By the Numbers: 2024 Student Climate Survey

The College of Journalism and Mass Communications at the University of Nebraska-Lincoln conducted a comprehensive student climate survey from April 1 to April 12, which garnered a 9.2% response rate (143) from a diverse body of 1,055 undergraduate and graduate students.

The survey assessed the college's climate in seven core areas: Inclusion and Belonging, Climate and Culture, Discrimination and Harassment, Equity in Education, Access to Support Services, Diversity in the Classroom, and Safety and Security.

Responses were compared to several demographic criteria to determine if some populations experience the college's climate differently. Demographic characteristics included academic program, year, gender identity, race and ethnicity, sexual orientation, religious preference, political affiliation, and urban/rural. 

• Inclusion and Belonging: The college generally promotes an inclusive environment where most students feel valued and are active in discussions, though disparities exist with Asian or Asian American, Black or African American, and Hispanic or Latino students reporting lower feelings of value and belonging. Despite a high level of comfort in participation overall, approximately 20% of students experience feelings of isolation, highlighting a need for enhanced inclusivity practices to support equitable engagement for all student groups.
• Climate and Culture: Most students perceive the college as an inclusive and supportive environment, largely free from negative traits like racism and sexism, yet graduate students, females, and politically conservative individuals report nuanced experiences of discrimination. Despite positive views on the college's inclusivity efforts, a minority of students highlight concerns such as the marginalization of non-traditional interests and students and certain unprofessional behaviors that could lead to feelings of exclusion.
• Discrimination and Harassment: A small minority of students reported experiencing discrimination or harassment, with Hispanic or Latino and Middle Eastern or North African students reporting higher rates. Most students trust the college's ability to address such issues, although confidence varies among underrepresented groups.
• Equity in Education: The majority of students believe in equal opportunities for academic success and participation in college activities. However, 22.3% are concerned about unequal access to resources and various financial and logistical challenges that hinder full participation in college programs, especially for those from diverse socioeconomic backgrounds.
• Access to Support Services: A significant majority of students are conscious of support services like counseling and tutoring at UNL, though males show lesser awareness. The accessibility of these services is largely viewed positively, and while most students feel there is equal access, a minority report encountering obstacles mainly related to insurance or financial costs.
• Diversity in the Classroom: Most students acknowledge that the curriculum effectively incorporates diverse perspectives and feel adequately represented in classroom discussions. Substantial satisfaction with diversity education is reported, with a majority content with their learning opportunities and recognizing instructors' efforts to incorporate diverse voices as largely effective.
• Safety and Security: Students generally felt safe in college facilities, although female-identifying and underrepresented students felt less safe compared to their male and white counterparts.
• Suggestions for Improvement: Students called for enhanced recruitment of diverse student demographics, revisions to the curriculum to include more varied perspectives, the creation of a culture that allows free expression without fear of retaliation, economic support through scholarships and inclusive events to enhance diversity understanding.

The CoJMC demonstrates a largely inclusive and supportive environment, yet the survey reveals areas where the college can improve to ensure an equitable experience for all students. 

Inclusion and Belonging

The survey included six questions to gauge the strength of their sense of belonging in the college.

How valued do you feel as an individual within our CoJMC community?

Overall, CoJMC students feel valued, with more than 57% responding that they feel very or extremely valued. 

	Count	Percent
Not at all valued	2	1.5%
Slightly valued	18	13.3%
Moderately valued	37	27.4%
Very valued	56	41.5%
Extremely valued	22	16.3%

However, there was a correlation between the responses and the respondent's race and ethnicity, with Asian or Asian American, Black or African American and Hispanic or Latino students reporting lower rates of feeling valued.

	Asian or Asian American	Black or African American	Hispanic or Latina/o/x	Middle Eastern or North African	White or European American	Other	Prefer not to say
Not at all valued	0.0%	0.0%	0.0%	0.0%	1.1%	0.0%	100.0%
Slightly valued	14.3%	0.0%	16.7%	0.0%	11.7%	33.3%	0.0%
Moderately valued	57.1%	50.0%	33.3%	0.0%	25.5%	0.0%	0.0%
Very valued	14.3%	50.0%	33.3%	100.0%	44.7%	66.7%	0.0%
Extremely valued	14.3%	0.0%	16.7%	0.0%	17.0%	0.0%	0.0%

Have you ever felt disrespected or devalued at CoJMC because of your identity?

Only a small number of students reported instances where they felt disrespected or devalued based on their identity. 

Have you ever felt disrespected or devalued at CoJMC because of your identity?	Count	Percent of Data
Yes	9	6.7%
No	125	93.3%

How strongly do you feel a sense of belonging within CoJMC?

More than 50% of students reported feeling a sense of belonging in college very or extremely strongly. 

How strongly do you feel a sense of belonging within CoJMC?	Count	Percent of Data
Not at all	4	3.0%
Slightly	17	12.6%
Moderately	44	32.6%
Very	52	38.5%
Extremely	18	13.3%

There was a relationship between how strongly respondents felt a sense of belonging and their race and ethnicity, with underprepared students, particularly Asian students, reporting much weaker feelings. 

	Asian or Asian American	Black or African American	Hispanic or Latina/o/x	Middle Eastern or North African	White or European American	Other	Prefer not to say
Not at all	0.0%	0.0%	0.0%	0.0%	2.1%	0.0%	100.0%
Slightly	42.9%	0.0%	16.7%	0.0%	10.6%	33.3%	0.0%
Moderately	42.9%	50.0%	33.3%	0.0%	34.0%	0.0%	0.0%
Very	0.0%	50.0%	33.3%	100.0%	42.6%	33.3%	0.0%
Extremely	14.3%	0.0%	16.7%	0.0%	10.6%	33.3%	0.0%

Have you ever felt excluded or isolated within CoJMC?

Almost 80% of students reported that they have never felt excluded or isolated within CoJMC. 

Have you ever felt excluded or isolated within CoJMC?	Count	Percent of Data
Yes	28	20.7%
No	107	79.3%

 How comfortable do you feel sharing your perspectives and ideas in class discussions?

Almost 87% of students reported being moderately, very or extremely comfortable sharing their ideas or perspectives in classes, indicating broad participation from our student body. 

How comfortable do you feel sharing your perspectives and ideas in class discussions?	Count	Percent of Data
Not at all comfortable	3	2.2%
Slightly comfortable	15	11.1%
Moderately comfortable	39	28.9%
Very comfortable	64	47.4%
Extremely comfortable	14	10.4%

There is a correlation between responses and race and ethnicity, with Asian and Asian American students reporting much lower levels of comfort than other racial or ethnic groups. 

	Asian or Asian American	Black or African American	Hispanic or Latina/o/x	Middle Eastern or North African	White or European American	Other	Prefer not to say
Not at all comfortable	0.0%	0.0%	0.0%	0.0%	1.1%	0.0%	100.0%
Slightly comfortable	∧    42.9%	0.0%	16.7%	0.0%	10.6%	0.0%	0.0%
Moderately comfortable	28.6%	50.0%	16.7%	0.0%	27.7%	33.3%	0.0%
Very comfortable	14.3%	50.0%	33.3%	100.0%	51.1%	66.7%	0.0%
Extremely comfortable	14.3%	0.0%	33.3%	0.0%	9.6%	0.0%	0.0%

Have you ever refrained from sharing your thoughts due to fear of revenge or punishment?

A solid majority of students reported that they have never refrained from speaking up out of fear. 

Have you ever refrained from sharing your thoughts due to fear of revenge or punishment?	Count	Percent of Data
Yes	18	13.4%
No	116	86.6%

The college fosters a relatively inclusive atmosphere where most students feel valued and comfortable participating. However, there are disparities among racial and ethnic groups. Asian or Asian American, Black or African American, and Hispanic or Latino students often feel less valued and report weaker feelings of belonging. Additionally, while most students are comfortable participating in class discussions, Asian or Asian American students express lower comfort levels. Instances of feeling disrespected or excluded are not widespread, with the majority never feeling excluded or fearing retaliation for sharing their views. However, about 20% of students have felt isolated, and there is a need for more inclusive efforts to ensure all groups feel equally valued and involved.

Climate and Culture 

Participants were asked to respond to four questions to gauge the college’s climate and culture.

For each term, select the option that best describes the climate in CoJMC.

	Extremely	Very	Moderately	Slightly	Not at all
Racist	0.0%	0.0%	3.2%	5.6%	91.3%
Disrespectful	0.0%	0.8%	4.8%	11.9%	82.5%
Amicable	9.6%	27.2%	16.8%	2.4%	44.0%
Sexist	0.0%	1.6%	4.8%	10.5%	83.1%
Cooperative	29.4%	50.8%	12.7%	3.2%	4.0%
Individualistic	15.3%	36.3%	33.1%	10.5%	4.8%
Homogeneous	5.7%	14.6%	48.0%	15.4%	16.3%
Inclusive	31.2%	52.8%	12.8%	0.8%	2.4%
Competitive	17.6%	32.0%	37.6%	8.8%	4.0%
Homophobic	0.0%	0.0%	1.6%	8.0%	90.4%
Supportive	36.5%	41.3%	17.5%	3.2%	1.6%
Engaging	38.9%	45.2%	11.9%	2.4%	1.6%
Ageist	1.6%	0.8%	4.0%	11.2%	82.4%
Welcoming	39.2%	44.8%	11.2%	3.2%	1.6%
Elitist	1.6%	4.1%	16.3%	28.5%	49.6%
Transphobic	0.0%	0.0%	1.6%	6.4%	92.0%
Diverse	12.8%	44.0%	29.6%	11.2%	2.4%
Innovative	28.0%	48.8%	16.0%	5.6%	1.6%

The results suggest that students perceive the college environment as largely non-discriminatory, with high percentages not at all agreeing with negative descriptors such as racist (91.3%), sexist (83.1%), ageist (82.4%), and transphobic (92.0%). In terms of positive attributes, a significant majority see their environment as cooperative (80.2% very or extremely), inclusive (84.0%), supportive (77.8%), engaging (84.1%), welcoming (84.0%) and innovative (76.8%). Additionally, a combined 56.8% of respondents perceive the environment as amicable and 44.0% as competitive. Views on whether the environment is individualistic are split, with 51.6% seeing it as very or extremely individualistic, while a notable portion sees it as homogeneous (19.3%) and elitist (5.7%). It is seen as diverse by 56.8% of respondents. 

Notable Demographic Correlations

Only 77% of graduate students rated the college as not at all racist, while 94.3% of undergraduates did, indicating that graduate students may perceive the college as more discriminatory. 

Racist	Undergraduate Student	Graduate Student
Moderately	2.8%	0.0%
Slightly	2.8%	22.2%
Not at all	94.3%	77.8%

Female-identifying respondents perceive the college to be more individualist than male-identifying respondents. 

Individualistic	Male	Female	Prefer not to say
Extremely	2.9%	19.7%	0.0%
Very	37.1%	35.5%	0.0%
Moderately	34.3%	32.9%	0.0%
Slightly	20.0%	6.6%	100.0%
Not at all	5.7%	5.3%	0.0%

White respondents, or those who prefer not to report their race/ethnicity, perceive the college as more homophobic than other racial/ethnic groups. 

Homophobic	Asian or Asian American	Black or African American	Hispanic or Latina/o/x	Middle Eastern or North African	White or European American	Other	Prefer not to say
Moderately	0.0%	0.0%	0.0%	0.0%	0.0%	0.0%	100.0%
Slightly	0.0%	0.0%	0.0%	100.0%	6.4%	0.0%	0.0%
Not at all	100.0%	100.0%	100.0%	0.0%	93.6%	100.0%	0.0%

Respondents who are bisexual, unsure of their sexuality or prefer not to share their sexuality perceive the college as more homophobic than those who are asexual, heterosexual or homosexual. 

Homophobic	Asexual	Bisexual	Gay	Heterosexual	Lesbian	Unsure	Other	Prefer not to say
Moderately	0.0%	0.0%	0.0%	0.0%	0.0%	0.0%	0.0%	16.7%
Slightly	0.0%	16.7%	0.0%	3.4%	0.0%	33.3%	100.0%	0.0%
Not at all	100.0%	83.3%	100.0%	96.6%	100.0%	66.7%	0.0%	83.3%

Respondents who identify as politically very conservative perceive the college as much more disrespectful than less conservative peers. 

Disrespectful	Very Conservative	Somewhat Conservative	Neither Conservative nor Liberal	Somewhat Liberal	Very Liberal	Prefer not to say
Very	0.0%	0.0%	0.0%	0.0%	0.0%	7.7%
Moderately	10.0%	0.0%	4.3%	3.0%	0.0%	7.7%
Slightly	40.0%	0.0%	0.0%	18.2%	11.1%	0.0%
Not at all	50.0%	100.0%	95.7%	78.8%	88.9%	84.6%

The survey at CoJMC presents an environment viewed as largely non-discriminatory, with most respondents not identifying with negative descriptors like racist, sexist, ageist, and transphobic. The college is perceived positively as cooperative, inclusive, supportive, engaging, welcoming, and innovative. Notably, graduate students are more likely to perceive the college as racist compared to undergraduates. Female respondents find it more individualistic than male respondents, white respondents or those who did not report their race perceive the college as more homophobic, and very conservative respondents view it as more disrespectful compared to their less conservative peers.

Have you observed any cultural norms or practices within CoJMC that might make certain student groups feel excluded or marginalized?

Most respondents (88.8%) at CoJMC have not observed cultural norms or practices that would make certain student groups feel excluded or marginalized.

Have you observed any cultural norms or practices within CoJMC that might make certain student groups feel excluded or marginalized?	Count	Percent of Data
Yes	14	11.2%
No	111	88.8%

Students who indicated they have observed such norms or practices were asked to describe them.

The themes identified from the responses include a feeling of exclusion due to a narrow focus on certain interests (sports, advertising/public relations, political journalism), which may marginalize students with different academic or professional interests. Additionally, there is a perceived lack of recognition for non-traditional students who may be working full-time. Inclusion efforts are sometimes seen as overreaching to the point of belittling other belief systems. Some students feel personally ignored or invisible within the academic environment. Instances of unprofessional behavior by faculty, including the use of extreme profanity and coercing students into uncomfortable activities, have been noted. Lastly, a lack of cultural sensitivity is evident in the mispronunciation of student names, which can contribute to feelings of disrespect and marginalization.

How would you rate CoJMC's efforts in addressing and challenging cultural norms or practices that may contribute to exclusion or marginalization?

The majority of respondents rate CoJMC's efforts in addressing and challenging exclusionary cultural norms or practices as positive, with 54.8% saying somewhat good, 12.9% saying extremely good and 29% being neutral on the effectiveness of these efforts.

How would you rate CoJMC's efforts in addressing and challenging cultural norms or practices that may contribute to exclusion or marginalization?	Count	Percent of Data
Extremely bad	1	0.8%
Somewhat bad	3	2.4%
Neither good nor bad	36	29.0%
Somewhat good	68	54.8%
Extremely good	16	12.9%

Survey findings indicate a general consensus that the college environment is predominantly inclusive, with most students not associating it with negative traits such as racism or sexism, and seeing it as cooperative and supportive; however, there are nuanced perceptions of discrimination among graduate students, female respondents, and politically conservative individuals. While the majority of participants have not observed exclusionary cultural norms, a small percentage note issues like a focus on specific interests, lack of recognition for non-traditional students, and some faculty behaviors as potentially marginalizing, despite overall positive ratings for the college's efforts to address and challenge such issues.

Discrimination and Harassment

The survey included four questions to measure students’ experiences with discrimination and harassment.

Within CoJMC, have you personally experienced discrimination or harassment based on your race, ethnicity, gender, sexual orientation, disability, or other protected characteristics?

Only a small minority (6.5%) of students reported personally experiencing discrimination or harassment. 

Within CoJMC, have you personally experienced discrimination or harassment based on your race, ethnicity, gender, sexual orientation, disability, or other protected characteristics?	Count	Percent of Data
Yes	8	6.5%
No	115	93.5%

Hispanic or Latino and Middle Eastern or North African Students were more likely to report personally experiencing discrimination or harassment. 

	Asian or Asian American	Black or African American	Hispanic or Latina/o/x	Middle Eastern or North African	White or European American	Other	Prefer not to say
Yes	0.0%	0.0%	16.7%	100.0%	4.3%	0.0%	100.0%
No	100.0%	100.0%	83.3%	0.0%	95.7%	100.0%	0.0%

Within CoJMC, have you witnessed instances of discrimination or harassment toward others based on race, ethnicity, gender, sexual orientation, disability, or other protected characteristics?

A small minority of students (6.6%) reported witnessing instances of discrimination or harassment. 

Within CoJMC, have you witnessed instances of discrimination or harassment toward others based on race, ethnicity, gender, sexual orientation, disability, or other protected characteristics?	Count	Percent of Data
Yes	8	6.6%
No	114	93.4%

How confident are you in the college's ability to address complaints of discrimination or harassment effectively?

The majority of respondents (87.8%) are at least moderately confident in the college's ability to effectively address complaints of discrimination or harassment.

How confident are you in the college's ability to address complaints of discrimination or harassment effectively?	Count	Percent of Data
Not at all confident	5	4.1%
Slightly confident	10	8.1%
Moderately confident	39	31.7%
Very confident	50	40.7%
Extremely confident	19	15.4%

Underrepresented racial/ethnic groups reported much lower levels of confidence in the college’s ability to address complaints. 

	Asian or Asian American	Black or African American	Hispanic or Latina/o/x	Middle Eastern or North African	White or European American	Other	Prefer not to say
Not at all confident	0.0%	0.0%	16.7%	0.0%	3.2%	0.0%	100.0%
Slightly confident	28.6%	0.0%	16.7%	100.0%	6.4%	0.0%	0.0%
Moderately confident	42.9%	50.0%	16.7%	0.0%	33.0%	0.0%	0.0%
Very confident	14.3%	50.0%	50.0%	0.0%	40.4%	100.0%	0.0%
Extremely confident	14.3%	0.0%	0.0%	0.0%	17.0%	0.0%	0.0%

Underrepresented religious groups, such as Buddhist, Greek Orthodox and Morman students, also reported lower levels of confidence. 

	Buddhist	Greek Orthodox	Mormon	No religion	Protestant	Roman Catholic	Prefer not to say
Not at all confident	0.0%	100.0%	0.0%	0.0%	4.3%	0.0%	8.7%
Slightly confident	100.0%	0.0%	100.0%	20.0%	0.0%	6.7%	0.0%
Moderately confident	0.0%	0.0%	0.0%	30.0%	34.8%	36.7%	30.4%
Very confident	0.0%	0.0%	0.0%	36.7%	43.5%	43.3%	43.5%
Extremely confident	0.0%	0.0%	0.0%	13.3%	17.4%	13.3%	17.4%

Have you ever reported an incident of discrimination or harassment to CoJMC staff or administration?

A minority of 14.8% of respondents have reported an incident of discrimination or harassment to CoJMC staff or administration, while the majority, 85.2%, have not.

Have you ever reported an incident of discrimination or harassment to CoJMC staff or administration?	Count	Percent of Data
No	104	85.2%
Yes	18	14.8%

Only 6.5% of students reported personal experiences with discrimination or harassment, with Hispanic or Latino and Middle Eastern or North African students more likely to do so. Witnessing discrimination was similarly low at 6.6%, yet a solid majority, 87.8%, expressed moderate to high confidence in the college's response to these issues, though confidence levels were notably lower among underrepresented racial, ethnic, and religious groups. Despite the overall low incidence, 14.8% have formally reported discrimination or harassment to staff or administration.

Equity in Education

The survey included six questions to measure perceptions of equity in the educational experience within the College of Journalism and Mass Communications.

Do you believe that all students have equal opportunities for academic success in CoJMC?

A vast majority (90%) of respondents believe that all students have equal opportunity within the college. 

Do you believe that all students have equal opportunities for academic success at CoJMC?	Count	Percent of Data
No	12	9.8%
Yes	110	90.2%

There was a correlation between responses and political affiliation, with those who are more politically moderate and prefer not to identify an affiliation more likely to report that all students do not have equal opportunity. 

	Very Conservative	Somewhat Conservative	Neither Conservative nor Liberal	Somewhat Liberal	Very Liberal	Prefer not to say
No	0.0%	13.3%	4.3%	12.1%	0.0%	38.5%
Yes	100.0%	86.7%	95.7%	87.9%	100.0%	61.5%

Do you think that students from all backgrounds have equal chances to participate in CoJMC organizations and leadership roles?

Fewer respondents believe that all students have equal opportunity to participate in college organizations and leadership roles, with only 94.2% agreeing. 

Do you think that students from all backgrounds have equal chances to participate in CoJMC organizations and leadership roles?	Count	Percent of Data
No	19	15.8%
Yes	101	84.2%

Do you think that all students have equal access to resources such as textbooks, technology, and educational materials?

The majority of respondents, 77.7%, believe that all students have equal access to resources such as textbooks, technology, and educational materials, while 22.3% do not.

Do you think that all students have equal access to resources such as textbooks, technology, and educational materials?	Count	Percent of Data
No	27	22.3%
Yes	94	77.7%

Do you think that all students have equal access to CoJMC courses and educational programs?

A substantial majority, 86.8%, of respondents feel that all students have equal access to CoJMC courses and educational programs, whereas 13.2% do not believe this to be the case.

Do you think that all students have equal access to CoJMC courses and educational programs?	Count	Percent of Data
No	16	13.2%
Yes	105	86.8%

Have you noticed any differences in the availability of support services or educational opportunities among different student groups?

Less than 10% of students have noticed a difference in the availability of support services or educational opportunities. 

Have you noticed any differences in the availability of support services or educational opportunities among different student groups?	Count	Percent of Data
No	109	90.1%
Yes	12	9.9%

Are there any factors that make it difficult for some students to participate fully in CoJMC activities or events?

Students reported financial constraints, such as expensive textbooks and the cost of special programs (NYC Media Tour), and logistical challenges, including conflicting schedules and limited club availability, as barriers to full participation in college activities. Additionally, growth in student numbers is not seen to correspond with increased resources or event capacity, and there are concerns about inclusivity and the accessibility of college resources for students from lower socioeconomic backgrounds.

The survey revealed that a significant majority of students feel there is equal opportunity for academic success (90.2%), though perceptions of equality vary with political affiliation, especially among moderates and those preferring not to identify politically. While most students (84.2%) believe there are equal chances to participate in organizations and leadership roles, there are concerns about equal access to resources, with 22.3% feeling that access is not equal. Additionally, 86.8% agree that there is equal access to courses and programs, but financial challenges and logistical issues, such as the cost of textbooks and program participation, conflicting schedules, and limited club spots, were noted as barriers to full participation. These challenges are heightened by perceived disparities in resources and support for students from diverse socioeconomic backgrounds.

Access to Support Services

The survey included five questions related to access to support services within the college and at the University of Nebraska-Lincoln.

Are you aware of the support services available to students at UNL, such as counseling, tutoring, or accommodations for students with disabilities?

A vast majority (89%) of students are aware of the support services available at UNL indicated the college and campus have done a good job of promoting these opportunities. 

Are you aware of the support services available to students at UNL, such as counseling, tutoring, or accommodations for students with disabilities?	Count	Percent of Data
No	13	11.0%
Yes	105	89.0%

Male-identifying students were less likely to report that they were aware of available support services. 

Group	Average Yes (1)/No (2)
Female	1.04
Male	1.25
Prefer not to say	1.00

Have you ever utilized any of the support services offered by UNL to address your individual needs?

A significant proportion of respondents (39%) reported using support services offered by UNL. 

Have you ever utilized any of the support services offered by UNL to address your individual needs?	Count	Percent of Data
No	72	61.0%
Yes	46	39.0%

How would you rate the accessibility of support services on campus?

The majority of students rate the accessibility of support services on campus as positive, with 57.6% considering it somewhat good and 15.3% rating it as extremely good.

How would you rate the accessibility of support services on campus?	Count	Percent of Data
Extremely bad	1	0.8%
Somewhat bad	6	5.1%
Neither good nor bad	25	21.2%
Somewhat good	68	57.6%
Extremely good	18	15.3%

Do you believe that all students, regardless of their background or identity, have equal access to support services?

The vast majority (94%) of students believe that all students have equal access to support services.

Do you believe that all students, regardless of their background or identity, have equal access to support services?	Count	Percent of Data
No	7	6.0%
Yes	110	94.0%

 

Have you faced any barriers in accessing support services in CoJMC?

Only a small minority of respondents (5.2%) reported facing barriers to accessing support services.

Have you faced any barriers in accessing support services in CoJMC?	Count	Percent of Data
No	110	94.8%
Yes	6	5.2%

For those who have faced barriers, they reported that a lack of insurance or the cost of services was a barrier.

The survey shows that 89% of students are aware of the available services, such as counseling, tutoring, and accommodations, although male students are less likely to be aware of them. Thirty-nine percent have used these services, with the majority rating their accessibility positively—57.6% as somewhat good and 15.3% as extremely good. Ninety-four percent believe that all students have equal access to support services, yet a small fraction (5.2%) have encountered barriers, particularly due to insurance or cost issues.

Diversity in the Classroom

The survey included eight questions to measure the diversity and inclusion of CoJMC courses.

Do you feel that the curriculum and textbooks in our college reflect diverse perspectives and identities?

A majority of students (89.6%) feel the curriculum reflects diverse perspectives and identities. 

Do you feel that the curriculum and textbooks in our college reflect diverse perspectives and identities?	Count	Percent of Data
No	12	10.4%
Yes	103	89.6%

 

How often do you feel represented or included in classroom discussions and activities in our college?

A majority of students (88%) feel represented or included in discussions and activities at least half the time.

How often do you feel represented or included in classroom discussions and activities in our college?	Count	Percent of Data
Never	3	2.6%
Sometimes	11	9.4%
About half the time	21	17.9%
Most of the time	57	48.7%
Always	25	21.4%

How satisfied are you with the opportunities to learn about diverse cultures, histories, and perspectives in your CoJMC classes?

A strong majority (72%) are somewhat or extremely satisfied with the opportunities to learn about diversity.

How satisfied are you with the opportunities to learn about diverse cultures, histories, and perspectives in your CoJMC classes?	Count	Percent of Data
Extremely dissatisfied	2	1.7%
Somewhat dissatisfied	6	5.2%
Neither satisfied nor dissatisfied	24	20.7%
Somewhat satisfied	58	50.0%
Extremely satisfied	26	22.4%

 

Can you recall any specific instances where you learned about a culture or perspective different from your own in a CoJMC class?

While students are satisfied with their opportunities to learn, 23.3% cannot recall a specific instance where they learned about a culture or perspective different from their own.

Can you recall any specific instances where you learned about a culture or perspective different from your own in a CoJMC class?	Count	Percent of Data
No	27	23.3%
Yes	89	76.7%

Please describe the instance

Students recounted multiple instances of learning about different cultures and perspectives across various classes, with JOMC 222 frequently cited as a space where diverse views are discussed, particularly relating to media portrayal, social justice, human rights, and ethical journalism practices. Themes include the acknowledgment of cultural biases, the importance of inclusive language, and the representation of minority groups within media. Specific courses like Mass Media Law, Social Justice and Human Rights, and Global Advertising have been highlighted for their role in discussing racial, ethnic, LGBTQ+, and gender perspectives, and students appreciate the insights gained from guest speakers and class discussions that span across generations and address topics like disabilities and women in sports media.

Have you noticed efforts by CoJMC instructors to include diverse voices and experiences in classroom materials and discussions?

 Most students have noticed efforts by professors to include diverse voices in CoJMC courses.

Have you noticed efforts by CoJMC instructors to include diverse voices and experiences in classroom materials and discussions?	Count	Percent of Data
No	17	15.0%
Yes	96	85.0%

How effective do you think these efforts are in promoting understanding and appreciation of diversity in our college?

A majority (94%) also perceive these efforts as being moderately to extremely effective.

How effective do you think these efforts are in promoting understanding and appreciation of diversity in our college?	Count	Percent of Data
Not effective at all	1	1.1%
Slightly effective	5	5.3%
Moderately effective	31	32.6%
Very effective	40	42.1%
Extremely effective	18	18.9%

 

Have you attended any CoJMC extracurricular events, such as guest speaker presentations, which focused on diversity and inclusion?

A sizable minority (40%) of students have attended an extracurricular event focused on diversity and inclusion.

Have you attended any CoJMC extracurricular events, such as guest speaker presentations, which focused on diversity and inclusion?	Count	Percent of Data
No	69	59.5%
Yes	47	40.5%

How important do you find these extracurricular opportunities in expanding your understanding of diverse perspectives?

For those students who did attend diversity events, a majority found them moderately to extremely valuable in expanding their understanding of diverse perspectives.

How important do you find these extracurricular opportunities in expanding your understanding of diverse perspectives?	Count	Percent of Data
Not at all important	2	4.3%
Moderately important	12	26.1%
Very important	16	34.8%
Extremely important	16	34.8%

 

The survey assessing diversity in CoJMC classrooms indicates that a majority of students (89.6%) feel the curriculum reflects diverse perspectives and a similar majority (88%) feel represented in classroom discussions most of the time. Students report satisfaction with opportunities to learn about diverse cultures, with 72% somewhat or extremely satisfied. While most students (76.7%) can recall learning about different cultures in classes, particularly JOMC 222, 23.3% cannot specify such instances. Efforts by instructors to integrate diverse voices are noticed by 85% of students and are deemed moderately to extremely effective by 94%. Forty percent of students have attended CoJMC events focused on diversity, and those who did attend value them highly for enhancing their understanding of diverse perspectives.

Safety and Security

The survey asked five questions to measure how safe and secure students feel in college facilities, including Andersen Hall, the agency and surrounding outdoor areas.

How safe do you feel while in Andersen Hall, the Agency and surrounding areas?

Students feel safe in college facilities, with 84% feeling very or extremely safe.

How safe do you feel while in Andersen Hall, the Agency and surrounding areas?	Count	Percent of Data
Not at all safe	2	1.8%
Slightly safe	1	0.9%
Moderately safe	15	13.2%
Very safe	47	41.2%
Extremely safe	49	43.0%

Women feel less safe than men, although 81% still reported feeling very or extremely safe.

	Male	Female	Prefer not to say
Not at all safe	0.0%	1.3%	0.0%
Slightly safe	0.0%	1.3%	0.0%
Moderately safe	2.8%	16.0%	100.0%
Very safe	41.7%	42.7%	0.0%
Extremely safe	55.6%	38.7%	0.0%

 

Underrepresented students also reported feeling less safe than white or European American students.

	Asian or Asian American	Black or African American	Hispanic or Latina/o/x	Middle Eastern or North African	White or European American	Other	Prefer not to say
Not at all safe	0.0%	0.0%	20.0%	0.0%	0.0%	0.0%	100.0%
Slightly safe	0.0%	0.0%	0.0%	0.0%	1.1%	0.0%	0.0%
Moderately safe	28.6%	50.0%	0.0%	0.0%	10.6%	33.3%	0.0%
Very safe	28.6%	50.0%	40.0%	100.0%	42.6%	33.3%	0.0%
Extremely safe	42.9%	0.0%	40.0%	0.0%	45.7%	33.3%	0.0%

 

Sexual orientation also correlated to feelings of safety, with asexual, bisexual and unsure students feeling less safe than their homosexual or heterosexual peers.

	Asexual	Bisexual	Gay	Heterosexual	Lesbian	Unsure	Other	Prefer not to say
Not at all safe	0.0%	0.0%	0.0%	0.0%	0.0%	0.0%	0.0%	16.7%
Slightly safe	33.3%	0.0%	0.0%	0.0%	0.0%	0.0%	0.0%	0.0%
Moderately safe	0.0%	33.3%	0.0%	11.5%	0.0%	33.3%	0.0%	16.7%
Very rare	33.3%	33.3%	66.7%	39.1%	100.0%	66.7%	100.0%	50.0%
Extremely safe	33.3%	33.3%	33.3%	∧    49.4%	0.0%	0.0%	0.0%	16.7%

Have you ever felt threatened or unsafe while in Andersen Hall, the Agency or surrounding areas?

A small minority of students (7.1%) reported being threatened or unsafe in college facilities.

Have you ever felt threatened or unsafe while in Andersen Hall, the Agency or surrounding areas?	Count	Percent of Data
No	105	92.9%
Yes	8	7.1%

Do you believe that security measures, such as surveillance cameras and NCard access, are sufficient to ensure your safety in Andersen Hall and the Agency?

Almost all (97%) of students believe current security measures are sufficient to keep them safe.

Do you believe that security measures, such as surveillance cameras and NCard access, are sufficient to ensure your safety in Andersen Hall and the Agency?	Count	Percent of Data
No	3	2.6%
Yes	111	97.4%

Have you ever experienced or witnessed any incidents of harassment, assault or violence within Andersen Hall or the Agency?

Only 3.5% of students report witnessing harassment, assault or violence in college facilities.

Have you ever experienced or witnessed any incidents of harassment, assault or violence within Andersen Hall or the Agency?	Count	Percent of Data
No	110	96.5%
Yes	4	3.5%

 

Have you ever avoided certain areas or activities in the college due to concerns about safety or security?

While only 3.5% of students have witnessed harassment or violence, 10.5% of students have avoided certain areas out of safety concerns.

Have you ever avoided certain areas or activities in the college due to concerns about safety or security?	Count	Percent of Data
No	102	89.5%
Yes	12	10.5%

 

A majority (84%) of students reported feeling very or extremely safe in college facilities, yet women and underrepresented students reported feeling less safe compared to their male and white or European American counterparts. Students identifying with certain sexual orientations, like asexual, bisexual, and those unsure, also feel less safe than their homosexual or heterosexual peers. Despite a small minority (7.1%) having felt threatened or unsafe, almost all students (97%) believe the security measures in place are sufficient. Incidences of harassment, assault, or violence are low, with only 3.5% of students reporting witnessing such events, but 10.5% have avoided certain areas or activities due to safety concerns.

Suggestions for Improvement

What specific actions or changes could CoJMC implement to enhance diversity, equity and inclusion for all students?

Survey respondents from CoJMC have identified key areas for enhancing diversity and inclusion: a push for recruiting a student body with greater racial, cultural, and ideological variety; an update to the curriculum to encompass a wider range of perspectives, particularly focusing on queer communities and international media practices; fostering a campus culture that supports the free expression of ideas without the threat of backlash; addressing economic disparities through increased scholarship offerings and more affordable educational materials; and regularly featuring guest speakers and organizing events that spotlight a diversity of voices, especially from marginalized communities, to broaden student understanding and foster a more inclusive environment.

Is there anything else you would like to share?

The survey responses indicate a mix of perspectives, with some conservative Christian students feeling silenced and calling for a more genuinely inclusive environment that tolerates diverse political and religious viewpoints. A concern was raised about sexism as a cultural problem within the college, suggesting a need for cultural shifts rather than addressing singular events. Respondents also noted the need for more resources to match the college's rapid growth and to maintain the quality of education and opportunities. While there was specific praise for the positive impact of certain faculty members, opinions were divided on the college's handling of diversity, equity and inclusion; some expressed satisfaction, while others suggested a need to reassess certain approaches, like the handling of social justice classes or the college's response to complaints. Administrative procedures, such as building access and the intense workload of foreign language classes, were also points of contention for some students.