UCUES 2010 Campus Climate: Immigration Background

Report #423 UCUES 2010 Campus Climate: Immigration Background By Gillian Butler Susan Wilcox May 2011 Institutional Analysis Student Research and Information (530) 752-2000 University of California, Davis One Shields Ave. www.sariweb.ucdavis.edu Davis, CA 95616

Executive Summary In Spring 2010, UC Davis participated in the University of California Undergraduate Experience Survey (UCUES), a UC-wide census of all undergraduates at the nine general campuses. The survey included a number of items that addressed dimensions of campus climate. This report compares perceptions of campus climate at UC Davis with that at the other UCs, and examines differences in the perceptions of UC Davis students according to their immigration background. On multiple measures of general campus climate, undergraduate student ratings of UC Davis are near the highest ratings of campus climate among the UC campuses. UC Davis received especially high ratings from its students as friendly and caring. However, it is likely that subpopulations of the students perceive campus climate differently. One aspect of the UC Davis undergraduate population that has previously received little attention is immigration background. This is an important aspect of campus climate because 20% of undergraduates self-report their immigration background as foreignborn and an additional 38% report that they have at least one foreign-born parent. Or, inversely, less than half (42%) of UC Davis undergraduates have two US-born parents. There are significant differences in perception of campus climate between groups who report different immigration backgrounds. Compared to other UC campuses: At UC Davis: Agreement at UC Davis is in the midrange of the UCs for the statement Students of my immigration status are respected at this campus, and does not differ substantively from either the highest or lowest-rated UC campus. Compared to students at other UC campuses, UC Davis students report low frequencies of negative or stereotypical views about immigration background expressed by faculty, staff, or other students. Students who are US-born and whose parents and grandparents are also US-born are most likely to characterize the campus as friendly, tolerant and safe. Foreign-born students are least likely to agree that I feel that I belong at this campus or that Knowing what I know now, I would still choose to enroll at this campus. In contrast, foreign-born students are most likely to agree that This institution values students opinions. Foreign-born students are least likely to agree that Students of my immigration background are respected on this campus. Among foreign-born students, Chicano students are least likely to agree with this proposition. Foreign-born students and students with at least one foreign-born parent report the highest frequencies of negative or stereotypical views about immigration status expressed by students, faculty, and staff. Institutional Analysis - Student Research and Information i

Table of Contents Executive Summary...i Introduction... 1 Results... 3 General Campus Climate... 3 Figure 1. Global Measures of Campus Climate: UC Comparisons... 3 Figure 2. Sense of Personal Value: UC Comparisons... 4 Figure 3. Importance of Diversity: UC Comparisons... 5 Figure 4. Perceptions of Campus Characteristics: Campus Comparisons... 6 Immigration Background... 7 Table 1: Immigration Background of UC Davis Respondents... 7 Table 1a. Race/Ethnicity of Students in each Immigration Background Category.. 8 Figure 5. Immigration Background of Racial/Ethnic Groups at UC Davis... 9 Figure 5a. Immigration Background of Asian Racial/Ethnic Groups at UC Davis 10 General Campus Climate by Immigration Background... 11 Figure 6. Global Measures of Campus Climate at UC Davis, by Immigration Background... 11 Figure 7. Sense of Personal Value at UC Davis, by Student Immigration Background... 12 Figure 8. Importance of Diversity at UC Davis, by Immigration Background... 13 Figure 9. Perceptions of Campus Characteristics at UC Davis, by Immigration Background... 14 Respect Regardless of Immigration Background... 15 Figure 10. Respect Regardless of Immigration Background: UC Comparisons... 15 Figure 11. Respect Regardless of Immigration Background at UC Davis... 16 Figure 12. Relationship between Perception of Respect and Immigration Background, by Race/Ethnicity... 17 Negative or Stereotypical Views Related to Immigration Background... 18 Figure 13. Frequency of Negative or Stereotypical Views: UC Comparisons... 18 Figure 14. Frequency of Negative or Stereotypical Views at UC Davis... 19 Appendix... 20 Methodology... 20 Data Collection... 20 Interpretation of Results... 20 Table A1: Demographics of UC Davis 2010 UCUES Population & Respondents 21 Table A2: Percentage of UC Davis Students Responding Favorably to Campus Climate Items, by Immigration Background... 22 UCUES Items Referenced in this Report... 23 Institutional Analysis - Student Research and Information ii

Introduction Campus climate is a multi-faceted concept. One definition of campus climate is: Behaviors within a workplace or learning environment, ranging from subtle to cumulative to dramatic, that can influence whether an individual feels personally safe, listened to, valued, and treated fairly and with respect. * In the spring of 2010, UC Davis participated in the University of California Undergraduate Experience Survey (UCUES), a UC-wide census of all undergraduates at the nine general campuses. The survey includes a number of items that address dimensions of campus climate. The survey consisted of a Core of questions answered by all respondents and several modules to which respondents were randomly assigned, each of which focused on a particular facet of the undergraduate experience. Both the survey Core and the Student Development module contained items that addressed campus climate along several dimensions, and these are the focus of this report. In particular, this report examines campus climate as it relates to students immigration backgrounds. In 2010 a total of 10,795 UC Davis students responded to the survey, for a campus response rate of 46.5%. At UC Davis, 45% of students were asked to complete the Student Development module, 5,196 responded (49.4% response rate). The survey items referenced in this report and the number of students responding to each is included in the Appendix. The 2010 administration of the UCUES survey came on the heels of several events with large impacts on the student population throughout the UC system. Faced with unprecedented budget shortfalls and declines in state support, on November 19, 2009 the UC Board of Regents enacted a mid-year fee increase of 15% for 2009-10 and an additional 15% increase for the 2010 academic year. In the winter of 2010 UC Davis experienced a number of troubling incidents that shocked the campus community and brought campus climate into daily conversation. Several swastikas were found spray painted on the UC Davis campus, one on the door of a Jewish student s room in a campus residence hall. Hateful words were spray painted on the door of the Lesbian, Gay, Bisexual, Transgender Resource Center (LGBTRC). An opinion article in the Aggie, The Rise of the Girly Men, evoked far-reaching campus conversation about the devaluation of attributes associated with women. News of hateful incidents on other UC campuses added to the distress of underrepresented student communities on the Davis campus and throughout the UC system. A Note Concerning Methodology For intercampus comparisons of UCUES findings on campus climate, a committee of UC institutional researchers agreed upon two standards for real, substantive differences: for mean ratings a difference of 0.2 or more, and for percentage values a difference of 5% or more are considered noteworthy and of practical significance. These standards are used in this report to * http://www.provost.wisc.edu/climate/what.html Demographics of the survey population and the respondents for UCUES 2010 are shown in Appendix Table A1. Institutional Analysis - Student Research and Information 1

assess differences between UCs. For intracampus comparisons, a standard measure of statistical significance is employed. Demographics of the survey population and the respondents for UCUES 2010 are shown in Appendix Table A1. The survey items referenced in this report and the number of students responding to each are also included in the Appendix. Detailed response frequency distributions for all UCUES survey items are available at: http://www.sariweb.ucdavis.edu/ucues/frequencies.htm. Institutional Analysis - Student Research and Information 2

Results General Campus Climate Respondents to UCUES 2010 were asked to rate their agreement with a series of general or global statements related to campus climate on a scale from 1 to 6 where 1 = Strongly disagree and 6 = Strongly agree. The items were oriented positively, so that a high rating is desirable. One advantage of UCUES is that it allows for comparisons between undergraduates at UC Davis and those at other UC campuses, and provides context for interpretation of results. Figures 1-3 display the mean level of agreement with statements relating to campus climate at UC Davis compared to the mean level of agreement with the same statements at the UC campus with the highest mean and the campus with the lowest mean. For many of these items, the mean rating for UC Davis is not substantively lower than the maximum among the UCs, and substantively higher than the lowest rated campus. For instance, UC Davis students are as likely as those at the highest-rating UC campus to agree that I feel I belong at this campus and Knowing what I know now, I would still choose to enroll at this campus, but give the campus substantively higher ratings than the lowest rated campus. Figure 1. Global Measures of Campus Climate: UC Comparisons UC Merced is excluded from these campus comparisons due to the very small number of students responding to the survey and the unique character of campus life at UC Merced. A committee of UC institutional researchers agreed upon two standards for real, substantive differences between campuses: for mean ratings a difference of 0.2 or more, and for percentage values a difference of 5% or more are considered noteworthy and of practical significance. Inter-campus differences determined by this standard are referred to as substantive in the text to avoid confusion with standard measures of statistical significance. Institutional Analysis Student Research and Information 3

Figure 2. Sense of Personal Value: UC Comparisons 4.10 I feel valued as an individual on this campus 3.98 Max among UCs 3.77 UC Davis Min among UCs 4.25 This institution values students opinions 4.06 3.72 1 2 3 4 5 6 Mean (1=Strongly disagree, 6=Strongly agree) UCUES contains two items referencing student s perceptions of their personal worth. Students at UC Davis agree more strongly than those at the lowest-ranking UC campus that they feel valued as individuals and that student opinions are valued. Mean levels of agreement are not substantively different than the ratings at the highest-rated campus on either of these items. Institutional Analysis Student Research and Information 4

Figure 3. Importance of Diversity: UC Comparisons 4.86 Diversity is important on this campus 4.00 4.55 Max among UCs UC Davis Min among UCs 4.91 Diversity is important to me 4.82 4.65 1 2 3 4 5 6 Mean (1=Strongly disagree, 6=Strongly agree) UC Davis respondents mean level of agreement with Diversity is important at this campus is near the midpoint among the UCs, rating substantively higher than the lowest-rated and lower than the highest-rated UC campus (Figure 3). Agreement with the statement Diversity is important to me is not substantively different from either the highest- or lowest-rated campus. An additional set of four UCUES items asked students to rate the general campus climate by various descriptors. These items were each presented as a 6-point semantic differential scale with only the endpoints defined. ** Campus comparisons are shown in Figure 4. ** The scale for these items has been reversed from the orientation in the survey, so that a high rating is uniformly desirable. Institutional Analysis Student Research and Information 5

Figure 4. Perceptions of Campus Characteristics: Campus Comparisons Hostile to Friendly Impersonal to Caring 3.64 4.33 4.45 4.37 5.01 4.93 Max among UCs UC Davis Min among UCs Intolerant to Tolerant 4.23 4.69 5.07 Dangerous to Safe 4.03 5.08 5.28 1 2 3 4 5 6 Mean (6-pt semantic differential scale) As with most other global ratings of campus climate at the campus level, ratings at UC Davis approach the maximum among the UCs as friendly and caring. For these two items, the mean rating for UC Davis is substantively higher than that at the campus with the lowest rating, and approaches the rating of the highest-rated campus. The UC Davis rating on intolerant to tolerant is in the middle of the ratings; both substantively lower than the highest-rated campus and substantively higher than the lowest-rated campus. The campus rating on this item fell considerably from UCUES 2008 to UCUES 2010 (5.1 to 4.7). Given the hateful incidents noted in the introduction, UC Davis current mid-range rating for tolerance among the UC campuses is not surprising. The UC Davis rating for safe falls at the.2 guideline for being considered substantively lower than the highest rated campus; however, it is the second-highest rated campus among the UCs, and rates appreciably higher than the lowest-rated campus. Overall, on these general measures of campus climate, undergraduate students rate UC Davis as meeting or exceeding the climate at other UC schools. While this is an admirable achievement, analysis of the campus climate as perceived by specific sub-populations allows identifies areas where there may be room for improvement. Institutional Analysis Student Research and Information 6

Immigration Background Perceptions of campus climate may vary substantially between sub-populations on campus; for instance perceptions of campus climate may differ for students of different races, ethnicities, and sexual orientations. This report compares perceptions of campus climate at UC Davis by students categorized by immigration background (self-identified by survey respondents) with particular emphasis on survey items that specifically refer to immigration background. All differences in the mean responses between groups of different immigration backgrounds that are specifically noted in the text are statistically significant at the p<.05 level or higher. UCUES respondents were asked to identify which of their parents and grandparents were born in the US, as well as whether they were themselves born in the US. As an aid to analysis, these responses were collected into a summary of the student s immigration background, as shown in Table 1 below. Table 1: Immigration Background of UC Davis Respondents Table 1: Immigration Background of UC Davis Respondents to 2010 UCUES Immigration Background of Students Number and Percent of Respondents in each Immigration Background Category Number Respondents CORE Number Respondents Student Development Module N % N % Student Foreign Born 1,856 20% 834 20% Student US Born - At Least 1 Parent Foreign Born 3611 38% 1,641 39% Student & Parents US Born - At Least 1 Grandparent Foreign Born 1100 12% 508 12% Student & Parents & Grandparents US Born 2863 30% 1,259 30% Institutional Analysis Student Research and Information 7

Table 1a shows the race/ethnicity of students within each immigration background category. The majority of foreign-born students and students who are US born with at least one foreign-born parent are Asian (60%)--predominantly Chinese (32% and 35%, data not shown). The majority of the other two groups are White/Caucasian (55% and 79%). Table 1a. Race/Ethnicity of Students in each Immigration Background Category Table 1a. Race/Ethnicity of Students in each Immigration Background Category at UC Davis Number and Percent of Respondents by Race/Ethnicity within each Immigration Background Category Race/Ethnicity Student & Parents Student US Born - US Born - At Least Student & Parents Student Foreign At Least 1 Parent 1 Grandparent & Grandparents Born Foreign Born Foreign Born US Born N % N % N % N % Native American 1 0% 10 0% 11 1% 64 2% African American 29 2% 47 1% 12 1% 113 4% Chicano-Latino 180 10% 762 21% 192 18% 133 5% Asian 1096 60% 2133 60% 181 17% 109 4% White 261 14% 468 13% 600 55% 2229 79% Other 43 2% 71 2% 15 1% 24 1% Decline to State- Unknown International (Foreign Citizen) 35 2% 93 3% 73 7% 159 6% 179 10% 0 0% 0 0% 0 0% Total 1824 100% 3584 100% 1084 100% 2831 100% Institutional Analysis Student Research and Information 8

Figures 5 and 5a show the relationship between immigration background and race/ethnicity from the opposite perspective. Figure 5 shows the percentage of respondents by immigration background category within each racial/ethnic group. Not surprisingly, most (74%) of Native American students are US-born with US-born parents and grandparents. In contrast, 31% of Asian students are foreignborn and another 61% are US-born with at least one foreign-born parent. Figure 5. Immigration Background of Racial/Ethnic Groups at UC Davis White 7% 13% 17% 63% Asian 31% 61% 5% 3% Chicano- Latino 14% 60% 15% 10% African American 14% 23% 6% 56% Native American 1% 12% 13% 74% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Student Foreign Born Student US Born - At Least 1 Parent Foreign Born Student & Parents US Born - At Least 1 Grandparent Foreign Born Student & Parents & Grandparents US Born Institutional Analysis Student Research and Information 9

Figure 5a provides additional refinement for the large and diverse Asian population. Among Asians, East Indian/Pakistani and Korean students are most likely to be foreign-born (47% and 45% respectively). Figure 5a. Immigration Background of Asian Racial/Ethnic Groups at UC Davis Other Asian 39% 59% 2% 0% Vietnamese 38% 61% 1% 0% Filipino 26% 65% 7% 2% Pacific Islander 32% 32% 8% 29% Korean 45% 51% 3% 0% Japanese 18% 31% 20% 31% East Indian/ Pakistani 47% 53% 1% 0% Chinese 33% 60% 6% 2% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Student Foreign Born Student US Born - At Least 1 Parent Foreign Born Student & Parents US Born - At Least 1 Grandparent Foreign Born Student & Parents & Grandparents US Born Institutional Analysis Student Research and Information 10

General Campus Climate by Immigration Background Returning to the general measures of campus climate discussed earlier, there are significant differences in perception between groups of different immigration backgrounds. Results are shown in Figures 6-8. Figure 6. Global Measures of Campus Climate at UC Davis, by Immigration Background Students who are foreign-born are significantly less likely than all other groups to agree that I feel that I belong at this campus. Foreign-born students and students with at least one foreign-born parent are significantly less likely than others to agree that Knowing what I know now, I would still choose to enroll at this campus. Institutional Analysis Student Research and Information 11

Figure 7. Sense of Personal Value at UC Davis, by Immigration Background In an interesting contrast, students who are foreign-born are significantly more likely than other students to agree that that This institution values students opinions. Students with at least one foreignborn parent are less likely to feel valued as an individual on this campus than either foreign-born students or students with four US-born progenitors. Institutional Analysis Student Research and Information 12

Figure 8. Importance of Diversity at UC Davis, by Immigration Background Diversity is important to me Diversity is important on this campus 4.55 4.45 4.54 4.70 4.74 4.93 4.84 Student & Parents & Grandparents US Born Student & Parents US Born - At Least 1 Grandparent Foreign Born Student US Born - At Least 1 Parent Foreign Born Student Foreign Born 4.62 1 2 3 4 5 6 Mean (1=Strongly disagree, 6=Strongly agree) Differences are not significant for agreement that Diversity is important on this campus; however, students who have at least one foreign-born parent are significantly more likely than others to agree that Diversity is important to me. Institutional Analysis Student Research and Information 13

Figure 9. Perceptions of Campus Characteristics at UC Davis, by Immigration Background e Differences in perception of UC Davis as caring are not significant between groups of different immigration backgrounds. However, students who are US-born and whose parents and grandparents are also US-born are significantly more likely to characterize the campus as friendly and safe than those with a foreign-born parent or themselves foreign-born. Differences in perceptions of the campus as tolerant reach statistical significance only between foreign-born students and students with all US-born parents and grandparents. Institutional Analysis Student Research and Information 14

Respect Regardless of Immigration Background Students were asked whether they agree that Students of my immigration background are respected on this campus (Student Development module). Agreement at UC Davis is the in the midrange of the UCs. Figure 10. Respect Regardless of Immigration Background: UC Comparisons Students of my immigration background are respected on this campus 4.62 4.86 4.77 Max among UCs UC Davis Min among UCs 1 2 3 4 5 6 Mean(1=Never, 6=Very often) Institutional Analysis Student Research and Information 15

Figure 11. Respect Regardless of Immigration Background at UC Davis 5.11 Student & Parents & Grandparents US Born Students of my immigration background are respected on this campus 4.57 5.02 Student & Parents US Born - At Least 1 Grandparent Foreign Born Student US Born - At Least 1 Parent Foreign Born 4.51 Student Foreign Born 1 2 3 4 5 6 Mean (1=Strongly disagree, 6=Strongly agree) At UC Davis, students who are foreign-born or US-born with at least one foreign-born parent are significantly less likely to agree that Students of my immigration background are respected on this campus. Institutional Analysis Student Research and Information 16

Mean (1=Strongly disagree, 6=Strongly agree) Figure 12. Relationship between Perception of Respect and Immigration Background, by Race/Ethnicity 6 5 4 3 2 1 Student Foreign Born Student US Born - At Least Student & Parents US Born 1 Parent Foreign Born - At Least 1 Grandparent Foreign Born Student & Parents & Grandparents US Born Native American African American Chicano-Latino Asian White In general, students perceptions that they are respected regardless of their immigration background are positively correlated with increasing family residence in the U.S., regardless of race/ethnicity. There are two notable exceptions to this generalization: foreign-born African Americans are more likely to feel respected than their U.S.-born counterparts, and Native Americans with foreign-born parents or grandparents are more likely to agree that they feel respected than other Native Americans. While differences in perceptions of respect by ethnicity tend to lessen with longer term family residence, differences persist: white students tend to feel most respected within each category of immigration status, while African Americans tend to feel least respected, even after extended generations of residence. Institutional Analysis Student Research and Information 17

Negative or Stereotypical Views Related to Immigration Background Students were also asked how often they had heard negative or stereotypical views about immigration background expressed by faculty or instructors, by non-teaching staff or administrators, and by students. Responses were presented on a 6 point scale where 1 = Never and 6 = Very often. Note that, unlike most other items presented in this report, a LOW score is desirable for these three. Students at UC Davis and the other UCs report a higher frequency of negative or stereotypical views expressed by other students than by faculty or staff. This may reflect the fact that most students spend more time interacting with other students than with faculty or staff, or perhaps faculty and staff are more aware of the fallacy and the potentially damaging impact of stereotyping. Figure 13. Frequency of Negative or Stereotypical Views: UC Comparisons Faculty have expressed negative or stereotypical views about immigrant background 1.41 1.37 1.64 Max among UCs Staff have expressed negative or stereotypical views about immigrant background 1.42 1.39 1.61 UC Davis Min among UCs Students have expressed negative or stereotypical views about immigrant background 2.37 2.33 2.59 1 2 3 4 5 6 Mean(1=Never, 6=Very often) Reported frequency for such expressions by faculty, staff and students at UC Davis is among the lowest among the UCs and substantially lower than at the campus with the highest frequency for each. Institutional Analysis Student Research and Information 18

Figure 14. Frequency of Negative or Stereotypical Views at UC Davis Faculty have expressed negative or stereotypical views about immigration background 1.28 1.32 1.46 1.54 Student & Parents & Grandparents US Born Staff have expressed negative or stereotypical views about immigration background 1.25 1.36 1.49 1.55 Student & Parents US Born - At Least 1 Grandparent Foreign Born Student US Born - At Least 1 Parent Foreign Born Students have expressed negative or stereotypical views about immigration background 2.26 2.23 2.46 2.47 Student Foreign Born 1 2 3 4 5 6 Mean(1=Never, 6=Very often) At UC Davis, foreign-born students and students with at least one foreign-born parent report the highest frequencies of negative or stereotypical views about immigration status by all campus populations, faculty, staff, and other students. There are no significant differences between students according to their race or ethnicity (not shown). Institutional Analysis Student Research and Information 19

Appendix Methodology Data Collection In the spring of 2010, the University of California Undergraduate Experience Survey (UCUES) was administered electronically with an internet-based questionnaire to all 171,859 undergraduates at the nine general campuses of the University, including 23,357 undergraduate students at UC Davis. The response rate across the University of California was 43.3% but varied widely by campus. A total of 10,795 UC Davis students participated in the survey, for a campus response rate of 46.5%. Actual response rates varied by item. As in previous administrations of UCUES, and typical of survey research in general, female students responded to 2010 UCUES at a higher rate than males. Otherwise, UCUES respondents in 2010 were remarkably representative of the UC Davis population. Demographics of the survey population and the respondents for 2010 are shown in Table A1. The questionnaire was modular where all respondents received a common set of Core questions. Respondents were randomly assigned to receive one of three modules each focused on a specific aspect of the student experience. The distribution of respondents among the modules was determined by each campus. The percentage of UC Davis students directed to each module was selected according to anticipated analytical and reporting requirements, and in keeping with campus priorities. The 2010 UCUES modules were: academic engagement (45% of population, 5,136 respondents) student development (45% of population, 5,196 respondents) and civic engagement (10% of population,1,191 respondents). Interpretation of Results The committee of UC institutional researchers responsible for the design of UCUES anticipated that virtually all differences between campuses would be statistically significant due to the very large number of respondents. They agreed upon two standards for real, substantive differences: for mean ratings a difference of 0.2 or more, and for percentage values a difference of 5% or more are considered noteworthy and of practical significance. Note that these do not correspond to p-values for statistical significance. This convention is observed in UCUES reports prepared by Student Research & Information at UC Davis when reporting differences between campuses. Conventional statistical methods are used when reporting differences between means and percentage values for sub-populations within our own campus undergraduate population. The UCUES population was limited to undergraduate students included in the 3 rd week snapshot for winter quarter 2010 and who were 18 or older by April 1, 2010. Thus the size and specific characteristics of the population may differ slightly from official enrollment statistics reported elsewhere. UC Merced administered only the core and the academic engagement module. Some campuses chose to include a fourth, campus-specific module, referred to as a campus wild card module, but UC Davis did not, preferring to concentrate responses among the common modules. Institutional Analysis Student Research and Information 20

Gender Ethnicity Ethnicity (Asian) Class Level Entrance Status Table A1: Demographics of UC Davis 2010 UCUES Population & Respondents Table A1: Demographics of UC Davis 2010 UCUES Population & Respondents % UC Davis UCUES Population N=23,357 % UC Davis UCUES Respondents N=10,795 Female 56% 63% Male 44% 37% American Native 1% 1% African American 3% 2% Chicano-Latino 13% 13% Asian 40% 37% White 35% 38% Other/Unknown 6% 7% International (Foreign Citizen) 2% 2% Chinese 45% 48% East Indian/ Pakistani 10% 8% Japanese 4% 4% Korean 7% 6% Pacific Islander 1% 1% Filipino 9% 10% Vietnamese 14% 14% Other Asian 9% 9% Freshman 15% 10% Sophomore 20% 20% Junior 27% 25% Senior 38% 45% High School 79% 80% Advanced Standing 21% 20% Institutional Analysis Student Research and Information 21

Table A2: Percentage of UC Davis Students Responding Favorably to Campus Climate Items, by Student Table A2. Percentage of UC Davis Students Responding Favorably to Campus Climate Items, by Student Immigration Background Agree or Strongly Agree I feel that I belong at this campus Knowing what I know now, I would still choose to enroll at this campus I feel valued as an individual on this campus Student Foreign Born Student US Born - At Least 1 Parent Foreign Born Student & Parents US Born - At Least 1 Grandparent Foreign Born Student & Parents & Grandparents US Born All UC Davis 54% 57% 66% 69% 61% 60% 61% 68% 73% 65% 36% 27% 34% 36% 32% Agree or Strongly Agree Rarely or Never This institution values students' opinions Diversity is important on this campus Diversity is important to me Students of my immigration background are respected on this campus Faculty express negative views about immigration background Staff express negative views about immigration background Students express negative views about immigration background Institutional Analysis Student Research and Information 22 41% 35% 38% 39% 38% 58% 55% 56% 58% 56% 65% 73% 66% 64% 68% 57% 59% 81% 84% 69% 1% 1% 1% 0% 1% 2% 2% 1% 1% 2% 9% 9% 7% 6% 8% Immigration Background

UCUES Items Referenced in this Report When did you come to the United States to live? I was born 1991 or 1992-2000- 2005- N in the U.S. earlier 1999 2004 Present When did you come to the United States to live? 9,528 81% 4% 7% 6% 3% To the best of your knowledge, who among the following of your relatives was born in the U.S.? Outside N In U.S. the U.S. My mother 9,557 48% 52% My father 9,537 49% 51% My mother's mother 9,475 42% 58% My father's mother 9,465 42% 58% My mother's father 9,459 42% 58% My father's father 9,407 43% 57% Indicate how strongly you agree or disagree with each of the following statements: Strongly Disagree Agree Strongly N disagree Disagree somewhat somewhat Agree agree I feel that I belong at this campus 9,741 2% 4% 7% 26% 37% 24% Knowing what I know now, I would still choose to enroll at this campus 9,736 3% 4% 8% 20% 34% 31% I feel valued as an individual on this campus 4,068 3% 8% 16% 41% 26% 6% This institution values students' opinions 4,057 4% 6% 16% 36% 29% 9% Diversity is important on this campus 4,053 2% 3% 8% 32% 39% 17% Diversity is important to me 4,056 2% 2% 6% 24% 35% 31% Institutional Analysis Student Research and Information 23

Based on your experience and observation, rate the general climate for students of your UC campus along the following dimensions: Campus climate is: N 1 2 3 4 5 6 Hostile(1) to Friendly(6) 4,130 0% 1% 6% 18% 46% 28% Impersonal(1) to Caring(6) Intolerant(1) to Tolerant(6) Dangerous(1) to Safe(6) 4,127 2% 5% 12% 29% 36% 15% 4,116 1% 3% 8% 24% 44% 20% 4,114 0% 1% 4% 15% 46% 34% Please indicate the extent to which you agree with the following statement:: N Strongly disagree Disagree Somewhat disagree Somewhat agree Agree Students of my immigration background are respected on this campus Strongly agree 4,012 1% 2% 6% 23% 47% 21% In this academic year, I have heard [below] express negative or stereotypical views about immigration background N Very often Often Somewhat often Occasionally Rarely Never Faculty 4,050 0% 0% 2% 6% 18% 73% Staff 4,048 0% 1% 2% 6% 16% 74% Students 4,056 3% 5% 9% 24% 28% 31% Institutional Analysis Student Research and Information 24