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.
| Climate study commissioned
by: Richard Wells. Provost and Vice President for
Academic Affairs. |
| Analysis by:
Kevin Snider, Institutional Research and Testing; Jack Dovidio,
Consultant and Professor of Social Psychology at Colgate
University; Don Heflin, Graduate Student in Counseling. |
| For Additional Information:
Contact Kevin Snider, Director of Institutional Research
and Testing, Indiana State University, 812-237-2305. |
| E-mail: plbkevin@isugw.indstate.edu |
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.