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Gettysburg College. Faculty and Staff Diversity Survey April 21, 2009. Institutional Analysis: Salvatore Ciolino and Suhua Dong. Background. Mission Statement “Belief in the worth and dignity of all people.” Affirmative Action Statement

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Gettysburg College

Faculty and Staff Diversity SurveyApril 21, 2009

Institutional Analysis: Salvatore Ciolino and Suhua Dong


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Background

Mission Statement

“Belief in the worth and dignity of all people.”

Affirmative Action Statement

“It is the Policy of Gettysburg College not to discriminate improperly against any matriculated student, employee or prospective employee on account of age, race, color, religion, ethnic or national origin, gender, sexual orientation, or being differently abled. “


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Faculty and Staff Diversity Survey

All full-time faculty and staff (administrators & support staff) were invited to participate (Fall 2006)

345 (53%) people participated:

140 administrators (72%)

75 faculty (39%)

125 support staff (46%)

5 unknown

Including 25 people of color; 12 GLBT, 9 differently abled, 14 “Other” religion

5 groups & 13 subgroups (subgroups overlap)

▪ Race ▪ Gender ▪ Sexual Orientation ▪ Religion ▪ Ability


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Survey Topics

  • Experience with discrimination/harassment

  • Exposure to diversity

  • Comfort level in relating with diverse persons

  • Adequacy of College efforts

  • Environment

  • Behaviors

  • Awareness of and satisfaction with office/personnel, programs, opportunities, and services

  • Overall satisfaction

  • This presentation highlights the most compelling findings.


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General Results

  • In general responses were very positive. The majority of faculty and staff reported that overall, they were satisfied with their campus experience & environment.

    • However, all “under-represented” subgroups were less satisfied.

      • Race: White 78% Persons of color 39%

      • Sexual Orientation: Heterosexual 75% GLBT 50%

      • Religion: Roman Catholic 85% Other Christian 57% Other Religion 57% No Religion 57%

      • Ability: No disability 75% Having a disability 67%

  • Employee groups:

    • Faculty (47%) were least satisfied.

    • Administrators (77%)

    • Support staff (89%)


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Experience with Discrimination/Harassmenton This Campus

  • The majority of faculty and staff reported they have “never” felt discriminated against or harassed on this campus.

  • A small number of faculty and staff reported they have “rarely” or “occasionally” felt discriminated against or harassed.

    • Reported reason : “Because of my gender”, followed by “Because of my age”.

    • Reported location: “While working at a college job”, followed by “In a college office”.

    • Reported form: verbal comments, followed by ignoring and glances.

  • People in under-represented groups were more likely to report feeling discriminated against or harassed.


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Comfort Level in Relating with Under-represented Individuals

  • 90% of faculty and staff reported being comfortable with being close friends or a neighbor with almost all of the 15 groups listed.

  • In general, under-represented people are more comfortable with being close friends or a neighbor of Middle Easterners, openly GLBT persons, and individuals with HIV or AIDS.

  • Compared with faculty and administrators: Support staff have a lower comfort level with being close friends with openly GLBT persons and individuals with HIV or AIDS.


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Adequacy of College Efforts to Address Campus Issues Related to Diversity

  • The majority of faculty and staff (70% to 83%) reported that the College adequately addresses issues related to diversity (age, ability, sexual orientation, race, religion)

    • Under-represented subgroups were less likely to agree (issues most relevant to their specific subgroup).

  • 51% of faculty and staff perceived the College’s efforts to be adequate in addressing campus issues related to socio-economic class.

  • Of the three employee groups, faculty were less likely to regard College’s efforts as adequate in addressing diversity issues.

    On issues related to gender and sexism: The rates of response for women (82%) and men (84%) were similar.


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Sense of Acceptance and Belonging to Diversity“to a great extent” or “to some extent”

  • 94% of faculty and staff reported that they experience a sense of acceptance and belonging at this College.

  • Of the 13 subgroups, persons of color (88%), GLBT persons (82%), and persons who are differently abled (78%) reported a lower sense of acceptanceand belonging though the percentages are still high.


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Respectfulness of Faculty/Staff/Students to Diversity

  • Over 90% of faculty and staff from almost all subgroups agree that the College faculty and staff are respectful of people of different religions, races, and cultures.

    • Compared with Whites (95%), persons of color responded less positively (85%).

    • Compared with Whites (87%), persons of color (68%) were less likely to agree that College students are respectful of people of different races.

  • Of the four religious subgroups, those with “Other” Religions (85%) responded least positively regarding the respectfulness of students and staff for people of different religions. (Average of other 3, 94%)

  • Compared with administrators and support staff: Faculty were less likely to agree that students at the College are respectful of people of different religions and races/cultures.

    • Faculty 80%

    • Administrators 92%

    • Support Staff 92%


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Classroom Environment and Curriculum to Diversity

Faculty’s level of agreement with the following statements:

  • “Faculty create an environmentin the classroom that is conducive to free and open expression of opinions/beliefs”: (92%)

  • “In my experience here, students of different racial and ethnic backgrounds participate equally in classroom discussion and learning”: (61%)

  • “The curriculumat this college adequately represents the contributions of a variety of groups of people”: (76%)

  • Faculty of colorwere less likely to agree with the above three statements.


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Likelihood of Participating in Diversity-Related Behaviors to Diversity

  • 91% faculty and staff indicated they were likely to get to know people from different cultures and groups as individuals.

  • In general, under-represented people were more likely to challenge others on racial, ethnic and sexually derogatory comments, and to refuse to participate in comments/jokes derogatory to any group/culture/sex.

  • Men were about TWICE as likely as women to repeat a comment/joke about a religion other than their own, and to repeat a derogatory comment/ joke about GLBT persons.

  • Women were MORE likely than men to take action to have offensive graffiti removed, and to refuse to forward email messages with comments/jokes derogatory to any group or culture.


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Comparison with a Peer Institution to Diversity

In many aspects, Gettysburg faculty and staff reported more positive experiences and perceived a more positive campus environment/climate for diversity than those at a peer institution.

For example: Gettysburg faculty and staff:

  • Reported a higher level of overall satisfaction with their campus experience/environment regarding diversity.

  • Reported a lower frequency of feeling discriminated against/harassed on their campus because of gender.

  • More likely to agree that their colleges’ diversity efforts are adequate.

  • Perceived a more inclusive and accepting campus social climate, classroom environment, and a more inclusive curriculum.

  • Under-represented subgroups at Gettysburg reported a more supportive, inclusive, and welcoming campus environment/climate than those at the peer institution.


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Implications to Diversity

  • Results suggest an overall positive campus climate.

  • Under-represented were more likely to be less satisfied with each aspect of the study.

  • Responses confirm the need for each person to reaffirm our shared community values and to reinforce that those values are to be observed by everyone at all times. 

  • Responses from under-represented faculty and staff confirm the need for all of us to continue to improve the environment and enhance the experiences for “under-represented” individuals.

  • Results regarding the classroom environment and respectfulness of faculty and staff are very positive. This experience may be a model in the reaffirmation of our shared community values and beliefs.


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