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Graduate Student Perceptions of College of Education Culture and Climate An Institutional Report for the College of Education, Idaho State University February 2008 Cynthia Lee A. Pemberton, Beverly Ray, Hamdan Said, Deb Easterly, and Chris Belcher
ABSTRACT Women comprise, and are expected to do so increasingly, the numerical majority of college students (Chronicle, 2007; Hudson, Aquilino, & Kienzi, 2005; Schmidt, 2007; U.S. Department of Education, 2006). Despite this, and despite passage of antidiscrimination laws, academia according to Aquirr (2000) can be, and often is, a “chilly and alienating [place] for women [and minorities]” (p. 1). The purpose of this study was to explore and assess the culture and climate, specific to graduate students’ perceptions, related to harassment and discrimination in a particular college of education (COE). The study employed inclusive sampling, targeting all graduate students enrolled in COE classes from fall 2000 to summer 2006. A population of 1644 graduate students was identified. Two hundred sixty-eight surveys were returned as undeliverable (population N=1376), 193 surveys were completed and returned (12% response rate). Survey findings revealed both positives and negatives associated with graduate student perceptions of harassment, discrimination, and COE culture/climate. Positives: The majority of respondents: (a) Did not perceive they had experienced harassment or discrimination while taking graduate classes in the COE; (b) Perceived the culture/climate within the COE to be positive in terms of diversity awareness and advocacy; and (c) Indicated they felt comfortable and/or confident enough to challenge those, including their professors, who engaged in inappropriate words or actions. Negatives: (a) Incidents of harassment and discrimination were evidenced, perpetrated most often by faculty and students, and occurring within COE classrooms; (b) Just a third of those indicating they had experienced harassment/discrimination reported it, with virtually none telling a COE or University person/office of authority (i.e., the Affirmative Action Office or Human Resources); (c) Disparaging remarks in terms of race/ethnicity/color/national origin, sex, and language/culture were the most frequently cited manifestation of harassment/discrimination; and (d) Although the culture/climate within the COE was perceived as at least neutral if not positive in terms of diversity awareness, advocacy, and inclusion, remarks related to sexual orientation were less concretely perceived as evidence of harassment and discrimination, and were less likely to be challenged.	Title Page Report Instrument

Graduate Student Perceptions of College of Education Culture and Climate

An Institutional Report for the College of Education, Idaho State University
February 2008

Cynthia Lee A. Pemberton, Beverly Ray, Hamdan Said, Deb Easterly, and Chris Belcher

ABSTRACT

Women comprise, and are expected to do so increasingly, the numerical majority of college students (Chronicle, 2007; Hudson, Aquilino, & Kienzi, 2005; Schmidt, 2007; U.S. Department of Education, 2006). Despite this, and despite passage of antidiscrimination laws, academia according to Aquirr (2000) can be, and often is, a “chilly and alienating [place] for women [and minorities]” (p. 1).

The purpose of this study was to explore and assess the culture and climate, specific to graduate students’ perceptions, related to harassment and discrimination in a particular college of education (COE). The study employed inclusive sampling, targeting all graduate students enrolled in COE classes from fall 2000 to summer 2006. A population of 1644 graduate students was identified. Two hundred sixty-eight surveys were returned as undeliverable (population N=1376), 193 surveys were completed and returned (12% response rate).

Survey findings revealed both positives and negatives associated with graduate student perceptions of harassment, discrimination, and COE culture/climate. Positives: The majority of respondents: (a) Did not perceive they had experienced harassment or discrimination while taking graduate classes in the COE; (b) Perceived the culture/climate within the COE to be positive in terms of diversity awareness and advocacy; and (c) Indicated they felt comfortable and/or confident enough to challenge those, including their professors, who engaged in inappropriate words or actions. Negatives: (a) Incidents of harassment and discrimination were evidenced, perpetrated most often by faculty and students, and occurring within COE classrooms; (b) Just a third of those indicating they had experienced harassment/discrimination reported it, with virtually none telling a COE or University person/office of authority (i.e., the Affirmative Action Office or Human Resources); (c) Disparaging remarks in terms of race/ethnicity/color/national origin, sex, and language/culture were the most frequently cited manifestation of harassment/discrimination; and (d) Although the culture/climate within the COE was perceived as at least neutral if not positive in terms of diversity awareness, advocacy, and inclusion, remarks related to sexual orientation were less concretely perceived as evidence of harassment and discrimination, and were less likely to be challenged.

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