-minded

Non-racist : Racist

Respectful of different sexual orientations : Not respectful of different sexual orientations

Cooperative : Competitive

Non-judgmental : Judgmental

Homogeneous : Diverse


Not respectful of different spiritual beliefs : Respectful of different spiritual beliefs

Individualistic : Collaborative


Non-accepting : Accepting


1+2 = Extremely positive/positive 3 = Neutral 4+5 = Negative/Extremely negative


47

Presenter

Presentation Notes

Campus Climate Characterization (4+5 =negative end of the continuum) Rated on a 5-point Likert-type scale 4+5 = Two highest “negative” ends of the scale Negative results: 35% of graduate student respondents characterized the university climate as “Cooperative”; 16% of graduate student respondents characterized the university climate as “Progressive”, 34% of graduate student respondents characterized the university climate as “Non-judgmental”; 37% of graduate student respondents characterized the university climate as “Respectful of different sexual orientations”; 35% of graduate student respondents characterized the university climate as “Cooperative”; 21% of graduate student respondents characterized the university climate as “Non-cliquish”; 62% of graduate student respondents characterized the university climate as “Conservative”. According to percentages, the highest rated positive characterization was “Respectful”. The highest rated negative characterization was “Conservative”.


5%

3%

6%

3%

5%

18%

14%

3%

6%

5%

11%

10%

12%

8%

17%

28%

19%

7%

13%

18%

23%

20%

26%

21%

31%

24%

33%

16%

28%

28%

32%

32%

31%

35%

26%

17%

23%

34%

30%

30%

30%

34%

24%

34%

22%

13%

11%

40%

23%

19%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Total

Doctoral

Masters

U.S


India

China

Yes

No




48


5%

5%5%

5%5%

3%13%

9%9%

2%

4%6%

4%8%

6%4%6%

10%

11%10%

12%8%

6%13%

13%10%

10%

10%10%

8%18%

12%10%5%

34%

37%30%

37%31%

34%32%

46%28%

30%

31%43%

38%38%

34%32%

43%

31%

31%31%

33%29%

38%39%

26%35%

34%

34%24%

25%24%

35%29%

26%

20%

17%24%

13%28%

19%3%

6%19%

25%

21%17%

25%13%

14%26%

20%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Total

MaleFemale

DoctoralMasters

OtherAsian Only


White Only


IndiaChina

YesNo




49


8%

9%7%

10%5%

9%19%

13%14%

6%

9%4%7%10%

13%4%3%

17%

19%15%

22%12%

13%22%

19%21%

18%

19%14%

12%14%

23%14%

10%

36%

41%31%

34%38%

41%28%

52%37%

33%

35%41%

30%44%

34%36%

45%

19%

16%23%

18%20%

16%28%

7%15%

20%

18%17%

32%22%

18%20%

21%

20%

15%24%

15%25%

22%3%

9%13%

23%

19%24%

19%10%

12%25%

22%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Total

MaleFemale

DoctoralMasters

OtherAsian Only


White Only


IndiaChina

YesNo




50


Sexual Misconduct

Presenter

Presentation Notes

new area AAU sexual assault survey found that for graduate students, faculty offenders was highest group of offenders (as opposed to peers for UGs). But results did not provide details on role of faculty. So in this survey we wanted to get further details on type of offense and role of faculty offenders


Over 82% of graduate students

have never experienced

sexual misconduct


Frequency of Experience


Gender of Offenders

70%

14%11%

5% 0%

All or mostly men More men than women Equal men and women More women than men All or mostly women

0%


Association of Offenders with Texas A&M

58%

29%

4%

17%

4%11% 13%

Graduatestudent

Undergraduatestudent

Faculty advisor Professor,faculty member

Research staff orpostdoctoral

scholar

Other employee,administrator, or

staff member

Don’t know


How Offenders Relate to Victims

0% 8%

18%

3%

35%

0%

32%36%

0%

Someonethat I wasinvolvedintimately

with

Someone Ihad been

involved orwas intimate

with

Professor,faculty

member

FacultyAdvisor

Co-worker Supervisor Stranger Other Don’t know


Pregnancy/Parenting Accommodations

Presenter

Presentation Notes

new area Purpose: To gather information to help us gauge if students are receiving accommodations and the potential need for a pool to help departments with providing accommodations to students on assistantships.


Percentage of Parent Graduate Students with Assistantships

6%

94%

Had or adopted a child since enrolling?

YesNo

1,093 respondents

25%

36%

46%

9%

Teachingassistantship

Researchassistantship

None of theabove

Non-teachingand non-research

assistantship(e.g. GANT)

Type of assistantships held by parent graduate students


41%

53%

6%

Yes

No

Prefer not to answer

41% of parent graduate students received

accommodations from assistantships

Accommodations from Assistantships


• 2.5% of graduate students who are not currently parenting are expecting to have (or adopt) a child

• 50% of these expectant students have assistantship

Percentage of Expectant Graduate Students with Assistantships

20%

33%

50%

3%Teaching

assistantshipResearch

assistantshipNone of the

aboveNon-teaching and

non-researchassistantship (e.g.

GANT)


8%

46%

46% Received accommodation

Did not receive accommodation

Not yet

8% of expectant graduate students have received accommodation from

assistantships

Percentage of Expectant Students that Received Accommodation from Assistantship


On academic commitment of expecting graduate students

Perception of Faculty in Academic Department

On academic commitment of parenting graduate students

14%

7% 7%

71%

POSITIVE NEUTRAL NEGATIVE DON’T KNOW

23%

10%

6%

61%

POSITIVE NEUTRAL NEGATIVE DON’T KNOW



• Continue to promote a visible institutional commitment to and valuing of diversity. Continue efforts to track data to assess institutional commitment at all levels, from the top levels of administration to faculty, staff and all students.

• Increase cross-cultural activities and programming to educate faculty, staff, graduate and undergraduate students about differences, help individuals understand the value of diversity, foster respectful intercommunication and dialogue, and encourage higher and deeper levels of interaction.

• Enhance efforts to increase enrollment of graduate students and faculty from historically underrepresented groups.

• Heighten collaborations with the B/CS community to decrease occurrences of inappropriate behaviors

Strengths and Challenges Related to Climate

• Enhance responsiveness and efficiency of departmental administration when addressing student concerns such as lack of support, unfair treatment, etc.

• Increase career development activities and programming at department and university levels and broaden career services to offer more employment opportunities targeting graduate students

Climate Issues at the University Level



• Heighten efforts in addressing personal safety concerns raised by graduate students in the Bryan/College Station community, throughout the main Texas A&M campus, and in the classroom/workplace.

• Continue to educate the graduate and professional student community on Senate Bill 11, which expanded the areas on public university campuses where those with appropriate licenses are authorized to carry concealed handguns.

• Heighten efforts to promote existing campus-wide services, resources and reporting mechanisms designed to address: discrimination, sexual harassment and sexual violence, incivility and inappropriate behavior.

• Educate students on the topic of sexual misconduct and further promote existing services and resources for those who experience instances of sexual misconduct.

• Encourage pregnant or parenting graduate students to engage in conversations with faculty and staff regarding leave accommodation policies and practices.

• Educate students and departments (including faculty and staff advisors) about available family leave and parenting accommodations

• Promote existing campus-wide services, resources and organizations designed for pregnant and parenting graduate students.

A Healthy Climate for Academic Pursuit

Pregnancy and Parenting Accommodations


For additional information, visit:

Office of Graduate & Professional StudiesSuite 112, Jack K. Williams Building

Website: ogaps.tamu.eduE-mail: [email protected]

Graduate Student Campus Climate Survey – Spring …...GRADUATE AND PROFESSIONAL STUDIES 4 Outline...

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