Hi everybody, my name is Dr. Matt Lee. I am an associate professor here at James
Madison University and I'm the director of the Madison Matters project, which is
a huge campus climate survey that's now become an advocacy project here at JMU.
So the background of the Madison Matters project is that our project was a joint
collaboration between my research lab in the Department of Psychology which is
the CARDS Lab, the Cultural and Racial Diversity Studies Lab and the LGBTQ
faculty listserv. So a couple of years ago members of the LGBTQ listserv
actually contacted me and my lab and asked us if we were willing to help them
construct a student climate survey and at the time the listserv was interested
in identifying climate experiences of the LGBTQ faculty and staff and because
they were unable to do that they thought that investigating student
experiences of climate would still help them understand more of what was going
on. So the purpose of this series of videos is to discuss our dataset to
help you, our audience, try to make informed decisions about programming,
hiring, and priority setting by trying to get a more thorough understanding of
some of the different demographic backgrounds of our students and
different dimensions of campus climate in which some of our students are either
struggling or are doing well. If at any point you are interested in contacting
us to consult on some of the work that you are doing or you're interested in
learning more about our survey or our results you can contact us at
madisonmattersjmu@gmail.com and we'll also give you some contact information at the
very end of the video. I'd like to thank Art Dean and the JMU Office of Access and Inclusion,
the JMU Department of Psychology, and Paul Mabrey from
Communication Studies for providing us with support as well as funding for
carrying out this project and a huge thanks to all the students and interns
who have worked with us over the years creating some of this content, analyzing
data, and presenting data at a number of different sites thank you very much for
all your help with this project. So this is a photograph of the current
Madison Matters team. We are currently a research and
advocacy project run by the CARDS Lab in the Department of Psychology and so we
collected this data back in 2015 and over the past year and a half we have
been communicating with a number of different offices on campus try to help
them in understanding more of what's going on with the campus climate as well
as provide ideas and brainstorm about what to do about student climate issues.
One of the biggest collaborations that we've conducted this year has been with
JMU's CFI, the Center for Faculty Innovation, in which I partnered with
Emily Gravett and Andreas Broscheid at CFI to create a new institute on
inclusive methods in the classroom. So faculty in this institute are learning a
little bit more about some of the data that we collected in our survey as well
as the demographics of JMU students as well as learning new ideas about how to
create activities and create a positive learning environment for all of our
students. Our main goal right now is to try to promote more dialogue and
advocacy around issues of diversity and inclusion at JMU by using facts by using
data that we have collected and so all of our staff including our Psych and
SMAD undergraduates are trained in data analysis, interpretation, and
communication and many of our students have been involved in meetings and
planning events where we are communicating more about the data that
we have collected. So I'd encourage you to check out our YouTube channel to see
more of the videos that we've done of some of the events that we've created
over the past few years. So what is campus climate? Campus climate refers to
the current attitudes, behaviors, and standards and practices of employees and
students of an institution. So it's looking at what the demographics are as
well as how positively people think of one another and if they're actually
getting involved in friendships and relationships with one another if
students trust their faculty members if students trust the institution and feel
connected to the institution. So the last quantitative measure of campus climate
conducted here was actually done by myself and Dr. Dena Pastor back in 2009
and this was project in which we found many minority
students actually reported worse indicators of campus climate compared to
many majority students and specifically some of those groups that were more
vulnerable or reported higher levels of discrimination
included Black, Asian, non-Christian, disabled, or female
students and those students tend to fare worse compared to White, Christian,
non-disabled, and male students and so one of the reasons that we conducted our
survey in 2015 was to help see if there is any change or if there's something
new that we could identify in the more current dataset. We know that campus
climate correlates with a number of outcomes including psychological
well-being, GPA, mental health, and experiences of discrimination and what
you'll see is you watch through a series of videos is that a lot of the findings
actually mirror some national trends in campus climate and some of the other
research that's been conducted at other universities. So one thing that's
really great about our survey is that we expanded our demographic categories to
try to really understand more of how students identify and how that might
matter in their experiences of campus climate and I would like to point out
again at the time that this research was being conducted and even at the time of
publication of this video, this was the largest campus climate dataset of its
kind ever conducted at JMU. We recruited students through GCOM classes and GPSYC
classes for class credit or students who found out about our survey
through message boards bulk email, TV ads, or flyers in academic buildings or on
the Commons could actually participate and enter their email address into a
raffle to win one of twenty gift cards. So briefly, these are the six sections of
our survey and if you notice here we selected measures that were related to
campus climate or correlated to campus climate in addition to more direct
measures of campus climate, so we include the measures of psychological well-being
as well as experiences of discrimination and classroom experiences in addition to
our general perceptions of campus climate. Our fifth section of
the survey will cover awareness and use of campus resources dedicated to
diversity and multiculturalism and then our final survey will cover the
demographics of our sample and in this video I'll be reviewing the major
demographics from our sample. I'd also like to point out that many of the
sections in this survey repeat the campus climate survey items from 2009
and so if you find a copy of the 2009 climate report you can compare some of
the results from that survey to our current investigation. Okay so I'll
finish this video by just reviewing the demographics of our student sample which
again we had just over 7% of the student body complete the survey and as you
notice here I'll be very thorough in describing the different categories that
students used to self-identify. I do want to point out that although JMU asks
about many of these questions on the application process what Madison Matters
did was expand the number of demographic categories and the number of options
that students had to self-identify. For example, when we investigated race, we
also included Arabic and Middle Eastern as a category and if you investigate our
actual results you will see that JMU is a predominantly White campus and
we have an under-representation of Hispanic/Latinx and Black and African
American students compared to the national averages, however our sample
does look fairly representative to what we do know about JMU student
demographics as published on the JMU website. We also asked about both gender
and biological sex so when we refer to gender it's more the person's
psychological sense of self and when we asked about biology we're asking more
about a person's physical sense of self and so you might notice a difference
here in the results for gender and biological sex. Both of the results show
that we do in fact have a majority female campus which we know from
JMU demographics, but we also had fourteen students who self-identified as
transgender. Now in some of our follow up videos, you will notice that we included
some of these smaller demographic categories for purposes of illustration
and those of you who are really into data would know that some of the sample
sizes are possibly too small to permit for analysis but for purposes of really
illustrating some of the major categories of cultural identities, we did
in fact include transgender in our analyses. For other categories such as
Native-American and intersex we omitted those students from follow-up analyses.
Lastly I want to mention that for sexual orientation students actually had a
checklist and can check more than one option so the majority of our students
self-identified as heterosexual followed by 41 bisexual and you'll see here the
rest of the categories. Now queer refers to students who maybe do not identify as
heterosexual. The term pansexual may refer to students who are attracted to
people regardless of their gender identity or sexual orientation and the
term asexual may refer to students who may have no romantic or sexual
attraction to others and so a couple things I'd like to point out about this:
number one, many of these demographic identifiers and the percentages received
are actually very similar to the percentages of people who identify with
these same categories in other campus climate surveys. Secondly
for purposes of data analysis which you'll see in some of our other videos
we included heterosexual students as a category and bisexual students as a
category. We also created the third category for students who are homosexual
so if they wrote homosexual or gay or lesbian we included them as a third
category and then any student who recorded some other sexual orientation
we were able to include as a fourth category which would then allow us to
compare these four groups to one another in follow-up analyses. You'll see that
the majority of our sample were first-year students and we had nine
students who were mostly continuing education students so slightly older
than the rest of the sample. I do simply want to point this out because we did
include follow-up analysis in that we found some differences based
on being a non-traditional student. Based on citizenship status as well as
residency status, we find that most of our students are both US born or Virginia
residents and then finally we asked about native language which is also a
new category for JMU to consider. The grand majority of our sample
self-identified as being English native language speakers with about less than
10% self identifying as being bilingual or multilingual. Our last demographic
slide reveals that the grand majority of our students identified as Christian
although almost 400 identified as non-religious. Now I would like to point
out in some of the talks we've been giving at other audiences some people
are surprised but we know that developmentally many college students
are at the age where they are beginning to question whether or not they want to
pursue the same religious identity or background as the one they may have been
exposed to by their parents or caregivers while growing up, so
this number is actually fairly normal compared to other campus climate surveys.
We also asked about ability status which refers to the presence or absence of a
psychological or physical disability and although we found that the majority of
our students reported having no disability about one out of every seven
students reported having some sort of mental health disorder which may have
included something like depression or anxiety. 92 students identified with ADHD
or a learning disorder and 21 students recorded a sensory or motor disability
and so by breaking up this question into other categories we do have a much
better understanding about some of the general categories that students use for
their ability status. Now in this slide you'll also see the parental income and
you might well notice that the JMU student body and and our sample in fact
tend to come from fairly well-to-do backgrounds. Almost a third of our sample
comes from that highest income bracket in the United States with households of
making $100,000 or greater. The middle class which would probably be our fourth
category of income between $40,000 and $60,000 is a much smaller sample size
in our sample with only about one out of every seven
students coming from the actual middle class and even fewer students than
that coming from lower income brackets. Finally I would just like to mention
that we included athlete status as part of our general investigation of campus
climate and it does in fact become relevant even though a very small number
of students self-identify as athletes. You'll see in some of the other videos that
we have about our survey that being an athlete actually may contribute to
different experiences of the campus climate. So just in conclusion of my
video, one thing to be thinking about in terms of using this data is, how
demographically representative is your programming? Is your department? Are the
students that are taking classes in your major? And secondly what are some
demographic questions that you should be asking that maybe aren't currently being
asked by your department or by the university? So one thing we're really
hopeful that happens from you watching our videos and hearing about
our climate research is that you can do something useful with this information
to ask better questions, ask more questions, and really tailor your
programming or your curriculum or your services to meet the needs of a student
body whose demographics are rapidly changing. So we just wanted to say thanks
so much for watching our series of videos about the JMU campus climate. For
more information about the climate you can click on any of the links in our
YouTube series or send us an email to madisonmattersjmu@gmail.com.
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