By the Numbers: 2025 Student Climate Survey

Between March and April 11, the College of Journalism and Mass Communications conducted its second annual student climate survey to better understand how students experience the academic and social environment at CoJMC. The survey gathered feedback from 131 undergraduate and graduate students, a 13% response rate, and explored seven key 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.

Overall, the results indicate a generally supportive and respectful college environment, with year-over-year improvements in many areas. Most students report feeling valued, safe and connected to the CoJMC community. Ratings improved slightly across measures related to belonging, representation in classroom discussions, and perceived fairness in leadership opportunities. Student perceptions of overt discrimination remained low, and confidence in the availability of campus support services increased modestly.

At the same time, the data reveals areas where progress has slowed or plateaued. Feelings of exclusion, discomfort with open dialogue and perceptions of social cliques or ideological bias continue to affect a subset of students. Feedback highlighted gaps in representation across curriculum areas, limited exposure to differing viewpoints outside a few courses and recurring barriers to participation, especially among students balancing jobs, caregiving or financial constraints.

While there is much to build on, the findings underscore the importance of consistent faculty support, accessible opportunities for engagement and a learning environment that encourages full participation. As the college advances its goal of cultivating a culturally proficient, globally aware workforce, this feedback offers valuable guidance on how to strengthen community, improve communication and deepen student connection across every part of the academic experience.

Inclusion and Belonging

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

Over the past year, the college made modest gains across several measures of inclusion and belonging. Most students reported feeling valued and expressed a general sense of connection within the CoJMC community. Increases in average ratings related to feeling valued, comfort in class discussions and overall belonging suggest that efforts to cultivate an inclusive and respectful environment are beginning to have a positive impact.

However, progress was more limited in other areas. Students’ willingness to speak openly and perceptions of exclusion or disrespect remained largely unchanged. These results highlight the continued need to foster an environment where all students feel safe and supported in expressing themselves. Sustained attention to open dialogue, mutual respect and dismantling barriers to participation will be critical to deepening the college’s culture of belonging.

To complement these findings, students who reported feeling disrespected or devalued because of their identity were invited to share open-ended feedback. Their comments revealed concerns ranging from perceived unfair treatment by faculty or leadership to discomfort expressing political or religious views that differed from perceived classroom norms. Some students described gender-based disparities, particularly the belief that male professors are more critical of female students. Others shared experiences with racism and cultural insensitivity, including inappropriate comparisons or racist remarks from peers. While these experiences varied in form and severity, together they emphasize the ongoing need to improve classroom climate, promote inclusive teaching practices and encourage respectful engagement across differences.

Climate and Culture 

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

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

Scale: Extremely (1), Very (2), Moderately (3), Slightly (4), Not at all (5) 

The 2025 data reflect a generally positive view of the CoJMC climate, with most students perceiving the environment as respectful and inclusive. High scores for terms like racist (4.81), sexist (4.56), homophobic (4.87), and transphobic (4.20) suggest that overt forms of discrimination are not commonly observed. Positive descriptors such as inclusive (1.95), supportive (1.86), and welcoming (1.79) also remained strong, indicating that many students feel accepted and encouraged within the college.

However, some trends point to areas for growth. The average score for amicable dropped notably from 3.42 to 3.02, and perceptions of the college as individualistic (2.69) and homogeneous (3.44) increased, suggesting students may feel less connected and see limited diversity. The rating for diverse also declined slightly, and elitist remained steady at a relatively high 4.19, pointing to persistent concerns about social dynamics and equity.

Nearly half of the students reported having observed cultural norms or practices that may marginalize certain groups. Students who responded “yes” to this question were invited to provide open-ended comments, which revealed several recurring concerns. Multiple students pointed to gender-based disparities, particularly in male-dominated programs like sports media, where female students felt overlooked or devalued. Others noted that conservative or rural-identifying students often feel out of place due to political groupthink or dominant social norms. Social cliques were a common theme, with students of color and those outside dominant peer groups reporting difficulty connecting. Some also cited experiences with racism, sexism or homophobia.

Although students rated the college’s efforts to address exclusionary practices slightly higher than in 2024—rising from 3.66 to 3.75—this remains a midpoint score, suggesting room for improvement. Overall, students view CoJMC as a respectful and supportive space, but the data and student feedback underscore the importance of continuing to build a culture of inclusion, connection and belonging for all.

Discrimination and Harassment

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

The 2025 data on discrimination and harassment within CoJMC present a mixed picture of progress and ongoing concern. On the positive side, the vast majority of students continue to report that they have not personally experienced discrimination or harassment. The average response to this question increased slightly from 1.93 to 1.96 on a two-point scale, where 2 indicates “No,” suggesting that fewer students are encountering direct incidents.

However, reports of witnessing discrimination or harassment toward others slightly increased, with the average dropping from 1.93 to 1.88. This indicates a small uptick in observed instances, even as personal experiences declined. While not a dramatic shift, it indicates that issues persist in the environment.

Confidence in the college’s ability to address discrimination or harassment decreased from 3.54 to 3.43 on a five-point scale, suggesting that students may be slightly less assured that their concerns would be handled effectively. Although the majority have not reported an incident, reflected by the stable low average of 1.17, it raises questions about awareness of reporting processes or trust in institutional follow-through.

Together, the data suggest that while most students do not personally encounter discrimination, a noticeable share continues to witness it, and confidence in institutional response has slightly declined. 

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.

Student feedback and survey results reveal a complex but encouraging picture of access and participation within CoJMC. Overall, students perceive steady improvement in the availability of academic and co-curricular opportunities, with small but positive shifts across most measures of equity and access. In 2025, students expressed increased confidence that all backgrounds have equal chances to participate in leadership roles (rising from 1.84 to 1.92) and slightly stronger agreement that they have equal access to courses, resources and academic success.

At the same time, open-ended responses highlighted structural and cultural barriers that continue to limit full participation for some students. Time was the most frequently cited challenge, with many students balancing jobs, coursework and other responsibilities that make it difficult to attend events or join organizations. Cost was another common concern, particularly for unpaid extracurricular activities or events that require personal expenses, such as travel or materials.

A few respondents also noted gaps in accessibility and faculty support, particularly for students with disabilities, mental health needs or limited prior experience with technical tools.

Communication was another area of concern. Overreliance on email as the primary outreach tool may prevent some students from learning about available opportunities in time to engage.

While many students reported no barriers, those who did identified consistent patterns that reflect broader structural issues. Paired with the slight rise in reports of uneven support services (from 1.10 to 1.14), these findings underscore the need for continued progress. Expanding flexible, affordable, and inclusive opportunities, while improving communication and support, will be critical to ensuring all students can fully engage in the CoJMC experience.

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.

The 2025 data reflect strong awareness of support services at UNL and general satisfaction with their accessibility, alongside a few persistent concerns specific to implementation within CoJMC.

Most students indicated they are aware of available services such as counseling, tutoring and disability accommodations, with awareness increasing slightly from 1.88 to 1.94 on a two-point scale. However, usage remains relatively low, only rising modestly from 1.39 to 1.42. 

Students rated the overall accessibility of campus support services positively, with an increase from 3.82 to 3.88 on a five-point scale. Perceptions of equity also improved slightly, with the average response to whether support services are accessible to all students rising from 1.93 to 1.94.

Within CoJMC, the data remained consistent year over year. Nearly all students reported no barriers to accessing support services, with the average holding steady at 1.05. However, qualitative responses from the small number of students who did report barriers pointed to recurring themes that warrant attention.

Several students described issues with the implementation of SSD accommodation plans. While a university-wide office handles SSD documentation and approval, CoJMC faculty are responsible for ensuring accommodations are carried out in the classroom. Students noted instances where approved accommodations were overlooked or inconsistently applied, resulting in avoidable challenges for individuals with documented needs.

Related concerns included the absence of proactive accessibility practices, such as sharing lecture slides or recordings in advance. While not always tied to formal accommodations, these practices are important for students who use assistive tools or benefit from structured preparation. A few students also described the SSD process itself as complex and difficult to navigate, especially for those diagnosed later in their academic careers.

While these issues affected a small portion of the student population, they highlight broader concerns related to consistency, communication and inclusive practice. Continued efforts to ensure faculty are equipped to implement accommodations, along with proactive outreach and support, will be essential to meeting the needs of all students.

Diversity in the Classroom

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

Survey responses in 2025 indicate generally steady perceptions of diversity and inclusion in the CoJMC classroom experience, though signs of stagnation and uneven distribution persist. Fewer students agreed that the curriculum and textbooks reflect diverse perspectives, with the average declining from 1.89 to 1.82 on a two-point scale. However, the average rating for feeling represented in classroom discussions rose modestly from 3.76 to 3.82 on a five-point scale, suggesting that students may experience inclusion more through classroom dynamics than through course content.

Satisfaction with opportunities to learn about diverse cultures and perspectives held steady at 3.84, and students perceived a small increase in instructors’ efforts to include diverse voices. Still, their confidence in the impact of those efforts dropped, with the average rating for effectiveness falling from 3.73 to 3.56. This shift indicates a potential disconnect between observed effort and perceived outcomes. Students may see attempts being made, but not feel they meaningfully deepen their understanding of diversity.

Open-ended responses provide further insight. Students overwhelmingly cited one course, JOMC 222, as their most memorable exposure to different perspectives, often describing it as a highlight of their academic experience. While a few students mentioned other courses such as Global Advertising, Media Ethics or In-Depth Reporting, those examples were less frequent and typically tied to one-off assignments or speakers. A number of students also emphasized the value of peer dialogue, noting that their classmates’ diverse viewpoints often shaped in-class learning. These comments reinforce the importance of a diverse student population but also underscore how limited the curricular exposure remains when so many experiences center around a single course.

Engagement with extracurricular programming remained low, with attendance averages declining slightly to 1.39 on a two-point scale. Nevertheless, students consistently rated these events as highly valuable, maintaining a score of 3.98 on a four-point scale. This gap between attendance and perceived value suggests that logistical barriers, not interest, may limit participation.

Taken together, the data suggest that students appreciate inclusive teaching practices and recognize the college’s ongoing efforts to improve. However, the learning experience remains concentrated in a small number of courses or conversations. Broadening the integration of culturally relevant content across the curriculum and addressing the accessibility of co-curricular learning will be key to strengthening classroom engagement and better preparing students to work in a diverse society.

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.

The 2025 results indicate that students continue to feel safe in Andersen Hall, the Agency and surrounding areas. The average response to how safe students feel remained high, with a slight change from 4.24 to 4.23 on a five-point scale.

Reports of feeling unsafe increased slightly, with the average moving from 1.07 to 1.13 on a two-point scale. While still low, this shift suggests a small number of students have had moments of discomfort or concern.

Confidence in security measures, such as NCard access and surveillance cameras, remained stable. The average increased slightly from 1.97 to 1.98, indicating that most students view these systems as sufficient.

No students reported experiencing or witnessing harassment, assault or violence within CoJMC spaces, with the average holding at 1.00. Very few students indicated they had avoided areas or activities due to safety concerns, and that average improved slightly from 1.11 to 1.09.

Overall, students continue to view the college as a physically safe environment. While isolated concerns exist, reports of serious incidents are rare, and current security measures are generally seen as effective. Maintaining visibility of safety protocols and reinforcing clear pathways for reporting will help sustain student confidence.

General Suggestions 

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

Student feedback reflected appreciation for existing efforts as well as constructive ideas for growth. Many respondents emphasized the need for more diverse guest speakers, case studies, and course content—especially within advertising, public relations, and journalism courses—to reflect a wider range of lived experiences and cultural perspectives. Others recommended more intentional integration of culturally responsive topics into required coursework, including areas such as trauma-informed reporting, global communication practices, and mental health in media professions.

Suggestions also included increasing visibility and incentives for co-curricular events focused on cross-cultural learning, and offering spaces for students from historically underrepresented backgrounds to build community. Some respondents noted that CoJMC’s efforts may be constrained by the broader campus climate, describing the university as lacking meaningful diversity overall. While a few students expressed satisfaction with the current approach or were unsure what additional steps to take, the overall feedback suggests a desire for more consistent, embedded, and visible efforts to support a culturally aware and inclusive academic environment.

Is there anything else you would like to share?

Most students had no additional feedback or expressed general satisfaction with their CoJMC experience. Among those who did respond, key themes included concerns about faculty bias, political expression in the classroom and challenges with group work. A few students also reported issues with course availability and limited access to advising. These responses suggest continued attention is needed in fostering inclusive classrooms, ensuring course accessibility, and supporting collaborative learning.