The survey research team, in close consultation with Jack Dovidio, a nationally recognized scholar on issues of race and prejudice, developed a theoretically grounded reserach project and then administered surveys to ISU faculty, staff, and students.(Staff refers to full-time professional and support staff as well as administrators.) The responses on the surveys were analyzed and are reported in A Survey of the National Climate at Indiana State University: An ISU Technical Report, which is available from the Office of Institutional Research and Testing. A detailed synopsis of the findings is reported here.

THE RESPONDENT POOL
Slightly different survey instruments were developed for faculty, staff, and administrators. In all, surveys were sent to 3,180 students, 564 faculty, and 1,137 staff during March/April of 1996. The sample statistics are provided in Table 1. In order to ensure large sample sizes, all U.S. minority and international students were sent surveys, as were a random sample of 1,500 white American students. Faculty and staff were sent surveys in campus mail and had very high response rates. Students were sent surveys via campus and regular mail. Although their rates are not as high as faculty and staff, they are relatively high for a mail survey. Overall, the respondent pool was found to be representative of the general population, although the percentage of females and graduate students were slightly higher than found in the overall population.

WHAT IS THE NATIONAL ORIGIN CLIMATE AT ISU?

After researching the literature, the Climate Study Committee defined national climate as, “the perceptions of ISU’s faculty, students, support staff, professional staff, and administrators toward (1) various aspects of ISU’s campus, and (2) toward issues related to national origin.” The surveys were designed to examine these areas in order to provide an answer to the question posed above. Perceptions of students, faculty and staff toward the academic, administrative, social, and physical environment were examined, as were perceptions toward issues of national origin and experiences with discrimination. In studying the national origin climate, the perceptions of international students were compared to those of the white American student population (see methodology section in the the Technical Report). The results of this analysis indicate that international students are significantly less satisfied with certain aspects of ISU’s environment than their white American counterparts. A brief summary of the detailed study results is provided below.

Perceptions toward the Environment

Satisfaction with Social Ties
International students are less satisfied than white American students with their social relationships at ISU. Consider the following statistically significant differences found between international and white American students:

Only 41% of international students were satisfied with their social relationships, compared to almost 74.9% of white American students.

Only 11% of international students claim they have closer friends in college than they had in high school compared to 35% of white American students.

Only 51% of international students would recommend ISU to another student compared to 74.9% of white American students.

Satisfaction with the Physical Environment & Administration
Overall, international and white American students hold similar views about the university administration. However, differences were found in how international and white American students viewed campus employment supervisors. Differences were also found in the mean responses of these students. However, significant differences were found in student reactions to their physical environment at ISU. Significantly fewer international students were satisfied, and significantly more international students were dissatisfied with their physical environment. Only 34.4% of international students indicated they were satisfied with residence halls compared to 52.2% of white Americans, and 33.4% of international students expressed dissatisfaction (compared to 24.6% of white Americans). Food services (34.2% of international students satisfied, 31.5 dissatisfied) and the local community (29.8% satisfied students compared to 32.4 dissatisfied) were also areas where satisfaction was low and dissatisfaction high.

Satisfaction with Academics
Although international students are significantly less satisfied (although a majority indicate satisfaction) than white Americans on most of the questions asked about academics (see Table 2). closer examination reveals that the greatest differences between the groups are found in how they view their classroom experiences. International students are less satisfied with quality of teaching, interaction with faculty in class, and academic advising than their white American colleagues. Yet, there is no difference in satisfaction rates on interaction with faculty outside of the classroom, and whether faculty have given international students the support they need to succeed. In addition, on the questions concerning academic advising and fairness of grading, similar percentages of international and white American students were satisfied. The significant differences in these cases were due to higher percentages of international than white American students who expressed dissatisfaction in these areas. This information suggests that there is a larger contingent of disgruntled international students than white Americans in these areas (although both make up a minority of their respective populations).

Perceptions Toward Issues of Race and National Origin
The questionnaires contained several questions that attempted to unveil the attitudes of students, staff, and faculty toward different racial and national origin groups, as well as the comfort levels of racial groups with each other within the ISU community. The conclusion from this data is that international students do not appear to be as comfortable with American students as they are with other international students or Asian Americans. This is particularly apparent when their comfort levels with African Americans are examined (see Table 3). On a 7 point scale, where 1=very secure and 7=very anxious, the average international student rated his or her comfort level with African Americans as a 3.44. Comfort levels with biracial, Hispanic and white American students were between 2.88 and 2.91. Although white Americans rated their comfort level with international students, on average, as being 2.36 (more secure than they felt with African American or Hispanic students), less than 50% of white Americans indicated they often engaged in conversation with a student from a different country. Hence, the relatively high comfort rates white American students are feeling with international students may be reflecting lack of interaction rather than comfort with the population.

Acceptance
All respondents were asked to rate the perceived attitudes of students toward non-minority, minority, and international students on a scale of 1 (very accepting) to 5 (very rejecting). The results listed in Table 4 indicate that almost all groups perceived student attitudes toward international students as the least accepting of the three groups (the sole exception found were African American students). This finding suggests that most members of the ISU community recognize that the student environment is less accepting for international students than it is for other members of the population.

Students and faculty were also asked to rate the perceived attitudes of faculty toward non-minority, minority, and international students. The results from this question indicate that students and faculty agree that faculty are more accepting of every group than are students. There is also evidence to suggest that faculty have similar attitudes toward minorities and international students. Students and faculty rated the perceived attitudes of faculty toward minorities and international students as lower than non-minorities, but roughly equal (see Table 4).

Students Are Missing an Opportunity
Finally, questions about interactions among different racial or national origin groups indicate that students at ISU are not taking advantage of the opportunities that ISU’s diversity offers for increasing understanding of different cultures. Consider that:

*Almost half (46.2%) of white Americans indicated they had no or rare contact with people of different racial or national backgrounds before coming to ISU.

*And, only 56% of white Americans indicate they are satisfied with opportunities to learn about different cultures. Only 37% of international students are satisfied with the same opportunities.

*Yet, only 48.5% of white Americans indicate they often engage in conversation with a student from another country than their own.

These findings suggest that ISU presents almost half of white American students with their first opportunity to interact with people from different cultures. Yet, less than half of white Americans appear to be taking advantage of this opportunity, and a clear majority of international students indicate they are not satisfied with their opportunities to learn about other cultures. These findings suggest that students are willing to gain a greater understanding of other cultures, but for whatever reason they are not taking advantage of the opportunities that currently exist at ISU.

Experiences with Discrimination
Information on the discrimination questions indicates that the most extreme acts of discrimination, physical threats and insulting letters or calls, were not experienced by a majority of international students. Almost 94% had never been physically threatened due to race or national origin over the past year, and 82% had never received insulting calls or letters. Yet, these statistics mask the fact that 6.2% of international respondents had been physically threatened and over 17% had been sent insulting calls or letters within the past year. In addition, 38.7% had been called names or insulted because of race or national origin over the past year.

Other forms of discrimination are also taking place on ISU’s campus. Almost 40% indicate they had been put down intellectually once or more over the past year, and similar percentages (38.3%) had been left out of a social event. Fifty-two percent indicated they had been subjected to racial jokes, graffiti, or cartoons(see Table 5).

The results indicate that international students are experiencing discrimination in the classroom as well. Over 34.1% of international students indicated they had been in a class where a student had embarrassed another student because of race or national origin. A slightly smaller percentage reported observing a teacher embarrassing a student for the same reason. Larger percentages of international students indicated they had been in classes where students were treated negatively by other students (43.4%) and classes where a student had been treated negatively because of race or national origin by a teacher (40.4%).

The fact that discrimination does occur, that international students perceive their environments differently from white American students, and that others in the community perceive the environment to be less accepting of international students than either minority or white American students indicates that the climate is “chilly” for ISU’s international students.

IS THE CLIMATE AFFECTING RECRUITMENT OF INTERNATIONAL STUDENTS?

This question could not be directly addressed; however, current students were asked whether they would recommend the institution to potential students. Their answers were examined to determine what might be affecting whether students are willing to recommend the institution to other students. A review of the literature indicates that student success is based on a variety of factors including; social and academic integration, demographics, college preparation, perceptions of their environment, etc. Variables representing these aspects were examined to determine their impact on the decision to recommend ISU to a potential student. Correlations, regressions, and mediational analysis were performed to assess the impact of these variables.

The research revealed that international students are significantly less likely than white Americans to recommend ISU to other students. Zero-order correlations (see Table 6). indicate that variables such as feeling part of the ISU community, quality of teaching, local community, university administration, and social relationships affect both types of students. The willingness of international students to recommend ISU is also correlated (negatively) with personal discrimination experience and with perceptions of classroom discrimination. White American students do not appear to be affected by these variables.

However, when these variables were regressed on recommending ISU, a slightly different picture emerged. Regression analysis indicates which variables, holding all else constant, help explain the variance found in recommending ISU. The results in Table 7 (see Table 7). indicate that both international and white American students will likely recommend ISU if they feel part of the ISU community, and are satisfied with quality of teaching and the university administration. White American students indicate that they also consider satisfaction with social relationships when deciding to recommend the institution.

International students on the other hand consider their high school preparation when recommending ISU. The more they feel their high school prepared them, the greater the likelihood they will recommend ISU to others. Although specific reasons for this were not explored in the technical report, the idea that high school preparation was associated with English skills could be forwarded as one possible explanation. International students who struggle with their English skills at ISU are likely to have a more difficult time in the university, and therefore might be less likely to recommend ISU to others.

The lack of significance of discrimination measures in the international student model suggests that international students do not take discrimination into account when deciding whether to recommend ISU. A possible reason for this finding may be that international students have much invested in obtaining a degree and realize that any discomfort they endure will cease when they return to their countries.

As in the study on racial climate, “feeling part of the ISU community,” appeared to be a significant factor in recommending ISU. For this reason, the consultant conducted a mediational analysis to determine whether national origin was affecting recommending ISU through its effect on feeling part of the ISU community (see Appendix C of the Technical Report). However, the regression models used in mediational analysis were not significant, suggesting that many of the variables listed in tables 6 and table 7 are not strong predictors of recommending ISU. This finding is significant because it suggests that international students feel part of the ISU community for reasons other than those commonly assumed to determine the feeling of association for all students (and which were shown to impact African American sentiments at ISU). Based on these findings, it can be said that international students do not appear to take discrimination into account when deciding to recommend ISU or in determining whether they are part of the ISU community.

IS THE CLIMATE AFFECTING THE RETENTION OF INTERNATIONAL STUDENTS?

There is no evidence to support the contention that climate is affecting the retention of international students. Although the intent of international students was correlated with personal discrimination experience, the regression model was not significant. In large part, this may be due to the fact that there is not much variance to explain; over 90% of international students indicated they intend to graduate from ISU. Given the substantial investment international students make in coming to ISU, this is not a surprising finding.

ARE STUDENTS BENEFITING FROM CULTURAL DIVERSITY ON ISU’S CAMPUS?

In the Summary Report on racial climate, the case was made that ISU presents many students with opportunities for their first substantive interactions with people from different cultures and racial backgrounds. Under half of white U.S. students indicate that they had rare or no contact with people from different backgrounds before coming to ISU. However, only 12.9% percent indicate they have rare or no contact with people of different backgrounds since coming to ISU. The conclusion based on this, and other information, is that students are benefitting from diversity on ISU’s campus.

However, in the case of international students, the conclusion is a bit different. While a majority of students report enhancing their multicultural experiences with minorities, the evidence suggests that such interaction is not occurring with international students. Although white American students indicate they feel relatively comfortable with international students, only 48.5% indicate they often engage in conversation with students from countries different from their own. And, only 36% of international and 56% of white American students indicate they are satisfied with the opportunity to learn about other cultures. This suggests that students are not taking advantage of the opportunity to learn about other cultures, and that there is some room for improvement.

RECOMMENDATIONS AND NEXT STEPS
The purpose of the climate studies is to inform the ISU community about the racial and national origin climate at ISU, as well as to stimulate dialogue over what may be done to address some of the issues raised by the research. Given the findings of these studies, we commend the university for its foresight in making cultural diversity a central part of ISU’s Strategic Plan for the 21st Century, and we encourage the continuation and evaluation of the many existing diversity initiatives. In the course of analyzing the data, the researchers also discussed some possible steps that might lead to a “warmer climate”. We forward these ideas only in the interests of stimulating dialogue.

*Facilitate the development of an intellectual community among students, faculty, and administrators outside of the classroom
Students need to be more academically and socially integrated into the community. Some suggested examples are joint events and increased support for undergraduate research or T.A.’s. But, the focus of these efforts should be on ensuring that minority and international students are represented and integrated into the intellectual community.
*Facilitate and enhance inter-racial and intercultural integration among students.
Students should be made aware of these issues early in their academic careers at ISU, either through first year orientation activities or pedagogical initiatives, such as cooperative learning.
*Expand faculty and staff development programs. Review and ensure that racial and national origin issues are a part of the Teaching and Learning Center programs and activities, as well as staff development programs.
*Sensitize faculty and staff to unintentional or subtle bias involving minority and international students. Much of the data indicate that faculty believe in a “warm” campus climate and they want to work to create such a climate.
*Make elimination of racial/ethnic graffiti and cartoons a high priority and make sanctions clear to students, faculty, & Staff. The data indicate that this is one of the most prominent forms of discrimination, and one that needs to be addressed.
*Explore ways of dedicating attractive living spaces to multi-cultural themes to promote intergroup contact. Given that ISU is the first introduction to other cultures for 4 out of 10 white American students, a more visible display of themes may help students realize there is a world beyond their immediate environment.
*Create structures for giving minority and international students direct and regular access to senior administrators.The perceptions of how the university is administered were not very satisfactory. In the case of African Americans, perceptions of the ISU administration were linked to recommending ISU to other students. This indicates the need for much better communication.
*Review policies for reporting incidents of discrimination. The percentages of students who indicated they witnessed acts of discrimination and the number of incidents reported to faculty indicate that many acts are going unreported within the institution.
*Provide incentives to departments for recruitment and retention of minority faculty.