Climate Survey

Survey Intro

A few notes on data collection

Data collection was anonymous and efforts were taken to limit levels of analysis that might cause individual identification.

Basic Survey Demographics

Note: BLNA = Black, Latinx, Native-American BNLA

A. Who experienced bias?

Goal: To identify what (if any) incidents of bias have occurred, and for whom these incidents are likely.

Narrative summary

Overall take aways:

There were 19 (of 92) respondents (20.7%) who reported that they had experienced an incident where they were treated in a discriminatory manner by a psychology department member. An additional 12 (13%) responded that they did not know whether this was the case.
There were 32 (out of 92) respondents (34.8%) who reported that they had witnessed or were told firsthand about an incident where a psychology department member was treated in a discriminatory manner by another psychology department member. An additional 9 (9.8%) responded that they did not know whether this was the case.
With regard to the bases for discrimination experienced by the respondent, the most frequent response was “sex/gender” which was reported by 10 out of the 19 (53%) who reported such an episode. The next most frequent responses were age (6 of 19) (32%), race/ethnicity (5 of 19) (26%), and religion (3 of 19) (16%).

Discrimination Bases goes here (still working on a good way to do this)

Analysis by race

Question: Have you experienced an incident where you were treated in a discriminatory manner by a psychology department member (members include faculty, staff, a graduate student, or undergraduate student)?

Summary:

Of 14 BLNA respondents, 3 (21.4%) reported that they were treated in a discriminatory manner by a member of the department, and an additional 2 (14.3%) indicated they were not sure.
Of 65 Non-BLNA respondents, 9 (13.8%) reported that they were treated in a discriminatory manner by a member of the department, and an additional 8 (12.3%) indicated they were not sure.
There were 13 respondents who did not indicate their race, of whom 7 (53.8%) reported that they were treated in a discriminatory manner by a member of the department, and an additional 2 (15.4%) indicated they were not sure. *Across race/ethnicity groups, personal discrimination experiences were most often experienced on multiple occasions rather than single occurrences.

Single vs. multiple experiences of discrimination

Across race/ethnicity groups, personal discrimination experiences were most often experienced on multiple occasions rather than single occurrences.

B. Who seems to be valued?

Goal: To identify whether department members believe that minority groups feel included here, and who might be least likely to indicate minority members are valued (staff, faculty, UG, grad, BLNA, minoritized group members).

Narrative Summary:

Overall, 76% (n=69) felt minority groups have equal opportunities in the department to excel, regardless of social identities, whereas 24% (n=22) felt they did not. +However, 39% of those who did not disclose their race, felt they did not have equal opportunities, as did 29% of BLNA respondents
Overall, 86% (n=78) believed that the contributions of minority group members are taken seriously by the department, whereas 14% (n=13) believed they are not.
- Of those not disclosing their race, 39% (n=5) felt minority groups were not taken seriously and 14% (n=2) of BLNA respondents felt this way, whereas 91% (n=58) believed that minority group members were taken seriously.
Overall, 83% (n=75) disagreed with the statement that people with minority identities are excluded by other members of the department, 17% (n=15) believed that they were excluded.
- 14% (n=2) of BLNA respondents felt that individuals with minority identities were excluded as did 31% (n=4) of those not disclosing.
Overall, 85% (n=78) felt that people with minority identities are valued by members of the psychology department, whereas 13% (n=12) felt they were not.
- 14% (n=2) of BLNA respondents felt that people with minority identities were not valued as did 39% (n=5) of those not disclosing their race, whereas only 8% (n=5) of non-BLNA respondents felt this way.

Question: Please indicate which minority group members you perceive as being excluded, de-valued or given less opportunities in the department (choose all that apply):

C. Do you feel valued?

Goal: To identify whether minority group members themselves feel valued here, and who might be least likely to indicate so (staff, faculty, BLNA, etc.).

Overall take aways:

Overall, 82.6% (n=76/92) of the department feels that they are valued within the department.
- While 100% of BLNA respondents (n=14) felt valued, only 83% of non-BLNA (n=54) and 61.5% of those who did not specify their race (n=8) felt this way.
- When considering rank, 85.7% (n=6) of staff felt valued, along with 73% (n=27) of faculty, and 89.6% (n=43) of graduate students.

Narrative Summary:

Similarly, 81.5% (n=75/92) of departmental members feel that have the opportunity to excel within the department. Of BLNA respondents, 92% (n=13) felt that they had the opportunity to excel, followed by 86.2% (n=56) of non-BLNA and 46.2% of those who did not specify their race (n=6)
- With regards to rank, 85.7% (n=6) of staff felt that they had equal opportunities to excel, along with 73% (n=27) of faculty and 87.5% (n=42) of graduate students.
A majority (83.7%; n=77/92) of departmental members indicated that they did not feel excluded by others in the department.
- Of those who felt excluded, 14.3% (n=2) were BLNA, 21.5% (n=14) were non BLNA, and 38.5% (n=5) did not specify their race.

While no members of staff reported feeling excluded in the department (0%; n=7), 12.5% (n=6) of graduate students and 40.5% (n=15) of faculty reported feeling excluded by other members of the department.

A total of 80.4% (n=74/92) of department members reported feeling that their contributions are taken seriously.
- The highest proportion of those who did not feel their contributions are taken seriously did not report their race (30.8%, n=4), while 20% (n=13) of non-BLNA and only 7.1% (n=1) of BLNA respondents did not feel that their contributions are valued.
All members of the staff (100%; n=7) felt their contributions are taken seriously, along with 89.6% (n=43) of the graduate students.

Only 64.9% of the faculty (n=24) felt their contributions are taken seriously.

D. Overall and Diversity and Inclusion

Goal: To examine whether the department feels we have a fair and inclusive environment, how we are faring with prioritizing diversity, and whether perceptions vary by minority status.

Summary: Fair and Inclusive Environment

Question: Does the Psychology department provides an environment that promotes the free and open expression of ideas, opinions, and beliefs

Overall, 65.9% (n=60) of respondents agreed (i.e., Strongly Agree/Agree) that the Psychology department provides an environment that promotes the free and open expression of ideas, opinions, and beliefs
- Splitting by minority status, agreement was higher amongst non-BNLA (78.6%, n=46) and BLNA (71.9%, n=11) respondents and lower (23.1%, n=3) amongst those that did not specify race.
Overall, 67.0% (n=59) agreed that the department applies procedures consistently across all members.
- Splitting by minority status, agreement was 72.1% amongst respondents identifying as non-BNLA (n=44), 64.3% BLNA (n=9), and 46.2% not specifying race (n=6).

Summary: Prioritization of Diversity and Inclusion

Respondents were relatively split regarding whether the department could do more to promote diversity and inclusion with 54.05% (n=47) disagreeing (Strongly Disagree/Disagree) and 46.0% (n=40) agreeing.
- Agreement varied by minority status (non-BNLA: 50.8%, n=31; BLNA respondents: 35.7%, n=5; not specifying a race: 33.3%, n=4).
Overall, 64.9% (n=48) of respondents agreed that the department has done a good job prioritizing diversity and inclusion in Faculty hiring.*
Greater agreement was observed regarding the department doing a good job prioritizing diversity and inclusion in Staff hiring 84.6%, n=55) and involving undergraduates in research (76.9%, n=50).*
However, fewer respondents agreed that the department has done a good job of prioritizing diversity and inclusion in Graduate admissions (58.0%, n=40). =Indicates no notable minority status differences to report

E. Engagement in Department Results

Goal: To examine whether department members feel engaged, whether engagement varies by minority status, and department member type.

Narrative Summary:

Overall, 76.7% (n = 69) of respondents felt that they belong with others in the psych department.
But only 33.3% of those who did not specify their race felt that they belong in the department.
Overall, 83.4% (n = 76) felt that they established meaningful connections with peers in the department
- While 86.2% (n = 56) of non-BLNA respondents felt they had meaningful connections, only 78.6% (n = 11) of BLNA respondents and 75% (n = 9) of those that did disclose their race felt they established meaningful connections.

Question: Have you ever seriously considered leaving the department and to what extent was this departure considered because of diversity, equity, and/or climate issues?

Overall, 32.6% (n = 30) of the respondents seriously considered leaving the department over the past 5 years

70% (n = 21) of those respondents considered leaving because of diversity and climate issues.
76.9% of those that did not specify their race considered leaving while only 26.2% of non-BLNA, and 21.4% of BLNA respondents seriously considered leaving.

F. Mentor/Mentee relationships

Goal: To examine whether the quality of mentoring relationships varies by minority status.

Diversity and Climate Commitee (DCC) Climate Report

Overall intro

Department Demographics

Graduate

Faculty

Staff

Climate Survey

Survey Intro

Basic Survey Demographics

A. Who experienced bias?

Narrative summary

Analysis by race

Single vs. multiple experiences of discrimination

B. Who seems to be valued?

C. Do you feel valued?

D. Overall and Diversity and Inclusion

Summary: Fair and Inclusive Environment

Summary: Prioritization of Diversity and Inclusion

E. Engagement in Department Results

F. Mentor/Mentee relationships