St. Cloud State University

Appendix B
Focus Group Report

Introduction

Nichols and Associates, Inc., designed a process to assess the cultural climate and practices of an organization. The process is twofold, involving a series of group and individual interviews, and a questionnaire. The assessment instrument measures the perceptions of organizational factors such as; the attitudes in the workplace, cultural values of the organization, levels of job satisfaction, the quality of inter-group relations among ethic and gender groups and the cultural climate of the organization.

METHODOLOGY

Recruitment

The Human Recourses Officer developed the schedule and list of participants for each focus group. All focus groups were arranged for a time convenient to the participants and were held in conference and classrooms at St. Cloud State University. A number of individuals were also interviewed.

Focus Groups

Focus groups were based on methods described in the popular literature. There was a moderator for each focus group who took notes of the discussion. Although faculty staff, administrators and students participated in this study, they did not participate in focus groups together. Supervisors and subordinates did not participate in the same groups. This decision was made a priori, based on the chance that these groups may have very different experiences and may not feel comfortable sharing in a mixed group.

Data Collection

A semi-structured instrument was developed (see appendix A) and the same questions were asked to each group. Within the groups, faculty, administrators, staff and students expressed their beliefs, and perceptions regarding the university climate and issues. Group and individual interviewed were summarized and analyzed for patterns, insights, opinions and relationships. The discussion occasionally evolved outside the discussion guide, without guidance. Each participant was invited to respond to each question and the next question was not asked until each person had the opportunity to respond. The focus group interviews usually took one hour. Some individual interviews ranged from 20 to 45 minutes.

Twenty-nine focus groups were conducted including faculty, staff, administrators and students. Several community groups were interviewed such as representatives from the NAACP, religious leaders and members of the news media. Individual interviews were held with student and the University President. A Vice Chancellor and an Associate Chancellor from MnSCU participated in the focus groups interview process via telephone.

Analysis

Analysis of the focus group discussion consisted of systematic review of the focus group notes, employing content analysis techniques. Notes were reviewed to identify specific experiences and general ideas and perceptions of the participants regarding university issues and the general climate on campus and in the community of St. Cloud.

Actions

Based on the findings, a climate assessment instrument was constructed with the intention of surveying the university population.

SUMMARY OF FOCUS GROUP AND INDIVIDUAL INTERVIEWS

Note: Findings are categorized according to the interview protocol headings.

Best aspects of the university climate

All faculty and staff focus groups thought their interaction with students was the best aspect of the university.
The helpfulness of some people is cited. With austere resources posing a challenge to all university staff, the staff members are willing to assist each other's office or department as much as possible.
Faculty and staff commented that the university attracts impressive (in-state and out of state) students. International students are granted in-state tuition rates, which is considered a higher education innovation and unique enrollment incentive.
It is felt that academics are high and the scholarship and research of the faculty is good.
Pressure from the university community to move toward a diverse university community, however, the university may have reached a plateau relative to hiring faculty and staff of color.
The university has great alumni support.
Most employees feel that the university is a wonderful place to work because there are opportunities to take courses, get training and learn about multi-cultures through interactions with students. It was indicated that the good things about the university are never published in the newspaper.
The residence halls have good programs and it was noted that some faculty members "adopt" halls. A good sign noted is that student enrollment is increasing.

Worst aspects of the university climate

A prevailing lack of support for diversity; although the university recruits minority and international students, the support of academic and peer programs to support them is fair, at best.
There is virtually no support from the university in the case of minority administrators' decision-making processes. Many have "followed the book" in making an administrative action, but they are still questioned by university leadership about their actions. Many believe that their competence and professional judgment are unfairly scrutinized.
The university and the St. Cloud community are not in alignment in regard to embracing diversity. As the university acknowledges and begins to move toward diversity, the surrounding community has not made the same effort. The community mentality in general, is not as progressive in its' thinking as the university members. There remains some "acceptance" friction between the traditional, conservative inhabitants (i.e. WASPs) and the new comers to the community (i.e., people of color, free thinkers).
The university currently does not have any sexual harassment prevention-training programs for faculty, staff or students. One member stated, ..."faculty members cannot be requited to attend training..."
The lingering legacy of alleged lawsuits, a pending EEOC case and other investigations are a majority concern for faculty and staff. There is confusion as to the final disposition of cases as well as the university leadership's response to them.
Diversity initiatives are perceived as inadequate or merely "lip service" by many minority and majority members. Five percent of the minority population is African-American. Organizations that support/represent minority student services are categorized together relative to funding and there is competition among them for program funding.
Reports of hostile environments toward female and male staff do not generally respect women employee skills, knowledge and abilities.
The negative fallout of negative news articles published in local and national publications, which affects the entire SCSU community and it's state and national reputation.
Low morale of faculty and staff, leading to work stress, burn out and a high attrition rate.
Minority and female faculty members cited personal security and safety issues. Verbal insults, innuendos, physical and death threats from majority faculty and students, to minorities and females. Several interviewees described a hostile environment and the lack of security/protection from the university security or the city police department.
The toxic environments in the History Department, Psychology Department, School of Educations and others. Nearly all the faculty and staff members are feuding over policy, procedures regarding new hires. Relevancy of curriculum, political correctness, differences of values, etc. There have been minimal attempts by administration to mediate or help resolve these conflicts.

Critical Incidents that Help Working Relationships

The strike in October 2001 was a positive action in that it motivated people to become resolution oriented and problem solvers. It also brought some people closer together in their thinking.
The preparation process and subsequent granting of University accreditation is believed to have served as a unifying force for faculty and staff.
While it was stated that it would take a significant event to expose discriminatory behavior and racism at the university, several interviewees felt the presence of Nichols and Associates, Inc., on campus confirms that an event or series of events have motivated the administration to do something before the situation becomes unmanageable. This was perceived as a "positive" incident.
Networking with people on campus to complete joint proposals and projects is professionally satisfying and a success story.

Critical Incidents that Hinder Working Relationships

Most focus group participants cited poor or inadequate leadership in key positions. Working from an informational interdependence perspective, it is cited that by virtue of their demographic and hierarchical isolation, senior/executive university leaders rely on social comparison to make assessments of the university climate.
The union strike at the beginning of the semester was often cited as a distraction as well as an impediment to overall University working relationship. Most respondents did not know whether a final disposition had been made between the union and the university.
Dr. Mae Jemison, astronaut, engineer and physician, was invited to campus, but the minority members believed the university leadership was overtly insensitive in providing the time and opportunity for her to meet people of color. She was escorted and surrounded my majority members during her brief visit on campus, and the minorities felt ignored and disrespected as a group.
Alleged cases and issues of racism, anti-Semitism, and discrimination have many faculty and staff members divided along racial, religious and gender lines. There appears to be a pronounced reluctance of voicing concerns about race, religious or gender issues for fear of being "black balled" or labeled as a racist or sexist.
The Deans have no supervisory responsibility and find it difficult to "discipline" faculty or mediate disputes between department members.

Discrimination

Hiring practices are not conducted fairly. It is felt that qualified minority job candidates are routinely ignored or deliberately excluded from the section vote in favor of candidates who resemble the "good old boys" membership
Faculty and staff cited institutional discrimination and racism as major impediments to fostering a diverse university climate. White males stated similar concerns (i.e. reverse discrimination) in hiring practices for vacant faculty positions.
Jewish faculty cited that they often feel invisible, betrayed, left out of the decision-making process and are sometimes afraid both physically and psychologically. It was noted that no Jewish faculty has ever been asked or promoted to an administrative position. (The Athletic Director is Jewish)
Faculty of Color feels they must work twice as hard as white faculty who has "privilege".
East Asian Faculty feels they are not adequately represented of the Caucus of Color and would like to have their own caucus.

Extremist Groups

Across focus groups, there was some concern and description of extremist's group activity on campus. Several minority faculty members described an incident in which a Nazi swastika was painted on their colleagues' automobile. A death threat from extremist groups was reported to have been directed at a minority faculty member. In these cases, the FBI and the local police were notified, but no action was initiated by either agency.
Students reported having negative literature place on their car windshields by extremist groups. An incident was reported that an international student of color was tied and bound by neo-Nazi group members and threatened with death if he reported the incident.
On the positive side, staff cited that a local office store refused to print, "hate" literature by an extremist group, under threat of a lawsuit. It was noted that this courageous action by the store manager never made the newspaper.

Work Issues/Grievances

Several groups indicated that the university staff, in general, does not trust the grievance procedures. The process is slow and considered perfunctory in nature. They feel the process is designed to "wait you out", if you have a complaint or grievance against the administration.
It was cited that the university is not equipped to handle valid grievance and substantiated cases of discrimination. Moreover, it is felt that the university does not consider grievance important enough for the administration to manage and resolve, and the Affirmative Action Office is only able to monitor relevant issues but not to adjudicate or resolve them.
Students feel there is no recourse for them if they have a complaint or grievance.
Some employees had concerns about religious freedom. They feel all religious holidays should be honored and common work areas should be neutral or represent each religious group. Some feel that each employee should be allowed to decorate their own personal space and express their religious faith as they choose.
White employees voiced concern about becoming a "minority" group and loosing their culture identity and customs. The white culture is feeling oppressed and left out and wants to be recognized.

Advancement

According to staff respondents, the lack of time was the strongest barrier to the development of knowledge and skills in the workplace and for attendance in various programs. They feel that strong incentives should include increased eligibility for promotion and allowing personnel to attend programs without making up work time.
Perceived disparate treatment is applied to promotions and tenure appointments between majority and minority faculty and staff. Minority members feel subtle discrimination; majority members allege favoritism is accorded to minority members.
In general, respondents feel the glass ceiling phenomena disproportionately affects minority and female faculty and staff. One respondent said, "The glass ceiling exists for males and females due to limited opportunities for advancement and inequity in pay."
Some faculty indicate that the teaching loads are heavy, preventing needed time for professional writing which could help with individual advancement.

Student Perspectives

Students were interviewed individually for a period of fifteen to thirty minutes. Time restraints did not allow consultants to ask all the questions on the protocol guide. In some cases the student just shared issues of importance to them.

Majority and minority students indicate that racism exists at SCSU. They feel that the administration is not responsive to their issues and disregard demand that students have made. Minority students say that fraternities and sororities are racist.
Each student interviewed raised the Native American Mascot issue. They feel the issue was never resolved in a satisfactory manner. Some felt betrayed, since the Student Council made a resolution, which was later, rescinded.
Some students feel that a few faculty members spend more time gripping about their own issues instead of teaching the course content. There were some issues about advice received about course work and a few students feel they were ill advised and have to spend more time than necessary to obtain their degree.
Minority males and females feel the community is not receptive to students of color. They report being harassed and/or taunted on the streets of St. Cloud. Minority males say the establishment of a bar or club tells them "we don't want any trouble", as soon as they walk in the door. Some minorities feel uncomfortable in the dorms and feel they are victims of unfair treatment.
Gay and transgender students feel harassed on campus. Transgender students do not feel the GLBT group is supportive. One student filed a harassment complaint and indicates that there was no response or feedback about the complaint.
In general, disabled students feel the university accommodates them in the classrooms. A few areas on campus were cited as not being accessible, and the elevator buttons not "user friendly" for blind students. They indicate that there is no LD specialist on campus.
Some of the positive areas that students cited include the excellent Women's Center, that many faculty are very good teachers and the Human Relations Department is really great. They also feel that the cultural organizations do a wonderful job, given the budget limitations.
Students also feel that open communications are often stifled, as students and faculty are "belittled" in public when voicing unpopular opinions. A variety of racist incidents were reported.
- Neo-Nazi group putting racists flyers on student cars. Student flyers in protest were taken down, and the racist flyers remained.
- Fraternity hosting "ghetto night" and "whore" night".
- City police pulling over students of color when they are riding in the city of St. Cloud.
- Leaflets circulated against "gay" or alternative lifestyles.
- Jewish student report a devil carved on her door.

Recommended Changes

In many instances, the interviewees made recommendations for changes that would improve the climate at St. Cloud State University. Below is a summary of those suggestions made most often.

The need for open and honest communications came up repeatedly. It is felt that rumors, sketchy details about Indic dents that are reported as racist, often occur because people do not know the entire story and distorted versions are circulated. Several groups advocated having "talking circles" where outsiders could be invited to share views and voice concerns.
Interviewees want to see the President take a stronger stand and suggest a retreat of administrators with a focus of standing up for what is right and supporting employees when it is rightfully deserved. They also want the administration to be consistent and hold everyone to the same standards. Many feel the university should defend its family and not buckle under to pressure from the Unions. Re-building trust among groups is also an important issue to be addressed.
Several groups suggested the development of a theme that would make the community feel more welcomed, respected and honored to participate in events/programs on campus.
Mediation of issues in a more constructive way was advocated.
The issue of safety surfaced in many groups. It was suggested that the university employ more full time security persons, rather than using so many part-time students to fill these rolls. The full-time personnel should have more police authority and investigative power.
Staff and students suggest that faculty be required to take some type of diversity classes, such as they are required to attend. Sexual harassment training for faculty was also advocated.
Since Affirmative Action goals are required, it was suggested that a clear system is needed to show how the goals fit into an overall diversity plan.
It was recommended that the President rally more support from local business leaders for financial support, using the Alumni as leverage to attain more assets for the school. Also it is suggested that there be a better relationship with the State legislature to achieve goals.

Projective Question

If time permitted, groups were asked to project and think about their work area. The question was, "If your work area was a zoo, what animal would you be and why?" Following are some of the responses.

Chimpanzee – It's a bright area, with lots of learning activities. We are always scampering to respond to issues.
Chameleon – We have lots of things to do and change colors often.
Bees – People work very hard, are dedicated and want to do a good job.
Monkey – We are very energetic and like to kid around.
Cat – We are cats with fangs out
Skunk – no one wants to come near us. It is hard to deal with problem faculty and students
Watch Dog – We have to oversee others.
Mad Dog – We get a mixture of everything.
Puppy – Friendly, innocent and trying to please. Even though beaten at times, we are loyal and good at heart.
A Shepherd Dog – We are protecting others and nurturing.

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