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St. Cloud State University

St. Cloud State University

Cultural Audit: Final Report Nichols and Associates, Inc.
Washington, D.C.
October 2002

Conceptual Summary of Survey Scales: Definition and Content

Student Scales

STUDENT PERCEPTIONS: This scale considered students' opinions and attitudes toward the university. The scale included items relevant to campus life, student life services, perceptions of various interest groups or clubs, student government, degree of racism, sexism, anti-Semitism and homophobia, procedures for complaints and grievances, and faculty sensitivity to all students. The last item deals with the recommendation of the university to other potential students.

The scale included 16 items and produced a Cronbach alpha coefficient (α) of .6460. Responses to each item were measured on a five-point Likert-type scale (i.e., Strongly Agree, Agree, Uncertain, Disagree, and Strong Disagree).

CULTURAL VALUES: This scale examined students' perceptions of the cultural values of the SCSU. At the organizational level, values are viewed as a major component of organizational culture, and are often described as principles responsible for the successful management of a number of companies. Values have also been characterized as "the most distinctive property or defining characteristic of a social institution."

The current scale focuses on processes related to values as desirable modes of behavior. Specifically, the scale topics included valuing diversity, treatment of ethnic and religious groups, innovative and shared problem-solving, treatment of students regardless of background, integrity in dealing with faculty and students, ethical and moral disposition of SCSU, fair and equitable treatment for all employees, and students' completion of their degree in a timely manner.

The scale included 10 items and produced an α of .7025. Responses to each item were measured on a five-point Likert-type scale (i.e., Not Characteristic, Slightly Characteristic, Moderately Characteristic, Characteristic, and Very Characteristic).

STUDENT EXPERIENCES: This scale was developed to reflect students' inclusive experiences on and off campus. It includes items dealing with choosing to attend SCSU, career guidance, adjustment to campus life, equal treatment from the city of St. Cloud police, overall academic experience, academic support and encouragement from faculty and students, feeling of isolation, harassment on and off campus, inclusion of special interest student groups, campus activities, university action on complains of discrimination, quality of faculty instruction, and university policies.

The scale included 25 items and produced an α of .7699. Responses to each item were measured on a five-point Likert-type scale (i.e., Strongly Agree, Agree, Uncertain, Disagree, and Strongly Disagree).

STUDENTS' OPINIONS AND ATTITUDES: This scale is designed to assess students' perceptions relative to negative publicity, gender disparate treatment, responses of administration to discrimination, resistance to diversity, fear of retaliation, complaints of discrimination3, gender favoritism, disparate treatment directed at international students, racial and gender minorities, racist and sexists behaviors, cultural competence/awareness training, safety of minority groups, university support of various groups, fraternities and sororities, and training relative to student services.

The scale included 27 items and produced an α of .7950. Responses to each item were measured on a five-point Likert-type scale (i.e., Strongly Disagree, Moderately Disagree, Slightly Disagree, Slightly Agree, Moderately Agree, and Strongly Agree).

SATISFACTION WITH STUDENT LIFE: This scale assessed a variety of elements of student life. Specifically, the scale referred to resident halls, physical conditions of classrooms and resident halls, quality of laboratory equipment, level of library technology, availability of tutoring and faculty support, relationships between minority and majority students, number and variety of student groups and clubs, policy and procedures for student complaints, support of administration, sensitivity to the disabled, availability, number and variety of recreational and sports activities.

The scale included 18 items and produced an α of .8919. Responses to each item were measured on a five-point Likert-type scale (i.e., Very Satisfied, Satisfied, Uncertain, Dissatisfied, and Very Dissatisfied).

INTERPERSONAL RELATIONSHIPS: This scale considered racial, ethnic and gender relationships and perceptions within the SCSU student body. In general, the racial and gender climate refers to the relatively enduring qualities of SCSU's internal environment, which influences activities and the occurrence of certain types of behavior. Specifically, the scale referred to academic, professional and social interaction with various minority and gender groups.

The scale included 11 items and produced an α of .8804. Responses to each item were measured on a seven-point Likert-type scale (i.e., from Excellent to Poor).

ANTI-SEMITIC ATTITUDES: This scale assessed the attitudes directed at faculty, staff and student members who practice Judaism and included the topics of hiring, equal opportunity, assimilation, secular values, inconspicuous professions, control of university policies, and disparate treatment. It was also used to determine the "readiness" and acceptance of diversity efforts and religious tolerance within the surveyed sample. The scale, originally developed and used at the University of Michigan, was adapted for use within the current cultural audit/assessment.

The scale included six items and produced an α of .7648. Responses to each item were measured on a five-point Likert-type scale (i.e., Strongly Agree, Agree, Uncertain, Disagree, and Strongly Disagree).

ANTI-AFRICAN AMERICAN ATTITUDES: This scale assessed the attitudes directed at faculty, staff and student members of African-American decent and included the topics of hiring, university standards, use of the "race card," assimilation and disparate treatment. It was also used to determine the "readiness" and acceptance of racial diversity efforts and tolerance within the surveyed sample. The scale was adapted from the anti-Semitic scale for the purpose of the current cultural audit/assessment.

The scale included four items and produced an α of .6290. Responses to each item were measured on a five-point Likert-type scale (i.e., Strongly Agree, Agree, Uncertain, Disagree, and Strongly Disagree).

3 Discrimination refers to behavioral responses that are unfavorable to minority and ethnic members. Therefore, racial discrimination is defined as “unjustified, negative, or harmful conduct, verbal or physical, that is directed at an individual because of one’s race, color, national origin, or ethnicity” (Ancis, J., Mohr, J. & Sedlacek, W. (2000). Student perceptions of campus cultural climate by race. Journal of Counseling and Development, 78, 180-185).

Administrator, Faculty and Staff Scales

EXPERIENCES IN THE WORKPLACE: This scale assessed the work experiences and perceptions of SCSU's workforce. It included a variety of topics including feelings about work, professional relationships with co-workers, personal comfort of employees, work outcomes, co-worker cooperation, and overall work satisfaction.

The scale included 12 items and produced an α of .8199. Responses to each item were measured on a five-point Likert-type scale (i.e., Very Like Me, Often Like me, Like Me, Seldom Like Me and Very Unlike Me).

CAREER ADVANCEMENT & JOB EXPERIENCES: This scale assessed job performance and feedback, mentoring opportunities, training opportunities, problem resolution, approach of supervisors, and use of employee talent. These survey items relate to respondents' job experiences as well as activities and opportunities contributing to their career advancement.

The scale included eight items and produced an α of .7585. Responses to each item were measured on a five-point Likert-type scale (i.e., Excellent, Good, Fair, Poor and Non-existent).

OPINIONS AND ATTITUDES: This scale is designed to assess employees' perspectives relative to resistance to diversity, complaints of discrimination, employee development, gender favoritism, racist and sexist behaviors, cultural competence/awareness training, safety of minority groups, career advancement, university support of various groups, demands of university special interest groups, and job-related training relative to student services.

The scale included 38 items and produced an α of .7365. Responses to each item were measured on a five-point Likert-type scale (i.e., Strongly Disagree, Moderately Disagree, Slightly Disagree, Slightly Agree, Moderately Agree and Strongly Agree).

COMMUNICATIONS: In its basic form, communication involves the exchange of information between two or more members in a prescribed manner and by using proper terminology. The purpose of communication is to clarify or acknowledge the receipt of information. This scale was designed to evaluate university-wide communications. Specifically, it examines the extent to which information flows freely and accurately in all directions (i.e., upward, downward, and laterally) through the university. The scale includes items relative to the use of e-mail, flow of communications, innovative ways to communicate, quality and clarity of communications, communication and cooperation in work groups, barriers to effective communication, informal communications channels, organizational structure, and overall communications climate.

The scale included 23 items and produced an α of .7087. Responses to each item were measured on a five-point Likert-type scale (i.e., Strongly Disagree, Moderately Disagree, Slightly Disagree, Slightly Agree, Moderately Agree and Strongly Agree).

CO-WORKER AND MENTORING RELATIONSHIPS: This scale assessed co-worker relationships and rapport. Scale items included statements that assessed the frequency in which a coworker(s) inform them of negative situations, assists in maximizing networks, insults them and makes them appear less competent, minimizes their opinions, explains the political implications of their position and behavior, trusts, listens, uses their knowledge, skills and abilities, values them, allows cross training, informs them of written and unwritten office rules, and assists them with research or grant writing.

The underlying theme of this scale is the importance of mentoring. A mentor advises, counsels, and otherwise enhances the personal development of a less senior, or less experienced employee. Thus, mentoring is strongly associated with a protégé's career success. Previous researchers have argued that those who have a mentor (i.e., an influential coach, or role model) may also have greater access to important organizational resources.

The scale included 16 items and produced an α of .7780. Responses to each item were measured on a five-point Likert-type scale (i.e., Almost Always, Often, Occasionally, Seldom, and Never).

SCSU WORKING CONDITIONS (JOB SATISFACTION): This scale assessed employees' satisfaction with various aspects of their jobs. Scale items included working conditions, physical environment, satisfaction with supervision, recognition and reward, advancement and promotion opportunities, career obstacles, addressing disputes/complaints, suggesting improvements, quality of working relationships across various groups and offices.

The scale included 15 items and produced an αof .9010. Responses to each item were measured on a five-point Likert-type scale (i.e., Very Satisfied, Satisfied, Uncertain, Dissatisfied, and Very Dissatisfied).

INTERPERSONAL RELATIONSHIPS: This scale considered racial, ethnic and gender relationships and perceptions within the SCSU workforce. In general, the racial and gender climate refers to the relatively enduring qualities of SCSU's internal environment, which influences activities and the occurrence of certain types of behavior. Specifically, the scale referred to professional and social interaction with various minority and gender groups.

The scale included 11 items and produced an α of .9110. Responses to each item were measured on a seven-point Likert-type scale (i.e., from Excellent to Poor).

ANTI-SEMITIC ATTITUDES: This scale assessed the attitudes directed at faculty, staff and student members who practice Judaism and included the topics of hiring, equal opportunity, assimilation, secular values, inconspicuous professions and activities, control of university policies, and disparate treatment. It was also used to determine the "readiness" and acceptance of diversity efforts and religious tolerance within the surveyed sample. The scale, originally developed and used at the University of Michigan, was adapted for use within the current cultural audit/assessment.

The scale included seven items and produced an α of .7653. Responses to each item were measured on a five-point Likert-type scale (i.e., Strongly Agree, Agree, Uncertain, Disagree, and Strongly Disagree).

ANTI-AFRICAN AMERICAN ATTITUDES: This scale assessed the attitudes directed at faculty, staff and student members of African-American decent and included the topics of hiring, university standards, use of the "race card," assimilation and disparate treatment. It was also used to determine the "readiness" and acceptance of racial diversity efforts and tolerance within the surveyed sample. The scale was adapted from the anti-Semitic scale for the purpose of the current cultural audit/assessment.

The scale included five items and produced an α of .5304. Responses to each item were measured on a five-point Likert-type scale (i.e., Strongly Agree, Agree, Uncertain, Disagree, and Strongly Disagree).

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